Carrick Academy - south-ayrshire.gov.uk · Carrick Academy . H A N D B O O K . 2008/2009 . 74 Kirkoswald Road . Maybole . KA19 8BP . 01655 882389

Carrick Academy

H A N D B O O K

2008/2009

74 Kirkoswald Road Maybole

KA19 8BP 01655 882389

2

Contents Page No.

SECTION A General School Information 1 1. Introduction by Head Teacher ............................................................ 1 2. Statement of School Aims and Values ............................................... 2 3. Glossary …………………………………………………………………3 4. School Information .............................................................................. 5

• Name • Address • Telephone number • Email address • Denominational status • Accommodation and capacity

5. School Staff ........................................................................................ 7 6. Management Team / Guidance Structure ........................................ 10 7. The School Year and School Hours ................................................. 17 8. Assemblies / Supported Study ……………………………………… 18

SECTION B Teaching and Learning 18 1. The Core Curriculum ........................................................................ 19 2. Consulting with Parents ……………………………………………….24 3. Extra Curricular Activities ................................................................. 28 4. Homework Policy .............................................................................. 30 5. Assessment and Reporting .............................................................. 31 6. Promoting Inclusive Education ………………………………………..34 7. Determined to Succeed .................................................................... 35 8. School of Ambition …………………………………………………….. 35 9. Additional Support Needs/Accessibility Strategy ............................. 36 9. Planning for Progression .................................................................. 37 10. Religious and Moral Education ......................................................... 38 11. Equal Opportunities and Inclusion .................................................... 39 12. Personal, Social and Health Education/Citizenship ......................... 39 (including the school discipline policy)

SECTION C Home / School / Community 40 1. Attendance ....................................................................................... 40 2. Statistical Information ....................................................................... 45 3. School Uniform Policy ...................................................................... 54 4. Home School Links ........................................................................... 55 5. Choosing a school ............................................................................ 56 6. Parent Council and Parent Forum .................................................... 58 7. Pupil Council ..................................................................................... 59 8. Parental Complaints Procedure ……………………………………….59 9. Disciplinary Sanctions ...................................................................... 60

SECTION D Care and Welfare 61 1. Child Protection ................................................................................ 62 2. School Meals and Free School Meal Information ............................ 62 3. Footwear and Clothing Grant Information ........................................ 63 4. Education Maintenance Allowance ................................................. 63 5. Transport Guide to Parents .............................................................. 64 6. Insurance .......................................................................................... 65 7. Valuable Items .................................................................................. 65 8. Use of Mobile Phones ...................................................................... 65 9. Health and Medical Information ........................................................ 66 10. Data Protection Act ........................................................................... 67 11. Freedom of Information (Scotland) Act 2002 ................................... 67 12. Other school activities ………………………………………………….68 13. Helpful addresses and websites ....................................................... 71

Section A – 1. General School Information

Carrick Academy Maybole

Dear Pupil and Parent

This Handbook has been produced to give you some up-to-date background information about Carrick Academy.

At Carrick we are aiming to provide a rich, broad-based educational experience for all pupils with a support

network which will allow each and every one of them to achieve his/her potential. I hope the information

provided inside will help you in understanding how the school is organised to achieve this ideal.

I extend a particular welcome to those of you who will be associating with Carrick Academy for the first time.

The change from Primary to Secondary is always a big step and we shall try to ensure that the transition is made

as easy as possible for parents and pupils. The school staff enjoyed meeting the Primary 7 pupils during our

Challenge Day in October. In the coming months more staff from Carrick Academy will be visiting the

associated primary schools and this will give us the opportunity to assist with a smooth transition. In June,

pupils will have the opportunity to visit the Academy for two or three days to sample life in the Academy. A

meeting for P7 parents will also be held to deal with more specific arrangements for the start in August.

Carrick Academy has a proud tradition of high achievement in a happy working atmosphere - I have very much

enjoyed my time since coming to Carrick in 1991 and I look forward to working with you to sustain and develop

our school tradition.

Please do not hesitate to contact the Academy if you have any specific enquiries.

Yours sincerely

Rodger Stewart

Head Teacher

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Section A - 2. SCHOOL AIMS 1: We aim to encourage all pupils to work to the best of their ability and beyond, in a wide range of curricular and extra curricular activities. • Raise standards of educational attainment throughout the school • Maximise the achievement for all learners • Develop an integrated programme for ICT to support learning • Establish an effective measuring, monitoring and evaluation performance system • Provide access to extra-curricular activities to enhance learning 2: We aim to continue to enhance teachers’ skills and develop pupils’ self-esteem so that effective teaching takes place within a productive learning environment. • Create opportunities for staff development which reflects the changing needs of education • Provide modern equipment and resources to address needs of all learners • Encourage individual personal development • Minimise disruption by developing assertive discipline strategies • Develop a range of pupil and staff health initiatives 3: We aim to promote equality among pupils, including those with disabilities and special educational needs, so that every pupil benefits from education. • Develop equality of opportunity for all learners • Create an ethos of support for learning for every individual • Provide an extensive range of learning opportunities • Promote social inclusion • Develop pupil support base 4: We aim to work with parents to encourage young people to participate in community life and broaden their understanding of the world of work. • Strengthen links among families, school and its community • Develop Cluster links • Develop business partnerships • Develop partnerships with Further and Higher Education establishments • Promote broad based participation in community affairs 5: We aim to equip pupils with the basic skills, attitudes and high expectations necessary to succeed both now and in future years. • Create and ethos of achievement • Develop active citizenship activities • Develop a praise culture system • Develop pupil council/forum activities • Promote lifelong learning

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FOREWORD

Every effort has been made to ensure that the information contained in this handbook is accurate.

If, however, any changes occur during the school year, parents and guardians will be informed either by letter

or through our monthly newsletters.

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 shall do all we can to let you know the

details of closure or re-opening. We shall keep you in touch by using letters, notices in local shops and

community centres, announcements in local churches and announcements in the press and on local radio.

Section A – 3. GLOSSARY OF TERMS USED IN THE

HANDBOOK

ASSESSMENT An estimate of a pupil's progress by means of examining classwork

or by a termly test and producing a record of achievement.

CAM Cluster Administration Manager CO-EDUCATIONAL Offers the same educational opportunities for boys and girls taught

in mixed ability classes.

COMPREHENSIVE Includes pupils of all abilities.

NON-DENOMINATIONAL The school is open to pupils of all religions.

COMMON COURSE All classes in the same year take the same subjects.

CONTINUOUS ASSESSMENT A method of estimating a pupil's progress by regular recording of

the standard achieved in classwork without the necessity of an end

of term examination.

COURSE A total programme of work for a pupil, consisting of a planned

collection of subjects.

CURRICULUM All the experiences for learning which are planned and organised by

the school.

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GENERAL/CREDIT/ Courses for S3 and S4 pupils, leading to the award

FOUNDATION LEVELS of a National Certificate at Standard Grade

MIXED ABILITY CLASSES Pupils of a wide range of ability taught together as a class; the work

of such a class is largely based on individual and group assignments

which allow each pupil to progress at a pace best suited to his/her

own ability. S/H GRADES Awards made in SQA Examinations.

S - Standard Grade

H - Higher Grade

S1/S2 Secondary school first year class/secondary school second year

class.

SQA Scottish Qualification Authority - a merger of Scottish Certificate of Education and SCOTVEC

SETTING The placing of pupils in groups by ability for instruction in

particular subjects.

(This differs from streaming when a pupil is placed in the same

ability group for all subjects.)

SUBJECT OPTION CHOICES A choice of subjects for further study made by pupils at the end of

Second Year and again at the beginning of Fifth Year.

SYLLABUS The content of the work to be covered in one subject.

HIGHER STILL Certificated Courses for senior pupils involving Advanced Highers;

Highers; Intermediate 1 & 2

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HISTORICAL BACKGROUND

The present Carrick Academy continues a 350 year tradition of education in Maybole.

The school assumed the title of Academy in 1905 when it was formed from the amalgamation of 3 smaller

schools within the town (including the original parish school first mentioned in 1630) which together formed

Maybole Public School, later to be called Ladyland Public School.

The new Academy moved to its current site in 1926 with the opening of the present Old Building. The New

Building was opened in 1974.

While the location of the school and its names have varied over the centuries, the continuity of educational

provision in Maybole reflects the importance placed on it then and now by the local community.

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Section A – 4. SCHOOL INFORMATION NAME Carrick Academy ADDRESS Kirkoswald Road, Maybole, Ayrshire. KA19 8BP TELEPHONE NUMBER (01655) 882389/882104 FAX NUMBER (01655) 885748 E-MAIL ADDRESS [email protected] TYPE Non-denominational, co-educational 6 year comprehensive CAPACITY 864 STAGES COVERED Secondary 1 - Secondary 6 CURRENT ROLL S1 - 90 S2 - 93 S3 - 100 S4 - 108 S5 - 82 S6 - 46 PROJECTED INTAKES 2009 - 102 2010 - 96 2011 - 100 MAIN ACCOMMODATION OLD BUILDING (1925)

• Library Resource Centre, Careers and Guidance Offices,

General Classrooms.

NEW BUILDINGS (1974)

• Mainly practical subject areas and Administration

(Senior Management Office, School Office), Pupil Support,

Staff Room, Medical Room, Lunch Hall, Games Hall,

Gymnasium, Fitness Suite and associated Rugby, Soccer and

Hockey fields. All weather pitch. COMMUNITY WING Lounge area and meeting room, office.

The Community Education staff control the letting of premises to

the public.

