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Langside Primary School- working together as a team!

School Handbook

December 2008

School Handbook.documents/School Handbook Langside Primary School – December 20081

CONTENTSWELCOME Page Mission Statement 3 Parental Involvement/Partnership/Agreement 4-5 Aims 6 From the Headteacher 7 School Map 8 School Details 9-10 School Holidays 11

WHO'S WHO IN SCHOOL Staff 12 Classification (Classes) 13 Remits of Senior Staff 14 Parent Forum and Parent Council 15-17 Pupil Council 17

PROGRAMMES OF EDUCATION OFFERED Curriculum 18-24 Assessment 24 Reporting 25 Additional Support Needs 25-26

SUPPORT FOR PUPILS Homelearning 25 Additional Support Needs/Accessibility Strategy 25-26 EAL 26 School Improvement Planning 27 School Discipline/Behaviour Management 27 Statement on Anti-Bullying/Anti-Racism Policy 28 Transfer to Secondary School 29 Extra Curricular Activities 29

MISCELLANEOUS Child Safety / Child Protection Policy 30 Home and School Links 31 Equal Opportunities and Social Inclusion 31 Attendance 31 School & Community 32 Transport 32 Pick up Points 33 Placing Requests 33 Medical & Health Care 33 Accidents in School 34 Enrolment 34 Supervision of Playgrounds 34 Leaving the Playground 34 Wet weather Provision 34 Lost Property 34 Clothing and Uniform 35-36 Meals 36 Information in Emergencies 37 Data Protection Act 37 Freedom of Information Act 37 Dealing with Racial Harassment 37 Comments & Complaints 38 Disclaimer 42

ATTENDANCE, ATTAINMENT & RUNNING COSTS Standards of Attendance 39 School Running Costs 40 Glossary 41 Useful Addresses 42


LANGSIDE PRIMARY SCHOOL

MISSION STATEMENT

- working together to be the best we can be!

L earning to learn throughout life

A chieving our potential

N urturing one another to help us give of our best

G uiding our decisions and choices with our core values

S ucceeding as communicators, team players and effective citizens

I nstilling independent thinking

D eveloping all our ‘smartnesses’

E xcelling as resilient, enterprising individuals



PARENTAL/CARER INVOLVEMENT/PARTNERSHIP

The School actively encourages the involvement of parents/carers in the educational development of children. Taking a supportive interest in your child's schoolwork, including homelearning, is an obvious means of demonstrating interest and sharing in the child's learning. It is important to your child's success that you value what he/she does at school, that you ensure he/she attends regularly and on time, and that he/she behaves.

The school also welcomes the involvement of parents/carers in class activities eg accompanying trips, lending expertise to topics studied, talking about their job to extend the children’s awareness of the range of occupations in the world of work, or lending an extra pair of hands to aspects of the curriculum such as learning through play, technology, literacy, art & craft etc. This year we are also delighted to be receiving help from parents/carers with display of pupils work, preparing resources and concerts. Please volunteer to assist with any of these activities.

A crucial part of an effective partnership is the recognition of our shared aims and for children to recognise that school and home value one another. With shared aims and values our children have the best opportunity to fulfil their true potential.

Our Values

Our Partnership Agreement, developed in consultation with parents/carers is as follows:


“Working together to be the best we can be!” - Our Partnership Commitment

As a school we will: promote the values of

integrity, equality, respect, honesty, responsibility, commitment & care

commit to the pursuit of excellence and continuous improvement

provide a broad, balanced and relevant curriculum

seek to provide an education of high quality directed to the development of the 'whole child' - personal, social and academic

ensure continuous progressive development of the school through preparation of annual structured School Improvement Plan

report to parents/carers on pupil progress

promote and support the continuous professional development of all staff

promote and foster a supportive and positive ethos of achievement for all learners in the schools

self-evaluate annually treat all fairly monitor progress of all pupils

As a parent/carer, I will: encourage and

support my child’s commitment to the shared values

make sure that my child attends school regularly and on time

encourage my child to wear school uniform

inform the school if anything is happening at home that may affect my child’s work or behaviour

encourage my child to be well behaved and to work hard

attend parent/carer -teacher meetings to share information about my child

encourage and support my child’s learning

show an interest in my child’s life at school

As a pupil, I will:

let my choices be guided by our school’s shared values

let an adult know if there is anything worrying me

always try to be the best I can be - my best effort in learning and behaviour

follow the Code of Conduct

wear school uniform

respect other cultures


A I M S

1. To instil a sense of responsibility within learners preparing them for the challenges, responsibilities and experiences of life and citizenship in the modern world

2. To lead relevant knowledge, skill and understanding through the provision of quality learning and teaching experiences matched to the needs of individual learners

3. To allow all learners to develop as confident individuals who are effective citizens and contributors

Our commitment as a staff to being the best we can be, in order to assist our pupils to be the best they can be, is testified by our repeated recognition by the Investors in People Standard. This commitment to continuous improvement is for the benefit of our children. The "Investors in People" assessment of our school highlighted many strengths, perhaps 2 particularly significant ones being:

- a warm, supportive ethos- a skilled staff

which together generate skilled, motivated, learning pupils and the attainment of high standards.

(Copies of our HMIe Report and Standards & Quality Report can be viewed on our website: www.langside-pri.glasgow.sch.uk )

As summed up by the Depute Director of Education after a visit to all classes and teachers in the school,

" ... there is an overwhelming enthusiasm for learning in this school."

HMIe commended the ‘high quality of learning and teaching’ and reported “Through the skilful leadership of the Headteacher, staff at Langside Primary School had successfully created a very good atmosphere for learning.”

Judge for yourself - come and visit us!

LANGSIDE PRIMARY SCHOOL

SESSION 2008 - 2009


http://www.langside-pri.glasgow.sch.uk/

Dear Parent/Carer

On behalf of all staff, parents and pupils of the school, let me extend you a very warm welcome to our school - Langside Primary.

During your child's stay with us, it is our wish that your child is happy and successful. At Langside, we seek to foster in our children a positive attitude to learning, citizenship, self, others and the environment. It is important to us to develop the 'whole child'. As such, we wish to focus not only on the academic and aesthetic development of our pupils, but also on their personal and social development. To this end, we wish to work in partnership with you in the important task of developing your child to his/her fullest potential, helping prepare him/her as a lifelong learner and active citizen in a modern Scotland.

Many activities are organised throughout the school year, giving parents/carers the opportunity to meet with/work with us. We look forward to meeting you on as many of those occasions as you can manage.

No worry concerning your child is too small or unimportant to share with us; please contact us by telephone, or in writing, at anytime and we will do everything possible to help.

We hope the following pages will give you a flavour of our school. Should any questions remain unanswered, we will be only too happy to help.

Yours sincerely

Christine A Wilson Kevin KaneHeadteacher Parent Council Chair


SCHOOL MAP

Where to find us: Right at the topof the stairs:Offices of:Headteacher, and DHT’s

Staffroom R4 R3“The Learning Street”

Central Hall Janitor Boys’Toilets

GROUND FLOOR

MAIN ENTRANCE

Girls’Toilets

R7 R8 R9 R10

Boys’Toilets

R15 R14 R13 R12 R11

UPPER FLOOR Girls’Toilets

GeneralOffice

R16 R17 R18LearningStation

ICT Suite


SCHOOL DETAILSSchool address and telephone number is:

LANGSIDE PRIMARY SCHOOL233 Tantallon RoadGLASGOWG41 3JWTEL: 0141-632 0874FAX: 0141-632 7426Email: [email protected]: www.langside-pri.glasgow.sch.ukGCC Going to School website: www.glasgow.gov.uk/en/residents/goingtoschool

Learning Community: Shawlands

Scottish Ministers have reaffirmed their commitment to the Integrated (formerly New) Community School approach in " A partnership for a better Scotland" and have committed the Scottish Executive to roll out the approach to all schools in Scotland by 2007. The policy is a key part of the Scottish Executive's wider social inclusion strategy.The focus of integrated community schools is on the pupil and his or her family, addressing barriers to learning and the needs of the child through an integrated provision of services. A range of professionals including teachers, social workers, health professionals and others work together in a single team in integrated community schools, with the interests of the individual child at the centre.

