School Handbook 2016/17 Gryffe High SchoolPHYSICS Mrs P McGeough Ms L Robinson Mr A Whyte Mr K Christie (DHT) School Handbook 2016/17 ... Miss Z Inglis (PTS:G Wallace House) SUPPORT

School Handbook 2016/17

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Gryffe High School

Handbook Published January 2016


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Contents

Contents ..................................................................................................................... 2

Service Pledges ......................................................................................................... 6

Standards and expectations ....................................................................................... 6

We will: ................................................................................................................... 6

Pupils will have opportunities for: ........................................................................... 6

You can also expect: .............................................................................................. 6

How can you help? ................................................................................................ 6

Welcome from the Head Teacher .............................................................................. 7

Foreword .................................................................................................................... 7

School Aims ............................................................................................................... 8

Mission Statement ...................................................................................................... 8

About our School ...................................................................................................... 11

Our Building ............................................................................................................. 11

Car parking ............................................................................................................... 11

School Staff .............................................................................................................. 12

Senior Management Team ....................................................................................... 15

Remits ...................................................................................................................... 15

School information.................................................................................................... 16

School contact details .......................................................................................... 16

Phone number: 01505 690633 ............................................................................ 16

Parent Council contact details .................................................................................. 16

Parental involvement ................................................................................................ 16

School Day ............................................................................................................... 16

School Holidays in 2015/2016 School Session ........................................................ 17

School Dress Code .................................................................................................. 18

Dress Code .............................................................................................................. 19

Uniform Procedures ................................................................................................. 20

Registration and Enrolment ...................................................................................... 22

Induction Procedures for Pupils Starting at the School and their Parents/Carers .... 22

Primary Transfer Programme ................................................................................... 22

Associated primary schools ...................................................................................... 22

Tracking Learners’ Progress ................................................................................ 23


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Reporting ............................................................................................................. 23

Profiles ................................................................................................................. 23

Summary of the School Improvement Plan Session 2015/2016 .............................. 24

Care and Welfare ..................................................................................................... 26

School Security ........................................................................................................ 26

Attendance and Absence ......................................................................................... 26

Contact Procedures ............................................................................................. 27

Attendance and Absence Data ............................................................................ 27

Bullying ..................................................................................................................... 27

Child Protection ........................................................................................................ 28

Mobile Phones ......................................................................................................... 28

Legal Aspects ...................................................................................................... 29

School meals ........................................................................................................... 30

School Transport ...................................................................................................... 31

Pickup Points ....................................................................................................... 31

Placing Requests ................................................................................................. 31

Additional Support Needs .................................................................................... 31

Pupils Leaving School Premises at Breaks .............................................................. 31

Education Maintenance Allowance (EMA) ............................................................... 32

Part Time Employment ............................................................................................. 32

Equalities .................................................................................................................. 33

Medical and Health Care .......................................................................................... 33

Pupil support – Guidance/Support for Learning ....................................................... 36

Assessment and Reporting ...................................................................................... 37

Curriculum Model ..................................................................................................... 38

Senior Phase(S4 – S6) ............................................................................................. 41

Designing a Framework for the Senior Phase .......................................................... 42

Assessment is for Learning ...................................................................................... 48

Additional support for learning (schools to add to council’s statement) .................... 48

Educational Psychology Service .............................................................................. 50

Home school links .................................................................................................... 51

Health and Wellbeing Education .............................................................................. 51

Specialist support service – teachers teaching in more than one school ................. 52

Homework ................................................................................................................ 53


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Skills for Learning, Life and Work ............................................................................. 54

Extended Curricular Activities .................................................................................. 55

Home school community links .................................................................................. 56

Parent Council .......................................................................................................... 56

Parent Teacher Association ..................................................................................... 57

Pupil council ............................................................................................................. 58

Community links ....................................................................................................... 58

School Lets .............................................................................................................. 58

Other Useful Information .......................................................................................... 58

Keeping informed ..................................................................................................... 58

Listening to learn - Complaints, Comments and suggestions ................................... 58

Data Protection ........................................................................................................ 59

Information in Emergencies ...................................................................................... 59

Examinations (schools to add to council’s statement) .............................................. 60

Transferring data ...................................................................................................... 61

Important Contacts ................................................................................................... 62

Websites .............................................................................................................. 64

Glossary ................................................................................................................... 65

Tell us what you think ............................................................................................... 66


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Service Pledges

Standards and expectations

We will:

offer all children and young people a free school place;

provide school premises which meet health and safety standards;

provide religious and moral education for your child;

give support to parent involvement in schools;

provide information on school activities;

provide 27.5 hours of class contact time for pupils in each normal school week; and

help pupils prepare for vocational, further and higher education.

Pupils will have opportunities for:

personal and social development;

music, cultural activities and creativity;

access to healthier lifestyles and sports activities; and

community involvement.

You can also expect:

a formal written report on your child’s progress;

an annual report on progress within the school improvement plan;

an opportunity to have a formal meeting with your child’s class teacher or teachers;

us to meet your child‘s needs; and

regular reports on the quality of the school.

How can you help?

By law, you must make sure your child receives education.

As a parent, you can help your child by:

making sure your child goes to school regularly;

encouraging and supporting your child with any homework given;

showing that you are interested in how your child is getting on at school;

encouraging your child to respect the school and the whole school community; and

being involved in the school.

Throughout this handbook the term ‘parent’ has the meaning attributed to it in the Standards in Scotland’s Schools Act 2000 and the Scottish Schools (Parental Involvement) Act 2006. This includes grandparents, carer or anyone else who has parental responsibility for the child.


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Welcome from the Head Teacher

Foreword

Dear Parents/Carers,

I would like to take this opportunity to welcome you and your child to Gryffe High School. I hope that this handbook will give you a flavour of the work of the school, reflecting the philosophy of ambition and achievement within the school. We have pride in our high standards, covering all aspects of life and work within the school and the local community.

Gryffe High School is a non-denominational comprehensive school serving the Bridge of Weir/Houston area. The school accepts pupils at all stages from First to Sixth Year. We have an excellent school with a long and proud academic tradition, and have the enviable distinction of being among the top performing state schools in Scotland. Added to this is an impressive record of achievements in other spheres of school life, thanks largely to a substantial range of extra-curricular activities in which pupils are encouraged to participate.

The school seeks to prepare young people for life both now and in the future. In this respect our mission statement, aims and values are outlined on the following pages.

As a school we are working towards going Rights Respecting School Status and as such are committed to working together in line working together in line with our School Charter shown on page 10.

It would be unrealistic to expect the school to achieve these aims working in isolation. Success can only be obtained through a partnership involving home and school. Both the Parent Council and the Parent Teachers Association (PTA) have been very active and supportive of the school, and parents in general are strongly represented at consultation and information evenings, as well as at school events. There is a highly positive ethos in the school, and both staff and parents are committed to driving the school forward in order that our children achieve their full potential.

Mr Colin H Johnson

Head Teacher

I Phone Android


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School Aims

Mission Statement


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10


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About our School

Our Building

The school building was opened in 1980 and was built to include normal classroom space, specialised workshops, laboratories, a business education area, games hall and gymnasium. Outdoor facilities included blaes, tarmacadam and grass areas to be utilised for hockey, football, orienteering, netball, athletics etc. In addition, there is a well stocked library with computer section and booths for private study.

An extension to the school was added in 2000 and this was designed to improve the delivery of the curriculum and provide purpose built accommodation for Music, Science and Computing. During 2007, a significant refurbishment and extension programme was carried out, resulting in 3 new extensions and a considerable internal refurbishment. New classrooms in Maths, English and Science have been added together with a Fitness Suite in the PE Department. Many areas of the school have been refurbished to improve learning and teaching in the school.

The theatre accommodates one year group at a time and is used for assemblies, meetings and debates, as well as drama and musical shows.

The school is equipped with 2 disabled lifts, ramps and a conventional lift which enables pupils to reach all areas. There are 5 toilets designed to accommodate a wheelchair.

The school has a 3rd generation Astro grass Football Multi Sport Surface.

Most of the school’s facilities are available for use out with school hours. For terms and conditions of letting, application should be made to Community Facilities, c/o St. Catherine’s Primary School, Brabloch Crescent, Paisley, Telephone No. 0141 848 6140.

CAPACITY AND ROLL

The S1 intake is capped at a maximum of 162.

The present roll of the school at each stage (November 2014) is:

S1 155

S2 161

S3 171

S4 174

S5 160

S6 136

The anticipated intake to First Year excluding placing requests over the Next three sessions is:

August 2015: 140 2016: 129 2017: 119

Car parking

The school has (a) visitor parking spaces and (b) disabled parking space(s) available for visitors with disabilities.

Parents/carers must not use the car park as a means of dropping pupils off in the morning or picking them up after school. Increased traffic in the car park could create a health and safety

risk to pupils. Parents/carers are asked to respect this and refrain from using the school car park.


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School Staff

Teachers

HEAD TEACHER Mr C Johnson DEPUTE HEAD TEACHERS Mrs A Brown (Head of S1 and S6)

Mr K Christie (Head of S2 and S3) Mrs A M Skillen (Head of S4 and S5)

ABC FACULTY Mr M Mackinnon (Faculty Head)

BUSINESS STUDIES Mrs M Connor (part time) Mrs A Hadden

Miss J Lynas Mrs A M Skillen (DHT)

COMPUTING Mr C Deans Mr B Evans Mrs L Robertson ART & DESIGN TECHNOLOGY FACULTY Mrs M Wilson (Faculty Head) ART Mr S Blue Mrs K Dornan-Simpson Mrs G Park

TECHNICAL Mr J Dempster Mr C McBlain Miss J Malloch (NQT)

ENGLISH Mrs K Anderson (PT) Ms E Baker (job Share) Miss F Brown (PTS:SfL) Ms B Carter (job share) Miss T Donnelly Mrs A Duffield (job share) Miss J Higgins Miss A Lawson Mrs G Shaw (job share) Mr C Anderson HEALTH & WELLBEING FACULTY Mr G O’Hare (Faculty Head) Mrs S Crawford (part time) HEALTH FOOD & TECHNOLOGY Mrs L Holligan Mrs R Thomson (part time)

PHYSICAL EDUCATION Miss G Brand (PTS:G) Mr M Breslin

Miss H Holmes Miss H Shearer Mr J Gallacher (NQT)


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HUMANITIES FACULTY Ms R Sharp (Faculty Head) GEOGRAPHY Mr J Clark (PTS:G)