Telephone Maybole 882105

The town's swimming pool and golf courses are in close proximity to the school. "Details of the school's catchment area and street names are available for inspection at the school and parents can also access them on the Council's web site at www.south-ayrshire.gov.uk.. Catchment map and area available from Resources Section, Education, Culture and Lifelong Learning, County Buildings KA7 1DR”.

http://www.south-ayrshire.gov.uk/�

http://www.south-ayrshire.gov.uk/�

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Section A – 5. Carrick Academy Teaching Staff Jan 2009 Head Teacher Mr Rodger Stewart

Depute Head Teacher Mrs Isabel S Johnstone

Depute Head Teacher Mr Jonathan Rusk

Depute Head Teacher Mr Jamieson Wilson

DEPARTMENTS Art Mr R Smith (Principal Teacher)

Biology Mr F Forsyth (Principal Teacher)

Mr T Minto Mrs D McClure (PT Guidance)

Business Studies Miss S Kerr (Principal Teacher) Mrs J Duncan Mr J Wilson (DHT)

Chemistry Mr I Jamieson (Acting Principal Teacher) Mr A Alexander

Computing Studies Mr I Munro

Design and Technology Mr N McGinnis (Principal Teacher) Mr B Baillie Mr J Cree (Probationer)

English Mrs K Smeeton (Principal Teacher) Ms J Baird Miss J McGugan Mrs J McKnight (PT Guidance) Miss A F Mattinson Mr J Wilson

Geography Ms V Adam (Principal Teacher)

Modern Studies Mr G Brown Mr E Pesoli (Probationer) Mr K Riley ( Probationer)

Home Economics Mrs E Watson (Principal Teacher) Mrs F Baird

Pupil Support Mrs R Bell (Acting Principal Teacher Pupil Support) Mrs H Craigie (Cluster Support) Mrs M Hendrie (Cluster Support) Mrs A Stewart (Cluster Support) Mrs L Wilson (Cluster Support) Mrs M Lawson (Pupil Support) Mr M Henderson (Pupil Support)

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Mathematics Mr S Luke (Principal Teacher) Mr I Cannon (Principal Teacher Guidance) Mr A Carpenter (Probationer) Mr B Kerr Mrs M Kirkland Mr R Wood

Modern Languages Mrs F Normansell (Maternity Leave) Mrs E Bryden Mrs M Cannon (Acting Principal Teacher) Mr J Rusk ( DHT) Mrs A Jackson

Instrumental Instructors Mrs A Cairns (Keyboard/Piano) Mr R Dibden (Brass) Mrs S Hay (Woodwind) Mr P Henderson (Guitar) Mr K McPate (Bagpipes) Mr G Welsh (Percussion)

Music Mrs J Spreadbury (Principal Teacher) Mrs H Burrell (Maternity Leave) Miss J Gillespie

Physical Education Mrs L Baillie (Principal Teacher) Mr R Dunsmuir Mrs K Stanley-Bone

Physics Dr J Woodland (Acting Principal Teacher ) Mr I Munro

Religious Education/History Miss S Drummond

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SUPPORT STAFF Administration Mrs C Cuthbert (Cluster Administration Manager) Mrs M Connelly (Administration and Finance Officer) Mrs A McCrindle (Senior Clerical Assistant) Mrs S Boughen (Clerical Assistant) Mrs J Cran (Clerical Assistant) Mrs M Gill (Clerical Assistant) Mrs T Ward (Clerical Assistant) Pupil Support Assistants Mrs S Boughen Mrs L Shanks Mrs M Murdoch Mrs E Adams Library Mrs P Hunter Careers Officer Mrs L Kermack Classroom Assistants Mrs S Clark Mrs J McCreath Mrs M Phillips Mrs D Shearer Technicians Mr P Reilly (Senior Technician) Mr B Auld (Technical Technician) Mrs S Connor (Science) Mrs A Thomson (Science) Janitors Mr K Wilson (Senior Cluster Janitor) Mr W Bone Mrs R Campbell Mr C McDermott Catering Direct Mrs J Hamilton (Catering Manageress)

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Section A – 6. SENIOR MANAGEMENT RESPONSIBILITY AREAS HOUSE DEPUTE HEAD TEACHER ARRAN / BLUE Mr J Wilson BUTE / RED Mr J Rusk CUMBRAE / YELLOW Mrs I S Johnstone

Mr J Wilson Depute Head, with responsibility for S3/S4

Mrs I Johnstone Depute Head, with responsibility for S5/S6

Mr J Rusk Depute Head, with responsibility for S1/S2

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SENIOR MANAGEMENT TEAM REMITS 2008/09

Depute Headteacher : Mr Johnny Rusk Responsible for: • Assistance with Development of School Development Plans, Policies, Procedures and Quality Assurance,

Raising Standards/Setting Targets. • Oversight of Curriculum and Assessment in S1/2, including P7 & S1 Parents’ Evenings; P7 SMT visits;

S1/2 Pupil Council; • Co-ordination of 5-14 initiatives, including the co-ordination of P7 Transfer arrangements • Membership of the Cluster Management team. • Oversight of Pupil Welfare from S1 – S6 in Red House • Assistance with House Captains Interviews • Regent for Probationers and Students. • Management of Health and Safety & Buildings and Maintenance in liaison with Cluster Administration

Manager (CAM) • Responsibility for Enterprise Education including Partnership Agreements; Work Experience; Active

Citizenship • Organisation of PRD & CPD procedures • Action Researcher and member of the School Strategy Group for the Schools of Ambition Initiative • Co-ordination of MCARE and Equal Opportunity initiatives. • Co-ordination of annual photographs in liaison with CAM • Co-ordination of School Transport Issues • Co-ordination of the Dining Hall Supervision duties. • Interval, Lunch time and bus supervision. • Liaison with departments

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Depute Headteacher : Mr Jamie Wilson Responsible for: • Assistance with Development of School Development Plans, Policies, Procedures and Quality Assurance,

Raising Standards/Setting Targets. • Oversight of Pupil Welfare from S1 – S6 in Blue House • Oversight of Curriculum and Assessment in S3/4 including co-ordination of S2/3 Option Choice procedures;

S2/3 Course Planning Evening; S3 Parents’ Evening; S3 annual tests; S3/4 Pupil Council • Co-ordination of SQA examinations in liaison with CAM including the S4/5/6 Prelims. • Strategic planning of Invigilators throughout the examination process in liaison with CAM • Co-ordination of Staff Absence Cover in liaison with CAM • Project Manager and member of the School Strategy Group for the Schools of Ambition Initiative • Liaison with Community Council. • Assistance with House Captains Interviews • Day to Day management of resources. • Oversight of Librarian in liaison with CAM • Day to day management of Classroom Assistants in liaison with CAM • Responsibility for Click & Go Developments • Interval, Lunch time and bus supervision. • Liaison with departments

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Depute Headteacher : Mrs Isabel Johnstone Responsible for: • Deputising for Headteacher • Assistance with Development of School Development Plans, Policies, Procedures and Quality Assurance,

Raising Standards/Setting Targets. • Oversight of Pupil Welfare from S1 – S6 in Yellow House • Co-ordination of the S5/6 Parents’ Evening • Oversight of Curriculum and Assessment in S5/6, including the co-ordination of S4/5 Option Choice

Procedures and S4/5 Course Planning Evening.

• Timetable construction and liaison with Principal Teachers. • Management of Pupil Support Integrated Team including Time Out Facility • Co-ordination of UCAS, College references and returns. • Organisation of Senior Induction & Captains Interviews • Oversight of Peer Helping • Co-ordination of Senior Pupil Council and oversight of S6 Common Room • Sponsor and member of the School Strategy Group for the Schools of Ambition Initiative • Management of Assessment is for Learning • Co-ordination of Triple A’s and excellence Certificates • Organising Prize Giving in liaison with school group • Co-ordination of Flexible Curriculum • Liaison with External Agencies • School Excursions. • Co-ordination of Study Support • Interval, Lunch time and bus supervision. • Liaison with departments

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SENIOR MANAGEMENT TEAM REMITS 2008/09 Headteacher : Mr Rodger Stewart Responsibility for: • Overall management of Carrick Academy • Overall educational philosophy in liaison with Educational Services. • Development of School Development Plans, Policies, Procedures and Quality Assurance, Raising

Standards/Setting Targets. • Implementation of School, Authority and National Guidelines and Policies. • Staffing, Staff Welfare • Staff Interviews and selection process in liaison with CAM • Liaison with Parent Council, Parents and Community. • Overall management and member of the School Strategy Group for the Schools of Ambition Initiative • Member of North Carrick Community Learning Planning Group and Sub Groups • Member of Cluster Management Group. • Member of the Motivated Schools Group • Co-ordinating Results Analysis Procedures • Resource Management Group • Statistical returns in liaison with CAM • Internal communications. • Publicity and public relations. • Interval, lunch-time and bus supervision. • Liaison with departments:

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GUIDANCE STRUCTURE The aim of our guidance system is to assist all pupils to derive the greatest benefit from their education at

Carrick Academy. Guidance teachers are subject teachers who have special responsibility for the personal,

social, vocational and curricular needs of groups of pupils in the school. Time is made available to allow

Guidance staff to carry out their duties.

When a pupil transfers to the Academy, he/she will be placed in a register class (1B, 1R or 1Y), which will be

under the care of the same Guidance teacher from first year until leaving school.

There are also 3 house groups in the school:

Arran (Blue House) Bute (Red House) Cumbrae (Yellow House) Every pupil in a register class is a member of the same House, indicated by its own name, ie 1Y pupils are in the

Yellow House (Cumbrae).

Pupils can contact their Guidance teachers by either approaching them directly or placing a request form in their box outside the office.

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Guidance staff give support by:

Being available for pupils to go to at any time in case of difficulty

Being available for parents to contact, during normal school hours and parents' meetings

interviewing their own

pupils individually once per

year

Mr I Cannon Blue House

Monitoring attendance and progress with learning; supporting as appropriate Giving advice at times of curricular choice. Liaising with parents when problems arise

Mrs J McKnight Red House

liaising with external

agencies such as Child

Guidance Service, Social

Work Department, Careers

Service and Health Visitor

Mrs D McClure Yellow House

giving advice in preparation for leaving school

Preparing courses of Personal and Social Education that are followed by all pupils (S1 to S6) for one period each week

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Section A – 7. SCHOOL PERIOD TIMES AND HOLIDAY DATES

Assembly and registration 8.55 – 9.00 Period 1 9.00 – 9.55 Period 2 9.55 – 10.45 Interval 10.45 – 11.00 Period 3 11.00 – 11.55 Period 4 11.55 – 12.50 Lunch 12.50 – 1.40 Period 5 1.40 – 2.35 Period 6 2.35 – 3.30

The School Year 2008 - 09

First Term Teachers (In-service) Thurs 14th August 2008 Teachers (In-service) Frid 15th August Pupils return Mon 18th August Local holiday Frid 19th Sept Local holiday Mon 22nd Sept Mid Term Close Frid 10th Oct Teachers (In-service) Mon 20th Oct Pupils return Tues 21st Oct Close Frid 23rd Dec Second Term Re-open Wed 7th Jan 2009 Close Thur 12th Feb Local holiday Frid 13th Feb Holiday Mon 16th Feb Teachers (In-service) Tues 17th Feb Pupils return Wed 18th Feb Close Frid 3rd April Third Term Pupils return Mon 20th April May day Mon 4th May Teachers (In-service) Thurs 21st May Local holiday Frid 22nd May Local holiday Mon 25th May Close for summer Frid 26th June Next session Teachers (In-service) Frid 14th Aug 2009 Teachers (In-service) Mon 17th Aug Pupils return Tues 18th Aug

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Section A – 8. ASSEMBLIES The school does not have a hall big enough for all the pupils to assemble in. Year group assemblies are held during three weeks each month, and House Assemblies take place during the other week. All assemblies are held in the dining hall. All the assemblies are held during registration, and are used to pass on important information to pupils, to highlight significant events and to re-inforce school issues and values.