Each Headteacher of the cluster schools is a member of the Learning Community Senior Management Team.

Partners in this community are:Shawlands Academy International SchoolAnnette Street Primary SchoolBattlefield Primary SchoolBilingual Support Unit - SecondaryBlackfriars Primary SchoolCuthbertson Primary SchoolDeanpark Nursery SchoolGovanhill Nursery SchoolHollybrook School (Associate)Langside Nursery SchoolLangside Primary SchoolShawlands PrimaryVictoria Primary (including Nursery Class)

Present Roll 360Maximum capacity 477Planning capacity 462School Profile 36% of the school's pupils are from ethnic minority backgrounds

56% of the school's pupils are placing requestsDenominational Status: non-denominational, co-educational (boys and girls)

Parents/carers should note that the working capacity of the school may vary dependent upon the number of children and young people at each stage and the way in which the classes are organised.


http://www.glasgow.gov.uk/en/residents/goingtoschool


mailto:[email protected]

STAGESThe school covers all stages from Primary 1 to Primary 7.This is an age range of 4 years 6 months to 11 years and over.The school has a wide cultural, religious and social mix. This diversity enriches the life and work of the school.

The roll at each stage is currently:

P1 52 P4 51 P7 47P2 47 P5 51P3 60 P6 55 (December 2008)

SCHOOL BUILDINGThe school is a two-storey red sandstone building of the central well design, which was popular in the Edwardian era. The Cathcart Parish Church Board opened the school in 1906.

STAFFING ALLOCATION THIS SESSION: 18.0 F.T.E. This allocation includes an allowance to cover the reduced class contact time for teachers as of August 2006.Teachers work a basic 35-hour week contract, of which a maximum of 22½ hours will be direct teaching. The remaining time is for planning, preparation and other relevant duties and responsibilities and an additional 35 hours per year is dedicated to their Continuous Professional Development.

Five in-service days throughout the session are dedicated to school improvement through staff development.

SCHOOL HOURSOpening 9.00amInterval 10.30am - 10.45amLunchtime 12.15pm - 1.00pmClosing Time 3.00pm

At present,Primary 1 pupils attend the morning session only until after the September weekend holiday.

COMMUNITY FACILITIESGroups or organisations wishing to use the school should contact:Culture & Sport Glasgow, Community Letting Section, 20 Trongate, Glasgow, G1 5ES. Telephone number: 0141 302 2814.

AFTER SCHOOL CAREMonday to Friday, 3pm – 6pm during term time and most holidays. The club is managed by a committee of parents and staffed by trained crèche and playleaders under the supervision of Ms Sheena McGinnis. Parents interested in obtaining a place for their child at the after school care club should apply in writing to:

Sheena McGinnisLASSCA c/o Langside Primary School 233 Tantallon RoadGLASGOWG41 3JW LASSCA Telephone No: 0141-636 1297


HOLIDAYS and INSERVICE DAYS

2008/09 PROPOSED2009-10

Re-openingTeachers returnPupils return

Inservice Day 1Inservice Day 2

September Weekend

Inservice Day 3

First Mid-Term

Christmas and New Year

Second Mid-Term

Inservice Day 4

Good Friday (within Easter Monday Spring Holiday)

Spring Holiday

May Day

Inservice Day 5

May Weekend

Summer - School closes

Thursday 14 August 2008Monday 18 August 2008

Thursday 14 August 2008 andFriday 15 August 2008

Friday 26 September 2008 andMonday 29 September 2008

Tuesday 30 September 2008

Monday 13 October 2008 toFriday 17 October 2008 (inclusive)

Monday 22 December 2008 toFriday 2 January 2009 (inclusive)

Monday 16 February 2009 andTuesday 17 February 2009

Wednesday 18 February 2009

(Friday 10 April 2009 and Monday 13 April 2009)

Monday 6 April 2009 toFriday 17 April 2009 (inclusive)

Monday 4 May 2009

Tuesday 5 May 2009

Friday 22 May 2009 andMonday 25 May 2009

Friday 26 June 2009

Thursday 13 August 2009Monday 17 August 2009

Thursday 13 August 2009 andFriday 14 August 2009

Friday 25 September 2009 andMonday 28 September 2009

TBA

Monday 12 October 2009 toFriday 16 October 2009 (inclusive)

Wednesday 23 December 2009 toMonday 4 January 2010 (inclusive)

Monday 15 February 2010 andTuesday 16 February 2010

TBA

Monday 5 April 2010 toFriday 16 April 2010 (inclusive)

Monday 3 May 2010

TBA

Friday 28 May 2010 andMonday 31 May 2010

Friday 25 June 2010

tba - to be arranged by GCC


WHO'S WHO IN SCHOOL

HEAD of ESTABLISHMENT Mrs C A WilsonDEPUTE HEADTEACHER (Formal) Mrs J McIverACTING DEPUTE HEADTEACHER Ms L BurkePRINCIPAL TEACHER Mrs B SneddonACTING PRINCIPAL TEACHER Mrs C Livingstone

CLASS TEACHERS Mrs C Bruce (Maternity Leave)Mr I ByrneMrs A ColeMrs C DavisMrs R Gallen (Maternity Leave)Mrs M GormleyMs D HendryMrs C HosieMs K Journeaux (Temporary)Mrs K KribaMs S MacTaggart (Temporary)Mr J Moore (Temporary)Ms S Reid (Temporary)Mrs D Shenkin (Temporary)Miss M SmithMrs L Strang

EAL TEACHERS Ms M GordonMs L McCrea (Temporary)

SCHOOL CHAPLAIN: Reverend Fiona Gardner

SUPPORT STAFFClerical Assistants Mrs Koukos

Mrs SherryMrs Hayes

Classroom Assistants Mrs YuillMrs WoolleyVacancy

Pupil Support Assistants (SEN ) Mrs HickeyMrs LoftusMrs FraserMrs Anderson

Janitor Mr Hayes

Crossing Patrol Mr Seery –Tantallon RoadVarious - Kilmarnock Road

Catering Assistants – Fuel Zone Mrs Scott Breakfast Club - Mrs S ScottMrs Bonner Ms L RiachMrs Bogan

Dining Supervisor (Children) Mrs Kendall


HOW the CHILDREN are ORGANISED for LEARNING

CLASSIFICATIONThe number of children at each year group will determine how classes require to be structured.From time to time the distribution of children over the various stages of the school will necessitate the formation of composite classes. This is where children from two stages of the school come together to form one class. Primary teachers are trained to teach children in differentiated ability groups. Consequently, composite classes, organised in teaching and learning groups allow children to study at their own stage level. Children in composite classes continue to learn in the same way as a single stage class. A composite class will not exceed 25 in number, unlike single stage classes, which may contain 33 children. Classes in P1 will not normally exceed 25. Classes in P2-3 will not normally exceed 30.

The school currently has fourteen classes, ranging from Primary 1 to Primary 7 as follows:

CLASSIFICATION FOR SESSION 2008/2009Room 3 Primary 1 Ms D HendryRoom 4 Primary 1 Mrs C Cole Room 10 Primary 2 Mrs D Shenkin Room 9 Primary 2 Mrs B SneddonRoom 8 Primary 3 Ms S Reid Room 7 Primary 3 Mrs M GormleyRoom 18 Primary 4 Mrs C Hosie Room 17 Primary 4 Miss M SmithRoom 16 Primary 5 Mrs L StrangRoom 15 Primary 5 Ms K JourneauxRoom 14 Primary 6 Ms S MacTaggart/ Mrs C DavisRoom 13 Primary 6 Mr J Moore/ Mrs C DavisRoom 12 Primary 7 Mrs K Kriba Room 11 Primary 7 Mrs C Livingstone

ENGLISH AS AN ADDITIONAL LANGUAGE: The EAL Teachers will assist children for whom English is a second language by developing their acquisition of English and supporting their access to a curriculum taught in English. They will operate a consultative role with class teachers to ensure bilingual pupils are appropriately supported across the curriculum and will work in a co-operative teaching situation. On occasion as the need arises, small groups of children may be extracted for specific input.


