Prospectus - Handbook 2009-10

8/7/2019 Prospectus - Handbook 2009-10

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c copyright. The Homework Diary Company Ltd. Registered in Scotland No 177762

STIRLING COUNCIL CHILDRENS SERVICES

DIRECTORS FOREWORD

INTRODUCTION

Welcome to Stirling Council and Dunblane Primary School.

Education Services want all children and young people growing up in Stirling to be

happy and safe, to enjoy good health, to be listened to and respected, to engage in a

wide range of positive experiences and opportunities and to be ready to succeed. We

will work together to realise this ambition by putting children and young people first,promoting inclusion and delivering quality services.

The needs of children and young people cannot be met by any one service or

organisation and our schools and nurseries are committed to working together with

our partners to achieve the Scottish Governments vision for children and young

people who are:

confident individuals,effective contributors,

successful learners, and

responsible citizens

Full implementation of Curriculum for Excellence will ensure that all our schools and

nurseries offer the range of experiences for learners that make this a reality.

We want all parents to be involved in their childrens learning and welcome you as

an active participant in the life of the school. The Parental Involvement Act aims to

strengthen and support parental involvement in education and introduces a more

flexible system for parental representation.

Stirling Council is keen that all services work in partnership with families in order

that we can continue to improve. We depend on your aspirations and expectations to

ensure that the highest standards are being achieved.

Bob CookInterim Head of Education ServicesDecember 2009


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Stirling High School

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GOOD IDEAS MAKE GOOD SCHOOLS

We believe that Stirling High should be a caring part of the community

a place where pupils, parents and members of the public can come

and feel confident and relaxed about the way they will be treated, both

regarding education and in human terms.

In Stirling High, we are constantly looking at ways to improve and extend

this caring approach in the education service we provide, in the

welcoming environment we create and indeed in this handbook.

We value any suggestions that you have to make, which would contribute

to the well-being of the school.


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Dear Parent/Guardian

Welcome to Stirling High Schools handbook. This handbook is designed to

give pupils and parents information about the school, its aims and priorities.

We also hope to provide pupils and parents with the information they need

regarding the clubs, activities, curriculum and other aspects of the school.

In Stirling High School we set out to raise aspirations and to motivate young people to achieve high

standards. We aim to equip all our young people with knowledge, skills and attitudes for life and

work in the 21st century and to pass on values which encourage in our students a willingness to

participate in society as caring, responsible citizens.

A successful and popular school, Stirling High School attracts large numbers of placing requests

from a wide area. Demand for the 180 places in S1 always exceeds availability. Formerly located on

Stirling Castle Rock, the school moved to Torbrex in 1962. On 18 February 2008, we moved to our

current location on Torbrex Farm Road. A major building programme has resulted in a tremendously

enhanced learning environment providing excellent support for the pupils in all areas.

We believe in our young people. We want them to thrive in Stirling High School and to enjoy their

time with us. This handbook will give you insights into the day-to-day life of the school but please

do not hesitate to contact us if you require further information. Information is also available on our

website at www.stirlinghhigh.co.uk.

I look forward to working with you and your child in the exciting years ahead.

Yours sincerely

Pat Scullion

Headteacher


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AIMS OF STIRLING HIGH SCHOOL

The School Motto is -

TEMPORI PARENDUM - BE PREPARED FOR YOUR TIME

Stirling High Schools Aim is -

TO PREPARE ALL OF OUR PUPILS FOR THEIR TIME.

To achieve this Stirling High will strive to -

Develop responsible citizens. Support Learning.

Raise achievement. Meet the needs of all pupils. Teach skills for life.

Citizenship Learning Achievement Needs Skills

The Schools Aims were reviewed during session 2001/2002. As part of this process staffwere consulted via the School Staff Consultation Group Meetings, Departmental Meetingsand Whole Staff Meetings. The Pupil Council was consulted and the School Boardrepresented parents views.

The revised School Aims are linked to the School Motto, Stirling Councils Aims and tothe five National Priorities.


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Stirling High SchoolTorbrex Farm RoadTorbrexStirlingFK8 2PA

TEL: 01786 472451 FAX: 01786 447127

HEADTEACHER P SCULLIONDEPUTE HEADTEACHER L ALLENDEPUTE HEADTEACHER R L BOYDDEPUTE HEADTEACHER I FANNON

Teaching Staff (at November 2009)

75.4

School Roll (at November 2009)

S1 165S2 176S3 176S4 168S5 153S6 102TOTAL ROLL 940

Parents can contact or visit the school at any time to enquire about enrolment, courses

and School Policies.


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MATHEMATICSMr A CameronMr D Clark MUSIC

Mr A Crichton Mrs R Hardie (Part-time)Mr S Johnson Mrs V W McKinlayMrs K Pinas Ms A MenziesDr J WalkerMs F WitheyMs K Withey

PHYSICAL EDUCATION PHYSICSMs S Angus (Probationer) Mr G CameronMs L Dawson Dr A McDonaldMr M HooperMr F McLachlanMrs R WallaceRELIGIOUS EDUCATION TECHNICAL EDUCATION

Mrs J E Hunter Mr D DownieMr M Rushton Miss R Harker

Mrs S RyeADDITIONAL SUPPORT NEEDS Mr S SteelMrs V BarronMrs J ClarkMs A DevoyMrs J MackenzieDr W Veitch

PRIMARY SECONDARY TRANSITIONMrs C Burnell

SUPPORT STAFF

INCLUSION SUPPORTMrs L Hunter

LEARNING RESOURCE CO-ORDINATORVacancy

FESFM FACILITIES MANAGEMENT STAFFMr J Marshalsey, Senior Facilities ManagerMr W McGregor, Facilities ManagerMr A Redpath, Facilities Manager

MEDICAL ATTENDANT/SUPPORT FOR LEARNING ASSISTANTVacancy (Term-time)

OFFICE STAFFMiss K Brown, Admin Assistant (Part time)Mrs A McGregor, Senior Admin Assistant (Part-time)Mrs P Noblett, School AdministratorMrs L Rogerson, Admin Assistant (Part-time)Mrs K MacDonald, School Office/Admin AssistantMrs K McMaster, Admin Assistant

SUPPORT FOR LEARNING ASSISTANTSMs T Cameron, Support for Learning AssistantMiss L Innes, Support for Learning Assistant (Part-time)Mrs E Burch, Support for Learning Assistant (Part-time)Mrs M NcNab, Support for Learning AssistantMrs W Robertson, Support for Learning AssistantMrs L Samson, Support for Learning Assistant

Ms J Sinclair, Support for Learning AssistantMrs K Howie, Support for Learning Assistant (Part-time)Mrs P Wilson, Support for Learning Assistant

TECHNICIANSMrs T Togneri, Senior TechnicianMr T Moodie, TechnicianMrs L Murray, TechnicianMrs J Phillips, Technician


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DATES TO NOTE

Holiday Dates 2010-2011Autumn Termstarts Monday 16th August 2010 (teachers only)Staff Development Day Monday 16th August 2010

Tuesday 17th August 2010 (pupils return)

Local Holiday Monday 6th September 2010 (except Balfron Cluster)

Local Holiday Monday 27th September 2010 (Balfron Cluster only)

ends Friday 8th October 2010

October holidaystarts Monday 11th October 2010ends Friday 15th October 2010

Winter Termstarts Monday 18th October 2010Staff Development Day Monday 8th November 2010Staff Development Day Tuesday 9th November 2010ends Thursday 23rd December 2010

Christmas holidaystarts Friday 24th December 2010ends Wednesday 5th January 2011

Spring Term

starts Thursday 6th January 2011Local Holiday Monday 14th February 2011

Local Holiday Tuesday 15th February 2011

*Staff Development Day Wednesday 16th February 2011

Staff Development Day Thursday 17th February 2011

Staff Development Day Friday 18th February 2011

ends Friday 1st April 2011

Spring holidaystarts Monday 4th April 2011ends Friday 15th April 2011

Summer termstarts Monday 18thApril 2011Good Friday Friday 22nd April 2011

Easter Monday Monday 25th April 2011

Local Holiday Monday 2nd May 2011

ends Friday 24th June 2011

Summer holidaystarts Monday 27th June 2011ends Monday 15th August 2011 (teachers only)Tuesday 16th August 2011 (pupils return)

*Additional Curriculum for Excellence Day


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CURRICULUM

S1/2

The Curriculum for S1 is:

English, Mathematics, Science, Social Subjects, French, Technical Education, Art, Music,

Physical Education and Religious and Moral Education.