A member of the senior staff usually leads year group assemblies, and the chaplain attends during one week each month. Guidance staff and senior pupils are centrally involved in House Assemblies.

SUPPORTED STUDY In recent years Carrick Academy has benefited from local authority funding for Supported Study. This initiative involves teachers being paid to provide study support for pupils, after school and in the evenings. Originally the scheme was designed for pupils in S4, 5 and 6 to help them prepare for national examinations. A t Carrick, however, w e have extended the initiative so that pupils of every year group have the opportunity to get support with preparing for tests and examinations.

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Section B - 1. Teaching and learning THE CORE CURRICULUM GENERAL

The school operates on a 6 period day, giving 30 periods of learning in the school week. Each period last either 50 or 55 minutes.

Class Organisation

In first and second year pupils are organised into mixed ability classes of approximately 26 pupils, on the basis of discussions between guidance and Primary 7 teachers.

a. We attempt to achieve a co herent curriculum at all stages by applying the following principles:

Curricular Principles

Challenge and

enjoyment

Personalisation and choice

Progression

Depth

Breadth

Relevance

Coherence

• boys and girls take the same subjects in S1 and S2 Equality of Opportunity

• avoiding traditional stereotyping at option choice time • non-discriminatory career advice • equal choice for all regardless of sex, race, colour, creed or personal

circumstances

There is now much more variety in the methods used in teaching and learning. Teaching and Learning Methods

Whole Class Teaching still has a place, but is not appropriate for a lot of the work done with classes in which there is a wide range of ability.

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Group Work

involves pupils working together on a project or extended problem. T hey learn to work co-operatively and learn from each other.

Individualised Learning

is frequently used and allows pupils to progress at their own pace. Appropriate work can be targeted to meet the individual needs and interests.

Pupil Support involves trying to ensure that the learning environment is organised to the maximum benefit of all pupils.

Pupil Support

Strategies used are:

preparation of materials in all subject areas appropriate to individual needs

close consultation with departments and

careful planning to meet individual needs

varied resources, eg

computers, audio tapes, word processors

co-operative

teaching

individual learning support

where necessary

S6 pupils involved in paired reading and co-operating in S1 classes - this is carefully monitored

Interdisciplinary Learning

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S1/2 COURSES The aim in S1 and S2 is to build on what has been achieved at primary school, with each

pupil having the opportunity to enjoy success at their own level. Learning Support has a particular high profile at these stages, with many classes

benefiting from co-operative teaching. Every Pupil in S1 and S2 follows the same curriculum, comprising the following courses:

S1 S2 S1 S2 English 4 periods 4 periods Geography 1.5 periods 1.5 period Mathematics 4 periods 4 periods Mod St. 1.5 periods 1.5 period French 3 periods 2 periods Music (P) 2 periods 2 periods Science (P) 3 periods 3 periods Religious &

Moral Ed 1 period 1 period

Art (P) 1 periods 1 period Personal & Social Ed

1 period 1 period

HE (P) 2 periods 2 periods I.C.T. (P) 1 period PE (P) 2 periods 2 periods German 2 periods Design & Technology(P)

2 periods 2 periods

S1 Pupils have also undertaken Theatre skills (Drama and Music) for half the session and Practical Problem Solving (Maths) and Desktop Publishing (ICT) for the other half of the session. S2 Non-German pupils have studied Digital Media, Community Aid and European Dimension.

The courses marked (P) are designated Practical and pupils are taught in groups of 20 or less (except for PE). T he other courses are taught to register class groups, which are mixed ability.

Most of these subjects will be familiar to parents, although some of the content and

materials may have changed from their own school days. In Religious and Moral Education

a comparative study of World Religions is undertaken and issues such as Animal Testing and Euthanasia are examined.

Personal and Social Education

(PSE) covers a range of topics such as Health and Careers and provides opportunities for pupils to develop their abilities to discuss, co-operate, appreciate other pupil points of view, show leadership and take responsibilities. A crucial aspect of PSE in S2 is the preparation for making subject choice for S3/4.

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S3/4 Courses The curriculum of S3/S4 pupils has changed significantly in recent years. The curriculum for most pupils will include 8 subjects at either Standard Grade level or Intermediate level. SQA Standard Grade Courses These last 2 years and can usually be tackled at 2 or 3 different levels - Credit, General and Foundation. SQA National Qualifications These courses are available at a range of levels - Intermediate 2, Intermediate 1 and Access 3. The aim is for pupils to be working at the level most appropriate for them. In some subjects, however, the content of the course is similar for all pupils, the difference arising from their level of performance. Many of the courses share some of the following aspects:

Evaluating

Knowledge & Understanding Problem Solving

Practical Skills

Handling Information Investigating

Writing

Reading Designing Speaking

Listening

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Carrick Academy 3rd Year Course Planning Form 2008 / 2009

1. All pupils take four periods of English (Column A) and four periods of Mathematics (Column B) 2. All pupils take 2 periods of PE, 1 period of RME and 1 period of PSE, except those who choose PE in column H.

These pupils will have one period of Orienteering / Core Skills / Drama / Street Dance during S3/S4 3. Six other subjects will be studied for three periods each and should be chosen by selecting ONE subject from each column (C-H) below. 4. In column F and G, you can choose EITHER Practical Craft Skills OR Craft and Design – you cannot choose both. 5. Pupils who choose Sciences in column E, should NOT choose a discreet science in columns G or H.

Please write your choices in the space provided at the bottom of each column. Options not available should be noted and discussed with your Guidance Teacher. A course may be cancelled if the number of pupils choosing it does not justify the formation of a class or staffing limitations make it necessary.

Column C Column D Column E Column F Column G Column H French

German

Geography

Modern Studies

Biology

Chemistry

Physics

Sciences* (Int

1/Access)

Administration

Computing

Graphic Communication

Practical Craft Skills

ASDAN

Art & Design

Chemistry

Craft & Design

Graphic Communication

HE (Hospitality)

Music

Accounting and Finance

HE (Hospitality)

Physics

Music

PE

* Pupils opting for Int 1 / Access Sciences will be interviewed to select which science they will opt for. There is no Foundation course in Physics, Chemistry or Biology. Pupil’s Name _______________________________________ Register Class ___________ Career Choice (if known)_____________________________________________________ Approved by _______________________________________ (Parent / Guardian) Approved by ____________________________________ (Guidance / DHT)

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Section B – 2. Arrangements for Consulting with Parents In keeping with our general philosophy, we would wish parents to be fully involved in the course planning exercise.

o Consultation takes place: o By providing course planning evenings o Through parents’ meetings o In discussion with Guidance Staff/Subject teachers/ Senior staff

Parents are encouraged to contact us at the school, by telephoning or calling at the school office.

Core PE, Religious and Moral E ducation and Personal and Social Development are school based courses, although some elements of them lead to National Certification.

School Based Courses

Every pupil in third year will have the opportunity next session to take part in a week's work experience. A range of placements will be on offer.

Work Experience

Pupils will: • have a thorough preparation period • be carefully monitored on placement • be de-briefed after the Experience

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S5/6 COURSES

There is an increasing trend for pupils to complete a fifth and sixth year before leaving school. The senior curriculum has been significantly revised over recent years to ensure that there are

appropriate courses at all levels for those returning pupils. The SQA Higher and Advanced Higher courses are still available to the most able pupils, and other

SQA Intermediate 2 and Intermediate 1 courses are also provided. The 2008/09 Course Planning sheet is shown overleaf. It has been constructed to take account of many of the Higher Still opportunities Further information is contained in the booklet “A Guide to Courses available in S5/6” which will also be available at the same time as the Course Planning Form.

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Carrick Academy Session 2008-2009 Student ________________________

Fifth and Sixth Year Course Planning Form Class _______

Column A Column B Column C Column D Column E Enterprise and Citizenship Courses

Advanced Higher

Physics

Advanced Higher

English Chemistry

Advanced Higher

Mathematics Graphic Communication

Advanced Higher

French

Advanced Higher

Biology Music

Carrick TV / Press Pack

Lunchtime Leisure Management Carrick / Community Makeover

Stage it

Drama Debut

Higher

Business Management English Geography Modern Studies

Higher Biology English Physics

Higher

Administration Computing German Graphic Communication Mathematics

Higher

Art & Design Chemistry French P.E.

Higher

Accounting & Finance Mathematics Music Physics

Intermediate 2

English Geography Modern Studies Business Management

Intermediate 2 Biology English Physics ASDAN

Intermediate 2 Administration Computing Craft Skills (Engineering) German Graphic Communication

Intermediate 2 Art & Design Chemistry French P.E. Hospitality

Intermediate 2 Accounting & Finance Mathematics Music Physics

Intermediate 1

English Geography

Intermediate 1 Food & Care Technology Biology

Intermediate 1 Administration Craft Skills (Engineering)

Intermediate 1 Hospitality P.E.

Intermediate 1 Accounting & Finance Mathematics Physics

First Choice

Final Choice

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NOTES FOR STUDENTS

Every course indicated in Columns A to E for 5 periods apart from Higher Maths and English, which has 6 periods each week. 2. All students should select one English course from the following: Higher, Intermediate 2, Intermediate 1. 3. Fifth year students who achieved a Credit award in Mathematics may take Higher Mathematics, Intermediate 2 Maths or decide not to continue with Maths.

All other fifth year students must take Intermediate 1 or 2. 4. In addition to the courses in columns A to E, fifth and sixth year students will take

• 1 period of Physical Education weekly • 1 period of Personal and Social Education weekly • 2 periods of a short course each week from which they will be withdrawn for

Religious Moral and Philosophical Studies (RMPS)

5. All fifth year students must have a full timetable. 6. Sixth year students should select a minimum of four subjects OR three subjects all at ADVANCED HIGHER level. This will enable them to participate in senior

activities eg paired reading, peer helping etc. A short course should also be chosen. 7. BEFORE completing the course planning sheet, students will have been given details at PSE and Assemblies. Students should also enquire about subject demands

and suitability of course choice from the subject teacher prior to their Guidance Interview. 8. For all S4 and S5 students, some choices will be dependent on awards gained in the 2008 SQA exams. Students should make choices on the basis of a realistic

anticipation of their results. 9. The choice of course from each column should be indicated by writing the full name of the course AND THE LEVEL (eg Highers and Advanced Highers

Intermediate 2 &1). 10. Course Planning Sheets should be completed and returned signed to Guidance Staff by: 20th March 2008 11. A course may be cancelled if the number of pupils choosing it does not justify the formation of a class, or if staffing limitations make it necessary

12. Please note that Staffing has yet to be confirmed and some courses by be adjusted in line with Staffing availability.