REMITS OF PROMOTED STAFF (in brief)

HEAD TEACHER: Christine Wilson

School Effectiveness and Continuous Improvement Curriculum Management and Development Staff Management and Development Quality Assurance Behaviour Management EAL Parental Involvement, Liaison & Partnership Liaison with Outside Agencies (Social Work, Psychological Services Etc) Health and Safety Welfare and Child Protection Multicultural and Anti-Racist Education Financial Management Enrolment and Attendance School Improvement Planning Record Keeping, Planning and Assessment Professional Adviser to Parent Council Implementation of Council Policies Fire Officer

DEPUTE HEADTEACHER: Jackie McIver

Line Management of Class Teachers & Classroom Assistants P1-4 Departmental Responsibility for Primary 1-4 (including discipline) Continuous Professional Development Co-ordinator Curricular Overview of: Language, Active Citizenship (including Religious & Moral Education) & Expressive Arts Coordinator of Learning & Teaching Development Assessment & Achievement Co-ordinator: Formative Assessment, National Testing, Red Letters Transition and induction Pre 5 – Primary

Chair of Finance Committee Enterprise Coordinator Communication: “What’s On”

ACTING DEPUTE HEAD TEACHER: Laura Burke

Line Management of Class Teachers & Classroom Assistant P5-7 & SEN Auxiliaries Departmental Responsibility for Primary 5-7 (including discipline) Primary/Secondary Transition Co-ordinator Child Protection Co-ordinator Curricular Overview of: Math, Health & Wellbeing, French Additional Support Needs Co-ordinator Out of School Learning Co-ordinator (clubs, activities & visiting speakers) Probationer Mentor Health Promoting School Coordinator

PRINCIPAL TEACHER:Beverly Sneddon

ICT Trainer and Co-ordinator Science and Technologies

ACTING PRINCIPAL TEACHER: Carolyn Livingstone

Social Subjects ECO School Coordinator

The remits of the Depute Headteachers and Principal Teachers may change according to the needs of the school.


THE PARENT FORUM and the PARENT COUNCILThe Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have a right to establish a Parent Council to represent them.

Parent ForumThe membership of the Parent Forum is made up of all parents/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say a local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council.

Parent CouncilThe Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of children and young people at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views.A Parent Council could get involved in:

Supporting the work of the school; Gathering and representing parents’ views to the Headteacher, education authority and HMIe; Promoting contact between the school, parents/carers, children and young people and the

local community; Fundraising; Involvement in the appointment of senior school staff.

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. So, the school and the local authority must listen to what the Parent council says and give it a proper response. Every school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role.

Membership of the Parent CouncilGenerally, members of the Parent Council must be parents/carers of children and young people who attend the school and the chairperson must have a child in the school. However, the Parent Council can decide to co-opt other members from teachers and the community who will have knowledge and skills to help them.

Parent Council MembersChairKevin Kane

Parent/Carer MembersCarol HainingStephen LambDiane WebsterJane StephenAlison CurrieMaryam ButtStephen BoyleVacancy

Co-opted Members - StaffCatriona DavisMary SmithRichard Hayes

Clerk to the Parent CouncilVacancy

HeadteacherChristine Wilson, Principal Professional Adviser

The Headteacher has a right and a duty to attend all meetings of the Parent Council but does not have a right to vote.

Contact Details:Kevin Kane6 Moray Place, Glasgow G41 2AQ

Phone: Home: 423 3119 Work: 242 8247Mobile: 07789 272 302Email: [email protected]

Langside Primary Parent Council was set up under the Scottish Schools (Parental Involvement) Act 2006. The Parent Council met for the first time on 19 November 2007. The Council, which is responsible to the Langside Primary Parent Forum, has a far larger representation of parents and women than the former School Board with nine parent members as well as a better representation across P1-7 (in line with the constitution agreed by the Parent Forum at its inaugural meeting. The Council agreed to set up several sub-groups to take forward its work, including: Communications; Events; Travel Plan; Learning & Parental Involvement sub-group; and Funding. The Council publishes The Langsider on a regular basis and its latest minutes are available at: www.langside-pri.glasgow.sch.co.uk

Langside Primary School Parent Council - ConstitutionSchool Handbook.documents/School Handbook Langside Primary School – December 200816


1. ObjectivesThe Parent Council1 with the support of the Parent Forum will be active in a wide range of initiatives to achieve the following objectives:

Promote partnership between the school, pupils and all parents Develop and engage in activities that support the education and welfare of pupils Encourage links between the school, parents, pupils, the Learning Community and wider community Identify and represent the views of parents on the education provided by the school and other matters affecting the education and

welfare of the pupils. Work in partnership with the school to create a welcoming school which meets the needs of all pupils, learners and parents. Raise funds to support and enhance the learning experience and environment of the school’s pupils.

2. MembershipThe Parent Council will have up to 12 members. The composition will be as follows:

i) A minimum of 4 and a maximum of 9 parent members.ii) Up to a maximum of 3 co-opted members

The Head of the Langside Primary School Community (or their representative) will attend all meetings to advise the Parent Council.

Co-opted members will be invited to serve for two years as a member of the Parent Council or alternatively for a period set by the Parent Council.

A quorum of the Parent Council will be formed when at least 5 of the membership is in attendance and where the parent membership is in the majority.

3. Membership TermsParents who join the Parent Council will be selected for a period of two years, after which they may put themselves forward for re-selection.

Any parent (see Annex 1 for definition) of a child at the school can volunteer to be a member of the Parent Council. In the event that the number of volunteers exceeds the number of places set out in the constitution, members will be encouraged to agree amongst themselves or will be selected by the Parent Council according to criteria of gender and ethnic mix to best reflect the pupil population. In the event that volunteers still exceed places, selection will be by simple majority vote of the Parent Forum.

If a parent member resigns or is deselected (see below), a new parent member of the Parent Council will be sought by the process detailed above.

In the event that the Parent Council considers the conduct of one or more of its members to be undermining it’s agreed objectives, their membership of the Parent Council can be terminated by a simple majority vote of the Council’s parent members.

4. Roles and responsibilitiesOnce formed, the Parent Council will appoint a Chairperson and a Treasurer from among the parent members of the Council.

The Parent Council will have the freedom to appoint sub-committees to undertake specific tasks and activities as agreed by the Parent Council.

The Parent Council has the right to raise funds to support and enhance Langside Primary School activities. It may delegate these activities to a sub-committee.

5. Reporting and AccountabilityThe Parent Council will report to the Parent Forum on an annual basis.

Sub-Committees will be accountable to the Parent Council.

If 40 members of the Parent Forum request a special general meeting to discuss issues that fall within the Parent Council’s remit, the Parent Council shall arrange such a meeting. The Parent Council shall give all members of the Forum at least 2 weeks` notice of the meeting and, at the same time, circulate notice of the matter, or matters, to be discussed at the meeting.

6. MeetingsThe Parent Council will meet at least 4 times in any school year, preferably at the school. Additional meetings of the Parent Council can be arranged.

If any decision needs to go to a vote, each Parent Council member present will have one vote, with the Chair having a casting vote.

Any member of the Parent Council who fails to attend 3 consecutive meetings, will be deselected from the Council and a replacement member sought.