Miss A Iafrate HISTORY Miss Z Inglis (PTS:G) Mr L Rankin (NQT)

Mrs G Ward (part time) MODERN STUDIES Miss H Rowan

Miss V Hannigan RME Mrs A Brown (DHT) Ms S Dhesi (PTS:A&A) Mrs Davey MODERN LANGUAGES/MUSIC FACULTY Mrs A Currie (Faculty Head)

MODERN LANGUAGES Miss A Bell Miss J Naismith Miss M Goldie Mrs A Bryan (Part Time) MUSIC Mr D Laing (String Instructor)

Miss H MacDonald (Part Time) Mr J McGhee (Guitar Instructor) Mr C McGibbon (Percussion Instructor) Mrs F Watson (part time) Mrs J Cockburn

MATHEMATICS Mr R Hannah (PT)

Mrs J Ballantyne (part time) Mrs M Campbell Mrs S Condy Mr A Findlay (PTS:G) Mr C Johnson (HT) Mrs S Macdonald Mrs A Mullan

Mrs U O’Neill Miss E Paterson SCIENCE FACULTY Mrs L Taylor (Faculty Head) BIOLOGY Mrs G Badger

Mrs S Costello (with SfL) Mrs L Darroch Mrs G Henry Miss D Turnock

CHEMISTRY Miss L Ballantyne Mrs C Jamison Miss S Smith (part time) PHYSICS Mrs P McGeough Ms L Robinson Mr A Whyte Mr K Christie (DHT)


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SUPPORT STAFF ATTAINMENT AND ACHIEVEMENT Ms S Dhesi (PTS:A&A) GUIDANCE Miss G Brand (PTS:G Burns House) Mr J Clark (PTS:G Fleming House) Mr A Findlay (PTS:G Mackintosh House Miss Z Inglis (PTS:G Wallace House) SUPPORT FOR LEARNING Miss F Brown (PTS:SfL) Mrs S Costello (with Science) Other Staff in School Education Support Manager Mr S Taylor Service Delivery Officer Mr N Robertson LIBRARIAN Mrs C Kerr CLERICAL STAFF Mrs E McIntosh Team Leader Mrs M Willbond Office Manager Mrs T Graham (Part Time) Mrs C Greenaway Mrs S Stevenson (Part Time) Mrs B O’Donnell Mrs L McDonald Peripatetic LEARNING ASSISTANTS/ASNAS CLASSROOM ASSISTANTS Mrs E McKenzie Mrs E Mills Mrs S Taylor ASNAS Mrs A Docherty

Mrs A Dunlop Mrs A Gane

Mrs J Whiteford Mrs F Murray Miss R Foley

TECHNICIANS Mr R Graham (ISO) Mr P McLelland (Technical Technician) Mrs M Stark (Science Technician) Miss A Callaghan (Science Technician) CATERING MANAGER Mrs J Meighan JANITOR Mr J Taylor (Senior Janitor) Mr J Gallagher Mrs B Mallon (Janitor/Cleaner)


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Senior Management Team

Remits


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School information

School contact details

Phone number: 01505 690633

email address: [email protected]

write to or visit us at: www.gryffehigh.renfrewshire.sch.uk

School App

Scan for Scan for Android I Phone

Parent Council contact details

Chair - Gordon McHarg

Members - Jenny Dickson, Pat Harvey, Kenneth Gray, Laura Kidger, Karen Kinninmont, Lynne McGinn, Debbie Newlands, Shelagh Russell, Liz Smith, Fiona Stewart

Co-opted members - Donald Campbell, Gerry McKinstry, Gail McClory

Staff members – Lyn Jamison, Patricia McGeough

Parental involvement

Parents can be involved in their child’s learning by:

supporting learning at home;

developing strong partnerships between home and school; and

engaging with the school, especially with Curriculum for Excellence

School Day

Monday/Tuesday/Thursday Wednesday/Friday

8:50 – 9:40 Period 1 8:50 – 9:40 Period 1

9:40 – 10:30 Period 2 9:40 – 10:30 Period 2

10:30 – 10:45 Interval 10:30 – 10:45 Interval

10:45 – 11:35 Period 3 10:45 – 11:35 Period 3

11:35 – 12:25 Period 4 11:35 – 12:25 Period 4

12:25 – 1:15 Period 5 12:25 – 1:10 Period 5

1:15 – 2:00 Lunch 1:10 – 2:00 Lunch

2:00 – 2:50 Period 6 2:00 – 2:50 Period 6

2:50 – 3:40 Period 7

mailto:[email protected]

http://www.gryffehigh.renfrewshire.sch.uk/

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-jv-help-your-child


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School Holidays in 2015/2016 School Session

Term Break Opening and Closure Dates

First Teachers Return

Thursday Friday

11 August 12 August

2016 2016

(IS) (IS)

Pupils Return Monday 15 August 2016

Local Holiday/Closed Friday 23 September 2016

Schools Re-Open Tuesday 26 September 2016

Mid Term First Day of Break Friday 14 October 2016 (IS)

School Re-Opens Monday 24 October 2016

ST Andrew’s Day

Schools Closed Schools Re-Open

Wednesday Thursday

30 November 1 December

2016 2015

Christmas Schools Closes Tuesday 20 December 2016

First Day of Break Wednesday 21 December 2016

Second Last Day of Break Wednesday 4 January 2017

School Re-opens Thursday 5 January 2017

Mid-Term First Day of Break Friday 10 February 2017 (IS)

School Re-Opens

Wednesday

15 February

2017

Spring First Day of Break Monday 3 April 2017

Third School Re-Opens Tuesday 18 April 2017

May Day Local Holiday/Closed Monday 1 May 2017

In-Service Day

Thursday

25 May

2017

(IS)

May Weekend

First Day of Break Re-Opens

Friday Tuesday

26 May 30 May

2017 2017

Last Day of Session Wednesday 28 June 2017

Teachers return Friday 11 August 2017 Pupils return Monday 14 August 2017


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School Dress Code

Renfrewshire Council encourages each school to adopt a dress code after discussion with parents, pupils and the parent council. The council supports an agreed dress code because of the benefits it brings, including improvements in safety, security, discipline, ethos, community spirit and a decrease in bullying and expense for parents.

Some types of clothing will not be allowed in school for reasons of safety, decency or indiscipline. Types of clothing which will not be allowed include:

clothes which are a health or safety risk;

clothes which may damage the school building;

clothes which may provoke other pupils;

clothes which are offensive or indecent; and

clothes which encourage the use of alcohol or tobacco.

Pupils will not be deprived of education, any benefit or access to examinations because of not wearing school uniform.

In the interests of health and safety, of both individual and others present, all jewellery, including body jewellery, must be removed before taking part in physical education lessons or physical activities.

Grants for footwear and clothing for children are available to parents receiving:

income support;

income based job seeker's allowance;

pension credit;

housing benefit;

council tax benefit; or

depending on annual income, child tax credit or working tax credit.

Information and application forms for free school meals are available from schools, registration offices and customer service centres or download a form from the council's website: www.renfrewshire.gov.uk

Please help the school and the education authority by making sure that pupils do not bring valuable or expensive items of clothing to school. The council has no insurance to cover the loss of valuable items.

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-ab-freeschoolmeals


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In the session ahead we are committed to maintaining, and in fact improving on our focus on full school uniform. Almost all parents/carers agreed that a strong school identity is important in getting the image of the school across to the public.

Gryffe High School has a very smart school uniform which we expect all pupils to wear. Our reasons for wearing uniform are perhaps worth stating.

Firstly, we believe it provides an identity as well as promoting school spirit and pride, and does much to present a good image of the school to pupils, parents/carers and the wider community.

Secondly, it helps with pupil safety as it allows us to quickly identify Gryffe High School pupils from visitors or intruders within the school grounds and buildings.

Thirdly, research has shown that when pupils attend in casual clothes there is invariably competition as to who has the most expensive designer clothes or who can wear a different outfit each day of the week. Our pupils come from homes with a wide range of financial backgrounds and for those who cannot compete and have a limited wardrobe there can be much unhappiness. We would also suggest that with the price of casual clothes nowadays a school uniform may well be the cheaper longer-lasting option.

Fourthly, research also indicates in schools where there is a strong dress code the work ethic is increased and attainment is often higher.

Dress Code

Renfrewshire Council encourages each school to adopt a dress code after discussion with parents, pupils and the parent council. The council supports an agreed dress code because of the benefits it brings, including improvements in safety, security, discipline, ethos, community spirit and a decrease in bullying and expense for parents.

Some types of clothing will not be allowed in school for reasons of safety, decency or indiscipline. Types of clothing which will not be allowed include:


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clothes which are a health or safety risk;

clothes which may damage the school building;

clothes which may provoke other pupils; are offensive or indecent; and

clothes which encourage the use of alcohol, tobacco or drugs.

Gryffe High School Dress Code

White Shirt (allows the school tie to be worn properly)

School Tie (above the second top button – always be visible)

Black/Navy Trousers or Skirt (modest length)

Black/Navy Jumper or Cardigan

Black Shoes

Pupils Should Not Wear

Coloured tops/hoodies should not be worn in the school building

Denim jeans or jackets should not be worn to school

Leggings should not replace trousers

Shorts must be knee-length

Immodestly short skirts

Physical Education Kit

The recommended kit for Physical Education in Gryffe High School is:

White polo top with school PE logo

Navy round necked sweatshirt with school PE logo

Navy shorts

Trainers/sports shoes suitable for use in the gym

White sports socks

Uniform Procedures

Any pupil without a school tie or wearing a non-uniform item should collect a sticker at the start of the day

Any pupil who does not collect a uniform sticker will be punished

Any pupil in ‘inappropriate’ clothing may be kept out of class until the issue is dealt with

At Gryffe High School we have a stock of spare uniform in a range of sizes. Pupils who come to school dressed in an unacceptable manner will be asked to use our uniform facility. Pupils who refuse to do so will be liable to be disciplined. At certain times during the school session senior school pupils (S4, S5 and S6) have examination diets. All pupils attending school for examinations or to discuss


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course material with staff must wear their school uniform. Information and application forms for free school meals are available from schools, registration offices and customer service centres or download a form from the council's website: www.renfrewshire.gov.uk

Please help the school and the education authority by making sure that pupils do not bring valuable or expensive items of clothing to school. The council has no insurance to cover the loss of valuable items.