Please indicate by placing a tick in the box if you intend to leave at Christmas Signature of Student ……………………………… Date …………………… Signature of Parent/Guardian ……………………………… Date …………………… Signature of Guidance Teacher ……………………………… Date ……………………

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Section B – 3. Extra Curricular Activities Activity Pupil

Group Time & Place Staff Comment

Art & Design One stop shop mural in Maybole

S1/2 Wednesday Period 4, 5 6 Possibly after school Months: Sept, Oct, Nov, Dec perhaps longer

Mr Smith

Archery

All year groups

Tuesday and Thursday (starting after Sept holiday)

Mr Downie

Football – Boys All training after school Football - Girls

S1 S2 S3 S4 S5/6 S5/6 v Staff

Games and training on Wednesday`s throughout the year Training throughout the year on Wednesdays Games and training on Thursday`s throughout the year Games and training throughout the year, days vary Games and training throughout the year, days vary After school on Friday Tuesday after school training and games

Mr Dunsmuir Mr Dunsmuir

Italian Club

S3-S6

Thursday Lunchtime and 3.45p.m. from September

Mr Pesoli

An introduction to Italian culture, mainly focused on Italian language

Music: School Band Junior Choir Senior Choir

S1/6 S1 & S2 S3-S6

3.30 - 4.30 Wednesday School months 1.10 – 1.40 Monday School months 3.30 – 4.30 Thursday School months

Mr Dibden Mrs Spreadbury/ Miss Gillespie Mrs Spreadbury/ Miss Gillespie

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Team and individual activities Fitness training

All year groups

Lunchtime Monday – Friday School year

Mrs Stanley-Bone

War Games S1-S3 Library – Lunchtime Mr Carpenter Maths Dept

School Rugby

U13 U14 U15 1stXV + S4/S5 XU Girls Rugby

3.30 – 5.00 Monday August - May 3.30 – 5.00 Monday August – May 3.30 - 5.00 Tuesday August - May 3.30 - 5.30 Tuesday & Wednesday August to April All year groups 3.30-4.45 Monday August to May

Mr Brown Mr Brown Mr Brown Mr Brown Miss Johnstone

Coaches: Dave McGee (Carrick RFC), Ross McCulloch & Craig Davidson (Senior Boys) Coaches: Jason McKay & Michael Paton (Senior Boys) Coaches: Colin Sturgeon (SUQ) Robert Kennedy (Carrick RFC) Coaches: Dave McGee Mr Dunsmuir MrWilson Coach Ross Knight Under 15 and under 18 teams take part in development days, tournaments and the Scottish Youth Cup. New players needed for both teams – all welcome.

Skiing Ski trip to Cairngorms 20 February 2009

Mr Dunsmuir

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Other Activities for Pupils

DANCES DISCOS - CHARITIES

Science Trips - THEATRE TRIPS

FUND RAISING

School Concerts

Section B – 4. HOMEWORK Learning activities undertaken outside the classroom make an important contribution to educational progress. Homework can be used: • to consolidate work done in class • to complete work unfinished in class • to extend work started in class • to encourage revision • to prepare for work about to be done in class • to foster learning and study skills The Homework Policy has recently been reviewed and the following is a rough guide to the appropriate amounts of homework at various stages. S1/S2 5.5 - 6 hours per week

S3/4 8 - 13 hours per week, depending on courses S5/6 2.5 - 3 hours approx. per Higher/Advanced Higher course

The allocations indicated above do not include time spent on s tudy, which clearly becomes a very important issue in S4 and above as pupils prepare for national examinations.

At the beginning of each session every pupil is issued with a Homework diary. The diary will help pupils

with the planning of Homework. Parents are encouraged to monitor the use of the Homework diary and sign it weekly.

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Section B – 5. ASSESSMENT There is a significant element of continuous assessment in Standard Grade courses, but in every

subject a national exam is taken at the end of the course in May/June. P erformance is judged against published performance statements termed 'Grade Related Criteria'.

The final certificate gives a profile of performance in the main aspects of each subject. The levels and bands used are: BAND LEVEL 1 Credit 2 Credit 3 General 4 General 5 Foundation 6 Foundation 7 Course Completed

The central purpose of Assessment is to monitor the progress of learning with a view to improving the quality of education taking place. More specifically, assessment helps:

• diagnose problems • motivate pupils • set standards • evaluate courses • select courses • reporting

Although examinations still have a place, particularly for National Certification, most school assessment is done in other ways:

short tests investigations marking classwork

projects observation questioning

reports finished products folio of work

self assessment

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Section B – 5. NATIONAL TESTING IN S1/2

The Scottish Qualification Authority has issued guidelines for the implementation of National Testing in Primary and Secondary schools. From August 1994, National Testing in English and Mathematics has taken place at Carrick Academy. The National Tests are part of the ongoing process of Teaching, Learning and Assessment already taking place at Carrick Academy.

The Principles behind National Testing are: a To achieve better communication with all staff and parents in both associate Primary and

Secondary schools. b To help the effective reporting of pupils progress. c To assist in the development of coherent and systematic Assessment practices in Carrick

Academy and its associated Primary schools The tests will be administered through the 5-14 Assessment Unit of the Scottish Examination Board

The other main details are: • tests in English and Mathematics only • test taken individually when a class teacher feels pupil has reached the next level • (A,B,C,D,E or F) • current level of performance (A,B,C,D,E or F) to be included in each school report.

REPORTING TO PARENTS

Each department builds up a profile of pupil performance by keeping records of continuous assessment. W hich are summarised annually and reported to parents. The school has developed computerised reporting over previous years and all reports are in computerised format. The current arrangements for timing of Assessment Reports are:

S1 - October, May S2 - March S3 - April S4 - January S5/6 - Nov & March Parents are encouraged to contact Guidance staff outside these times if there is any concern about

their youngster's progress.

On the following page is a sample computerised profile.

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Report on (Pupil’s Name)

Physical Education Standard Grade Physical Education Standard Grade Elements: Knowledge and Understanding level Evaluation level Practical Performing level Overall Grade

TEACHER’S COMMENTS

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Section B – 6. PROMOTING INCLUSIVE EDUCATION

This initiative seeks to explore ways in which the school staff can collaborate with the link educational psychologist, the link

social worker, community education staff, school nurse and the police to provide appropriate support for pupils causing

problems in the school and community. This Joint Support Team (JAT) meets regularly throughout the session.

The needs of the individual pupil are addressed by:

All staff working together to make the classroom environment as stimulating and supportive as possible

Guidance, Behaviour and Pupil Support Staff working together

A support teacher helping in classrooms to prevent problems arising

Pupils being removed from classes to work under close supervision of support staff

Regular meetings of Guidance staff, Pupil Support Staff and external support personnel to discuss individual cases

Meetings of Support Team – Guidance Teacher, pupil support teacher, psychologist, social worker, community education worker, along with parent and pupil

Teachers having a clear procedure for exchanging information about pupils in difficulty, at an early stage.

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Section B – 7. DETERMINED TO SUCCEED Everyone involved in a young persons development should be aiming to realise their full potential so that they can become the best they can be in work and life. Determined to Succeed puts young people at the centre, ensuring that they have the chance to experience and participate in enterprise, not just as a one off activity but as part of the way they learn. Determined to Succeed is about being:

• Creative • Innovative • Enterprising

Thus ensuring that our young people are better prepared to face the challenges ahead in a rapidly changing world. Section B – 8. School of Ambition Our vision In 3 years time pupils, staff parents and the community will have developed a vibrant and dynamic culture through their active participation in, and contribution to, the learning community. W e aim to develop a more dynamic learning culture through distributed leadership opportunities that will increase the leadership capacity across the organisation and in our local community. How will we deliver this vision? We will have 3 main project areas as follows: Active Leadership at all levels

• Staff who are more confident, use their leadership capacity and develop a w ider range of teaching approaches;

• Staff who are ready, willing and able to lead and support proposed changes related to Curriculum for Excellence;

• A pupil mentoring programme that supports learning and promotes ambition and confidence e.g. S6 working with S1 and S2, mentors from the community, S3 working with P7;

• Pupils with additional support needs having more confidence in playing a bigger part in the life of the school and influencing their own learning.

Active Learning • Enrichment of the S1-S3 curriculum in terms of health promotion, active learning, problem

solving strategies and collaboration skills;

• An enhanced curriculum with a wide variety of activities that focus on developing and using leadership skills, building self esteem and confidence e.g. participation in the leadership of the school, international links, community involvement and environmental improvement.

• An innovative programme that develops learning and leadership skills and increases the contribution pupils make to the life and work of the school;

• Pupils monitoring and evaluating their own progress as leaders and learners through a system of self review and individual goal setting.

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Active Partnerships • Improved links between P7 and S1 to promote progress and achievement; • Peer mediation, restorative justice and rehabilitation strategy, led by pupils, that assists them in

solving their own and peer problems and finding positive ways forward. • More and more effective links with our community in terms of relationships, joint activities,

shared ambitions and mutual respect.

Section B – 9. ADDITIONAL SUPPORT NEEDS / ACCESSIBILITY STRATEGY

Accessibility Strategy The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as appropriate to

their individual needs. This covers not only the content of lessons and teaching strategies but also minor

adaptations to the physical environment of our building to address the needs of pupils with physical and sensory

impairment, including the relocation of classes to the ground floor where feasible. We also need to ensure that

parents who have a disability have equal access to information about their children. This will involve, for example,

relocating the venue for parents meetings to facilitate physical access; provision of an interpreter for deaf people;

agreeing a phone contact system to provide feedback for parents.

Physical Access

The school has two lifts. One is located in the New Building and the other in the Old Building. The school has 2

disabled toilets, again one in each building. There are also ramps to enter and exit both buildings. The school

writes to parents inviting them to various events and includes a tear-off slip to ensure appropriate access is made

available.

The equipment in a variety of subjects has been modified to ensure appropriate access to the curriculum is made

available. Staff are regularly updated on issues affecting disability and inclusion.

Additional Support Needs New legislation, concerning the provision for children with additional support needs came into effect in Scotland

on 14th November 2005. The term “special educational needs” no longer exists and has been replaced with

“additional support needs” which refers to any child or young person who experiences a barrier to learning,

however temporary in nature.