Pupils are grouped in mixed ability classes with the exception of Mathematics where pupils are

broadbanded. In S2 pupils are also broadbanded in English, French and Science. To make sure

that each class has pupils from the full ability range, Primary School reports are used, along

with information gathered by secondary staff, particularly the Transition Teacher, Pupil Support

and Additional Support Needs staff during their visits to the Primary Schools. One particular

class is selected to be taught by our primary specialist for Mathematics and English.

Pupils experience a thirteen week rota in Social Subjects and a double period of PhysicalEducation; Home Economics and ICT/Enterprise Education. The emphasis in S1 is on

groupwork, project based learning and cross-curricular themes where appropriate. Permeating

the S1 Curriculum are the whole school outcomes in numeracy; literacy and health and well-

being.

Each class in S1 and S2 consist of 20 pupils.

The Curriculum in S2 is:

English, Mathematics, History/Modern Studies/Geography, Biology, Chemistry, Physics (a

general Science course is taught in S1 and the three Science subjects are rotated in S2), French,

Technical Education, Home Economics, Art, Religious and Moral Education, Music, Physical

Education and Business Education/Computing. Personal and Social Education is deliveredthrough Tutor Group time and a programme of outside speakers in S1 and S2

In February and March S2 pupils decide which subjects they will study in S3 and S4.

Information is provided for pupils and parents about the choice of courses available in S3 and

S4. Detailed advice is given by Pupil Support, Senior Management and subject staff about these

decisions, depending on each pupils progress, interests and career aspirations.

In devising the subject programme for pupils, our aim is to provide them with work in which all

can experience a sense of achievement.


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S3/4The curriculum in Third and Fourth Year is geared towards National Examinations at Standard

Grade or Intermediate levels and is designed to offer balance, choice and flexibility, in line withnational recommendations. Standard Grades and Intermediate level courses are designed to

cater for the full range of ability in the year group. Awards for Standard Grade are made on a

seven point scale.

Credit Level Band 1 or 2

(the most demanding level)

General Level Band 3 or 4

(intermediate level)

Foundation Level Band 5 or 6

(mastery of basic skills/knowledge)

Course Completed Band 7

Intermediate level awards are made on a 5 point scale:A- 70% and over

B- 60-69%

C- 50-59%

D- 45-49% (Near Miss)

FAIL- less than45%

Intermediate 2 awards equate to Credit level (Standard Grade) while Intermediate 1 courses

equate with General level (Standard Grade) awards. The flexibility of the courses and the

assessment techniques allows for a degree of movement from one level to another indeed

many sections are broad banded in that they are made up of pupils studying Credit/General or

General/Foundation levels.

A wide range of Access 2/3 courses are provided to meet the learning needs of all our young

people.

At the end of Fourth Year, pupils are given the opportunity to choose the subjects which they

intend to pursue in Fifth Year. Pupils gaining Credit awards at Standard Grade or Intermediate

2 should be able to proceed directly to Higher Grade in Fifth Year. Awards in the upper band

at General level would suggest that pupils should take Intermediate 2 Courses in S5 with the

possibility of taking a higher course in S6. As is the case at S2/3, there may be changes in the

pattern of options from year to year.

Course Choice for S3/4

All pupils study a compulsory core of subjects comprising English (5/4 periods), Mathematics(4 periods) and School Courses in Physical Education (4/5 periods), Religious and Moral

Education (1period) out of a School Week of 30 periods. The remainder of the course choice

is completed by choosing another six subjects. It is recommended that this would generally

include one science subject (Physics/Chemistry/Biology),

one Modern language(French/German) and

one Social subject(History/ Geography/ Modern Studies).All these subjects are offered at

Standard Grade/Intermediate level for 3 periods.

See Table 1 on next page


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Course Choice for S5

Fifth Year pupils select one subject from each column as advised by subject and

Pupil Support Teachers.

See Table 2 below

Course Choice for S6

Pupils should select one subject from a minimum of 4 option columns as advised

by Subject and Pupil Support Teachers.

See Table 2 below

S5/6 provision is constantly reviewed and adapted.

TABLE 1

TABLE 2

The arrangement of option columns in course choice procedures for S3 and S5/S6

pupils will vary from year to year depending upon staffing/other resources

OPTION A B C D E

ADVANCED HIGHER

(S6)

Mathematics History Modern Studies Geography

Art & Design Biology French

Music* Computing Chemistry Craft and Design

Technological Studies* Physics

HIGHER

COURSES

English Modern Studies Mathematics Geography

History Modern Studies Business Management*

Mathematics Human Biology Physics French Physical Education Art & Design

Chemistry Biology or Human

Biology Information Systems Geography Music * Craft & Design *

Chemistry Technological Studies* Computing Religious, Moral &

Philosophical Studies Physics Administration* Home Economics: Health &

Food Technology*

NON-HIGHER

COURSES

Int SQA Intermediate

U SQA Units Free

Standing

English Int 1/2 Mathematics Int 2 History Int 1/Int 2 Business Management

Int2*

Media Studies Int1 Media Studies Int 2

Mathematics Int 1/2 Administration Int1/2* Word Processing U* Physical Education Int2 Sporting Activity

Performance Units (all

levels)

Craft & Design Int 2* Information Systems

Int2

History Int1/2* Travel & Tourism Int1/

Int2

Music Int 1/2* Sporting Activity

Performance Units (alllevels)

Chemistry Int 2 Information Systems Int2 Home Economics Lifestyle

& Consumer Technology Int1

Home Economics: Health &Food Technology* Int2

Home Economics: HospitalityInt2

Administration Int 2* Word Processing U* Technological Studies Int2* Religious, Moral &

Philosophical Studies Int1/2*

v Classes may be composite i.e. bi-level where there is not sufficient uptake.NOTES

If Advanced Higher English is desired, the course (if viable) will run in the option column where uptake is greatest. There is no guarantee that all of the courses listed above will run changes will be made subject to viability/staffing contingencies. In Col A only ONE Art option may run subject to demand/staffing contingencies In Col C/Col D either Biology Higher or Human Biology Higher may run subject to viability/staffing contingencies In Col E either Health And Food Technology Higher/Int2 or Hospitality Int2 may run subject to viabilit y/staffing contingenciesRECOMMENDED COURSE

SUBJECT WEIGHTING

2nd

CHOICE


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PROMOTING ATTENDANCE

Parents have a legal resposibility to provide children of school age with aneducation by ensuring their attendance at a school or by other acceptable means.

Most parents choose to delegate this resposibility to the Local Authoritys Education Services.