The mandatory PE Kit

White T-Shirt with School Badge (pictured below)

Choice of Black / Navy coloured bottoms – this can be a choice of suitable bottoms from shorts to tracksuit bottoms

Training shoes

For outdoor activities pupils are allowed to wear suitable outdoor clothing to keep warm and dry in any inclement weather

http://www.renfrewshire.gov.uk/


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Registration and Enrolment

Most of the pupils who enter Gryffe High School do so by transfer from one of the associated primary schools.

Pupils are normally transferred from primary between the ages of 11 years 6 months and 12 years 6 months, so that they have the opportunity to complete at least four years of secondary education.

Parents of pupils who have moved to the area or who want their child to transfer to the school should contact the school office for information about appropriate procedures and to arrange a visit.

Parents who want to send their child to a school other than the catchment school should make a placing request. The procedure for making a placing request is explained in the leaflet ‘Sending your child to school.’ You can pick this leaflet up from any school, call our customer contact centre, 0300 300 0300, to have a copy sent to you, or download the form from the council website: www.renfrewshire.gov.uk

Induction Procedures for Pupils Starting at the School and their Parents/Carers

Primary Transfer Programme

1 Later in May a senior manager and the SfL teachers responsible for the new first year, visit the Primary Schools to speak to the Primary 7 pupils and staff.

2 In June, all the Primary 7 pupils spend at least two days in Gryffe High School. During this time they follow a sample first year timetable.

3 In June, parents are invited to Gryffe High School for a talk given by The Head Teacher, and DHT for S1. Thereafter parents are given a tour of the school and also have the opportunity to ask questions and raise matters affecting their own children with the Head Teacher or other senior staff in private. Parents will be notified of arrangements for meetings with school staff and induction days.

Associated primary schools

Bridge of Weir Primary School Houston Primary School Head Teacher, Mrs C Vallance Acting Head Teacher Mrs J Murray Warlock Road, Bridge of Weir Crosslee Road, Houston Tel. No. 01505 612833 Tel. No. 01505 613811

There is ongoing contact between the subject departments in Gryffe High School and the associated primary schools. Throughout the session departments from Gryffe High School will spend time working with pupils in the primary schools.

Parents will be notified of arrangements for meetings with school staff and induction days.

Assessment and Reporting

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-jmci-changing-schools


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Assessment is an integral part of learning and teaching. It helps provide a picture of the learner’s progress and achievements, and identifies the next steps in learning.

Assessment includes supporting learning, learner engagement and ensuring appropriate support.

Tracking Learners’ Progress

Information on learners’ progress is gathered through planned assessments and this information is recorded. This allows teachers to have a clear picture of how learners are progressing. It will also allow teachers to identify next steps in learning and inform reporting on progress and achievement.

Reporting

Regular reports to parents provide clear, positive and constructive information about their child’s learning and progress, reflecting on what has been achieved against standards and expectations.

Profiles

Profiles will be used to recognise pupils’ progress in learning and achievement, while supporting and informing transitions. As children reach the end of primary school (primary 7) and young people their broad general education at the end of S3, they will record their most recent and relevant learning and achievements in a personal profile which will also incorporate a reflective statement by the learner.

http://www.renfrewshire.gov.uk/wps/wcm/connect/8af5cbdc-70bf-43d1-9a14-53216748bfa0/els-js-cfeAssessmentPolicy.pdf?MOD=AJPERES&CACHEID=8af5cbdc-70bf-43d1-9a14-53216748bfa0

http://www.renfrewshire.gov.uk/wps/wcm/connect/8af5cbdc-70bf-43d1-9a14-53216748bfa0/els-js-cfeAssessmentPolicy.pdf?MOD=AJPERES&CACHEID=8af5cbdc-70bf-43d1-9a14-53216748bfa0


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Summary of the School Improvement Plan Session 2015/2016

RENFREWSHIRE COUNCIL

GRYFFE HIGH SCHOOL

Introduction

Gryffe High School, along with every other school in Scotland continually evaluates its work to ensure that the service it provides for its young people is of a consistently high standard.

It promotes education to deliver:

School Aims

The aims of Gryffe High School are to:

To provide a stimulating and effective learning and teaching environment

To set achievable targets for all

To promote equality and fairness

To work in partnership with parents and the wider community

To promote positive relationships

To recognise and reward attainment and achievement

To provide pupils with opportunities to develop skills for learning, life and work

National Priorities Council Priorities

Achievement and Attainment

Framework for Learning

Inclusion and Equality

Values for Citizenship

Learning for Life

Safer and stronger Renfrewshire

Wealthier and Fairer

Greener Renfrewshire

Children and Young People

Community Care, Health and Wellbeing

Empowering Our Communities


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Action and Areas for Improvement 2015-2016

Safer and Stronger Renfrewshire

Support the implementation of the Council’s print strategy in schools

Continue to implement health and safety standards as identified in legislation

Reduce staff absence levels through rigorous monitoring procedures

To ensure the promotion and compliance with the Equality Act 2010 in relation to specific general duty

Wealthier and Fairer

Continue to develop a child centered curriculum and teaching approaches

Continue to develop the Additional Support for Learning Act

Continue to develop provision for young people exhibiting social, emotional and behavioural difficulties

Continue to promote race equality

Continue to implement recommendations from the review group on religious observance

Continue to develop opportunities for Citizenship

Continue to provide opportunities for out of school learning, cultural and sporting activities

Greener Renfrewshire

Promote environmental sustainability through participation in eco-schools projects

Promote environmental sustainability through participation in ecs-schools projects

Children and Young People

Implement the Scottish Baccalaureate

Implement the recommendations within A Curriculum for Excellence BGE and Senior Phase

Continue to develop transition programme to include the recommendations of A Curriculum for Excellence

Improve pupil performance in SQA qualifications

Continue to promote the delopment of literacy and numeracy skills 3-18

Continue to implement ‘Getting it Right for Every Child’ )GIRFEC)

Improve approaches to Child Protection

Support pupils at risk of exclusion and low attainment

To provide a range of learning experiences and alternative qualifications

Continue to support and develop the skills of our staff

Implement actions to address the requirements of council’s risk management strategy ‘Risk Matters’

Continue to develop opportunities for young people to particiapate in decision making

Provide and support opportunities for out of school learning, cultural and sporting activities

Promote approaches towards high quality, effective learning and teaching through sharing effective practice

Ehnance the learning and teaching experience through the skilled use of ICT

Develop approaches that recognise achievement


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Community Care, Health and Wellbeing

Promote Active Renfrewshire strategy and Renfrewshire-Gateway to the Games

Empowering Our Communities

Improve customer satisfaction – pupils and parents

Care and Welfare

Your child’s welfare is central to the ethos of the school. Please contact the school to share any concerns you have about your child’s welfare or wellbeing. The staff will work with you as parents and carers of our pupils to make sure that your children are safe, happy and able to benefit for the educational opportunities we offer. The handbook gives details of how we deal with bullying, homework, ASNs and many other areas of your child’s wellbeing.

School Security

Renfrewshire Council has introduced procedures to ensure the safety and security of pupils and staff when attending or working in a school. We use a number of security measures, including a visitors’ book, badges and escorts while visitors are within the school building. Normally, anyone calling at a school for any reason will be asked to report to the school office. The school staff then make the necessary arrangements for the visit.

Attendance and Absence

It is the responsibility of parents of a child of school age to make sure that their child is educated. Most do this by sending their child to school regularly. Attendance is recorded every period.

Absence from school is recorded as authorised, that is approved by the education authority, or as unauthorised, that is unexplained by the parent (truancy). As per SC5.

Please let the school know by letter or phone if your child is likely to be absent for some time, and give your child a note on his or her return to school, confirming the reason for absence. If there is no explanation from a child’s parents, the absence will be regarded as unauthorised.

Please make every effort to avoid family holidays during term time as this disrupts the child’s education and reduces learning time. The head teacher can approve absence from school for a family holiday in certain extreme situations, for example, in traumatic domestic circumstances where the holiday would improve the cohesion and wellbeing of the family. Please discuss your plans with the head teacher before the holiday. If the head teacher does not give permission before the holiday, it will be recorded as unauthorised absence. The head teacher can also exercise discretion when a parent


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can prove that work commitments make a family holiday impossible during school holiday times. Normally, your employer will need to provide evidence of your work commitments. Absence approved by the Head teacher on this basis is regarded as authorised.

Parents from minority ethnic religious communities may request that their children be permitted to be absent from school to celebrate recognised religious events. Absence approved by the head teacher on this basis is regarded as authorised absence. Extended leave can also be granted on request for families returning to their country of origin for cultural or care reasons.

A supportive approach is taken to unexplained absence. However the education authority has legal powers to write to, interview or prosecute parents, or refer pupils to the Reporter to the Children’s Panel, if necessary.

Contact Procedures

If a child is absent from school, parents are required to phone or email the school office by 9.30 am on the first day. If no telephone call or email is received, parents will automatically receive a text message asking them to phone the school immediately.

If an absence is planned, please inform the head teacher in writing. If a child requires to depart early for any reason the school office must be notified in advance.

Attendance and Absence Data

Absence rates are calculated as a percentage of the total number of possible attendances for all pupils of the school in the stage shown. Each morning and each afternoon of each school day is considered as a separate possible attendance.

Where figures or percentages based on a number of pupils under any particular heading is between 1 and 4, no information is given and ****** is inserted in place of the figures. The authority's and Scotland's figures include all education and grant aided primary schools, but exclude all special schools.

Bullying

“Tackling Bullying in Renfrewshire” is the authority’s policy on preventing and dealing with bullying in our school. The policy stresses the importance of involving the whole school community - pupils, parents and all the staff in the school.

You can view the local authority

anti-bullying policy by asking the school office for a copy of the document or by accessing the policy online at www.renfrewshire.gov.uk.

Respectme, Scotland’s national anti-bullying organisation, provided a very favourable assessment of the policy Tackling Bullying in Renfrewshire, stating;

‘Overall this is an excellent example of a thorough policy and strategy to combat

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-jmci-tackling-bullying-in-renfrewshire


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bullying in Renfrewshire Schools and the guidance is head and shoulders above other local authority guidance that has been reviewed to date.’

Child Protection

All children have a right to be protected from harm, abuse and neglect. The vision of the Renfrewshire Child Protection Committee is that "It's everyone's job to make sure that children in Renfrewshire are safe." SC57

Renfrewshire Council has a child protection policy and guidelines are in place to make sure that all council staff are alert to the welfare of children they come into contact with. Our staff work closely with other agencies to protect children and keep them safe. All school staff receive training each year and must report any concerns they have about the welfare of children. In every situation, the welfare of the child overrides other considerations.