7. Meeting AttendanceMeetings of the Parent Council shall be open to all members of the Parent Forum.

Members of the Parent Forum who wish to raise an agenda item should contact the Parent Council Chairperson at least 14 days in advance of the meeting. The Chair will decide whether the item is appropriate and should be included on the Council’s agenda.

Members of the Parent Forum attending the meeting will have the opportunity to comment on any agenda item before the Council’s discussion is concluded or a vote is taken.

Where sensitive issues are to be discussed by the Parent Council, it will be for the Parent Council to decide whether to allow Parent Forum members to be present.

1 See Annex 1 for a definition of terms (e.g. Parent, Parent Forum and Parent Council etc.). School Handbook.documents/School Handbook Langside Primary School – December 200817

8. The Annual MeetingThe annual meeting will be held in the spring of each year.

9. Minutes and DistributionCopies of approved meeting minutes will be available by way of the school notice board and web site. Parents who wish to obtain a paper copy should contact the Clerk to the Parent Council.

10. AccountsThe Treasurer will manage the Parent Council bank account / accounts.

Expenditure will be authorised by the Parent Council and any withdrawals will require the signature of the Treasurer and one other Parent Council member.

The account(s) will be presented at the annual meeting.

The Treasurer shall be responsible for ensuring that all monies are used in accordance with the objectives of the Parent Council.

Should the Parent Council cease to exist, any remaining funds will be used for the benefit of the school.

11. Change to the ConstitutionThe Parent Council may change its constitution after obtaining consent from members of the Parent Forum. Members of the Parent Forum will be sent a copy of any proposed amendment and given reasonable time to respond to the proposal at the annual or a special general meeting convened for that purpose.

Annex 1

Definition of Terms

A parent is defined as Parents who live with their children Non-resident parents who are liable to maintain or have parental responsibilities for a child Those with parental responsibilities (e.g. foster parents, relatives and friends) who care for children under supervision arrangements Those such as close relatives (e.g. grandparents, aunts / uncle or siblings) who care for children under home supervision

arrangements

Parent ForumAll parents (see above) with a child enrolled at Langside Primary School.

Parent CouncilMembers (as defined in Section 2) who volunteer and/or are selected by the Parent Forum or wider school community to implement the objectives of the Parent Council.

Learning CommunityA community whose purpose is to develop better communications and develop best practice between primary schools and the main, local secondary school. Langside Primary is a member of the Shawlands Learning Community.

PUPIL COUNCILSince September 1997, pupils annually elect, by secret ballot, a class representative for a pupils’ consultative group. This group provides pupils in P4-7 with a formal opportunity to be involved in the decision-making and school improvement processes. Meetings with the Headteacher are monthly. Extraordinary meetings are called as necessary and appropriate.

In addition to this group, the Headteacher will also consult a wider range of pupil opinion on appropriate matters including planning and evaluation of initiatives. All pupils are consulted triennially to help identify the priorities for School Improvement Planning.


PROGRAMMES OF EDUCATION OFFERED

CURRICULUM The curriculum, or what we plan for our pupils to learn, is carefully structured to ensure progression and continuity across a broad and balanced range of subject areas.

The content and structure of this curriculum, and more significantly, the methods by which we deliver it, seek to enable our pupils to become:

successful learners confident individuals responsible citizens effective contributors

It is important therefore that curriculum delivery enables our pupils to see the links between various curricular areas, and how learning in school links to real life and assists them to become active citizens in a modern Scotland. We will aim to develop our children as lifelong learners, by teaching them a range of ‘learning skills’ and encouraging the continuation of learning beyond the classroom.

Knowledge, understanding, skills and abilities across all curricular areas will be developed progressively, guided by programmes of study, and delivered in contexts and/or discretely, as most relevant and appropriate to children’s needs.

Our curriculum offers breadth and balance in the teaching and learning of 8 principle areas of learning:

Literacy and English Numeracy and maths Social Studies Health and wellbeing Active Citizenship (including Religious and Moral Education) Expressive Arts Science Technologies

LEVELS OF STUDY: There is currently a period of transition between ‘Curriculum for Excellence’ and ‘5 -14’ levels of study. Progression in learning therefore will continue to be benchmarked against ‘5-14’ levels of study as follows:

Level A should be attainable by the end of P3 by almost all* pupils

Level B should be attainable by some pupils in P 3, but by most* children in P4

Level C should be attainable in the course of P4 - P6 by most* pupils

Level D should be attainable by some pupils in P5 - P6, but by most* children in P7

Level E should be attainable by some pupils in P7 - S1, but by most* children in S2.

* "almost all" = 90% "most" = 75%

ACTIVE CITIZENSHIP: A Key Capacity for Life In addition to the development of pupil's academic, social and aesthetic skills, the school places much importance on developing our pupils as Active Citizens (incorporating Education for Citizenship and PSD).This is important because every society needs people who can contribute effectively, in a variety of ways, to the future health, wealth and success of communities and the environment, locally, nationally and globally.School Handbook.documents/School Handbook Langside Primary School – December 200819

Our pupils must be regarded as citizens today rather than citizens in waiting.

Through Active Citizenship we will help develop children as citizens by providing them with opportunities to:

Participate in decision making Participate actively in relevant learning experiences across the curriculum Learn to make connections between different areas of study through cross-curricular

experiences relevant to Active Citizenship Understand, participate in and contribute to the life of communities to which they belong Develop the capacity for self-regulation Develop knowledge and understanding of community faiths and values

This curricular area is where our strong and shared value system is formally promoted. These values are:

Care Responsibility Respect Commitment Honesty Equality Integrity

These underpin every aspect of school life and will be key in fostering active and responsible citizens. We work hard to maintain a culture in which these values are both evident and nurtured.

Key areas of focus will include Global Citizenship, Living Values, Personal Development and Social Development. Key themes, which will permeate programme content, are: Anti Bullying, Anti Racism, Anti Sectarianism, Equality of Opportunity and Environmental Issues.

Active Citizenship does not stand on its own; it is part and parcel of every area of study and of all teaching and learning, in both the hidden and formal, curriculum.

Examples of active citizenship are found in various groups led by pupils. In addition to the Pupil Council, there is the Malawi Campaign Group, the Eco School Committee and the Travel Plan Group, with its sub-group, the Health Promotion Group. A principle aim of each group is to make our community – local or global – a safer, better and healthier place for its citizens.

The Travel Plan Group has worked hard to achieve a number of road safety improvements in the local area, including a range of traffic calming measures, awareness raising among staff, parents and pupils, and initiated cycle racks and a ‘Walking Bus’ to improve health, safety and the environment. The full plan can be accessed on the school website: www.langside-pri.glasgow.sch.uk The Malawi Campaign Group has raised over £6000 since beginning its campaign in 2006

Each of these groups is also a fine example of enterprising attitudes and behaviours in education.

RELIGIOUS & MORAL EDUCATION

This area of the curriculum seeks to help children develop a knowledge and understanding of Christianity and other world religions, and recognise religion as an important expression of human experience.

In line with national and Local Authority policy, children will be provided with the opportunity to engage in Religious Observance (Christian Faith).

The school chaplain makes regular class visits. Any parents wishing to withdraw their child from such visits or indeed any participation in religious education may do so by informing the Head Teacher in writing. The class teacher will set such pupils alternative tasks.

Parents and carers from religions other than Christianity may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be School Handbook.documents/School Handbook Langside Primary School – December 200820


granted on not more that three occasions (days) in any one school session and the pupil noted in the register using code REL on these days.

Children will be encouraged to embrace the school community’s shared values of honesty, equality, respect, responsibility, commitment, care, and integrity. In addition, moral values such as the Scottish values of wisdom, justice, compassion and integrity, will be explored.

Assessment will be informal and on an ongoing continuous basis.