There is a strong link between good attendance and achievement. Quite simply a

child who is not in school does not learn. Every child deserves the opportunity to

acheive their potential.

Pesistent latecoming also causes regular interruptions for some classes. It disrupts

learning and teaching not only for the latecomer but for the whole class. Parents

should also give consideration to the impact on a childs education when taking

holidays during term.

It is important that schools, parents and other parties work together to promote

good attendance.

HOLIDAYS DURING TERM TIME

Scottish Executive Education Department Circular 5/03 issued to all Local

Authorities in June 2003 offers guidance on issues relating to attendance and

absence at school.

The majority of family holidays taken during term time will be categorised as

unauthorised absence.

The Circular emphasises that schools may only authorise a family holiday during

term time under very exceptional circumstances which may include, for example:

family, following serious or terminal illness, bereavement or other traumatic

events.

ATTENDANCE

It is vital that pupils attend school regularly. When a pupil is absent from school,for any reason, it is essential that on his/her return to school they bring in a dated

note explaining the reason for the absence. This note should be handed into the

Form Tutor.

If a pupil is absent for more than 5 consecutive days, without the school being

notified, his/her Pupil Support Teacher, after consultation with the Form Tutor will

send out an absence enquiry to parents.

Attendance is checked at 9am by the Form Tutor and recorded on the school

computer system. Each period, the class teacher checks attendance against this and

notifies any discrepancy to the school office.

Parents will be informed by telephone or text of any persistent latecoming,

attendance problems or suspected truancy by the school office. In the event of beingunable to contact parents by telephone a letter may be sent home.


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ADDITIONAL SUPPORT NEEDS

Teachers of Additional Support Needs aim to support all pupils with any additionaldifficulties. Problems can arise for a number of reasons and may only be short

lived or may require support throughout the pupils school career. The support

provided can include advice to other staff and parents, working with pupils in

their timetabled classes, linking with experts from outside the school, and in some

cases, working with individuals or small groups, once or twice a week.

Pupils may be given individual homework programmes to follow to tackle specific

difficulties such as spelling. A variety of approaches are used when dealing with

social, emotional or behavioural difficulties.

More information is available from Ms F. Kerr, Principal Teacher Additional Support

Needs upon request.

INCLUSION

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

law in November 2005. The ASL Act places a duty on Stirling Council Education

Services to identify and meet the additional support needs of children and young

people. We do this through the Staged Intervention process.

The Act resulted in new procedures and guidance with training for all

establishments on the implementation of the Act. We have also provided new

resources and information. We have developed a CD-ROM and an ASL websitewhere parents can get a range of information at www.stirling.gov.uk/asl

You can get more information, including copies of the CD-ROM from your nursery

or school.

YOUNG CARERS

Young Carers are ordinary children and young people eighteen years or under who

help to look after or support a member of their family.

This might be their mum or dad, brother or sister, grandparent or any other

relative who needs help or support due to disability, physical or mental illness,

long term illness, drug or alcohol misuse.

Young Carers help out in many different ways:

toileting and feeding.

that are over and above what is normally expected of a young person.

Please see any Pupil Support Teacher or Ms Coffey for more information .


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CHILD PROTECTIONStirling Council has a Child Protection policy and guidelines. All school staff receive training

each year.

It must be emphasised that the overriding consideration in every situation must be the welfare

of the child. The onus is on staff to report suspicion not certainty.

YOUNG PEOPLE AND SUBSTANCE USEThere is an authority policy on young people and substance use which includes guidance on

dealing with incidents in school.

PERSONAL AND SOCIAL

DEVELOPMENT PROGRAMMEIn Stirling High School, the personal and social development of all pupils is

fostered at three levels:

1. P.S.D. as a Whole School Issue

All teachers make important contributions in the course of subject lessons, by the

use of pupil-centred learning experiences and through informal contacts in the

extra curricular life of the school.

2. P.S.D. through Heightened Support and Counselling

This is primarily the role of the Form Tutors and the promoted Pupil Support staff

and includes:i) an induction programme for all primary seven pupils

ii) continuity of form classes from S1 to S4

iii) a structured programme of interviews throughout a pupils school career.

SHaPEOur PSE programme is now known as SHaPE Social, Health and Personal

Education. Every month there is a different theme, these cover a variety of areas

from Personal Safety to Citizenship and Study Skills. The work is delivered to

classes in a variety of ways:

Assemblies These can be House Assemblies or for whole year groups.

Assemblies are either delivered by Pupil Support staff or outside speakers. Recentoutside speakers have come from groups such as Arrive Alive, the Teenage Cancer

Trust, Rape Crisis and Stirling Council.

Work in form classes SHaPE material is timetabled to be delivered during form

classes at least two mornings per week. The work is sourced and developed by Pupil

Support staff. It is evaluated and improved through our Quality Assurance process.

A wide range of topics are covered, examples of these include bullying, drugs

education, rights and responsibilities, careers, emotional intelligence and study skills.

Inserts When appropriate SHaPE work is delivered by external agencies duringclass time to allow for more detailed discussion of some topics. Recently these have

included visits from the Fire Brigade, Central Scotland Youth Project and the Police.


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EQUAL OPPORTUNITIES

The school operates a policy of Equal Opportunities which underpins all that we

strive to do in Stirling High. We take steps to ensure there is no discrimination in

terms of gender, race, religion or ability. Bullying, of any form, is not tolerated.

School policies on Equal Opportunities, Race Equalities and tackling bullying are

available on request from the school.

If desired we can arrange to have school correspondence translated into a range of

different languages.

RACE EQUALITY

The authority has a race equality policy. There is a general duty to promote racial

equality including

The Racial Attacks and Harassment Multi Agency Strategy (RAHMAS) is a

procedure in place which requires Headteachers to report racist incidents and to

demonstrate how any incidents were dealt with.

Any information can be translated into other languages are required.

EDUCATION DIASBILITY EQUALITY SCHEME

Following the introduction of the Disability Discrimination Act 2005, Stirling

Council Education Services Services has developed an education disability equality

scheme which sits within the overarching Stirling Council Disability Equality

Scheme. The scheme seeks to address disability equality in all services for children

and young people.

RELIGIOUS EDUCATION AND

RELIGIOUS OBSERVANCE

Religious Education

Religious Education is a core curriculum subject (1 period per week minimum) for

all pupils in S1-S4.


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The aims of Religious Education are to

Understand the place of religion in the development of the countrys history,society and culture

Consider the questions which Man poses about the meaning of existence

and explore the answers proposed by major world religions, in particular

Christianity.

Encourage pupils to develop a consistent set of beliefs.

Religious Observance

End of Term services are held in school. Such experiences contribute to the broad,

general education of all pupils and are not intended to indoctrinate any pupil into

one particular set of beliefs.

In according with Section 9 of the Education (Scotland) Act 1980, parents have

the right to withdraw their children from Religious Education and Religious

Observance. Any parent wishing to exercise this right should first contact the

Headteacher to discuss the matter.

The school will make arrangements to provide children and young people from

religions other than Christianity with opportunities to observe the conditions of

religious festivals e.g. Ramadan


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DEVELOPMENT OF PUPILS SPIRITUAL,

MORAL, SOCIAL AND CULTURAL VALUES.

The school is committed to supporting the development of its pupils as whole

people and as a result, wishes to encourage their development in spiritual, moral,

social and cultural terms.

These key human aspects of learning are supported through the following

arrangements by:

Creating a school ethos which in every way possible gives value to these

aspects of development, especially by providing an overall atmosphere thatis both caring and challenging and which provides opportunities for the

development of personal responsibility.