Mobile Phones

The benefits of mobile phones are recognised. Many young people and their parents regard them as an essential means of communication. Mobile phones can be brought into schools however the following limitations will apply in Renfrewshire schools and establishments:

All phones should be turned off and kept out of sight during the school day within the school campus.

Photographing or recording of sound or images of staff, other pupils or visitors to the school is not allowed at any time within the school campus or on school transport.

Mobile phones may be confiscated where these rules are broken.

Any recordings made on school premises or school transport found on confiscated phones will have to be deleted on their return.

Any photographs or recordings of staff in any situation, whether taken on school premises or elsewhere, found on confiscated phones will have to be

deleted from phones on their return.

Education and leisure services expects that schools will, through normal collegiate procedures, develop or review existing policies on the use of mobiles phones that take account of the views of all staff, parents and pupils.

Schools should ensure that pupils, parents and staff are aware that should a pupil breach the policy they will be disciplined in line with the school’s positive behaviour/discipline policy.

Individual school policies should clearly state for the benefit of staff, pupils, parent and visitors any variations from the restrictions on use of mobile phones set out below.

Pupils and parents should be notified that mobile phones will be confiscated where these limitations are breached.

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An increasing range and variety of mobile phones possess the ability to access the Internet and to use Bluetooth technology to communicate. These technologies provide unparalleled sophistication and complexity which can provide access to a wealth of online resources and possibilities. Pupils and

parents should be aware that this also leaves pupils open to dangers such as Cyberbullying, grooming and access to inappropriate material. Reference should be made to Renfrewshire’s anti-bullying policy for further guidance in this area.

Staff should not delete photographs or recordings from confiscated mobile phones.

When staff confiscate mobile phones or other devices they should ensure that these are retained in a safe place that cannot be accessed by others. This may be a lockable drawer or cupboard, a base area or a delegated area in the school office. Confiscated mobile phones should normally be passed to the school office or senior member of staff as soon as possible after confiscation.

Legal Aspects

There are a number of aspects of the law that may apply to mobile phone misuse and the responses to that misuse. In the most serious cases there may be a crime involved – an incident that is being filmed might be an assault or breach of the peace. The misuse of a mobile phone might be an offence under the Communications Act 2003, if it involves a call or message that is grossly offensive or is of an indecent, obscene or menacing character; and, the distribution of certain pornography might be an offence under the Civic Government (Scotland) Act 1982.

In situations which are so serious that a school might call in the police it is for the police, not the school, to consider what, if any, criminal offence may apply.

These restrictions on use apply equally during any school activity that takes place off campus.

Pupils breaking the rules will be sanctioned in line with the school’s promoting positive behaviour procedures.


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School meals

Children of parents receiving income support or income based job seekers allowance and in some cases child tax credit, are entitled to a free midday meal. Information and application forms for free school meals are available from schools, registration offices, customer service centres or by downloading from the council's website: www.renfrewshire.gov.uk

Children who are entitled to free school meals are also entitled to free milk at lunchtime. Milk may also be available for sale in the school during the lunch period.

Meals are provided on a self service cafeteria basis in the school dining hall. There is a wide choice of dishes, including snack meals. Payment is made at the till each day after selection of the desired dishes. A good balanced healthy main meal can be purchased for about £2.30. A very high proportion of our pupils take advantage of this service. Facilities are available in the dining hall for pupils who bring their own packed lunches, provided that tables are left clean and tidy.

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Special Diets Pupils requiring special diets can be accommodated if prior notice is given to the Head Teacher.

School Transport

Renfrewshire Council’s policy is to provide home to school transport to all secondary school pupils who live more than 3.218 kilometres (2 miles) from their catchment school by the recognised shortest safe walking route. Parents who think their children are eligible for home to school transport can get an application form from the school or education and leisure services in Renfrewshire House or online at www.renfrewshire.gov.uk. These forms should be completed and returned before the end of February for those pupils beginning school in August to allow the appropriate arrangements to be made. However, parents may make an application at any time.

In special circumstances the director of education and leisure services has discretion to grant permission for pupils to travel in transport provided by the education authority, where spare places are available, at no additional cost to the authority.

Pickup Points

Where we provide home to school transport pupils may need to walk a reasonable distance from home to the transport pick up point but this should not exceed 3.218 kilometres (2 miles).

It is the parent's responsibility to make sure that their child arrives at the pickup point on time and behaves in a safe and acceptable manner while boarding, travelling in and leaving the vehicle. Children who misbehave can lose their right to home to school transport.

Placing Requests

You should be aware that if we grant your placing request, we do not have to provide a school bus pass or any other help with transport.

Additional Support Needs

Renfrewshire Council provides home to school transport for children assessed to attend any school because of their additional support needs.

Pupils Leaving School Premises at Breaks

Schools have a duty to look after the welfare of their pupils. This means that the staff should take the same care of pupils as a sensible parent would take, and includes taking reasonable care of pupils’ safety during intervals and lunchtimes.

Renfrewshire Council recommends that pupils should not leave school grounds at intervals. Parents should encourage their children to follow these rules in the interest of safety.

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Education Maintenance Allowance (EMA)

An Education Maintenance Allowance (EMA) is an allowance of £30 per week paid to eligible students aged 16 to 19 years old who stay on in full-time education after the legal school leaving age.

Entitlement to an EMA is based on an assessment of household income. The income thresholds for the EMA programme Academic Year 2013/14 are likely to be as follows but may be subject to change at any time by the Scottish Government:

EMA Weekly Payments

Total Household Income for 2013/14 Weekly Payment

£0 to £22,403 for families with more than one

dependant child in full-time education

£30

£0 to £20,351 for families with a single dependent

child in full-time education. £30

The weekly allowance is paid every second week in arrears directly into the student’s bank account.

For more information please contact either the school office, Renfrewshire Council’s Customer Service Centre on 0300 300 0300 or email [email protected]

Information is also available on Renfrewshire Council’s website: www.renfrewshire.gov.uk

Part Time Employment

Pupils under school leaving age who want to work, before or after school or at the weekend, need to hold a work permit. Pupils can get application forms from the council’s area offices. Their contacts details are in the important contacts section at the end of this handbook. Forms must be completed by employers, parents and the head teacher and returned to the area office. Permitted working hours during term time are 2 hours per school day, 2 hours on a Sunday and 8 hours (over 15 years of age) or 5 Hours (under 15 years of age) for any other day (i.e. Saturday). Out with term time the maximum total working hours in a week are 25 hours for those under 15 years of age and 35 hours for those over 15 years.

Parents are asked to cooperate with the school to make sure that the amount of time spent working doesn’t interfere with homework and studying for SQA examinations.


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Equalities

Renfrewshire Council is committed to ensuring that all employees, customers and partners are treated fairly and with respect at all times. We are committed to promoting equality and tackling discrimination through the way services are planned, delivered and purchased. The council promotes and encourages a culture whereby equality of opportunity exists across all the protected characteristics of age, disability, race, gender reassignment, pregnancy and maternity; religion and belief; marriage and civil partnership, sex and sexual orientation.

School education is open to all pupils and all reasonable measures will be taken to make sure that the curriculum is available to every child. The Equality Act 2010 introduced a new public sector general equality duty which requires Scottish public authorities to pay 'due regard' to the need to:

Eliminate discrimination, victimisation, harassment or other unlawful conduct that is prohibited under the Equality Act 2010;

Advance equality of opportunity between people who share a characteristic and those who do not; and

Foster good relations between people who share a relevant protected characteristic and those who do not.

The council supports the right of each citizen to a quality of life which is free from violence, discrimination and harassment. The council will take steps to ensure that all citizens, regardless of race, ethnic or national origin, religion, social background, marital status, gender, disability, age or sexuality have full access to its services, taking all possible measures to prevent discrimination in the way its services are delivered.

Parents can help to monitor our success in promoting equality of opportunity for all by providing equalities related information when asked.

Medical and Health Care

Parents should notify the school of any medical requirements or allergies that their child may have. If medication is required it is better if this can be provided outside the school hours but, in cases where it is necessary during the child’s time in school, parents should contact the school to make appropriate arrangements. Staff are not obliged to give medicine to pupils.

Minor accidents are dealt with by the school’s qualified first aider. If a pupil takes ill or has an accident at school which requires that they be is sent home or for treatment, the school will provide first aid and contact parents or carers. So it is very important that the school has contact details for all parents or carers and an additional contact person in case parents or carers can’t be reached. This information should be kept up to date. The school will not send pupils home from school unaccompanied.In the event of a serious illness or accident, a member of staff will accompany the child to a doctor or hospital and parents or carers will be notified immediately.

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-jv-education-delivering-equality-for-all

http://www.renfrewshire.gov.uk/webcontent/home/services/education+and+learning/information+for+parents/els-jv-education-delivering-equality-for-all


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The Rights Respecting Schools Award

ALL PUPILS should have a VOICE which is listened to and respected (Article 12 UNCRC). To this end we would encourage staff, at the start of each year to draw up a Classroom Charter in discussion with pupils, which reflects our expectations with regard to behaviour. This will also give subjects the flexibility to incorporate specific requirements for a particular curricular area.

Promoting Positive Behaviour

We believe that promoting a culture of respect for ourselves and others is essential. In Gryffe High School our behaviour expectations will ensure that effective learning and teaching takes place in a safe and secure environment.

Our aim is to provide a climate, which all pupils can realise their potential. Good behaviour is essential if an atmosphere conducive to effective learning is to be created. Parental/Carer support is vital in helping create such an environment. The school and parents/carers working together, can create a partnership which will work to the benefit of all pupils.

Actions for Pupils

1. The right to be treated with respect. 2. Pupils should follow our school dress code. 3. A high standard of behaviour at all times. 4. Be punctual for all classes. 5. Come to school each day properly prepared and with the appropriate equipment. 6. Pupils are discouraged from bringing valuable property or large sums of money to

school. 7. Pupils should not bring dangerous articles which could cause danger to

themselves or others to school. 8. Pupils must not engage in any activity which could cause danger to themselves,

other people or school property. 9. Everyone is responsible for their own behaviour and must accept the

consequences if their behaviour does not meet our standards.


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Rewards and Sanctions

Praising pupils will raise their self-esteem, help them to learn to accept praise, enable them to appreciate their strengths and recognise the success of others and help them to become effective contributors.