ENTERPRISE in EDUCATION: A Context and Approach in Curricular Delivery

A key focus in curricular planning and delivery will be Enterprise in Education, which aims to develop in children the attitudes, skills and abilities necessary for active citizenship in a modern Scotland, a key part of which will be the world of work.From P1 – 7, all pupils will experience Enterprise in Education annually both in the form of specific, enterprise projects/activities, and enterprising approaches to the leadership of learning across the curriculum. In this way, we hope that children will have motivating contexts to transfer and consolidate a wide range of knowledge and skills taught in other curricular areas, as well as the opportunity to acquire and develop a range of additional skills and attitudes necessary for life and the world of work. This programme will also expose children to a wide range of ways in which responsible citizens contribute to a successful society, thereby broadening their understanding of society and a range of world of work opportunities.We will seek to do this in partnership with parents, the local community, and business partners.

LEARN to LEARN SKILLS

A key capacity for success in the modern world will be the ability to learn throughout life. In a world where knowledge will become outdated at an increasing rate, it will be essential to know HOW to learn new skills, abilities and knowledge.

Consequently, at Langside, all children, from P1-7, will be taught a wide range of strategies and skills on how to learn. Many of these will be subject specific, while others will be common to learning generally.

LANGUAGESAs far as possible, Language will be taught in carefully planned contexts to present as meaningful, relevant and engaging a course of study as possible. This may be supplemented with the use of textbooks and other resources as relevant and appropriate. Teaching in Language will be under four main headings:

1 TALKING skills are formally developed to enable pupils to be effective communicators, for all life situations. Children will be encouraged to express their own ideas, opinions and feelings confidently and articulately.

2 LISTENING is the key to all learning. The various skills required to be an effective listener will be developed throughout the seven-year course. Listening units and tapes will be among the learning experiences provided to develop these skills.

3 READING is a fundamentally important skill. Emphasis will be placed at the early stages on reading out loud i.e. decoding the printed word into the spoken word. Thereafter more sophisticated reading skills will be developed e.g. research and reference skills, inference, speculation, in-depth understanding of complex passages etc. The importance of recreational reading will be stressed and encouraged at all stages. The core resources to support the reading programmes are:

Early Stages of Reading Development: - "All Aboard" and Jolly PhonicsSchool Handbook.documents/School Handbook Langside Primary School – December 200821

- P3-7 "All Aboard", Group Fiction

Children will be taught the skills for successful reading in school. The transfer and application of these skills should be encouraged by reading a wide range of ‘real’* books matched to pupils’ individual interests. In this way, reading skills are consolidated and success is increased. This also helps children see and understand the purpose of learning to read. As a result, children are more likely to be motivated to undertake additional reading. * By ‘real’ books, we mean books other than school reading schemes.

4 WRITING - Not only will writing skills for all life purposes be developed but the important technical skills of spelling, handwriting and grammar will also be taught. A multi-sensory approach to the teaching of spelling is used. In addition, further developments in the teaching methodologies for children's writing are ongoing this session.

Handwriting - The style taught is based on a form, known as the "Simple Modern Hand". Starting as a simple script, and linking at P3 to form a concise style, it is hoped pupils will be enabled to write legibly and with speed.

A variety of resources will be employed to assist learning across the levels of study.

Children will be taught French, usually in P5, P6 and P7.

MATHEMATICSThe mathematics programme will be based on the programmes of study from Level A to F in accordance with 5-14 National Guidelines but with the addition of Financial Awareness. Our aim is to provide a progressive programme of study in all aspects of mathematics for all pupils regardless of age, gender, aptitude or physical circumstances. Using a variety of approaches we hope to develop in each pupil an enquiring mind, along with the necessary attitude, skills and knowledge. To achieve this view of mathematics all pupils will experience a range of activities, which are practical, investigative, enjoyable and challenging. Transfer and connections across the curriculum will be made.

Learning and teaching in maths will take place across the four aspects of:

Problem SolvingInformation HandlingNumber, Money & Measurement (including Financial Awareness)Shape, Position & Movement

SPECIFIC AIMS TO BE DEVELOPED:

a positive, confident attitude to maths an awareness of the usefulness and relevance of maths in life an understanding of maths through problem solving and investigation the use of problem solving as a method of enquiry across the curriculum the ability to discuss, explain and report maths activities competence in the use of mental and problem solving strategies

A variety of methods are used to give pupils a balanced experience of learning as a class, in groups and as individuals.

EXPRESSIVE ARTSChildren will learn to express themselves in different ways and be creative through Art, Music and Drama. In addition, they will develop an appreciation of aesthetic and cultural values, identities and ideas. Through the development of skill and confidence in the expressive arts, children often develop confidence in other curricular areas.

Their studies in each of these art subjects will centre around 3 themes:

CreatingSchool Handbook.documents/School Handbook Langside Primary School – December 200822

Presenting Evaluating

Assessment will be ongoing and continuous, and largely informal.

SOCIAL STUDIESChildren will follow a structured programme of progressive skill development largely delivered through 'contexts' relevant and appropriate to children’s needs and interests.

The social studies experiences and outcomes are structured in three lines of development: People, past events and societies People, place and environment People in society, economy and business

The learning and teaching programme aims to offer balance across each of these.

Social Studies topics may also provide a context for teaching and learning in other curricular areas, and the transfer and application of discretely taught skills. A key aim of this curricular area is to broaden children’s understanding of the world.

Assessment will be continuous.

SCIENCEThrough the study of science, children will experience the opportunity to investigate their environment by observing, exploring, investigating and recording. They will be helped to recognise the impact science makes on their lives, on the lives of others, on the environment and on culture.

The science outcomes are in seven areas, although there will be interconnections between them:

Planet earth Energy in the environment Communication Forces and Motion Life and Cells Materials Topical Science

Skills, knowledge and understanding will be developed progressively through all of these areas, again using contextualisation and discrete learning and teaching approaches as appropriate to children’s needs.

TECHNOLOGIES

The technologies provide frequent opportunity for active learning in creative and work-related contexts.Children will develop an understanding of technologies and their impact on society. They will also develop confidence and skill in the use of these technologies to create, present and record their own ideas and materials.

As well as developing ICT knowledge and skills we also have a wide range of technologies, which are potentially powerful learning tools across the curriculum and throughout life.

Our ICT programme of study develops discrete skills in emailing, word-processing, graphics and information handling from P1-7. This is delivered in the school’s computer suite, with an additional minimum of one computer in every classroom.

The use of a range of technology, including cameras, DVD recorders, laptops and interactive Smartboards in every classroom further supports learning and teaching across the curriculum. In addition, access to a wide range of software and the World Wide Web enhances and motivates both School Handbook.documents/School Handbook Langside Primary School – December 200823

independent and collaborative learning.

Pupils’ learning will be structured around 3 core themes:

Investigating and designing Producing Evaluating and improving products, and their impacts


HEALTH & WELL BEING

The main purpose of health and well being is to develop the knowledge, understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

Study of a range of subjects will aim to help children develop the knowledge and understanding, skills, abilities and attitudes necessary for their physical, emotional and social well being. It is hoped that this learning will assist them make informed decisions throughout life in order to improve all aspects of their well being. Children will experience and learn about:

Health education Physical education and activity Personal and social development, including relationships

Physical Education and DancePupils follow a course devised by Education Services, which involves a programme of gymnastics, games skills and dance. In accordance with health and safety, pupils are not allowed to wear jewellery during PE. Parents wishing to have their children’s ears pierced are best to aim for the end of term in order to allow for ‘sleepers’ to remain undisturbed for six weeks.

This area of the curriculum makes a huge contribution to children’s physical fitness and health.

ASSESSMENT

We continue to develop our use of a range of formative assessment strategies, aimed at progressing pupils’ learning and development.

Assessment is a continuous process. It is the aim of our assessment policy to:

1 Improve the quality of learning and teaching for all pupils.2 Raise standards of individual pupil attainment and achievement.3 Enable a continuum in provision for pupils across the range of stages through primary and into

secondary school.4 Enable more effective reporting to parents and pupils.