Promoting social and moral learning in the way disciplinary issues are

handled.

Ensuring that staff and adults within the school provide positive models

for pupils.

Arranging regular gatherings of the school as a community and using such

occasions to encourage and reinforce the values on which the school is based.

Enriching the curriculum in all appropriate areas with an emphasis on

spiritual, moral, social and cultural development.

Providing a programme of Religious Education in which consideration will begiven to responses to basic questions relating to the meaning, value and

purpose of human life.

Taking every appropriate opportunity to help pupils acknowledge, value and

appreciate their own cultures and heritage and the different cultures and

heritage of others.


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DISCIPLINE

The vast majority of our pupils are well-behaved and are good ambassadors

for the school. Every effort is made to encourage, support and recognise good

behaviour. However, a range of sanctions do need to be applied to ensure that the

actions of a minority do not disrupt classes and the work of the school.

It goes without saying that the responsibility for a pupils behaviour in school is

shared between the school and the parents. In cases of minor breaches of school

rules, the school will take on the responsibility for finding an appropriate sanction

and dealing with the matter in school. When a consequence sheet is issued the

pupils will be given a proforma which sets out the reason for the exercise. This

must be signed by the parent and returned, as requested, along with the completedsheet.

We work hard to encourage punctuality in all our pupils and we depend on the full

co-operation of parents. Persistent latecoming will be reported to the parent by the

Pupil Support Teacher and may result in a Detention being issued.

If a pupil repeatedly breaks School Rules or is involved in a more serious incident,

then the parents will be contacted.

For a serious breach of the school rules a pupil may be excluded and will only be

allowed to return to school after discussions have taken place with a parent and aparental undertaking has been signed regarding the future good behaviour of the

pupil.

ACE Award Scheme

ACE (Achievement, Community, Effort) is intended to help every pupil in Stirling

High School achieve his or her potential and to ensure that they are recognised

for doing so. Too often in schools we dwell on the negative and punish or remove

privileges. Perhaps the most significant effect of the scheme will be to recognise,

in a systematic way, what is good to recognise pupils who do behave, work

hard and cooperate. We are seeking to reinforce good behaviour and to make it

recognisable in class by acknowledging it.

ACE Awards are awarded by teachers, allow pupils access to school events,

participation in trips and allow pupils to qualify for rewards such as Go-Karting,

Beauty Treatments, Football Coaching, visit to the Time Capsule etc.


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School Rules

1. Follow all staff instructions immediately.2. Arrive on time- Prepare for the lesson.

3. Listen to the person who is meant to be talking.

4. Treat each other with respect and consideration (no physical contact or unkind words).

5. Take care of all school equipment.

Think!! Think about the probable effects on yourself

Think about other boys and girls

Think of your parents Think about the schools reputation


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PREFECT SYSTEM

Every session about 50 Prefects are appointed following voting by members of staff

and senior pupils. Prefects wear a Prefect Lapel Badge and a silver band on each

sleeve of their blazer. There is also a Senior School Tie for S5 and S6.

Prefects carry out certain duties, with the authority of the Headteacher, and assist

in the smooth running of the school.

Ms Allen, Depute Headteacher, liaises with the Prefects and she meets regularly

with the Head Boy and Head Girl and their Deputes.

SCHOOL POLICY ON DRESS AND UNIFORM

All pupils are expected to be tidily and appropriately dressed at all times when in

school or engaged in school activities. It is school policy to encourage all pupils

to wear school uniform. This policy is supported by the vast majority of parents,

Parents Association and School Board. Visitors to the school frequently comment

on the smart appearance of our pupils and the good impression it creates of the

High School.

The following items of clothing are:

S1/2 S3/4

White polo shirt with school logo White shirt and junior tie

Navy sweatshirt with school logo Black V neck jumper

Black trousers/skirt Black trousers/skirt

Black socks/ tights Black socks/ tights

Black shoes Black shoes

S5/6

As S3/4 with senior tie

Prefects are expected to wear full school uniform (including Blazer) atall times.


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Unacceptable

Soccer colours

Football team tops (and this includes P.E. lessons),

jackets, scarves for any team are not acceptable

under any circumstances.

Track suits

Designer Labels

Jogging Bottoms

T-Shirts

American Sports/Leisure wear

Denim Jackets

Denim Jeans Shell Suits (on safety grounds).

White Sports Trainers.

Hats, gloves and scarves should not be worn at

any time inside the building

The wearing of school uniform does not, by itself, make a good school but is

widely seen as being an outward sign of a school that is confident, successful

and is valued by pupils and parents. School uniform also, most importantly,helps us to quickly identify any outsider on the premises which is now

sadly, an issue we must be aware of.

P.E. Kit

All pupils should have the following basic P.E. Kit:

T Shirt, sports shorts, sports socks, indoor & outdoor sports shoes, swimming

trunks for boys and a one piece swimming costume for girls. Towel for showering

after activity. For outdoor activities, sweat tops, track suits, kagools etc. are

permissible.


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Footwear And Clothing

Pupils whose parents are in receipt of Income Support or Family Credit will

automatically be eligible for a Footwear and Clothing Grant. Those not in receipt ofthese benefits may apply but a grant will depend on their income being assessed

against an earnings scale.

Application forms for a footwear and clothing grant are available from the school

office.

If they are to be processed for the start of the new session in August, completed

forms have in the past been submitted to the Area Officer at Viewforth before the

end of July preferably sooner.

Education Maintenance AllowanceAn EMA is an allowance that is paid to eligible young people who stay in

education after their 16th birthday. This allowance is based on the total income of

the household and is paid directly to the student. To receive an EMA the student

must complete a Learning Agreement, which is a contract between them and the

educational establishment. Information leaflets and application forms are available

in the school. The application must be submitted before the end of June in time for

the new session in August.

POINTS TO REMEMBER

1. All your clothes and possessions should carry name tags.

2. All expensive watches, pens, personal stereos and other valuableitems should not be brought to school.

3. Money must never be left in coats or bags. As little money as possible

should be brought to school. If a large sum must be brought, it should

be handed into the school office for safe keeping.

4. If anything is lost a teacher must be told immediately.

5. Books must always be covered and carried in a suitable bag.

Parents may be held responsible for lost or damaged books.

6. Pupils may not leave the school premises without the permission of a

teacher, during the school day.

7. Mobile phones are brought to school at the owners risk.

Mobile phones must be SWITCHED OFF in school.


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SCHOOL MEALS AND PACKED LUNCHES

Good quality lunches are provided for children and young people in all schoolsevery day. These are prepared in the context of Hungry for Success - a nationalinitiative aimed at improving nutritional standards in school meals, encouraging anincrease in uptake and removing the stigma attached to taking free school meals.A menu cycle is provided by the catering service and is changed annually, takinginto account feedback from customers. All the recipes are nutritionally analysedto ensure they provide a healthy and well-balanced meal. The catering servicealways tries to accommodate the majority of tastes by offering an exciting andvaried choice including a vegetarian option available every day.

As well as meeting the requirements of Hungry for Success, all of the food anddrink supplied as part of the school meals service complies with the requirements

of the Schools (Health Promotion andNutrition) Scotland Act 2007.

Menus can be viewed on the Councils websiteor at www.fresh-eating.co.uk (secondary).

The school operates a cashless system. Allpupils receive a cafeteria card.

Pupils must obey the instructions of theSupervisory Assistants at lunch time.A member of the Senior Management

Team supervises the lunch queues and isassisted by Staff and Prefects. Vending machines are situated in the Dining Halland are only available to pupils at the morning interval and lunch time.