Staff are encouraged to praise pupils for hard work, increased effort, co-operating, thoughtful towards others and should be given when:

It is above the standard for that group (year, class, school)

It is above the standard for that pupil

It is consistently good standard – this one often gets missed

We should avoid giving rewards:

As bribes, e.g. for classroom control

On demand

In a way which causes embarrassment

In a way in a manner which devalues their worth to others (e.g. over use)

Achievement and Attainment

Pupils are able to gain House Points using the Token Reward system (launched September 2014).

Merits (Pilot January – March 2015 with S1-3)

All pupils should be awarded a merit at the start of each period using SEEMiS (see Appendix 6 for instructions). Pupils have the potential to gain a maximum of 33 merits per week (with the exception of absence). Merits should be removed as the first stage of low level indiscipline. Pupils should always be informed if a merit is removed. Overall merits will be monitored and the information used to promote the positive behaviour ethos within our school community.

Demerits

A demerit should be given when a pupil has been issued with an ‘unofficial punishment’. (Procedures for dealing with demerits can be found in Appendix 6) . Pupils should always be informed if they have been issued with a demerit.


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Pupil support – Guidance/Support for Learning

The purpose of the Pupil Support System is to provide pupils and their parents with advice and assistance on courses and progress, careers and personal matters. Support:Guidance staff have a responsibility for continually monitoring each individual pupil’s attendance, punctuality, overall progress and conduct. These members of staff have an important part to play at option choice time, at the end of second and fourth years, in ensuring that pupils choose courses which are suited to their abilities and aspirations.

Four Houses exist each under the supervision of a Principal Teacher of Pupil Support (Guidance). The House names were chosen by pupils in August 2011 to reflect famous Scottish figureheads.

The four Houses and the Heads are as follows:

Burns Miss G Brand Fleming Mr J Clark Mackintosh Mr A Findlay Wallace Miss Z Inglis

The House System should enable pupils to have one Support teacher throughout their secondary school experience at Gryffe. Furthermore, in future all brothers and sisters


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will be allocated to the same House in order that families can have a single known staff contact.

The Support staff are normally the teachers whom parents should approach with enquiries about their child’s progress or to discuss other aspects of his/her school career. Each member of the Support:Guidance staff has a teaching commitment within a subject department. They also teach their own pupils through delivery of the Personal & Social Education programme. To prevent interruption to the school’s normal teaching routine, it would be appreciated if parents who wish an interview with a member of the pupil support team would contact the school to arrange a time which is convenient to both parent and teacher. Information on careers, university and college entrance is available in the school and parents are welcome to discuss these matters with the appropriate Support (Guidance) teacher.

Assessment and Reporting

On-going assessment plays a very important part in a pupil’s education. It is essential that each pupil’s strengths and weaknesses are identified as they go through the course. Assessment is closely related to the work of the class and is an integral part of the teaching/learning process. Indeed, a pupil should be clear at any given time about what he/she is “expected to know” and the results of any assessment should help a pupil see how far he/she has achieved this. School assessment aims to stress what each pupil is capable of doing at any point in the course. Stressing to pupils what they are capable of, as well as showing where they are able to perform better, makes assessment an important source of motivation in the classroom.

Each subject in first and second year consists of a number of different “learning areas” or topics. Using a number of methods of assessment, such as oral, written and practical tests, classroom observation by the teacher, longer term project work and in some cases homework, it is possible to judge how competent the pupil is in these areas and therefore build a valid and reliable profile of his/her progress. Records of each pupil’s progress are maintained by departments and form the basis of reports sent to parents and of the guidance given to pupils with regard to subject choice at the end of second year.


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Pupils will sit National assessments in English Language and Mathematics during first and second year at a time when it is considered appropriate by the class teacher. Assessment results will be communicated to parents in the school report immediately following the test. The decision as to whether a pupil with a Childs Plan or a Support Plan will take part in national tests will be a matter of consultation between parents and the school. Methods of assessment for National courses in fourth year will be similar to those used in first and second, but will also align with the requirements of the Scottish Qualifications Authority. The Scottish Qualifications Authority Certificate to be awarded at the end of fourth year will show a final grade for each subject and a profile of how the pupil has performed within particular aspects of each subject. A pupil’s school assessment throughout third and fourth years will be taken into account by the Examination Board in determining the final award and profile. Reports are issued to parents as follows:-

Year Group Interim Report Full Report

S1 November 2014 May 2015

S2 October 2014 March 2015

S3 December 2014 February 2015

S4 October 2014 January 2015

S5/6 February 2015 December 2014

In addition a system of monitoring has been introduced, initially spanning S4 and S6. This process seeks opinions from subject teachers at points during the session, in addition to the normal reporting deadlines. By collating opinions on effort, behaviour, current performance and later in the monitoring cycle, target level at National Qualifications, we hope to build a picture which might lead to commendation or to the need for intervention. Aspects of the above system also operate in the Broad general Education. The system will be further developed over the next few years.

Curriculum Model

Introduction

Gryffe High School’s curriculum model has been developed through discussion between the education and leisure services directorate, the council’s secondary head teachers, our own Parent Council and through a consultation exercise with our wider parent body.

This model will make a key contribution to providing all young people in Gryffe High School with a coherent, flexible and enriched, broad general education(BGE) as expected in Curriculum for Excellence (CfE). It will provide a strong platform for later learning and for successful transition to qualifications at the right level for all young people.

Curriculum for Excellence aims to ensure that all young people in Scotland realise high standards of achievement, including attainment, needed for life and work in the


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21st century. This aim is endorsed by Gryffe High School and Renfrewshire Council in the expectations stated below.

Entitlements:

Within Gryffe High School, and across all schools, children and young people are entitled to experience:

(i) a broad general education, including the experiences and outcomes which are well planned across all curriculum areas, from early years through to the end of S3. The broad general education will include all of the experiences and outcomes, across all the curriculum areas, up to and including the third level.

(ii) personalisation and choice during S1-S3, which include choices made in approaches to learning within the classroom.

(iii) recognition of their progress and achievements at the end of S3 (profiles).

(iv) a senior phase of education after S3 which provides the opportunity to obtain qualifications as well as to develop the four capacities.

(v) opportunities for developing skills for learning, life and work, with a continued focus on literacy, numeracy, health and wellbeing.

(vi) learning beyond subject boundaries. This will take the form of effective interdisciplinary learning.

Expectations:

Gryffe High School expects that the aim of CfE to improve the achievement of all young people will be met. This will result in young people, by the end of S3, reaching levels of attainment and achievement which are deeper and more secure than at present.

It is expected that most young people will:

(i) achieve outcomes at level 4 in literacy and numeracy.

(ii) achieve outcomes at level 4 in a range of curriculum areas.

(iii) be undertaking, or be ready to move on from learning at the fourth curriculum level.

In taking this position, it is acknowledged that some pupils may not achieve the expectations set out above by the end of S3. It is critical that the needs and entitlements of these young people are met and it is therefore expected that they will:

(i) experience all of the experiences and outcomes, across all curriculum areas, up to and including the third level.

(ii) be provided with an appropriate and relevant curriculum which provides a rich and stimulating experience, and is focused on the needs of the learners.


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(iii) continue to have access to experiences which have a focus on improving literacy and numeracy.

Principles of the S3 Curriculum Model

In recognition of the need for more subject specialist input into learning as pupils engage with level 4 experiences and outcomes, and to ease the transition to the senior phase of their education (S4-S6), pupils will be able to make subject choices as indicated in our curriculum model. In S3, pupils will begin to consider whether, and to what extent, they will carry forward their interest in particular subjects into qualifications, and at what levels. This will be informed by the areas of the curriculum they enjoy, their ambitions for future study and employment and by where they are in their learning.

While this choice is offered, it is important that the S3 curriculum offers all pupils the opportunity to:

(i) experience learning across a broad curriculum covering science; languages; mathematics; social studies; expressive arts; health and well-being; religious and moral education; and technologies;

(ii) experience breadth and depth of learning, including the secure development of skills;

(iii) achieve challenging levels of literacy and numeracy, across the curriculum;

(iv) develop skills for learning, life and work; and

(v) experience challenge and success.

In practice this means that:

all pupils will continue to study all 8 curriculum areas. These are languages

(including a modern foreign language), and literacy; mathematics and

numeracy; health and well-being; RE/RME; pupils will have a choice of

sciences; expressive arts; social studies, and technologies. These will be

delivered through the relevant experiences and outcomes to level 4;

every pupil will have their entitlement to at least two periods quality physical education ;

we will take responsibility for developing skills for learning, life and work by:

o co-ordinating interdisciplinary learning and opportunities to develop skills in literacy, numeracy and health and well-being across the curriculum;

o ensuring that approaches to learning provide opportunities for personalisation and choice;

pupils will not be presented for SQA examinations/accreditation in S3; and

we have a commitment in allocating time to inter-disciplinary learning and other activities.


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Senior Phase(S4 – S6) During the early years of secondary education (S1-S3), young people within Gryffe High School have had access to a broad general education. They have also had the opportunity to develop their skills, their particular strengths and interests further. This period of young people’s learning gives them a strong platform for later learning and for transition to qualifications at the right level for them when they enter the senior phase of their education. Within Gryffe High School this phase of education will:

build on the learning undertaken in S1 to S3;

provide opportunities to extend the young people’s abilities and interests;

provide opportunities for a range of personal achievements, in and out of school;

recognise achievement both attainment of qualifications and wider achievements;

provide opportunities to study at advanced levels as possible, to a high degree of rigour;

deliver a broad preparation for adult life, whether the next stage is further/higher education, employment or training, and for participation in wider society; and

have continued emphasis in literacy, numeracy, health and well-being and a wide range of skills for life and skills for work.

The curriculum in the senior phase is broader than the programmes which lead to qualifications. Whilst the opportunity to study for qualifications is a central feature of this phase of education, there are other planned opportunities which include an ongoing entitlement to learning and experiences which continue to develop the young person’s literacy and numeracy skills, skills for learning, life and work.

The senior phase of the curriculum within Gryffe High School offers extensive opportunity for personalisation and choice for young people. This is the period of learning where young people are expected to make informed choices about programmes of study leading to qualifications at a level appropriate to the individual’s needs and achievements. For some young people, this will be about gaining the necessary qualifications to enter further or higher education. For others, it will involve building on the experiences and outcomes to give them opportunities that will allow them to move onto sustained and positive destinations.