From this date Records of Needs will no longer be statutory documents. Over the next two years there will be a period of transition for children and young people with a Record of Needs so that education authorities can establish whether those children and young people require a co-ordinated support plan (CSP). All children and young people need support to help them benefit from education. The main sources of support are school staff who, through good practice, are able to meet a diverse range of needs. With good teaching, and the provision of an appropriately differentiated curriculum, most children and young people are able to benefit from education without the provision of any additional support. However, any child or young person could, at some time in their school career, need something additional to, or different from, the support given generally to most other children of the same age in order to help them overcome a barrier to their learning and benefit from school education. These children and young people have additional support needs and they are entitled to additional support for learning to help them learn and achieve their potential.

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The school works within South Ayrshire Council’s staged intervention framework to identify and meet the needs of pupils with additional support needs. Additional Support Needs The Additional Support for Learning Act Framework is based on the idea of additional support needs. This new term will

apply to young people, who, for a variety of reasons, require additional support, long or short term, in order to help them make

the most of their school education.

In addition, these pupils are supported by Additional Support Needs assistants who, in accordance with school and local

authority policies, spend most of their time supporting pupils within classrooms, but some additional help may be offered on an

extraction basis within the Pupil Support Bases. Other supports are provided from co-operative teaching support and

differentiated materials, through the paired-reading scheme with S6 students and by teachers and parents working together to

solve problems. Close liaison between Pupil Support staff, Guidance staff and parents helps to ensure that the educational

provision for individual pupils is appropriate and successful.

Section B - 9. PLANNING FOR PROGRESSION Secondary schools have a curriculum framework for all young people from S1 to S6:

• The S1/2 curriculum is based on the 5-14 curricular areas

• The S3/4 curriculum is based on 8 curricular modes:

Language and Communication

Mathematical Studies and applications

Scientific Studies and applications

Social and Environmental Studies

Technical activities and applications

Creative and Aesthetic Studies

Physical Education

Religious and Moral Education

This design incorporates the principles of breadth, balance, coherence, continuity and progression, while allowing choice of

subjects within modes.

In S5/6, most students will pursue a more specialised course related to their personal interest, future employment, or entry to

further or higher education. The above modes remain an important reference point eve though all of them need not be

represented in the curriculum of individual students.

The timetable in the secondary school is currently based on curriculum design and planning as outlined in The Scottish Consultative Council on the Curriculum document “Curriculum Design for Secondary Stages, Guidelines for Schools”. The guide provided the principles for design and planning, on which the secondary school timetable is currently based. The timetable also takes account of:

• School staffing allocations • Accommodation • Time allocation for each subject/level • Personal and Social Education requirements

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• Teachers continuity in classes • Pupils uptake for each subject

Curriculum for Excellence is based on the values, purposes and principles referred to in ‘Section 1. The Core Curriculum’ and includes experiences and outcomes which indicate expectations for learning and development from 3-18 across eight curricular areas: Expressive Arts Religious and Moral Education Language and Literacy Sciences Health and Wellbeing Social Studies Mathematics and Numeracy Technologies • The entitlements of the new curriculum for all children and young people, outlined in ‘Building the

Curriculum 3 – A Framework for Learning and Teaching’, are as follows:

• a coherent curriculum from 3-18

• a broad general education across all eight curricular areas from early years through to S3

• a senior phase beyond S3 which provides opportunities to obtain qualifications while continuing to develop

the four capacities

• opportunities for developing skills for learning, skills for life and skills for work with a continuous focus on

literacy, numeracy and health and wellbeing

• personal support to enable them to benefit as much as possible from the opportunities provided by the new

curriculum

• support in moving into positive and sustained destinations beyond school

Section B – 10. RELIGIOUS AND MORAL EDUCATION The search for meaning, value and purpose in life is a challenge for us all. We hope that many aspects of school life will be of assistance to the pupils as they embark on this quest, but the contribution made by Religious and Moral Education is of particular importance. All pupils in S1 to S4 have one period each week taught by a specialist teacher. They will be encouraged to become aware of a wide range of religious interpretations of personal experience and to develop an attitude of open enquiry and awareness of prejudice. Religious Observance is fostered through the monthly involvement of our School Chaplain, in the year group assemblies. The format is usually a short address followed by a prayer. In addition church services are held at Christmas and Easter. The chaplain is most welcome in the school at any time and he operates a counselling service for any pupils who feel that they would like to discuss a personal problem with someone outside the teaching staff. Parents from religions other than Christianity may request that their children be permitted to be absent from schools in order to celebrate recognised religious events. O nly written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions (days) in any one school session and the pupil noted as an authorised absentee in the register.

39

Section B – 11. EQUAL OPPORTUNITIES AND INCLUSION At Carrick Academy, we strive to ensure that every pupil is treated fairly and is given an equal opportunity to reach his/her

potential, regardless of sex, race, colour, creed, ability or circumstances.

Current priorities include:

• giving S1 - S6 pupils access to study support; • training senior pupils as peer helpers to support other pupils who are experiencing problems; • reviewing the senior curriculum to provide a broader and more appropriate choice of courses; • promoting a caring and tolerant ethos in the school; • encouraging all pupils to participate fully in the life of the school.

All staff have a responsibility for promoting equality of opportunity and social justice, inside and outside the classroom, with

Guidance teachers offering support for individuals. Mr Rusk, Depute Head Teacher,

co-ordinates Equal Opportunity developments in the school.

Section B - 12. PERSONAL, SOCIAL & HEALTH EDUCATION Each pupil receives one hour per week of Personal and Social Education. Each year group has its own programme designed and covers a variety of topics and also has a range of visiting speakers. Examples of topics covered in PSE:

Health Careers Citizenship Road Safety / Railway safety Study habits Rights and responsibilities Work Experience

SCHOOL DISCIPLINE

The purpose of the discipline system is to help secure and maintain an environment in the school which fosters a

positive approach to learning and allows individuals to pursue their education with a minimum of disturbance and

distraction.

The keynote is pupil self-discipline and responsibility which should be promoted and reinforced by the pupils' overall

experience of school, both inside and outside the classroom. This means providing educational activities for each pupil in

every class that are appropriate to their needs, abilities and interests.

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Section C - 1.- home / school / community

SCHOOL ATTENDANCE

Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon. Regulation 7 of The Education (Scotland and Placing Information) (Scotland) Amendment etc Regulations 1993 requires each child/young person’s absence from school to be recorded in the school register as authorised: eg approved by the authority, or unauthorised; eg unexplained by the parent (truancy) or excluded from school.

PUPIL ATTENDANCE AND ABSENCE As you are aware, all schools in South Ayrshire Council are committed to ensuring that every pupil develops to his/her full potential. To help us fulfil this commitment, it is important that we continue to gather detailed and accurate information on pupil attendance and absence patterns. This information is vitally important, not only in terms of promoting the highest possible level of school attendance - but also in terms of ensuring pupil safety and welfare, and, where appropriate during periods of absence, ensuring entitlement to educational provision as outlined in the Standards in Scotland’s Schools Act 2000. Information provided below relates to: 1. Guidelines for absences that relate to family holidays taken during term-time. 2. Extended leave with parental consent. 3. Advice regarding communication with your child’s school in the event of absence. 4. The codes that are now used by schools to record pupil absence and attendance. The number of codes used to record pupil attendance and absence reflects national guidance issued by the Scottish Executive Education Department (SEED). These codes are attached, together with a brief description and designation as “attendance”, “authorised absence” or “unauthorised absence”. These designations follow national guidelines and will be applied to attendance reporting at pupil, school and authority level.

FAMILY HOLIDAY NOT AUTHORISED BY THE SCHOOL The majority of family holidays taken during term time will be categorised as unauthorised absence. However, it is acceptable under exceptional circumstances for schools to authorise a family holiday during term time. S uch circumstances may include:

• A family holiday judged to be important to the well-being and cohesion of the family following serious or terminal illness, bereavement or other traumatic events

• Where a parent’s employment is of a nature where school holiday leave cannot be accommodated (eg. armed services or emergency services)

A family holiday classified under the ‘authorised absence’ category should not include such reasons as:

• The availability of cheap holidays • The availability of desired accommodation • Poor weather experienced during school holidays • Holidays which overlap the beginning or end of term • Parental difficulty obtaining leave (with local judgement applied in cases where evidence is provided by

the employer that it cannot accommodate leave during school holidays without serious consequences)

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EXTENDED LEAVE WITH PARENTAL CONSENT Where most family holidays will be recorded as unauthorised absence (see below), extended leave with parental consent will not be considered the same as a family holiday. Extended leave with parental consent will be recorded separately outside the figures for attendance and absence, and include circumstances such as:

• Extended overseas educational trips not organised by the school • Short-term parental placement abroad • Family returning to its country of origin (to care for a relative, or for cultural reasons) • Leave in relation to the children of travelling families

ADVICE TO PARENTS Schools will now follow-up all instances of pupil non-attendance in order to accurately record the reason for absence using the above coding system. It would be extremely helpful in this regard, if parents contact school at the beginning and end of the absence period – indicating their awareness of the absence and reason for absence at the beginning of the period and expectation of return to school at the end of the absence period. Where no information is provided absences will be considered to be unexplained and therefore recorded as unauthorised. When your child returns to school following a period or illness a letter should be sent to the school and include the following information:

• Pupils name • Class or year group • The dates of the absence • The reason for the absence • Signature of parent/carer

LATECOMING

Pupils are expected to be in their register classrooms by 8.55 am and a

warning bell rings a couple of minutes before this.

Any pupil arriving in class after this will be recorded late by the class

teacher on the computerised register.

Pupils arriving too late for registration will report to one of the office staff and complete a late slip.

Latecoming causes disruption to classwork and is a particularly unwelcome habit to acquire in preparation for leaving school.

Parents will be informed of any unsatisfactory pattern of latecoming, and your support in preventing this is greatly appreciated.

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ATTENDANCE

Attendance is defined as participation in a programme of educational activities arranged by the school. In addition to actual attendance within the school premises, this encompasses a range of other activities within the category of attendance (out of school but marked present).

CODE DESCRIPTION - Present

W Work Experience V Educational visits V Day and residential visits to outdoor centres V College/consortium school study V Interviews and visits relating to further and higher education P Medical or dental appointments V Debates, sports, musical or theatrical productions arranged by or in conjunction with the school V Activities connected to Psychological Services V Off-site school medical examinations S Study leave B Sickness with educational provision J Late ( arrives in first half of opening) K Late (arrives in second half of opening) ~ Out of school on flexible curriculum

AUTHORISED ABSENCEAbsences in the following categories will be classified as authorised:

F Sickness with no educational provision

A Bereavement Q Short-term exceptional domestic circumstances A Religious observance A Meetings prior to and in court A Attendance at or in connection with a Children’s Hearing or Care Review A Weddings of immediate family A Agreed debates, sports, musical or theatrical productions not arranged by or in conjunction with the school A Sanctioned extended absence in relation to children of travelling families A Lack of transport – including due to bad weather E Family holiday – authorised by the school

X/Y Exclusions

UNAUTHORISED ABSENCEAbsences in the following categories will be classified as unauthorised:

U Unexplained absence

U Truancy (unauthorised absence from school for any period as a result of premeditated or spontaneous action on the part of pupil, parent or both)

G Most family holidays during term time N Other unauthorised absence R Exceptional domestic circumstances (unauthorised) T Reason for absence not yet known (absence will be re-coded when this information is provided)

OTHER CODES USED

H Holiday

C Closed (eg. election) I In-service Z Extended leave with parental consent

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Section C 2. Transferring Educational Data about Pupils 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 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 and organisations to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. 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 relevant colleagues and individuals within and outwith Scottish Government.