There is a continual commitment to introduce new products and improve theschool meals service in an effort to entice our pupils and positively encouragethem to choose the healthy options that are on offer.

Special diets can also be appropriately catered for and parents should contact theHeadteacher to discuss their childs special dietary requirements.

Some families may be eligible for free school meals. An application form may beobtained from the school or printed off the Councils website. This form shouldbe completed by the parent or guardian and returned to the nearest local office or

Viewforth, Stirling at any time throughout the year.

TRANSPORT

Most pupils live within walking distance of the school. Pupils travel fromGargunnock on a service bus which delivers them to school. A contract bus takesGargunnock pupils home at 3.30p.m. A few pupils living in the more remote areasare conveyed by contract minibus.

Free Season Tickets are provided by the Education Authority for those pupils who

live within our catchment area and travel more than 3 miles to school each day.

If the season ticket is lost the pupil must pay 5 to the School Office for a replacement.


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COMMENTS AND COMPLAINTS

Stirling Council is committed to quality services for its citizens and communities.

As part of this commitment we have Talkback, a comments and complaints

scheme, which allows us to find out how we are doing so we can put things right

and improve services.

There may be times when you are not happy with the services we provide. We

want to give you the opportunity to discuss any concerns with us and to find a

solution which will be in the best interests of your child.

Talkback provides a 3 stage approach:

Stage 1

If you have a concern about your childs education or early learning, please

contact the headteacher in the first instance. You can do this in person, by

telephone or in writing. The school will aim to give you a quick but thorough

response from staff who know most about your child.

Stage 2

We hope that we can resolve your concerns easily and quickly at the time they

arise and with the person concerned. In some instances, however, you may feel

that your concern or complaint has not been resolved. If you are unhappy with

the outcome at Stage 1, please contact the Head of Education, Education Service inViewforth, Stirling. Again, you can call in person, phone or in writing (telephone

01786 442666).

At this stage the Head of Education may appoint a senior official to work with

the school to help resolve the problem. If the problem still remains unresolved,

either the Head of Education or you may ask for the matter to be passed to the

Education Service Schools Complaints Officer. This is a stage 2 complaint. We will

acknowledge your enquiry within 4 days. We aim to look into the issues you raise

and find a solution within 15 days.

Stage 3

If you are still unhappy with the outcome of the Service review of your concern, you

can contact the Councils Corporate Complaints Officer who will look into how the

Service has dealt with your concern. The Corporate Complaints Officer is based

within the Chief Executives Office, Viewforth, Stirling (Direct line - 01786 443326).


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Medical Attendant

A First Aider is employed as a Medical Attendant at Stirling High and if any pupilrequires regular medication then the parent should inform the school.

Minor first aid problems are dealt with by the Medical Attendant. The Attendant

should not be asked to give advice on medical problems or treat injuries sustained

some time earlier. The Medical Attendant cannot issue medication of any type

(even paracetamol tablets) to any pupil.

INSURANCE INFORMATION

PUBLIC LIABILITYStirling Council has Public Liability Insurance in respect of claims against the

Council for bodily injury to any person or for loss or damage to any persons

property for which the Council is legally liable. Negligence on the part of the

Council or its employees resulting in injury, loss or damage must be established.

PUPILS PROPERTY

Each session, unfortunately but inevitably, pupils property is lost, damaged or

stolen in school. Parents should be aware of the following points:

a) Parents house contents policy may give some measure of cover for personal

effects of family members.

b) It is suggested that parents may wish to consider taking out additional

individual personal cover.

c) Pupils should be encouraged not to bring valuables to school.

The general rule is that pupils bring property to school at their own risk. There

may be situations where the school accepts responsibility for pupils property but

otherwise the Council is not responsible if property is lost, damaged or stolen in

school.

PERSONAL ACCIDENT COVER- EDUCATIONAL EXCURSIONS

The Council has arranged Personal Accident Cover for School children while on

Educational Excursions organised by the Council. Compensation may be payable

depending on the circumstances of the incident. A brief summary of the cover is as

follows:

Persons Covered: Organisers, members, employees, children and otherstravelling on excursions or trips organised by the Council.

Crisis Management

The school has a crisis management plan for dealing with any emergencysituations.


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When Covered: Whilst attending any activity involving a journey outside the

premises of the School organised by or on behalf of the

Council under the supervision of a responsible adult appointedthereby.

If you require further information please contact the Councils Insurance Section

on 01786 442889.

PERSONAL AND SCHOOL PROPERTY

PERSONAL PROPERTY

All items must be clearly marked with the owners name. On no account shouldmoney or valuables be left unattended. During PE lessons money and valuables

can either be left in a pupils own locker or handed into PE staff in a sealed

envelope for safe keeping. Pupils are advised against bringing unnecessarily large

sums of money, expensive jewellery, etc. to school. Pupils are expected to come to

school with pens, pencils, rulers etc.. A calculator would be a real benefit.

The loss or finding of any property should be reported to the main office.

SCHOOL PROPERTY

Books, equipment and buildings must be treated with care and respect by all users.Pupils causing loss or damage will be held responsible for replacement.

All text books, exercise books and jotters should be covered appropriately and

the pupils name and class written clearly on the cover as directed by the class

teacher. In view of the increasing costs of text books, stationery etc. the co-

operation of parents in providing a suitable bag or case to carry books would be

greatly appreciated.

LOCKERS

Lockers are available for lease.Information is available from the School

Office.


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SCHOOL HEALTH SERVICE

Forth Valley NHS Board has a statutory obligation to provide a health service for all

school-age children in Stirling Council area. The aim of the service is to make sure

that all children are in the best possible health to benefit from their education and

to provide the Education Authority with advice about the spread of infections and

the promotion of good health. Staff from NHS Forth Valley provide this service.

Parents will be given the opportunity to meet the named nurse for the school when

their child enters the school in Primary 1.

This will involve the parents completing a health questionnaire for the child and

requesting an appointment if required. All children may be seen at other times tohave their height, weight and vision checked.

If you have any concerns with your childs health, which may affect their

education, then an appointment can be arranged with your named nurse again

by contacting the department at the telephone number below. School staff, with

parental permission, can request an appointment with the named nurse at any

time. The named nurse will also liaise closely with the Health Visitor who has

overall responsibility for primary school children Hearing is no longer being tested

in school and teachers and parents are encouraged to report any concern about

hearing especially in Primary one children.

The named nurse for the school will also offer health promotion sessions within

the school setting at agreed times with the school. If you wish further details

about the content of these sessions then this is available by either speaking to the

teacher or contacting the named nurse at the telephone number below.

The named nurse and the doctor from the Combined Child Health Service will see

children with additional support needs or with any significant ongoing medical

or developmental conditions affecting their education if they are required to do

so. School staff and parents can contact the named nurse for the school as a first

point of contact if they have any health concerns regarding children which may

affect their educational needs. The nurse will then decide the best way to deal with

their concerns in discussion with the childs Health Visitor / Public Health Nurse

(schools)

All children entering P1 will receive an oral health pack containing a toothbrush,

toothpaste and an oral health advice sheet. A dentist from the Community Dental

Service will carry out a dental inspection of your child at P1 and P7 and can

arrange for dental treatment to be offered to those children unable to register with

a general dental practitioner.