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Designing a Framework for the Senior Phase In order to design a curriculum framework which meets the purposes and principles of CfE, Gryffe High School has included planned opportunities for personal achievement and for learning related to the ethos and life of the school. This will give learners the opportunity to deepen learning, develop research and presentation skills, and to prepare for the next stage of lifelong learning. In the senior phase, literacy and numeracy skills will continue to be developed across the range of subjects studied and through wider contexts for learning. It is evident that the expectations of CfE are very different from those currently applied in the senior stages of most schools. Within Gryffe High School we have used a degree of flexibility in planning the S4 to S6 curriculum to ensure that we best meet the needs of our young people.


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Fifth and Sixth Years During Fifth and Sixth years, pupils follow courses leading to awards mainly of National Qualifications at Intermediate or Higher levels. In addition sixth year pupils have the opportunity to study a number of courses at Advanced Higher level. The Scottish Qualifications Authority (SQA) certificate containing appropriate passes at Higher level remains the main passport for young people entering universities, colleges, many professional and highly skilled occupations. The demanding nature of National Qualifications courses, and the fact that the level and grade of pass is important, means the maximum number of courses which any one pupil can study is five. As students have to be prepared for these difficult examinations in less than one school session, the importance of hard work and a systematic approach to study cannot be over-emphasised. For this reason Gryffe High School students embark on their Fifth year timetable during the month of June in Fourth year. It is also normal to choose Higher courses from among the Standard Grade courses undertaken by each individual. In some situations it may be appropriate to choose Intermediate courses from courses beyond those undertaken at National 5.

National Qualifications, Courses and Reporting Courses are divided into units, most of which last 40 hours. Courses usually comprise three units (assessed within the school) and at the end of the course in May/June a final external examination is assessed by the Scottish Qualifications Authority in all subjects. After each unit has been completed it is assessed within the school using assessments provided by the Scottish Qualifications Authority (SQA). Students who fail any unit assessment at the first attempt are entitled to a re-assessment following advice about and/or re-teaching of the key areas of the unit being assessed. Other than in very exceptional circumstances a third assessment is not permitted. All unit passes are recorded on the final certificate issued. In addition to the normal range of National courses. Pupils also have the opportunity to study free standing units separate from complete courses. In order to expand the range of courses offered to pupils in Gryffe High, the school co-operates with Linwood and St. Benedict’s High Schools, West College Scotland, Paisley and with other schools in the authority. The intention is that pupils will be able to choose their course from subjects on offer in other local schools and the college as well as from those in their own school. Inevitably, this may mean that some pupils may have to travel on occasions throughout the week to a school other than their home school. However, this is compensated for by the fact that the young people will have a wider range of courses from which to choose.


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Level Course Title

Sports Leader John Muir Award Inspire/Aspire Saltire Award Young Enterprise Duke of Edinburgh Food Hygiene

National 4

National 5

National 6

English Mathematics Administration Art & Design Biology Business Management Chemistry Computing English Geography History Hospitality: Practical Cookery Mathematics Modern Studies Physical Education Physics Product Design Travel and Tourism Administration Art & Design Biology Business Management Chemistry Computing English French Geography Graphic Communication History Health & Food Technology Mathematics Modern Studies Music Physical Education Physics Product Design Religious, Moral & Philosophical Studies Spanish


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Advanced Highers

(S6 only)

Art & Design Biology Chemistry English French Graphic Communication History Mathematics Music Baccalaureate (Science)

West College Scotland

Higher Psychology Vocational courses: Hairdressing; Beauty; Care; Construction; Computer Games

In addition Fifth Year pupils take Physical Education and Personal and Social Education classes. University and College entrance requirements in Scotland are expressed in terms of Higher passes and the grades achieved. Many students from Gryffe High School obtain the necessary qualifications for advanced study at the end of Fifth Year. Many, however, are quite unsure about which course to take after school and others are still relatively young for university entrance. Consequently, a large number of Gryffe pupils choose to return to Sixth Year to expand and upgrade their existing qualifications. The school seeks to provide a worthwhile educational experience for all students in Sixth Year and to offer an attractive and challenging programme of courses. The basics of post Higher provision is Advanced Higher which is offered in a range of subjects. These courses provide an introduction to advanced work and often help students to decide on the kind of course which they wish to follow after school. Sixth Year Personal and Social Education All S6 pupils follow a Personal and Social Education Programme which contains an element of choice. Additional support for learning Under the law schools have to make arrangements to identify children and young people who need additional support. Schools must also address these pupils’ needs and keep the provision made for them under review. Each school has a pupil support coordinator who is responsible for pupils with additional support needs within the school. The pupil services manager is the education authority contact for further information on all matters relating to additional support needs. The current manager is Louise McCrory.

Around 25% of pupils have an additional support need in Gryffe High School. In most cases help is provided by the subject teacher in the normal classroom situation. Where the problem is more persistent/severe, extra support is given by a member of the Pupil Support Team Pupils with additional support needs may include pupils who have: learning or behavioural difficulties, a medical condition, English as an additional language, have suffered a bereavement, have motor and sensory impairment, have been bullied or have poor attendance. Pupils with additional support needs may also include able/talented students.


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A high profile is given to the early identification of pupils with additional support needs, Primary schools provide us with information on pupils with barriers to learning and any strategies they have employed which have been successful with the young person. Support is continued in Gryffe High School. In addition, to ensure that ALL pupils receive appropriate help there is a robust monitoring and tracking system in place. This is strengthened by the advice, help and support of subject teachers and, where appropriate, members of the Senior Management Team, and outside agencies through the EST Framework. Support is provided in a number of ways:

How Do We Support Pupils? • Direct Teaching • Cooperative Teaching • In-Class Support: SfL Teacher, Classroom Assistant, Additional Support Needs Assistant or S6 pupil • Tutorial Periods 1:1 Support • Small Maths Group • Development of materials • Differentiated materials across the curriculum • Consultation and dissemination of information • Staff Training • Use of ICT 1) By developing appropriate teaching strategies. Although every pupil follows a

common course in the first two years, class activities are structured and materials are differentiated so that pupils can proceed at their own pace.

2) By co-operative teaching. Where possible, to assign a second teacher to each

class can greatly assist the early identification of individual needs and support young people once those needs are identified.

3) Individual teaching may be given by the Learning Support specialist where a pupil is experiencing more pronounced difficulties. This type of assistance, if used, is usually intensive and short term in its nature. In such cases, the parents would be contacted and the nature of the help and parental input discussed.

4) Support can be highly specialised, involving subject teachers, psychological

services, visiting staff with specialised knowledge of various difficulties, paired reading and peer tutoring etc. Less formal support is given through a variety of extra-curricular activities.

5) Supporting staff through the CPD on Additional Support Needs legislation, responsibilities and effective strategies for any young person identified as having an additional support need.


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All parents are actively encouraged to play their part in addressing the learning needs of their children and should not hesitate to contact the Support for Learning Department if and when any problem arises.

Assessment is for Learning

Additional support for learning (schools to add to council’s statement)

Getting it Right for Children and Young People in Renfrewshire

We want all our children and young people to be fully supported as they grow and develop. There are 8 areas of wellbeing which they need to progress to do well now and in the future. Children’s well-being is important at every stage of childhood. Every child needs to be healthy, achieving, nurtured, active, respected and responsible, and, above all, safe. These are the eight indicators of well-being (SHANARRI) which are set within the ‘four capacities’ which are at the heart of the Curriculum for excellence.


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For children, young people and their families, the GIRFEC approach will mean: They will feel confident about the help they are getting They understand what is happening and why They have been listened to carefully and their wishes have been heard and

understood They are appropriately involved in discussions and decisions that affect them They can rely on appropriate help being available as soon as possible They will have experienced a more streamlined and co-ordinated response

from practitioners The Children and Young People Act ( 2014) has introduced new duties in relation to GIRFEC which will be enacted in 2016. More information will be provided about this in due course.

Education (Additional Support for Learning)(Scotland) Act 2009

The above Act commenced on November 14th 2010 and is a revision of and replaces the 2004 Act of the same name.

Under the Act, children or young people have additional support needs where they are unable to benefit from school education without the provision of additional support.

In the Act, ‘additional support’ means provision which is additional to, or otherwise different from, the educational provision made generally for children or young people of the same age in a local authority’s schools, or as is appropriate to the circumstances, in early years establishments or any other education provision.

The Act aims to ensure that all children or young people are provided with the necessary support to reach their potential.

Renfrewshire’s GIRFEL policy ensures that children, young people and their families receive the help they need when they need it. As children and young people progress on their journey through life, some may have temporary difficulties, some may live with challenges and some may experience more complex issues. Sometimes they – and their families – are going to need help and support. The Getting it Right for Every Child (GIRFEC) approach ensures that when we provide support, it is based on the level of need for each child. For schools in Renfrewshire the GIRFEC approach is implemented via the getting it Right for Every Learner policy which gives more detail of additional support needs and help children receive from schools and other services.


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Getting it Right for Every Learner (GIRFEL)

The GIRFEL policy sets out how we discharge our responsibilities under the Education (Additional Support for Learning)(Scotland) Act 2009 and links to the wider GIRFEC agenda to make sure that children and young people get the help they need when they need it.

This policy sets out how we will support all children and young people. It applies to all mainstream schools, specialist provision, and all early years establishments including partner nurseries.

Further information is available by contacting your school directly or by visiting the www.renfrewshire.gov.uk website.

Independent sources of information and advice nationally include -

Enquire – the Scottish advice service for additional support for learning

Telephone – 0845 123 2303

Email – [email protected]

Scottish Independent Advocacy Alliance Ltd - a national organisation which promotes and supports advocacy

Telephone – 0131 260 5380

Email – [email protected]

Educational Psychology Service

Educational psychologists use their knowledge of psychology, learning and education to provide a service to schools and pre five establishments. They work in collaboration with teachers, parents and other professionals to help children and young people make the most of their lives, particularly in educational settings.

Your child’s school already has a system in place for monitoring and reviewing the progress of all children and young people. As part of this system, each school has a named educational psychologist who visits the school on a regular basis and who is part of the school’s extended support team.

When concerns arise about a particular pupil, the school plans action to address these concerns. Parents are kept informed throughout this process. When those working with your child would like the help of the educational psychologist, they will discuss this with you and arrange a meeting involving the psychologist.