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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.

http://www.scotxed.net/�

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

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INFORMATION FOR PARENTS 2008 SECONDARY SCHOOLS

National Data

Leaver Destinations Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination

As: Total Number of Leavers (=100%) 58,823 Higher Education 31 Further Education 25 Training 5 Employment 25 Other Known 13 Not Known 1

Budgeted Running Costs For Financial Year 2008-2009 School Roll at September 2007 308,224 Total School Running Costs at April 2008 (£) 1,512,190,732 Cost per Pupil (£) 4,906

Attendance And Absence For School Year 2007/2008 Stage

S1 S2 S3 S4 S5 S1-5 Total Number of Possible Attendances(Pupil Half Days)

21,166,517

21,531,642

22,028,755

22,067,354

15,438,659

102,232,927

Percentage Authorised Absences

5.5 6.7 7.8 7.8 7.0 7.0

Percentage Unauthorised Absences

1.1 1.6 2.4 2.8 2.2 2.0

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INFORMATION FOR PARENTS 2008

SECONDARY SCHOOLS National Data

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

2005/2006 2006/2007 2007/2008 64 65 65

Examination Results (within Scottish Credit and Qualifications Framework)

(2007/2008 results are pre-appeal) Percentage of the relevant September S4 roll achieving:

By end

of S4

5+ @ level 3 or better 5+ @ level 4 or better 5+ @ level 5 or better 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 91 91 90 77 76 76 35 33 34

Percentage of the relevant September S4 roll achieving: By end

of S5


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 38 39 38 22 22 22 10 10 10


of S6

3+ @ level 6 or better 5+ @ level 6 or better 1+ @ level 7 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 30 29 30 20 19 19 13 12 12

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SECONDARY SCHOOLS National Data

Minimising Overall Absence Absence recorded

(2006/2007) Average number of half days absence

per pupil

Absence recorded (2007/2008)

Average number of half days absence

per pupil Absence 35.8 34.9

For Information:

Scottish Credit and Qualifications Framework (SCQF) levels: Level 7 CSYS at A-C; Advanced Higher at A-C Level 6 Higher at A-C Level 5 Intermediate 2 at A-C; Standard Grade at 1-2 Level 4 Intermediate 1 at A-C; Standard Grade at 3-4 Level 3 Access 3 Cluster; Standard Grade at 5-6

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SECONDARY SCHOOLS Education Authority: South Ayrshire

Leaver Destinations Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination

As: Total Number of Leavers (=100%) 1,293 Higher Education 33 Further Education 28 Training 5 Employment 20 Other Known 13 Not Known 0

Budgeted Running Costs For Financial Year 2008-2009 School Roll at September 2007 6,957 Total School Running Costs at April 2008 (£) 32,415,153 Cost per Pupil (£) 4,659



453,890 480,799 519,571 503,744 378,483 2,336,487


4.2 4.6 5.4 4.6 4.5 4.7


2.8 3.6 5.6 6.4 6.5 5.0

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2005/2006 2006/2007 2007/2008 68 65 67



By end

of S4


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 92 90 92 77 76 75 38 36 38


of S5


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 42 40 39 26 24 23 12 11 11


of S6


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 33 33 30 22 22 21 14 14 14

50





per pupil




For Information:


51


SECONDARY SCHOOLS School: Carrick Academy Id No.: 370 - 8236739

Leaver Destinations

Number Of Pupils Leaving In School Year 2007/2008 And Percentage With Destination As:

Total Number of Leavers (=100%) 91 Higher Education 25 Further Education 26 Training 7 Employment 25 Other Known 16 Not Known 0

Budgeted Running Costs For Financial Year 2008-2009 School Roll at September 2007 520 Total School Running Costs at April 2008 (£) 2,846,492 Cost per Pupil (£) 5,474



34,644 38,181 40,684 37,472 28,218 179,199


4.3 4.9 5.7 5.4 4.3 5.0


0.9 1.9 2.6 2.9 1.8 2.1

52




2005/2006 2006/2007 2007/2008 59 63 63



By end

of S4


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 98 94 94 85 80 82 41 31 29


of S5


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 32 37 27 19 23 16 7 9 4


of S6


006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 2005/2

006 2006/2

007 2007/2

008 32 23 25 19 14 18 13 7 15

53





per pupil




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


5-14 Attainment Data Carrick Academy South Ayrshire - Secondary Reading 2002/03 46.9 66.4 Reading 2003/04 80.6 70.8 Reading 2004/05 63.2 68.7 Reading 2005/06 62 68.5 Reading 2006/07 69.4 72.8 Reading 2007/08 59.4 70.1 Writing 2002/03 46.9 55.3 Writing 2003/04 63 48.1 Writing 2004/05 45.6 57 Writing 2005/06 40 56.8 Writing 2006/07 47.2 61.2 Writing 2007/08 43.6 56.8 Mathematics 2002/03 75.8 57.7 Mathematics 2003/04 82.4 61.6 Mathematics 2004/05 75.4 60.3 Mathematics 2005/06 87 60.9 Mathematics 2006/07 78.7 63.4

54

Mathematics 2007/08 75.3 65.4

55

Section C – 3. School Uniform Policy Given that there is a substantial parental and public approval of uniform, schools in South Ayrshire are free to encourage the wearing of school uniform. In encouraging the wearing of uniform, account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will be the subject of widespread consultation with parents and pupils. Against this background it should be noted that it is the policy of the Lifelong Learning Committee not to insist on pupils wearing uniform or having specialist items of clothing as a prerequisite to their attending and engaging in all of the activities of the curriculum. There are forms of dress, which are unacceptable in school, such as items of clothing which:-

• potentially, encourage faction (such as football colours);

• could cause offence (such as anti-religious symbolism or political slogans);

• could cause health and safety difficulties, such as loose fitting clothing, dangling earrings, are made from flammable material for example shell suits, in practical classes;

• could cause damage to flooring;

• carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on ot her pupils or be used by others to do so.

Carrick Academy Dress Code All pupils at Carrick Academy are expected to follow the Dress Code at all times throughout the session including examination periods. Most items of clothing can be purchased from the school office and Blazers from Bridgets in Ayr. Details of the Dress Code are given below:

• All pupils should wear a shirt and School Tie (shirt/blouse should be either white or blue)

• Outdoor coats and jackets should be plain and dark coloured

• Pupils are encouraged to wear the School Blazer or School Sweatshirt. Any other sweatshirts, pullovers or cardigans

should be self-coloured blue or black.

• Shoes should be plain black

• Pupils should wear plain, dark blue or black skirts or dark blue or black dress trousers.

• Items of jewellery should be kept to a minimum eg a watch, a necklace, a single ring and stud earrings.

• Hair should be clean and neat.

• Headwear may only be worn inside school for religious or health reasons.

• School bag or back pack

The following items are not acceptable in school:

• Hoops or dangling earrings are not permitted for health and safety reasons

• Facial jewellery must not be worn for health and safety reasons

• Items of clothing or footwear with advertising names or logos. In particular, tracksuit tops with logos are not acceptable

• Trainers

• Jeans or any item of denim clothing

• Baseball caps inside the school buildings

• Football colours, scarves or any item of clothing which could potentially cause friction.

56

Please note that there is a requirement that all jewellery be removed prior to undertaking physical education

activities.

There will be a relaxation of the school dress code on one or two occasions throughout the session that are identified by the Pupil Council as Charity events. The health and safety guidelines are still required to be followed during these events. Under no circumstances will pupils be deprived any educational benefit as a result of not wearing school dress and, in particular, pupils should not be denied access to examinations as a result of not wearing school dress. Pupils whose parents or guardians are in receipt of either Income Support/Income Based Pension Credit, Income based Jobseekers Allowance, Child Tax Credit only or Support under part VI of the immigration and asylum Act 1999 may be entitled to a Footwear and Clothing Grant and a Free School Meal. Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council Tax Benefit and/or Child Tax Credit and Working Tax Credit may be entitled to the Clothing Grant only. Information and application forms may be obtained from schools, Area Offices and from Education Culture and Lifelong Learning, County Buildings, Ayr. Parents are asked to assist the school and the authority by ensuring that valuable items and unnecessarily expensive items of clothing and equipment are not brought to school.

Section C – 4. HOME-SCHOOL PARTNERSHIP

The importance of the partnership between parents and school has been stressed throughout this handbook.

The achievement of individual pupils can be considerably enhanced by the home and the school being seen to work together in

helping pupils to strive for higher standards of performance.

With this is mind we have drawn up a Home-School Partnership Agreement which sets out some of the more specific steps that

parents and the school can take to promote these high standards.

Parents of pupils joining the school are invited to sign this agreement as an indication of positive intention towards the Home-

School Partnership.

These Home-School Partnership Booklets

are sent home:-

• Booklet of General Information

• Extra Curricular Activities

• PSE Programme

The school also communicates with parents by:

• pupil profiles

• monthly newsletters

• occasional letters

• telephone calls

• parents' meetings

57

SUMMARY OF TIMES FOR CONTACT WITH PARENTS October S4 Parents’ Evening

November S5/6 Parents’ Evening

December S3 Parents’ Evening

Jan S1 Parents' Evening

Feb S4/5 Course Planning Evening

Jan S2 Course Planning Evening

June P7 Parents' Evening

Parents will be informed in detail of these meetings by

letter.

In addition, parents are encouraged to support the many events

throughout the session.

Section C – 5. Choosing a school Under the placing request arrangements, parents have the right to choose other than the catchment school for their area. This is

known as a placing request and application forms can be obtained from the school office or the Council Offices at Wellington

Square, Ayr, telephone 01292 612268. Unfortunately it is not possible to guarantee that a placing request will be successful

but parents have the right of appeal should it be unsuccessful. Full details of the placing request arrangements are contained in

the application form.

You should be aware that if you decide to make a placing request your child would no longer be automatically considered for a

place in their catchment school.