Various methods of assessment are employed on an ongoing basis. These include both formal and informal observations, structured assessments of practical activities, progress tests, and finally, the National Test * to confirm the teacher's ongoing assessment that attainment of a given level has been reached. Attainment of levels assessed in this way will be reported in the pupil's annual progress report. A profile of your child's performance will be prepared and presented to you by the class teacher at each of two parents' evenings, first in November, and then in March. These will be followed by the annual written progress report issued in June.

REPORTINGAll teachers will invite parents/carers to discuss progress at parents' consultation meetings, first in November, then in March to review and discuss 'next steps' for continued progress in the session. Prior to these meetings, pupils are invited to self-assess their own progress and performance in order to underline the importance of their part in the learning partnership, and create a further opportunity for the development of self-assessment as a life skill.

An annual written report on progress in all curricular areas will be prepared by class teachers and issued to parents in June. This report invites parents to record any comments they would wish to make on the year's work and progress.


Throughout the school session, wherever teacher or parent has concerns about pupil progress, an additional opportunity will be created to discuss next steps.

Parents of children in P1 and P2 will have an additional opportunity to meet with the class teacher in September. These ‘Positive Start’ meetings are designed to review how well children are settling in, and to discuss, as appropriate, how best we can together support them.

HOMELEARNINGWe have replaced the traditional approach of ‘Homework’ with ‘Homelearning’, based on our developing understanding of HOW children learn.

Through ‘Homelearning’ we hope to enable children in P3–7 to see the value of learning not only within, but beyond, the classroom. As such, the continuation of learning at home will be based on a range of learning activities and experiences requiring the transfer of skills, knowledge and understanding taught discretely in school thereby allowing their consolidation and development.In this way, Homelearning should support the school’s keys aims of developing pupils as lifelong learners, who take responsibility for their learning, see the purpose and relevance of it, and how it links with ‘real life’.Pupils will be assigned a variety of Homelearning tasks throughout the year, covering the core skills of Literacy and Numeracy as well as a range of other curricular areas, yet still accommodating different learning styles and a degree of choice for pupils.

Homelearning provides children with an additional opportunity to learn beyond the school day, and further develop their skills. It is an enrichment exercise, which should support an enthusiasm for, and success with, learning.

Parents of children in the Early Stages (P1 & P2) will be supported by a helpful guide on developing and supporting learning at home.

ADDITIONAL SUPPORT NEEDS/ACCESSIBILITY STRATEGYThe school has a duty to ensure that all our children and young people 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 children and young people with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their child or young person. This will involve, for example, relocating the venue for parents/carers meetings to facilitate physical access; provision of an interpreter for deaf people; agreeing a phone contact system to provide direct feedback to parents and carers.

Physical Access: The school’s design and elevation currently makes access difficult for people with a disability. The Council plans to adapt the school building to enable full access.

Communication: Parent/teacher consultations, interviews and progress reviews can be undertaken by telephone where parents/carers have difficulty accessing the building. A variety of medium will be employed as appropriate to ensure all parents/carers have equal access to communication with the school.

Curriculum: A wide range of new teaching approaches (based on current research) have been adopted to ensure all children learn inclusively, and in accordance with their pace and ability.

Staff Development: All staff are undertaking a programme of training to raise their awareness of supporting Inclusion:

- Race equality- Social inclusion- Disability- Child Protection


ADDITIONAL SUPPORT NEEDS COORDINATORMiss Burke, Acting Depute Teacher, as part of her remit, co-ordinates additional support needs in the school.

A major part of this remit will be the management of the school's Early Intervention Strategies, designed to identify and support children, at the very earliest stage of school, with either particular ability or difficulty in learning. Such strategies are designed to enable all youngsters to be successful learners.

Throughout the school, the Additional Support Needs Co-ordinator will undertake to support staff with the teaching and learning for pupils requiring greater challenge, as well as those experiencing learning difficulties. This support will be provided in the form of consultation and advice, provision of resources, referral to other agencies as appropriate, assessment and monitoring of progress. Pupils with specific learning needs will have an Additional Support Needs Plan drafted to meet their needs.

Children who are failing to progress after receiving such support may, after consultation with parents be referred to the Psychological Services Office located beside Battlefield Primary where the Educational Psychologist, Ms Liz Locke will be requested to offer further assistance as appropriate.

ENGLISH AS AN ADDITIONAL LANGUAGEWe have the services of additional teachers, Ms Marilyn Gordon, who works Monday to Thursday, and Mrs MacCrae, who works on Thursdays, to support the learning of children for whom English is an additional language.Ms Gordon and Mrs MacCrae work alongside the class teacher to support the learning process, and advise and guide the provision of learning and teaching provision, across the curriculum, with an emphasis on the development of English acquisition.

An additional part of this remit is to actively assist the implementation of multi-cultural and anti-racist curriculum.

Interpreters are organised to assist parent/teacher consultation meetings.SCHOOL IMPROVEMENT PLANNING

School improvement planning operates on a three-year systematic cycle, based on audit of key stakeholders and evaluation. Each year a new improvement plan will support the aims outlined in the 3 year plan.

A broad audit of stakeholder opinion was undertaken in April 2008. Key Priorities for improvement in Sessions 2008/09 and 2009/2010 were identified as:

Use of playground space Communication with parents Learning and Teaching in the Expressive Arts Active learning across the curriculum Strategies and approaches for children with additional support needs A Curriculum for Excellence: Context Planning

Key strengths of the school were identified as:

The learning and teaching processes The quality of staff The ethos of equality, fairness and supportiveness Standards and expectations Attainment


SCHOOL DISCIPLINE / BEHAVIOUR MANAGEMENT The relationship between teacher and pupil is similar to that between child and his/her own parents/carers, requiring mutual respect and consideration on both sides. The aim of school discipline is to promote the positive behaviours of self-control, courtesy, care, self-respect, mutual respect and consideration, in order to help create the most successful learning environment possible, enabling our pupils to be effective citizens in a harmonious society. Achieving this aim critically depends on the active support and co-operation of parents/carers.

The school community’s agreed shared values help direct and regulate our collective behaviour, and are used as a tool to help children self-evaluate behaviour choices – from the early years and beyond.Pupils collaborated to devise a Code of Conduct, based on these values, to provide a helpful illustration of what the values would look like in ‘action’.

These values are the basis of the boundaries set, and consistently maintained, to guide behaviour choices across and throughout the school.

There may be times when pupils have to be reminded of the boundaries of acceptable behaviour. Persistent or serious breaches of discipline are recorded in the school discipline log. If children persistently make poor behaviour choices, or engage in serious breaches of discipline, the Headteacher will engage the support of the parents/carers to better support improved behaviour and an orderly learning environment for all.

Children who observe the Code of Conduct are rewarded with Golden Time on Fridays, where each child chooses his/her own educational activity.

STATEMENT ON ANTI-BULLYING/ANTI-RACISM POLICY (1995) Revised February 2006

The term 'bullying' is often subject to much confusion in definition. Consequently, the children of the school, after lengthy discussion and collaboration have formulated and agreed the following:

“A bully is someone who knows exactly what they are doing. They enjoy hurting your feelings, or your body, on purpose, again and again. They are happy that you are sad.”

(Langside Primary, January 2005)

At Langside, any form of inappropriate behaviour will not be tolerated. Principal among these are bullying and racism. All pupils are continually encouraged, and expected, to behave in an appropriate manner, affording others, their property and the environment, respect and consideration. This expectation is consistently communicated through the school's entire approach - through what we would call the 'hidden' curriculum. We aim for children to learn what they live by encouraging everyone to model and live the school’s shared values. Through the ongoing development of good relationships based on mutual respect and self-regulation, we would hope to foster a climate throughout and across the whole school, in which inappropriate behaviour is rejected by all as unacceptable.