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The School Health Service can be contacted at:-

Area Community Child Health DepartmentStirling Royal Infirmary

Livilands

Stirling FK8 2AU

Telephone: (01786) 434059/Fax (01786) 434479

Infectious Diseases

Colds, flu and gastro-enteritis are the most common infections affecting children of

school age. It is important that you keep your child off school in the early stages

of flu and while they still have diarrhoea. It is also important that your child

understands how to prevent picking up and spreading such infections. You will be

able to get further advice about good health from your named school nurse or staffin your Health Centre or GP Practice.

For advice about early detection and treatment for other infectious diseases e.g.

chickenpox and mumps please consult your GP or Health Visitor.

Head Lice

Head lice are spread through head to head contact at home, while playing or in

school. Regular combing of your childs hair using a head lice detection comb is

the best way to catch this possible problem at an early stage.

The only way to be sure that your child has head lice is to find a live louse. If you

find live lice, get the correct lotion from your doctor, health visitor or pharmacist.Shampoos and other treatments are not effective. One treatment is two

applications of treatment lotion seven days apart. If this is not followed correctly

then re-infection is likely.

Advise all family members and close friends of your child to check and treat only if

live lice are found. Dont be shy about advising others of this possible problem as

you would tell family and friends about other infections which might affect them.

Regular combing of your childs hair with the head lice detector comb is the best

protection as it allows you to detect and then treat speedily.

Further advice can be obtained from the Health Board head lice leaflet which is

available in all schools and health centres.


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HOMEWORK

All pupils are provided with a Student Planner in which they should take note of

work given and the date by which it has to be completed.

The Headteacher and staff of the school seek the co-operation of parents in trying

to ensure that homework is regularly and adequately performed and that the

discipline of regular study is acquired.

CERTAIN AMOUNT OF HOMEWORK IS ESSENTIAL No matter how much workis covered in class, it is not possible for the teacher to check every pupils grasp of

all points in a lesson. In order to consolidate classwork, clear the way for the next

lesson or to revise earlier work, teachers will give pupils homework on a regularbasis.

FORM OF HOMEWORK Most obviously the homework could be in the form of

written exercise but equally could be a book or notes to read, a map to draw or a

sketch for the next Art lesson.

QUANTITY OF HOMEWORK The amount of homework set will increase as the

pupil transfers from first year up through the school. As a very rough guide, S1

pupils should spend on average about 30 minutes per night on homework. This

will rise to a minimum of 2 or 3 hours per night for most pupils in S5. Experience

has shown that the progress of senior pupils can suffer if they take on part-timejobs involving excessive hours of work in the evening.

FAILURE TO COMPLETE HOMEWORK - Teachers issue homework on the

expectation that all pupils will make their best efforts and will return the work on

time.

If a pupil regularly fails to hand in homework or regularly returns it late or

incomplete, then the parents will be informed and their co-operation sought.

METHODS OF STUDY From S1 onwards, pupils will be given advice and practicein developing study skills. It is important that parents give active encouragement

and try to provide the appropriate conditions for effective study.

Homework Policy Information for Parents- booklets (year group related) are

posted to parents each August.


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ASSESSMENT AND REPORTING

Assessment

A wide range of assessment techniques are used depending on what is being assessed and the

reason for the assessment e.g.

informal observation and homework

marking of class work and homework

class tests/year group exams in the Assembly Hall

S1/S2 Cognitive Abilities Test

S.Q.A. Examinations (S4,5,6).

No one form of assessment is used to the exclusion of all others.

Pupils are assessed continuously to monitor progress, check on suitability of courses and

provide information when considering future courses of study.

Teachers keep detailed records of all these assessments on our electronic management system-

PPMS

In S1/S2 pupils are assessed against the standards embodied in the National 5-14 Programme.

Pupils are Nationally Tested at the appropriate time and parents are kept fully informed of

developments at relevant Parents Nights.

In S3/S4 pupils following National Qualifications courses e.g. Standard Grade, Intermediate

1/2 and access are assessed against nationally agreed standards in these courses. More thanone key skill or element is assessed and reported on in every Standard Grade subject. At the

start of S3, targets are set for Standard Grade courses and progress is tracked electronically.

Throughout S3 and S4 pupils receive feed-back on their performance and progress and advice

will be available as to the performance necessary to gain improved grades where appropriate.

S4 Prelim Examinations are held in November and December and the S.Q.A. Examinations

follow the nationally produced timetable starting at the beginning of May.

All Standard Grade Assessments are based on internal school assessments, examples of

classwork, etc., as well as an end of course national examination.

No overall award will be made in a subject if insufficient classwork is submitted or the

examination is missed.

In S5/6 the most important forms of assessment in National Qualification Courses are the end

of Unit Assessments, the Prelim Examinations in January/February and the S.Q.A. Examinations

in May/June.

Many departments now offer Intermediate and Access courses in S3/4 alongside or instead of

Standard Grade.

NOTE: End of Unit Assessments must be passed plus the final examination in order to

receive an award. Unit Assessments take place through out the school session and there are

arrangements for a re-assessment if a pupil does not pass first time.


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REPORTING TO PARENTS

The routine forms of reporting are:

(a) One report per year group.

(b) Parents Evenings (ONE per year group)

SEE Dates to Note section for dates of Parents Evenings and issue of Reports

during the session.

NOTE: A School Calendar, with up-to-date lists of school holidays, Parents

Evenings, Report Cards, etc. is issued to all parents at the start of every session.

Any parent wishing more regular feed-back on the progress of their child

should contact the appropriate members of the Pupil Support Department in

the first instance.

Cause for Concern Reports

In S3 and S4, a pupils performance in end of topic tests, practical assessments

and general course work provides reliable indicators of the pupils performance.

If, in any subject, these indicators show a pupil to be underachieving, a Cause for

Concern notice will be issued. This will state the reasons for underachievementand give advice on how certain problems can be tackled.

Cause for Concern notices are issued before Parents Evenings so that parents have

an opportunity to discuss the matter with teaching staff.


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PRIZES AND AWARDS

The school recognises the achievement of pupils in curricular and extra curricular

activities in various ways.

In S1 to S4 Certificates are given for meritorious work and effort and in S5

and S6 medals and book prizes are awarded. The pupil judged to be the most

academically distinguished in S5 is awarded the Randolph Gold Medal, instituted

in 1879.

A number of trophies and medals have been gifted over the years to commemorate

former pupils and members of staff, or by local clubs or societies. The award of

these not only marks the distinction gained by the pupil but honours the memoryof past associates of the school and helps to maintain its traditions.

All these awards are presented at the Annual Prizegiving which takes place in April

for S4/S5/S6 and in June for S1/S2/S3 each year.


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COMMUNICATION WITH PARENTS

It is very necessary for the school and home to keep in close contact through all the years ofa pupils schooling so that parents are kept fully informed. The school and parents must worktogether in partnership to provide support for pupils so that they may fulfil their potential.

Contact with the home is maintained on a regular basis by the following:

1. Information BookletsInformation leaflets posted to parents at the beginning of sessions. The booklets providegeneral information, advice and key dates.

2. LettersThese are issued to parents on such matters as holiday dates, fund-raising, Examination

arrangements, Parents Evenings and other events affecting their childrens activities in school.These letters are given to the pupils to deliver to their parents. Alas, many of the letters seem tobe recycled for a variety of uses before ever reaching their proper destination!

3. Parents EveningsThere is normally one meeting of parents with teachers for each Year Group in every schoolyear. Details are given in a letter at the appropriate times. Other than this, parents can makeappointments to see teachers.

4. AppointmentsAppointments are generally made by telephoning the school. The Office Staff will make surethat parents are put in touch with the appropriate person to deal with their enquiry or problem.For routine enquiries or personal problems, this person will be the pupils Pupil Support

Teacher; for matters dealing with school administration, such as enrolment, subject choices orchange of course, the Rector or Depute Headteacher.