PRIMARY SECONDARY TRANSFER

The move from Primary to Secondary is a major event in a youngster's life, and we take great care to ensure that the experience

is a happy one.

58

In Particular:

• Guidance Staff and Senior Staff visit the associated primaries to

meet with P7 parents.

• Guidance Staff meet with P7 teachers to discuss individual pupil

problems.

• Primary Pupil Records are transferred to the Academy to provide

further information.

• Primary pupils visit the Academy in June to become familiar with

their new school.

• Parents of pupils seeking a place in the Academy have the opportunity to meet staff and look around the school at an

evening meeting in June.

• Parents of primary pupils have an open invitation to contact the Rector at any time to arrange an appointment.

• Pupil Support teachers maintain contact with Primary Schools. Cluster Pupil Support Specialists are in Carrick during

preparatory 3 day visit and during first 2 weeks of new session.

There is also increased contact between the Academy and the Associated Primaries to discuss how we can provide a more

coherent classroom experience for transferring pupils. This is an area of major development just now and the education of all

pupils should be greatly enhanced in the future.

PRIMARY SCHOOLS

The links between Carrick Academy and the cluster Primary Schools are very positive, being founded on a spirit of co-

operation and collaborative initiatives. A number of cluster policies have been developed and a whole series of collaborative

curricular initiatives have taken place.

The further development of the national 5-14 initiative involves continuing efforts to forge a coherent educational experience

for pupils moving through primary school and into secondary.

This will be done through:

• inter-school staff visits

• planning meetings

• joint curricular initiatives

• more primary pupil contact with secondary staff

The future is exciting, but a lot of hard work lies ahead.

59

Section C – 6. Parent Council and Parent Forum The Scottish Schools (Parental Involvement) Act 2006 has brought into being a new way of working with parents by modernising and strengthening the framework for supporting parental involvement in school. The new law is concerned with improving parents’ involvement in their child’s education and in the life of the school and has led to the establishment of Parent Forums and Parent Councils in primary, secondary, special and nursery school. Every parent with a child at school is automatically a member of the school Parent Forum. The Parent Council is a representative group composed of parents, head teacher, and co-opted members. The Parent Council has a range of functions which fall broadly within the following areas:

o supporting the school in its work with pupils o representing the view of parents

o promoting contact between the school, parents, pupils, providers of nursery education and the community o reporting to the Parent Forum

Information must be provided on The Parent Council and progress currently being made towards establishment of a Parent Council id it is not yet up and running.

Parent Council Members: Mrs Sina Currie (Chair) (parent member) c/o Carrick Academy

Mrs Helen Murdoch (parent Member) c/o Carrick Academy

Mrs Jean Wilson (co-opted Member) c/o Carrick Academy

Mrs Janet Wyllie (parent Member) c/o Carrick Academy

Ms Deborah Creedy (parent Member) c/o Carrick Academy

Mr Hugh Paterson (co-opted Member) c/o Carrick Academy

Mr John Collie (parent Member) c/o Carrick Academy

Mr Iain Cannon (staff Member) c/o Carrick Academy

Mrs Phillipa Baird (parent Member) c/o Carrick Academy

Mrs Julie Wallace (Vice Chair) (parent Member) c/o Carrick Academy

Mrs Jackie Bryan (parent Member) c/o Carrick Academy

Mrs Morag Montgomery (parent Member) c/o Carrick Academy

Mrs Laura Coleman (parent Member) c/o Carrick Academy

Mr Craig Alexander (parent Member) c/o Carrick Academy

Mrs Eleanor Scobie (parent Member) c/o Carrick Academy

Mrs Becky Fleming (parent Member) c/o Carrick Academy

Mrs Diane Shearer (staff Member) c/o Carrick Academy

Councillor Brian Connolly Councillor Sandra Goldie

Iain Cannon , Principal Teacher of Guidance represents the school. Hugh Paterson and Jean Wilson both c/o Carrick Academy are the Co-opted Members Local Councillors are invited to each meeting of the Parent Council

60

Section C – 7. PUPIL COUNCILS

Each House has its own Council comprising, House Captains and Vice Captains and class representatives. The House

Councils discuss issues of concern to pupils and plan activities.

The pupil co-ordinating committee comprises School Captains and Vice Captains and House Captains and Vice Captains. It

discusses issues from the House Council Meetings and other matters of whole school interest. Representatives from the pupil

Co-ordinating Committee attend South Ayrshire’s Pupil Forum and also may attend Parent Council Meetings.

Section C – 8. Parental Complaints Procedures

The school’s procedures for dealing with complaints are based on the following principles: • All complainants will be treated courteously at all times • All complaints will be taken seriously and investigated thoroughly • All complaints will be dealt with as quickly as possible • All complainants who are not satisfied with the handling of a complaint will be referred to the Depute

Headteachers or Headteacher • All complainants should be contacted again, where appropriate, within a month of the resolution of

the original problem

PUPIL WELFARE

At Carrick Academy we believe that the welfare of pupils is a crucial factor in determining their progress with

learning.

In this section we outline some of the more important arrangements made in support of pupil welfare.

The contribution of the Home-School Link cannot be over emphasised.

61

CODE OF PUPIL BEHAVIOUR WITHIN CARRICK ACADEMY

1 Be courteous to staff and other pupils. Speak and behave in a way you would expect others to

treat you. Think of the safety and well-being of everyone (self included) within the Academy. Smoking is not allowed.

2 Always be punctual for registration, assembly and class. Should you be late, explain the reason to

your teacher, having previously told your registration teacher and the school office of your arrival. When returning after an absence bring a note.

3 Take care of coats, bags, money, textbooks, jotters and other valuables. Bring the proper books

and kit for each day as required. 4 Move along the corridors in a reasonable way, following the indicated traffic flow direction and

using the correct doors and stairs. 5 Always come to school wearing acceptable clothing. 6 Take a pride in your school. K eep it litter free and respect the fabric of the building, graffiti,

damage and litter only make the Academy an unattractive place for everyone to be in and work in.

Section C – 9. DISCIPLINARY SANCTIONS

There are occasions, of course, when pupils are in breach of the code of conduct. There is a whole range of sanctions that can

be applied for misbehaviour variously designed to:

• punish the offending pupil;

• deter the pupil from misbehaving again;

• correct an unacceptable attitude on the part of the pupil.

Important elements in the Discipline System are:

regular communication of information about

pupil indiscipline within the school

accurate record keeping of developing incidents

acting early, to 'nip problems in the bud'

support of misbehaving pupils through Guidance,

Pupil Support and Joint Support Team

clear channels of referral within school hierarchy

using sanction appropriate to the misconduct

partnership between the home and school in trying to secure acceptable conduct

62

The following is a list of the more commonly applied sanctions (not in strict order of severity):

(a) verbal reprimand (h) on report - behaviour/attendance timetable

(b) re-seating within classrooms (i) parental contact by telephone or letter

(c) written punishment exercises (j) parental involvement through visit to school

(d) temporary removal from classroom (k) pupil sent home - to return with parent

(e) interval/lunchtime detention (l) formal exclusion

(f) community service (eg cleaning

graffiti)

(m) formal exclusions -totalling over 10 days

- are referred to Local Authority

(g) report to Depute Head Teacher

63

Section D – 1. Care and Welfare CHILD PROTECTION School staff provide support to children and young people in their daily work and have a vital role to help protect them from harm. School staff help keep children and young people safe an well by: • Helping them learn about their personal safety • Being a trusted adult who children and young people may turn to for help, and who will take them seriously • Identifying when children and young people may need help • Understanding the steps that must be taken when there are concerns for children’s and young people’s safety and

wellbeing. The school has a Child Protection Co-ordinator who will co-ordinate the school’s response to concerns for children and young people’s safety and wellbeing. The Authority has a designated officer for Child Protection who will ensure schools work effectively to keep children safe and well. If you have any concerns about the safety and wellbeing of a child or young person, including a ‘gut feeling’, talk about this to the school’s Child Protection Co-ordinator or another member of staff. Section D – 2. SCHOOL MEALS School meals are cooked on the premises with an excellent and varied choice available. Vegetarian dishes are provided. Self-service arrangements are in operation, and pupils enter on a year rota system. Cashless cards and Young Scot cards are in use and can be “topped-up” in the dining hall. The current price of a standard 2 course meal is £1.60 but pupils are free to spend whatever they wish. A sample menu is shown below.

A cafeteria service offering snacks, filled rolls, baked potatoes and fresh fruit is also offered, while pupils who prefer to

bring a packed lunch are allocated a room in the Old Building. Special diets are available for children who have a

supporting medical certificate. Children of parents receiving Income Support, Job Seekers Allowance (Income Based) and Child Tax Credit only (where income is less then £15,575*) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from the Education, Culture and Lifelong Learning Offices at Wellington Square, Ayr, telephone 01292 612268.

Sample menu

Fairtrade Fruit Juice 31p Yellow Split Pea Soup 39p

Chicken Fajitas £1.04p Shepherds Pie £1.04p

Potatoes 11p Vegetables 11p Pannini £1.41

Sandwiches 74p Baked Potato 41p Baked Potato and one filling 71p

Fresh Fruit Pots 17p Yoghurts 45p Selection of Homebaking 50p Fresh Fruit 17p

Milk 33p Water 33p

Strawberry Tartlets and custard 39p

64

Section D – 3. Footwear and Clothing Grant information Pupils whose parents or guardians are in receipt of either Income Support/Income Based Pension Credit, Income based Jobseekers Allowance, Child Tax Credit only or Support under part VI of the immigration and asylum Act 1999 may be entitled to a Footwear and Clothing Grant and a Free School Meal. Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council Tax Benefit and/or Child Tax Credit and Working Tax Credit may be entitled to the Clothing Grant only. Information and application forms may be obtained from schools, Area Offices and from Education Culture and Lifelong Learning, County Buildings, Ayr. KA7 1DR

Section D – 4. EDUCATIONAL MAINTENANCE ALLOWANCE Pupils who stay on at secondary school after the statutory leaving age may be eligible for an Education Maintenance

Allowance (EMA). The allowance is subject to a learning agreement between the pupil and the authority and pupils must have

90% attendance.

If pupils achieve their learning outcomes they will be entitled to two bonuses, one of which will be paid in January and the

other in May. Forms are available from the school office.