Where children's behaviour falls short of this model, and in particular falls into the more serious category of bullying*, we encourage others not to accept it, and report it PROMPTLY to an adult – parent or member of staff. Only through intervention and the collective refusal to accept such behaviour will the achievement of our aim, zero tolerance, be possible.

Young children experiencing difficulty often require much support in coping with the behaviour of others and managing their own behaviour effectively. Consequently, staff will take time to listen to and investigate concerns, in order that:

a) all children learn that inappropriate behaviour will be exposed and will not be toleratedb) incidents require to be reported honestly and without bias


c) all children are repeatedly reminded of acceptable codes of conduct through reference to the shared values

d) all children are afforded the opportunity to develop positive behaviour through ongoing support, encouragement and guidance

e) all children can live safely and harmoniously together, feeling valued and respected

As all children will require to develop the necessary skills to deal with any inappropriate behaviour, which they may encounter throughout their life - as children or, later as adults - counselling on behaviour strategies to deal with the behaviour of others, and self-regulation will be central to the support we offer. As part of the curriculum, children will follow a programme of Personal and Social Development throughout the 7 primary years developing a range of key personal and interpersonal skills, including self-confidence, self-efficacy and assertiveness. Resources used by teachers to support this programme will include the development packs "Bully-Proofing Our School", "Promoting Positive Behaviour" and "Face to Face".

Children who experience ongoing difficulties managing their behaviour will be subject to the school policy on behaviour management, and/or support from additional expertise as appropriate and available. In dealing with such instances the school will seek the support and assistance of parents in order to maximise the effect of personalised support offered to each child.

At all times, the school would encourage parents to alert the school immediately they become suspicious of their child being bullied or the victim of racism.


TRANSFER FROM PRIMARY SCHOOL TO SECONDARY SCHOOLChildren and young people are normally transferred between the ages of 11½ and 12½, so that they will have the opportunity to complete at least four years of secondary education. Parents and carers will be informed of the School arrangements no later than December of the year preceding the date of transfer at the start of the new session.Children and young people are transferred to:

Shawlands Academy31 Moss-side RoadGLASGOWG41 3TRTel: 0141-582 0210

Parents/carers and children in P6 and P7 will have the opportunity to attend and 'Open Evening' at the Academy in November of each year, allowing an insight to life in each subject department, and a chance to meet many of the staff.

Later in the year, children have the opportunity of visiting the school over a two-day period.

Parents/carers will also have the opportunity of meeting the Secondary Head Teacher and members of his staff responsible for first year pupils.

EXTRA-CURRICULAR ACTIVITIESThe school welcomes parents and organisations that are prepared to take part in setting up extra-curricular activities.

After / Pre School Clubs this session:

P6/7: Netball (Ms Hendry) P7:Football (Mr Byrne) P5/6: Football (Mr Moore) Genesis – Scripture Union Club – Reverend Fiona Gardner Breakfast Club: Direct & Care Services

In addition, Shawlands Academy runs a programme of various clubs for P7 between November and December.

Throughout the session, the school organises a variety of educational outings including a residential trip for Primary 7 pupils.

On an ongoing basis throughout the year we happily accept offers to involve our pupils in support work from SNO, Scottish Opera and sporting activities offered by Cultural & Leisure Services.

MISCELLANEOUS MATTERS

CHILD WELFARE & SAFETY and CHILD PROTECTION

All educational establishments and services must take positive steps to help children and young people protect themselves by ensuring that programmes of School Handbook.documents/School Handbook Langside Primary School – December 200830

health and personal safety are central to the curriculum and should have in place a curriculum that ensures that children/ young people have a clear understanding of the difference between appropriate and in appropriate behaviour on the part of another person, no matter who.

As with other areas of the curriculum, you will be kept informed of the health and personal safety programme for your child/ young person’s establishment.

Educational establishments and services must create and maintain a positive ethos and climate which actively promotes children and young people’s welfare and a safe environment by:

Ensuring that children and young people are respected and listened to Ensuring that programmes of health and personal safety are central to the

curriculum Ensuring that staff are aware of child welfare & safety and protection issues

and procedures Establishing and maintaining close working relationships and arrangements

with all other agencies to make sure that professionals collaborate effectively in protecting children and young people

Should any member of staff have concerns regarding the welfare or safety of any child or young person they must report these concerns to the head of the establishment. The Head, or the person deputising for the head, after judging that there may be grounds for concern regarding the welfare or safety of any child or young person must then immediately advise social work services of these concerns.


EQUAL OPPORTUNITIES and SOCIAL INCLUSIONIt is the policy of the school that no child be disadvantaged in his opportunities because of gender, creed, colour or religion. The school seeks to foster a climate of social justice, affording equality of opportunity to all individuals. This is a shared responsibility by all staff and parents, and a crucial aspect of our partnership to support our children's development.The Education Authority requires every school to produce its own Race Equality Policy to comply with the Race Relations (Amendment) Act 2000. A copy of the policy is held in the school office.

HOME AND SCHOOL LINKSInformation on what's happening in school is communicated via our monthly newsletters, which are sent home with pupils. Check the school bag during the first week of each month for these! In addition, the school publishes an annual Standards & Quality Report and curriculum factsheets for parents upon request. Parents are normally invited to visit their child “at work” in the form of Open Afternoons.

The school will arrange two opportunities per session for the formal discussion of pupil progress with parents. These interviews are confidential and organised by an appointment system. The first of these evenings is usually in early November, and the second in March. The Annual Pupil Progress report is issued in the middle of June.

Parents of children in P1 and P2 are normally invited to attend Positive Start meetings in September. This allows parents and teacher to review how well children are settling in and agree, as appropriate, any necessary intervention and support.

In addition, parents are welcome to arrange a mutually convenient daytime appointment whenever they wish to discuss a matter concerning their child, with the class teacher, department head or Head Teacher.

All parents automatically become members of the Parent Forum. The Parent Council hold regular meetings, and organise a variety of subgroups, including ones to organise fundraising and social activities.

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

If your child is likely to be absent for more than a day please inform the school by letter or telephone. Upon your child's return to school, he/she should have a note from you confirming the reason for his absence.

Should your child be absent for an afternoon, please advise the school immediately as his/her failure to return after lunch will cause us concerns for his/her safety.

Every effort should be made to avoid family holidays during term time as this both disrupts the child's education and reduces learning time. Parents should inform the school by letter, before going on holiday, of the dates. Such absence will be authorised only where attendance is otherwise satisfactory. Where attendance is unsatisfactory, absence is unauthorised.

Parents/carers do not have an automatic right to take their child or young person out of school without permission during term-time. The Head of Establishment can only authorise time off during term-time in exceptional circumstances.

Exceptional circumstances include:

short-term parental/carer placement abroad; family returning to its country of origin for family reasons; the period immediately after an illness or accident;


a period of serious or critical illness of a close relative; a domestic crisis, which causes serious disruption to the family home, causing

temporary relocation.

Time off during term-time for the following reasons is not acceptable and will be recorded as unauthorised absence:

Availability of cheap holidays or desired accommodation; Holidays which overlap the beginning or end of term.

Clearly with no explanation from the parent or carer, the absence is unauthorised.

Regular attendance and good timekeeping are fundamental to every child's education and progress. Habitual latecoming will be noted on the class register and drawn to the parent's attention. The Headteacher will monitor the attendance rates of all pupils. Where attendance is unsatisfactory, parents will be required to discuss any difficulties with the school.

The Education Liaison Officer will investigate unexplained absence, or patterns of absence causing concern. The authority has the power to write to, interview or prosecute parents/carers, or to refer children or young people to the reporter of the children's hearings, if necessary.

SCHOOL AND COMMUNITYThroughout the session, frequent use is made of the expertise available from many and varied agencies in the community, enriching the educational experience of our children. The school also seeks to involve and serve its community as and when appropriate, in particular, by fundraising and, at Christmas time by sharing our skills and talents with our Senior Citizens - eg carol singing, concerts etc.