Through this process the educational psychologist can contribute to the ongoing assessment of your child, where appropriate.

http://www.renfreshire.gov.uk/els/additionalsupportforlearning

http://enquire.org.uk/


http://www.siaa.org.uk/



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Home school links

Mr Gordon Boyd Mrs Alison Smith Ms Ros Harkin

The Home Link Service is one of the services working to support children and families in Renfrewshire. We are a multi disciplinary team based in different areas across Renfrewshire and appointed in teams linked to the school clusters in each area.

The main aim of the service is to increase the educational attainment of young people by developing links between home and school thus ensuring that pupils identified through the school’s Extended Support Framework as facing issues at home, or in school, which are proving to be barriers to learning are offered additional support.

Support offered to pupils can be given individually or in a group setting. Parents are kept fully involved and initially a home visit will be offered to discuss the referral, and thereafter progress will be reviewed and evaluated on a regular basis keeping parents and pupils fully informed.

Support is also offered to pupils having been identified as being anxious at times of change. Moving from pre 5 to primary, primary to secondary school and from secondary to further education or employment. As this can be a stressful time to both pupils and parents we can work with you and your child’s school to ensure a smooth transition, and help them learn how to cope with change.

Home Link service is a non statutory service and staff work in partnership with parents or carers and school staff. We also work in partnership with other agencies including Counselling and support services, Health, Social Work and Community Learning and Development and other identified local voluntary and government agencies.

Health and Wellbeing Education

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to:

make informed decisions in order to improve their mental, emotional, social and physical wellbeing

experience challenge and enjoyment

experience positive aspects of healthy living and activity for themselves

apply their mental, emotional, social and physical skills to pursue a healthy lifestyle

make a successful move to the next stage of education or work

establish a pattern of health and wellbeing which will be sustained into adult life,


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and which will help to promote the health and wellbeing of the next generation of Scottish children

and, for some, perform at high levels in sport or prepare for careers within the health and leisure industries.

Health and Wellbeing in schools covers:

Mental, emotional, social and physical wellbeing

Planning for choices and changes

Physical education, physical activity and sport

Food and health

Substance misuse

Relationships, sexual health and parenthood.

Health and wellbeing cannot exist in a vacuum. It requires exchange of information, mutual support and collaboration with community partners, schools and parents.

Specialist support service – teachers teaching in more than one school

The specialist peripatetic service provides support to children and young people who have a range of additional support needs. The service comprises 6 teams of teachers who work in the pre-5, special, primary and secondary sectors. Staff in the peripatetic service work in partnership with staff in the establishments to plan and deliver an appropriate curriculum. The service also provides staff development and advice on resources.

The teams support the additional needs of:

children with a significant hearing and or visual impairment;

bilingual learners who are at early stages of learning spoken English;

looked after and accommodated children and young people who are experiencing difficulties in school;

children at early stages of primary school who have a developmental coordination disorder along with attention difficulties;

young people who attend the extended new directions provision; and

pre-5 children who have been identified as having significant support needs.


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Homework

Homework is an integral part of learning and teaching. It provides the opportunity for the development of self reliance, self discipline, self confidence and participation in taking responsibility for learning by your child. It also strengthens the link between home and school in providing an opportunity for parents and carers to share in the learning process. Homework can take many forms and will reflect the age, stage and area of learning currently being undertaken by your child. It will be issued on a regular basis and will be varied, meaningful and interesting.

Gryffe High school has a homework policy based on Renfrewshire Council's policy and guidance. You can request a copy of this policy from the school office.

Homework is given in order that pupils can have the opportunity to reinforce the work they have done in class and at the same time extend that work. Changes in the methodology and content of some school courses have made it less likely that pupils will be involved in the routine homework that parents remember. However, as a pupil progresses through the school, the amount of homework increases and this is especially true in courses leading to Standard Grade, Intermediate and Higher Grade awards. It is important that pupils form the habit of regular private study at home to gain the most benefit from work in school. If, for some reason, homework has not been set, it is advisable that time should be spent on revision or private reading in a subject. Parents are asked to provide a quiet, heated room, if possible, for the pupil’s use. At the same time parents can encourage their children in the personal discipline of observing the evening homework period conscientiously. All pupils are provided with a diary/planner so that homework can be noted as it is given. This not only reminds pupils of homework given, but also provides parents and teachers with a record of the amount of homework being given. Parents should check and sign homework diaries on a weekly basis. In first and second years, homework is an important aspect of work in most subjects. It should not be seen as something totally separate from class work. It will not necessarily be set on a regular basis. Homework should rather be seen as a natural extension of a pupil’s class work and as a means of allowing a pupil to explore more fully matters dealt with in class. Homework is not necessarily written work. It can include reading, listening, talking, as well as writing and drawing. Another important element in homework is thorough learning of class work for assessment (see the next section). The amount of time spent on homework each evening will vary from pupil to pupil. All junior pupils should aim to spend about an hour on home work five evenings per week while seniors should double or treble this. A homework booklet is issued to all S1-S4 pupils. It is hoped that parents will encourage their children to read at home. Newspapers, library books, works of fiction and non-fiction, may all be worthy of attention. The


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watching of good quality television programmes, especially when these relate to topics being studied at school, can make a valuable contribution to the extension of a pupil’s knowledge.

Skills for Learning, Life and Work

It is essential that these skills are developed to ensure our pupils have the necessary skills for the 21st Century.

It lies at the centre of curriculum for excellence and promotes a wide range of opportunities, including cross curricular work, for our children and young people from 3-18 to become successful learners, confident individuals, responsible citizens and effective contributors.

The four main areas of enterprise in education are:

Enterprising learning and teaching;

Entrepreneurial learning;

Work based vocational learning; and

Careers education.

Five inter-related themes are built around the main areas:

Supporting the development of skills for life, skills for work;

Engaging employers;

Embedding enterprise in the curriculum;

Building capacity; and

Enhancing our international profile.

Enterprising activities will be organised to reflect the age and interests of our pupils.

The range of activities could include:

Links and partnerships with businesses, colleges, schools abroad;

Fundraising events organised and run by pupils;

Fairtrade activities;

Joint school and community initiatives; and

Work experience placements and speakers.


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Extended Curricular Activities

Extra curricular activities play an important part in education for life. Interests taken up at school can be further developed in later years. These activities also encourage character building. The range of activities offered varies from session to session depending on the interests and availability of staff. The list which follows gives an indication of activities which have been offered in previous sessions. Bands Cross Country Running Netball Dance Chess Football Volleyball Hockey Choirs Ski-ing Theatre Visits Fitness Debating Basketball Scripture Union Parkour Young Enterprise Concerts Rugby Tennis Golf Badminton Activities Days In June all pupils in S1, S2 and S3 are offered the opportunity to participate in the school Activities Days programme. The event lasts 3 days but is extended to allow foreign trips to get the benefit of a full week for their journeys abroad. The staff work very hard to provide an exciting and varied programme which we hope will allow our youngsters to gain new experiences, meet new friends and work with staff in a less formal setting. Gladiator Games and Activ8


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A selection of staff and pupils participating in our Activ8 programme and 3K Fun Run.

Gryffestyles Week/3K Fun Run Gryffestyles Week which incorporates our Annual 3K Fun Run is one of many active health and well being whole school events, organised by the Physical Education Department each year. In September, during ‘Gryffestyles Week’, more than 1000 pupils, staff, parents and local primary schools took part in a 3K Fun Run on the school campus and raised a massive £800, for the British Heart Foundation Charity.

Home school community links

Parent Council

By law schools have a duty to promote parents’ involvement in children’s education. Parents are encouraged to be:

involved with their child’s education and learning;

welcomed as active participants in the life of the school; and

encouraged to express their views on school education generally and work in partnership with their children's schools.

Every parent who has a child at our school is a member of the Parent Forum. The


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parent council is a group of those parents chosen to represent the parent forum. As a member of the Parent Forum, each parent can expect to:

receive information about the school and its activities;

hear about what partnership with parents means in our school;

be invited to be involved in ways and times that suit you;

identify issues you want the parent council to work on with the school;

be asked your opinion by the parent council on issues relating to the school and the education it provides;

work in partnership with staff; and

enjoy taking part in the life of the school in whatever way you can.

The type of things the parent council may get involved in include:

supporting the work of the school;

gathering and representing parents’ views to the head teacher, education authority and Education Scotland;

promoting contact between the school, parents, pupils, and the local community;

reporting to the parent forum; and

being involved in the appointment of senior promoted staff.

For more information on parental involvement or to find out about parents as partners in their children’s learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk.

Parent Teacher Association

The school is fortunate in having a hard working and supportive PTA. The association has already provided funds enabling the school to purchase many desirable “extras” including new theatre curtains, computing and video equipment, sports equipment as well as a host of materials for various departments. A programme of events is run throughout the session from educational and fund-raising to unashamedly social! All parents are automatically members of the Association. Please support the work of the PTA by joining the 100+club.

Chair: Vacant Treasurer: Mrs Sheila McHarg

http://www.parentzonescotland.gov.uk/


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Pupil council

This provides an opportunity for pupils’ views to be represented on a variety of whole issues. The Pupil Council is chaired by the Head Boy and Girl and meets on a regular basis. Time is allocated during the PSE (Personal and Social Education) period with their guidance teacher to discuss concerns and views and feedback from meetings.

Community links

The school provides a focus for many groups and activities from the local community – in particular Houston Drama Group, several sports clubs and an impressive range of night classes mainly of a recreational and non-vocational nature. Brownies and other youth organisations also take advantage of the school’s excellent facilities.

During the winter and spring terms the Games Hall is used for part of Renfrewshire “Centralised Coaching Scheme” in basketball, netball, volleyball and badminton. These activities are open to all local youngsters whether they are pupils of Gryffe High School or not.

During the school day it is possible for adults to join certain senior school classes to study for SQA qualifications. Enquiries in the first instance should be directed to the Head Teacher.

School Lets

To apply to use school facilities contact the Community Facilities Section at St. Catherine’s Primary School. Contact details are in the important contacts section at the end of this handbook.

Other Useful Information

Keeping informed

For regular updates and information on what is happening in education, you can subscribe to the Scottish Government Schools e-bulletin by visiting the website below http://register.scotland.gov.uk/

Listening to learn - Complaints, Comments and suggestions

Renfrewshire Council encourages feedback on its services from parents and pupils as part of our overall commitment to giving the best possible service and to working in partnership. We are, therefore, interested in feedback of all kinds, whether it be compliments, suggestions or complaints.

If you want to register a comment of any type about the school you can do this by writing, telephoning or making an appointment to see someone. All feedback is welcome and keeps us in touch.