65

Section D – 5. TRANSPORT – A Guide to Parents In law it is the parents’ responsibility to ensure that the children attend school and make suitable travel arrangements for them. However where children attend and live more than a specified walking distance from their catchment school the Council will assist with school travel by making available free school transport for all or part of the journey. South Ayrshire Council has a policy of providing free transport to all secondary pupils who live more than three miles from their local school by the recognised shortest walking route. Parents who consider they are eligible should obtain an application form from the school or Education, Culture and Lifelong Learning, County Buildings, Wellington Square, Ayr, KA7 1DR. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred. The authority has an Exceptional Circumstance policy relating to e.g. Homelessness, parental disability etc. D etails are available from the school. T here is also a p rocedure to request transport on medical grounds. The school can advise on procedures. Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick up point. Walking distance in total including the distance from home to the pick-up point and from the drop-off point to the school in any one direction will not exceed the authority’s limit (see above paragraph). I t is the parent’s responsibility to ensure that their child/young person arrives at the pick-up point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicles. Misbehaviour could result in your child losing the right to free transport. The education authority does not provide transport for those pupils in receipt of a placing request other than in individual exceptional circumstances where appropriate legislation applies.

Transport for Carrick at the time of going to print was supplied by: Maidens / Kirkoswald Airways Dailly Smiths Coaches Kirkmichael / Straiton Smiths Coaches Dalrymple / Minishant Western Stagecoach Dunure / Knoweside Streamline Smaller runs also supplied by Gribbens, Hannahs, William Lithgow, Dodds of Troon, E & S Travel

Privileged Seats Pupils who are not entitled to free school transport may on occasion apply for a privileged seat. A privileged seat is where there is a vacant seat on a dedicated school contract. Parents can make an application for a privileged seat by submitting a letter to South Ayrshire Council, Department of Education, Culture and Lifelong Learning, County Buildings, Ayr KA7 1DR at any time during the year. Parents should note that privileged seats are not available on local service contracts and are allocated during October. Privileged seats can be withdrawn if an entitled pupil requires transport and cease at the end of each school session.

66

Section D – 6. INSURANCE South Ayrshire Council hold Public Liability, Employer Liability and Officials Indemnity Insurance. In addition, South Ayrshire Council has an on-site and off-site activities insurance policy. Further information regarding insurance and an appropriate claim form can be obtained from the school or Education Culture and Lifelong Learning at Wellington Square, Ayr, KA7 1DR telephone 01292 612264.

Section D – 7. VALUABLE ITEMS The Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessary expensive items of clothing are not brought to school. Parents should note that the Council does not carry insurance to cover loss of such items and any claims submitted are likely to be met only where the Council can be shown to have been negligent.

Section D – 8. Guidelines for Mobile Phones and Pagers For safety reasons it is understandable why people would carry mobile phones or pagers to school. The school, however, accepts no responsibility for the security of such personal items. It is also of vital importance that the use of mobile phones and pagers does not diminish the effectiveness of the teaching and learning process. Mobile phones and pagers can be brought to school but must be switched off so that they cannot receive incoming calls or messages during lessons. S6 pupils have decided that they will allow pupils to send or receive messages in their Common Room. Messages can be sent or received at intervals and lunch times only, not between periods. The use of the mobile phones and pagers is prohibited in the following areas and times; During any times where a member of staff is directly communicating with pupils eg lessons, registration, assemblies etc. Library In the Dining Hall or Canteen, Between periods. Where a message has been received and it is felt that a call of an emergency nature should be returned, outwith the above time, permission must be obtained from a member of the SMT. Where there has been a breach of these guidelines, the appropriate member of SMT will issue a written warning to the pupil and write informing the parent and an assurance of co-operation must be received from both pupil and parent prior to the mobile phone or pager being allowed back into the school. A further breach of the guidelines will normally result in the loss of the privilege of having a mobile phone or pager in school.

67

Section D - 9. HEALTH AND MEDICAL INFORMATION

DIPTHERIA / TETANUS / POLIO School Immunisation Programme for 2009 Pupils born with a date of birth falling between 01.03.93 and 28.02.94 will be offered a protection immunisation booster.

Parents will be informed and permission forms given out for completion.

If a pupil should be taken ill or suffer an injury during the school day, every effort will be made to inform the parents at home

or at their place of employment as soon as possible so that they can come to school or arrange for the child to be taken home. A

member of the school staff will render first aid as required. In cases where urgent medical attention is required, the pupil may

be referred to Maybole Health Centre or Ayr Hospital, and parents will be contacted as a matter of priority. Parents are asked

to contact the school:

o Pupils have a continuing medical condition, eg epilepsy,

diabetes

o Special medication has to be taken at school on a regular

basis for a short or prolonged period of time

o The administering of paracetemol by the school is

discouraged. If your child needs to have paracetemol, a

supply can be left in the medical room for use as long as

a parental consent form is completed.

o Such information will be treated in confidence.

Health Promotion and Nutrition In March 2007, the Schools (Health Promotion and Nutrition) (Scotland) Act 2007 was passed by the Scottish Government. There are two main components to the Act. Firstly, it requires local authorities and schools to ensure that any food and drink provided within the school setting complies with the nutritional requirements specified by Scottish ministers in regulations; and secondly, the Act places health promotion at the centre of a school’s activities, thus supporting the ethos of Curriculum for Excellence. It is important that the nutritional guidance set out in the Regulations is read as a whole. Individual nutrient or food and drink standards should not be taken out of the context of the whole package or of the duty under the Act for all schools to be health promoting schools. The nutritional guidance considers food that is provided as part of the school lunch (or any other meal that is provided by the school) and also food and drinks that are provided outwith the school lunch. Further guidance can be found at: http://www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf

http://www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf�

68

Section D - 10. DATA PROTECTION ACT Information on pupils and parents may be used for teaching, registration and assessment and other administrative duties. This information may be shared with the Health Board for statistical, operational and analysis purposes. T he information is protected by the Data Protection Act 1998 (as amended) and may only be disclosed in accordance with the Code of Practice. For further information, please contact the school. Section D – 11. The Freedom of Information (Scotland) Act 2002 The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities; Scottish Executive and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education colleges; and the Police. Public Authorities have to allow access to the following information:

• The provision, cost and standard of its service; • Factual information or decision-making; • The reason for decisions made by it.

The legal right to access includes all types of ‘records’ information of any data held by the Scottish public authorities. From 1st January 2005, any person who makes a request for information must be provided with it, subject to certain conditions.

Section D - 12. Other School Activities INTER HOUSE ACTIVITIES Regular competitions between houses at lunch times and at the end of term:

Indoor football, volleyball, cross-country, football, 7-a-side, swimming, quizzes, fitness training, talent show.

DUKE OF EDINBURGH AWARD SCHEME All pupils in S3 are given the opportunity to participate in the Bronze Award and pupils are supported by Staff and S5/6 Mentors The Award presents to young people between the ages of 14 and 25 a balanced non-competitive programme of voluntary activities. It is divided into 4 sections: Service - to encourage service to others Expedition - to encourage a spirit of adventure and discovery Skills – development of personal interests and social and practical skills Physical Recreation - to encourage participation n physical recreation and improvement of performance

70

OTHER OUTDOOR ACTIVITIES

EXCURSIONS & EXCHANGES Many trips to Scotland, England/Wales and Europe.

HILLWALKING,

SKIING, ORIENTEERING

COMMUNITY

Carrick Academy has a reputation for close involvement with the local community. Equally, the links with the wider community beyond Maybole and district have an important place in the life of the school. Our belief is that we have much to contribute to the Community and that we are enriched by contact with that Community.

FURTHER AND HIGHER EDUCATION

We foster our links with institutions of Further and Higher Education by:

• attending Open Days

• bringing in speakers

• taking University of the West of Scotland (UWS) students on placement

• providing a wide range of college/university information in the careers section of the Resource

Centre.

71

WORK EXPERIENCE

Work experience depends on the co-operation of local businesses and

employers. This enterprise has been very successful for S3 pupils in

recent sessions, and is being extended for a group of S5 pupils this

session. S6 pupils are encouraged to arrange their own work experience.

Any employer who might be interested in helping our students should

contact Mr Rusk, Depute Head Teacher.

OTHER AGENCIES

The Academy works very closely with other professional agencies such as Community Education, Social Work,

Psychological Service, Careers Service and NHS - Ayrshire and Arran.

These are highly valued links that are vital in trying to ensure the best educational provision for our youngsters.

72

Section D - 13. IMPORTANT ADDRESSES

South Ayrshire County Buildings Education Culture and Lifelong Learning Wellington Square Ayr (Telephone Ayr 612000) KA7 1DR Local Councillors Councillor Brian Connelly

10 Cargill Avenue Maybole

Ayrshire

Area Officer Mrs Janette Robertson 22 Dalrymple Street Girvan (Telephone 01465 712894) Careers Scotland – Careers Officer for School Mrs Lynne Kermack Ayr Centre 37 Carrick Street Ayr (Tel 01292 269120)

Community Education Officer Mr Ronnie Sinclair Community Education Carnegie Building High Street Maybole (Telephone 01655 882105)

Social Work Department 12 Whitehall Maybole (Telephone 01655 883293) USEFUL WEBSITES Learning and Teaching Scotland: www.ltsscotland.org.uk H.M.I.: www.hmie.gov.uk South Ayrshire Council : www.south-ayrshire.gov.uk

...............................................................................................................................................

http://www.ltsscotland.org.uk/�

http://www.hmie.gov.uk/�

73

ASSOCIATED PRIMARY SCHOOLS SCHOOL HEAD TEACHER TELEPHONE NUMBER Cairn Primary School Kirkland Street MAYBOLE

Mrs Fiona McDougall 01655 883292

Crosshill Primary School Carrick Drive CROSSHILL

Mrs Kathleen Baty 01655 740 291

Dailly Primary School Main Street DAILLY

Mrs E Haddow 01465 811 258

Dalrymple Primary School Hillview DALRYMPLE

Mrs Fiona McPhail 01292 560 368

Fisherton Primary School Ayr Road DUNURE

Mrs Sheila McKinley

01292 500 658

Gardenrose Primary School Gardenrose Path MAYBOLE

Mrs Mary Scott 01655 883227

Kirkmichael Primary School Woodside Avenue KIRKMICHAEL

Mrs Isobel McCrorie 01655 750 285

Maidens Primary School Shanter Road MAIDENS

Mrs Nan Blackley 01655 331 274

Minishant Primary School Merrick Crescent MINISHANT

Mrs Davina Hose

01292 441803

Straiton Primary School Newton Stewart Road STRAITON

Mr David Hogg 01655 770 274

74

South Ayrshire Council has a web site: www.south-ayrshire.gov.uk

Although this information in this handbook is correct at the time of printing, there could be changes affecting any of the matters dealt with in the document :

a) before the commencement or during the course of the school year in question

b) in relation to subsequent school years

Documents

Carrick Academy - south-ayrshire.gov.uk · Carrick Academy . H A N D B O O K . 2008/2009 . 74 Kirkoswald Road . Maybole . KA19 8BP . 01655 882389