Appointments with individual classroom teachers can be arranged but not at times when theteacher has a class to teach. This means that the times available are very limited and parentsare therefore advised to make their first enquiry always through their childs Pupil SupportTeacher.

5. Emergency Closure ArrangementsWhen it is planned to close the school early, for any reason, parents will be informed inadvance. In an emergency, the safety and welfare of pupils is given the highest priority. Seniorstaff are always available at these times to help and advise any pupils in difficulties.

6. Stirling ObserverA weekly column of school news appears in the Stirling Observer every Wednesday.

7. NewsletterA regular newsletter is distributed via the pupils at various times throughout the year. News ofevents, important dates and pupils achievements are included.

The newsletter is also distributed to our Partner Primaries.Parents are welcome to contact or come into the school at any time the door is always

open.


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THE PARENT COUNCIL

The Parent Council exists to give parents, staff and the local community a say

in the running of the school. It is a valuable means of direct access to those in

authority.

It has a part to play in authorising the school budget expenditure, receives reports

on curriculum, discipline etc., and members play an important part in senior staff

appointments.

The Parent Council forms a valuable channel of communication between parents

and the school/education authority. It can help keep parents informed on school

matters, and also puts their views emphatically to those who make the decisions.

Further Information

The details of personnel are given below. Any of them will be pleased to speak to

you. If you are unsure, the Parent Council will advise you whom to contact.

Parents:Simon Puttock Chair

Debbie Tolson Vice chair

Ann Finlayson Secretary

Peter Langley Communications co-ordinator

Sandy McAfee Fund raising co-ordinatorEdmund Mansion

Linda Watson

Linda Farquhar

Susan Weir

Richard Norman

Lesley McAleenan

Eve Keypax

School:

Pat Scullion - Headteacher

Tom Monaghan Teacher

Greig Macarthur - Head boy

Louise Mansion - Head girl


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TRANSITION FROM PRIMARY

TO SECONDARYPartner Primary Schools

The majority of pupils in the High School come from our partner primary schools

Allans Primary, Borestone Primary, Braehead Primary, Cambusbarron Primary,Gargunnock Primary, St Ninians Primary.

Pupils who live within the catchment will automatically transfer to the High School

at the end of Primary 7. Parents who live outside the school catchment area can

request that their children attend Stirling High by making a Placing Request. Each

year a significant proportion of our new S1 intake results from Placing Requests.

During the last year at Primary School, contacts are established by the High School

Pupil Support and Additional Support Needs Staff culminating in a three day visit

by Primary 7 pupils to the High School at the end of June. Pupils meet teaching

staff and have an opportunity to learn something about the building, the facilities

and subject departments. Parents are invited to meet with the staff on the third day

of the Induction Programme.

A number of other transition events take place during the year including the Open

Evening, Citizenship Morning, Eco Morning and Sports Morning. All our partner

primary schools are invited to participate in these.

Recently, Working Groups of Primary & Secondary staff in Language and

Mathematics, have developed courses and approaches under the

5-14 Development Programme. Support is currently offered to the primary schools

in Science and Modern Languages and a number of schools have taken the

opportunity to use the High School facilities.

The Headteacher and Depute Headteacher of the High School and the

Headteachers of the Primary Schools in the Stirling Cluster meet on a regular basis

to discuss aspects of Primary/Secondary Liaision.


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EXTRA CURRICULAR ACTIVITIES

Stirling High School has a proud tradition of sporting, cultural and community

involvement which embraces a wide range of extra-curricular activities.

In sport pupils participate enthusiastically in Badminton, Basketball, Table Tennis,

Swimming, Athletics, Gymnastics, Hockey, Football, Rugby and other sports.

School visits to the theatre include trips to the Royal Lyceum, the Kings, the

Citizens, the MacRobert Arts Centre and local drama groups. Drama is given a

high profile by the English Department and companies are often invited into school

to perform.

Visits to industry (the school has Industry Links with B.P. Chemicals,

Grangemouth, Marks & Spencer and Scottish Power) and to local services,

underline our involvement with and in the community.

In December a Carol Service takes place in the Church of the Holy Rude and a

Spring Concert in March in the School Hall. Concerts and other musical evenings

are regular and popular events in the school calendar. A large number of pupils are

given the opportunity to show off their talents in these events, both on stage and

behind the scenes.

The school has a proud record ofinvolvement in fund raising activities

for local and national charities. Over

the last few years, support has been

offered to Cancer Research, Cancer Relief,

Strathcarron Hospice, the Malcolm Sargent

Cancer Fund for Children, Children in

Need, the Childrens Ward at Stirling Royal

Infirmary, Lepra, Crossroads and many

more.


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A range of activities in art, music, drama and writing, success in major national

competitions such as debating and speech-making, sporting and athletic

achievements all add that invaluable dimension to a dynamic school life-style.These we encourage, appreciating thoroughly the tremendous voluntary effort

from staff who contribute their time, energy and talents very generously indeed

and without whom such activities would not take place.

WORK EXPERIENCE

All S4 pupils have an opportunity of going on one week of Work Experience.

We are grateful for the support of local firms and organisations in providing us

with the necessary range of placements for our pupils and for helping prepare

pupils prior to their placements and giving a written report following theplacement.

Work Experience not only provides pupils with first hand experience of the World

of Work but it also contributes to their Personal and Social Development and can

increase their motivation when they return to the classroom.

Our pupils have, almost without exception, found their Work Experience very

valuable.

SKILLS DEVELOPMENT SCOTLAND

Mr Ian McCartney is our Careers Advisor. Ian works with all our students and

helps them to make their career choices about education, training and the world

of work. This is carried out in discussion with the student and involves listening to

their ideas; discussing their interests and providing guidance and support.

Ian has been our Careers advisor for four years and can be found working out of

his base in the Learning Resource Centre. Ian, who also works with Activate, liaises

closely with the Pupil Support Staff.

To make an appointment, students simply fill in a card in the LRC and place it in

the box provided.

Skills Development Scotland are an all age service and are there to help students.


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SUPPORTED STUDY PROGRAMME

Study Support may be defined as a voluntary activity which young peopleparticipate in outside school hours. It may take the form of any activity whichaims to improve self-esteem and helps to develop young peoples capacity to beeffective learners.John McBeath Study Support in Scottish Schools

Stirling High School recognises and supports the definition of supported study asset out by John McBeath and includes supported study as an integral part of theschools Raising Achievement strategy.

While recognising that supported study goes deeper than merely providing

opportunities for pupils to complete homework projects the proposed programmeis divided into three main areas.

Supported StudySubject Specific SupportStudy and Learning SkillsICT across the Curriculum

Supporting Extra Curricular ActivitiesClubs established and proposed

Social Inclusion Programme

Additional Support Needs

Supported Study.


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TRANSFERRING EDUCATIONAL DATA ABOUT

PUPILS

The Scottish Government and its partners collect and use information about pupils

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 Careers 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 betterexamination results. Accurate and up-to-date data allows us to:

achievement,

Data policy

Information about pupils education is collected in partnership between theScottish 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 is used for statistical and

research purposes only.


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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 NationalStatistics 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 HM Inspectorate of

Education, Careers Scotland and the SQA. On occasion, we will make individual

data available to partners and also academic institutions and organisations to

carry out research and statistical analysis. In addition, we will provide our partners

with information they need in order to fulfil their official responsibilities. Anysharing of data will be done under the strict control of Scottish Government, which

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.