If, in particular, you have a complaint about the school, please let us know. It is better

http://register.scotland.gov.uk/


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that these things are shared openly and resolved fairly, rather than being allowed to damage the relationship between the family and the school. There will be no negative consequences arising from making a complaint and we will deal with the issue as confidentially as possible. If we have made a mistake we will apologise quickly and clearly and try to put things right.

There are some things which you should take note of in relation to making a complaint:

It is helpful if complaints are made initially to the head teacher. This makes sure that the school knows what is going on and has an opportunity to respond and resolve the issue.

It is helpful if you can give some details of the issue and ask for an early appointment to discuss it.

We will try to respond as quickly as possible, but often issues are complex and we need time to investigate.

If you are still unhappy with the service or with our response then you will have the right to take up the matter further. You can put your complaint in writing or fill in a complaint form, available in the school or any council office. We can help if you have difficulty with this. Completed forms should be sent to: Renfrewshire Council, Education and Leisure Services, Renfrewshire House, Cotton Street, Paisley, PA1 1LE. Telephone 0141 618 7201.

If you are still unhappy after the further investigation and reply you can take the matter up with the Scottish Public Services Ombudsman, our reply will include the contact details.

You should also note that you have the right to raise unresolved concerns with your local councillor, MSP or MP.

Data Protection

Information on pupils, parents and carers is stored on a computer system and may be used for teaching, registration, assessment and other administrative purposes. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the law. For more information please contact the school.

Information in Emergencies

We make every effort to maintain a full educational service, but on some occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases, we do all we can to let you know about the details of closure or reopening. We will keep in touch using letters, e-mail and text messaging, notices in local shops, churches and community centres and on the school and council’s websites, announcements in the press and on local radio.

To help us keep you informed it is important that you make sure we have the most up to date emergency contact information for your family.


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Examinations (schools to add to council’s statement)

Schools in consultation with pupils and parents/carers usually decide which examinations pupils sit. If no agreement is reached, the school will respect the parent/carer’s wishes and respond accordingly.

How to Understand New National Qualifications

The Scottish Qualification Authority (SQA) is the national body which make awards, and are in the process of phasing in new national qualifications for young people in S4, S5 S6 as part of their Senior Phase in Curriculum for Excellence. National qualifications are offered in a wide range of subjects and at different levels designed to progress learning. Most learners start their journey towards formal qualifications in S4 with National 4 and/or National 5 courses progressing from the Level 3 and 4 Experience and Outcomes in the Broad General Education.

Assessment is how learners, parents and schools and the SQA know that pupils have demonstrated the required knowledge and skills to gain their National Qualifications. The methods of assessment used include:

Unit Assessment Unit Assessments are required for all National Qualifications. The number of units will vary depending on subject/level. They assess the learning within each subject during the course of the year. Units are assessed as pass or fail by the school, following SQA quality assurance to meet national standards. They ensure that required skills, knowledge and understanding have been achieved One of seven methods of assessment can be used; assignment; case study; practical activity; performance; portfolio; project; and question paper/test. Added Value Unit Assessment Added Value Unit Assessments are required for National 4 qualifications (together with Unit Assessments), and assess the application of learning across the course. Units are assessed as pass or fail by the school, also following SQA quality assurance to meet national standards. Course Assessment Course Assessments form part of National 5 qualifications (together with Unit Assessments), and assess the application of learning across the course. They usually consist of two components from the seven methods of assessment (detailed above). Many courses have an assignment and a question paper (exam) which are marked by the SQA. For practical reasons, other courses have components which are assessed by the school. A few subjects are entirely assessed by schools in accordance with SQA guidelines and requirements.

Results National certificates and results are sent out by post by the SQA in early August. Learners can also sign up to receive their results by text and/or email through MySQA (www.mysqa.org.uk). Certificates show both courses and units that have

http://www.mysqa.org.uk/


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been passed. Units passed by the learner will appear on certificates, even if the overall course is not passed. National 1, 2, 3, 4 courses will be recorded as Pass on the certificate; National 5 courses will be graded A to D. Grades A to C are a Pass; D recognises achievement. Details of courses taken but not passed are given in the covering letter that accompanies the certificate.

New and Existing Highers

As some schools are delaying the introduction of the new Highers for certain subjects until August 2015, we would encourage parents and learners to contact the school directly about the specific situation with regards to which Highers pupils will be sitting.

Transferring data

Education authorities and Scottish Government have collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus Scottish Government has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within Scottish Government itself. 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 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. Data policy The ScotXed programme aims to support schools and Local Authorities by supporting the collection, processing and dissemination of statistical information required for planning, management and monitoring of Scottish education services. A subset of this information is passed to Scottish Government for research and 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


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individuals. Data is held securely and no information on individual pupils can or would be published by Scottish Government. The individual data collected by Scottish Government is used for statistical and research purposes only. We hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information. 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 message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net). Scottish Government works with a range of partners including HM Inspectorate of Education and the SQA. On occasion, we will make individual data available to partners and also academic institutions 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. Any sharing 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 colleagues 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] 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 ScotXed Support 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

Important Contacts

LOCAL COUNCILLORS

The members elected to represent local residents on Renfrewshire Council are:-

Houston, Crosslee and Linwood

http://www.scotxed.net/

https://www.scotxed.net/jahia/Jahia/lang/en/pid/220


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Stuart Clark (Labour) Phone: 0300 300 1292 email: cllr.stuart.clark.renfrewshire.gov.uk Audrey Doig (SNP) Phone: 0300 300 1271 email: [email protected] Anne Hall (Labour) Phone: 0300 300 1284 email: [email protected] Allan Noon (SNP) Phone: 0300 300 1265 email: [email protected] Bishopton, Bridge of Weir and Langbank Maria Brown (SNP) Phone: 0300 300 1259 email: [email protected] Mike Holmes (Labour)Phone: 0300 300 1295 email: [email protected] James MacLaren Phone: 0300 300 1291 email: [email protected] (Scottish Conservative and Unionist Party)

Director of Education and Leisure

Robert Naylor Renfrewshire House Cotton Street Paisley PA1 1LE

Email [email protected]

Phone: 0141 618 7195

Homelink Service Staff

Paisley Team 1 / Renfrew & Erskine Team and Paisley Team 2 / Johnstone & Linwood Team

St Fergus Primary School Blackstoun Road Paisley PA3 1NB


Phone: 0141 848 1344

Community Learning & Development Community Facilities Section

St. Catherine’s Primary School Brabloch Crescent Paisley PA3 4RG


Phone: 0141 840 6140

Adult Learning Services

West Johnstone Shared Campus Beith Road Johnstone PA5 OBB


Phone: 01505 335 873

Youth Services

West Primary School Newton Street Paisley, PA1 2RL


Phone: 0141 889 1110

Registration Area Offices Paisley Area Paisley Registry

Office 1 Cotton Street Paisley PA1 1AN


Phone: 0300 3000 310 Fax: 0141 618 7060















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Renfrew Area Renfrew Registry Office Town Hall Renfrew PA4 8PF


Phone: 0141 618 4904 Fax: 0141 618 4901

Johnstone Area

Johnstone Registry Office 16/18 McDowall Street Johnstone PA5 8QL


Phone: 01505 320 012 Fax: 01505 382 130

Customer Service Centre Customer Service Centre

Renfrewshire House Cotton Street Paisley PA1 1AN


Phone: 0300 300 0300

Websites

You may find the following websites useful.

ParentZone - parents can find information, relevant publications and links to other useful organisations.

Education Scotland - parents can access school and local authority inspection reports and find out more about the work of Education Scotland.

Scottish schools online- parents can find out about individual schools. They can choose a school and select what type of information they need such as Education Scotland reports, exam results, stay on rates and free school meal entitlement.

www.renfrewshire.gov.uk - contains information for parents and information on Renfrewshire schools.

ChildLine Bullying information - contains information for parents and children on varying forms of bullying and provides help for parents and children who are affected by bullying.

http://www.respectme.org.uk/ - Scotland’s anti-bullying service. Contains information for parents and children on varying forms of bullying and provides help for parents and children who are affected by bullying

http://www.equalityhumanrights.com/ - contains information for everyone on equality laws within the government and local authorities.



mailto:[email protected]?subject=School%20handbook%20enquiry

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

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

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

http://www.renfrewshire.gov.uk/webcontent/Home/Services/Education+and+learning/Information+for+parents/

http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx

http://www.respectme.org.uk/

http://www.equalityhumanrights.com/


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Glossary

CFE - Curriculum for Excellence

ASN – Additional Support Needs

BGE – Broad General Education

EMA – Education Maintenance Allowance

DDA – Disability Discrimination Act

EHRC – Equality Human Rights Commission

IA – Impact Assessment

SIP – Service Improvement Plan

ASL – Additional Support for Learning

LTS – Learning and Teaching Scotland

SQA – Scottish Qualifications Authority

FOI – Freedom of Information

HGIOS/AifL – How Good is our School/Assessment is for Learning

S1 – 1st year of secondary school

HT/PT/GT – Head Teacher/Principal Teacher/Guidance Teacher

CLAD – Community Learning and Development

RLL – Renfrewshire Leisure Ltd

GIRFEC – Getting it Right for Every Child

Although this information is correct at time of printing in December 2012, there could be changes affecting any of the contents before or during the course, of the school year or in future school years.

Parent feedback


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Please take a few minutes to fill in and return the questionnaire on the next page. Your feedback will help us improve the hand book next year.

Parent feedback Tell us what you think

Your feedback will help us to improve our handbook.

Did you find Please tick

1. the handbook useful?

2. the information you expected?

3. the handbook easy to use?

Please tell us how we can improve the handbook next year.

Name of school:______________________________________

Thank you for filling in the questionnaire. Your views are appreciated. Please return this questionnaire to:

Policy Officer (Equalities)

Renfrewshire Council

Education and Leisure Services

Renfrewshire House

Cotton Street

Paisley

PA1 1LE

email address: [email protected]



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Gryffe High School Old Bridge of Weir Road Houston PA6 7EB Tel: 01505 690633 Fax: 01505 690688 Email: [email protected] Website: www.gryffehigh.renfrewshire.sch.uk

Caring Learning Achieving


http://www.gryffehigh.renfrewshire.sch.uk/

Documents

School Handbook 2016/17 Gryffe High SchoolPHYSICS Mrs P McGeough Ms L Robinson Mr A Whyte Mr K Christie (DHT) School Handbook 2016/17 ... Miss Z Inglis (PTS:G Wallace House) SUPPORT