Concerns

If you have any concerns about the ScotXed data collections you can email the

Senior Statistician, Peter Whitehouse, at [email protected].

uk or write to The ScotXed Support Office, Area 1B, Victoria Quay, Leith, EH6

6QQ. Alternative versions of this page are available, on request from the ScotXedSupport Office, in other languages, audio tape, Braille and large print.

Want more information?

Further details about ScotXed are available on the ScotXed website, www.scotxed.

net., which contains a section on frequently asked questions at https://www.

scotxed.net/jahia/Jahia/lang/en/pid/220


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INFORMATION FOR PARENTS 2009

SECONDARY SCHOOLS

School: Stirling High School Id No.: 390 - 5726239

Leaver DestinationsNumber Of Pupils Leaving In School Year 2008/2009 And Percentage With Destination

As:Total Number of Leavers (=100%) 143

Higher Education 43

Further Education 22

Training 3

Employment 22

Other Known 10

Not Known 0

Key to symbols:Percentages for schools where the number of leavers is greater than 0 but less than 5 have beenreplaced by asterisks (**) because they could be misleading or lead to identification of individuals.The symbol (##) indicates that the data are not available or comparable with other years becausethe school has recently opened or merged with another school, or is temporarily closed.

Budgeted Running Costs For Financial Year 2009-2010School Roll at September 2008 958

Total School Running Costs at April 2009 () 5,601,116

Cost per Pupil () 5,847

Key to symbols: The symbol ## indicates that the data are not available.

Attendance And Absence For School Year 2008/2009Stage

S1 S2 S3 S4 S5 S1-5

Total Numberof PossibleAttendances(Pupil Half Days)

65,890 64,422 64,027 62,790 53,370 310,499

PercentageAuthorisedAbsences

4 4.4 5.4 3.8 4.5 4.4

PercentageUnauthorisedAbsences

2.5 5.7 5.5 6.9 6.9 5.4

Key to symbols:Asterisks (**) have been inserted instead of figures for some schools and categories:

Counts and percentages based on data for more than 0 but fewer than 5 pupils, becausethey could be misleading or lead to the identification of individuals.

In other cases, it is not possible for the school to have any data for the category, forexample, cases where the relevant year group roll figure is zero.

The symbol (##) indicates that the school has recently opened or merged with another school andthis information is not available.


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SECONDARY SCHOOLS


Estimated S5 January Roll As A Percentage Of The S4 RollIn September Of The Previous Session

2006/2007 2007/2008 2008/2009

82 75 73

Examination Results (within Scottish Credit and Qualifications Framework)

(2008/2009 results are pre-appeal)Percentage of the relevant September S4 roll achieving:

By endof S4

5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better

2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

91 89 87 75 76 73 43 41 39

Percentage of the relevant September S4 roll achieving:

By endof S5


2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

40 50 39 31 34 25 15 18 12

Percentage of the relevant September S4 roll achieving:By endof S6

3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7

2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

2006/2007

2007/2008

2008/2009

33 38 43 26 28 29 14 20 22

Key to symbols:Counts and percentages for year groups which contain more than 0 but less than 5 pupils arereplaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years.Possible reasons for this include: the school has recently opened or merged with another school;S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases wherethe relevant year group roll figure is zero.


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Minimising Overall AbsenceAbsence recorded

(2007/2008)Average number ofhalf days absence

per pupil

Absence recorded(2008/2009)

Average number ofhalf days absence

per pupil

Absence ## 37.6

Where schools have 9 openings per week, please note that all local authority and national figuresare based on 10 openings per week, and so are not directly comparable.

Key to symbols: The symbol (##) indicates that the data are not available or comparable withother years.

For Information:Scottish Credit and Qualifications Framework (SCQF)levels:

Level 7 CSYS at A-C; Advanced Higher at A-C

Level 6 Higher at A-CLevel 5 Intermediate 2 at A-C; Standard Grade at 1-2

Level 4 Intermediate 1 at A-C; Standard Grade at 3-4

Level 3 Access 3 Cluster; Standard Grade at 5-6


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INFORMATION FOR PARENTS 2009SECONDARY SCHOOLS

Education Authority: StirlingLeaver Destinations

Number Of Pupils Leaving In School Year 2008/2009 And Percentage With DestinationAs:

Total Number of Leavers (=100%) 978Higher Education 42

Further Education 18

Training 6

Employment 22

Other Known 12

Not Known 0

Key to symbols:

Percentages for schools where the number of leavers is greater than 0 but less than 5 have beenreplaced by asterisks (**) because they could be misleading or lead to identification of individuals.The symbol (##) indicates that the data are not available or comparable with other years becausethe school has recently opened or merged with another school, or is temporarily closed.

Budgeted Running Costs For Financial Year 2009-2010School Roll at September 2008 5,994

Total School Running Costs at April 2009 () 36,179,349

Cost per Pupil () 6,036

Key to symbols: The symbol ## indicates that the data are not available.

Attendance And Absence For School Year 2008/2009Stage

S1 S2 S3 S4 S5 S1-5

Total Numberof PossibleAttendances(Pupil Half Days)

403,464 418,584 403,004 403,321 347,512 1,975,885

PercentageAuthorisedAbsences

4.6 5.2 5.5 5.6 5.6 5.3

PercentageUnauthorisedAbsences

2.2 3.2 4.4 4.9 4.0 3.7

Key to symbols:Asterisks (**) have been inserted instead of figures for some schools and categories:

Counts and percentages based on data for more than 0 but fewer than 5 pupils, becausethey could be misleading or lead to the identification of individuals.

In other cases, it is not possible for the school to have any data for the category, forexample, cases where the relevant year group roll figure is zero.

The symbol (##) indicates that the school has recently opened or merged with another school andthis information is not available.


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Education Authority: Stirling

Estimated S5 January Roll As A Percentage Of The S4 RollIn September Of The Previous Session

2006/2007 2007/2008 2008/2009

76 73 75

Examination Results (within Scottish Credit and Qualifications Framework)

(2008/2009 results are pre-appeal)Percentage of the relevant September S4 roll achieving:

By endof S4


2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

90 89 91 75 77 78 38 42 40



2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

45 45 49 29 29 32 14 16 16


3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7

2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

2006/

2007

2007/

2008

2008/

2009

38 37 38 27 27 26 15 18 17

Key to symbols:Counts and percentages for year groups which contain more than 0 but less than 5 pupils arereplaced by asterisks (**) because they could be misleading or lead to identification of individuals.

The symbol (##) indicates that the data are not available or comparable with other years.Possible reasons for this include: the school has recently opened or merged with another school;S5 and S6 results for S1-S4 schools; S4, S5 and S6 results for S1-S2/S3 schools; cases wherethe relevant year group roll figure is zero.


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Education Authority: Stirling

Minimising Overall AbsenceAbsence recorded

(2007/2008)Average number ofhalf days absence

per pupil

Absence recorded(2008/2009)

Average number ofhalf days absence

per pupil

Absence 36.3 34.5

Where schools have 9 openings per week, please note that al l local authority and national figuresare based on 10 openings per week, and so are not directly comparable.

Key to symbols: The symbol (##) indicates that the data are not available or comparable withother years.

For Information:Scottish Credit and Qualifications Framework (SCQF)levels:

Level 7 CSYS at A-C; Advanced Higher at A-C

Level 6 Higher at A-CLevel 5 Intermediate 2 at A-C; Standard Grade at 1-2

Level 4 Intermediate 1 at A-C; Standard Grade at 3-4

Level

Documents

Prospectus - Handbook 2009-10