Lets of premises can be obtained by speaking to the janitor and contacting Culture & Sport, Glasgow, Letting Section - (Tel No – 302 2814).

The school has a range of formal and informal links with outside agencies e.g. Library, Fire Department, Health Service, etc., enabling it to enrich the educational experience of the children.

TRANSPORTThe Education Authority has a policy of providing free transport to all primary children and young people who live more than one mile from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/Carers who consider they are eligible should obtain an application form from the school or Education and Social Work Services. These forms should be completed and returned, before the end of February for those children and young people 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 children and young people to travel in transport provided by the authority, where spare places are available and no additional costs are incurred.The authority has an Exceptional Circumstances policy relating to eg homelessness, parental disability etc. Details are available from the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures.

PICK-UP POINTSWhere free transport is provided, it may be necessary for children and young people 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 limits (see above paragraph). It is the parent’s/carer's responsibility to ensure that their child arrives at the pick-up point on time. It is also the parent's/carer’s responsibility to ensure their child or young person behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport.

PLACING REQUESTSParents living outwith the school catchment area may make a Placing Request to the Education Authority.


Placing Request Forms should be sent to the School Business Manager at Shawlands Academy. If granted, their child may then enrol.

The education authority does not provide transport for those children and young people in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.

MEDICAL & HEALTH CAREThe doctor responsible for Langside is based at Southbank Child Centre, and our named nurse is Angela McArthur, who is based at Castlemilk Health Centre (531 8548). The Nurse pays regular visits to the school throughout the session.

The school nurse will offer health appraisal to P1 and P7 each year. Vision testing will occur in P1, P4 and P7. From these checks, some children will be selected to see the school doctor. Audiometricians will test the hearing of children in P1. The school nurse also assists us from time to time with relevant input to our health education programme and is available to discuss health issues with P7 as appropriate.

The school dentist visits annually to check P1 and P4. No treatment is administered, but where required, is drawn to the attention of parents/carers.

Where a child takes ill in school and has to be sent home, parents/carers will be contacted to arrange to collect them.

On enrolment, parental/carer consent will be sought to allow medical staff's routine inspection of aspects of children's health as appropriate ie school doctor, nurse or dentist.

Administration of MedicinesFrom time to time, children may require to take medicines during the school day. The administration of such medication remains the responsibility of parents/carers.School staff may volunteer to do this for parents/carers, if requested, but it is not a part of their duties.

Where staff do agree, any medicine brought to school must be clearly labelled with the prescription showing the child’s name, Date of Birth, address and dosage.

Parents/carers must also complete an Administration of Medicine Form. This procedure is necessary to comply with Health & Safety Regulations.

ACCIDENTS IN SCHOOLWhere a child has a minor accident, this is dealt with by one of the school's staff. If your child is allergic to elastoplast dressing, please let us know. In the event of serious accidents, or accidents requiring treatment, parents will be contacted to take the pupils for treatment. Accordingly, it is essential that you keep us up to date with your emergency contact phone numbers, giving the school at least one other contact in addition to yourself.

Parents must also advise the school of any medical condition affecting a child.

ENROLMENTProspective P1 parents will be invited to a School Preview Afternoon, usually held early December. Parents/Carers seeking a place for their child during the school session are welcome to visit the school and discuss our provision beforehand. Such visits can be arranged by appointment. Just telephone 0141-632 0874.

The registration of pupils for Primary 1 in August 2009 will take place week commencing 12 January 2009.

GCC Website – Going to School: www.glasgow.gov.uk/en/residents/goingtoschoolSchool Handbook.documents/School Handbook Langside Primary School – December 200834

http://www.glasgow.gov.uk/en/residents/goingtoschool

SUPERVISION OF PLAYGROUNDSAn adult presence is provided in playgrounds at breaktimes in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. Under normal circumstances, additional supervision is provided, wherever possible, by classroom assistants.

LEAVING THE PLAYGROUNDIn the interests of safety, pupils are not allowed to leave the playground during school hours without the Headteacher's knowledge and the prior written consent of parents. Children who stay for school lunches or packed lunches must remain in the school grounds, unless their parents request otherwise. In the best interests of children's safety, all pupils who have appointments for the dentist, doctor, clinic etc during school hours must be collected from school by an adult. Prior notification of appointments should be given in advance. Wherever possible, such appointments should be made outwith school hours in order to avoid disruption to learning.

WET WEATHER PROVISIONDuring very wet weather pupils will normally be kept in class supervised by support staff and the janitor.

LOST PROPERTYEvery day lost items are collected in the LOST PROPERTY box in the Janitor’s room. Parents are invited to examine this box and pupils are asked to check the box whenever an item is lost. Despite this, however, we are still left with large quantities of unclaimed clothing at the end of each session. Labelling of children's clothing would help reduce this problem, as we would then be able to return items to their rightful owners!

CLOTHING AND UNIFORM

Given that there is substantial parental/carer and public approval of a dress code, schools in this authority are encouraged to develop a school dress code. In encouraging a dress code policy 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/carers and children and young people. Against this background it should be noted that it is the policy of the Education and Social Work Services Committee to encourage schools to develop an appropriate dress code policy.

These are the 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 other children and young people or be used by others to do

so.

Langside strongly supports the wearing of school uniform because of the numerous positive contributions it makes to developing a sense of 'team' and community in the school. We are delighted to have the support of the overwhelming majority of parents.

The uniform is:

Navy BlazerGrey skirt / trousers


Grey pullover / cardiganWhite shirt / blouseSchool Tie

OR Grey skirt / trousersNavy sweatshirt (with Langside motif)Pale blue polo shirt (with Langside motif)

The school tie, yellow / navy stripes, may be purchased at the local outfitters shop.

Pupils are encouraged to wear uniform at all times.

Under no circumstances will children and young people be deprived of any educational benefit as a result of not wearing clothing conforming to the school's dress code policy.

Parents/Carers receiving Income Support, Job Seekers Allowance (Income Based), Working Tax Credit (with an income of less than £15050 *), Housing Benefit or Council Tax Benefit will normally be entitled to monetary grants for footwear and clothing for their child or young person. Approval of any requests for such grants made by parents/guardians in different circumstances is at the discretion of the Executive Director (Education and Social Work Services). Information and application forms may be obtained from schools and from the Grants Section at Education and Social Work Services Headquarters.

Glasgow City Council is concerned at the level of claims being received regarding the loss of children and young people’s clothing and/or personal belongings. Parents/Carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents/Carers should note that the authority does not carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.

As children inevitably lose or "mislay" their belongings, it is a good idea to label your children's clothing, including shoes and trainers, clearly with his/her name. School sweatshirts are available for sale from Academy Uniforms; order forms are available from the School Office or online on the School Website.

In the interests of health and safety we ask that the children have shorts and tee shirt and rubber soled sandshoes, trainers or slippers for physical education. Children may also exercise barefoot for this activity.

In accordance with health and safety regulations, children are asked to remove all jewellery before taking part in physical education. To this end we ask that all parents considering having children's ears pierced, do so at the end of term in order that the six-week "sleeper" period be undisturbed.

MEALSThe Fuel Zone operates the school dining hall from 12.15-1.00pm. Children wishing to purchase a meal need to bring money with them every day. This should be kept in a secure purse or wallet. There is a wide selection of meat and non-meat dishes available. A two-week menu is on display in the dining hall. A daily choice of hot meals, vegetarian and sandwiches is offered. Halal, Asian cooked meals are provided daily.

All children are entitled to free milk in school. This is available in the Dining Hall at lunchtimes.

Eligible parents/carers can apply for free meal entitlement.

Due to the large number of children who stay for school lunch, there are three lunch sittings:

1 Primary 1, 22 Primary 3 and 43 Primary 5, 6 and 7

In the interests of fairness, the second and third sittings alternate on a weekly basis.

Due to restrictions of space and supervision, children bringing packed lunches are all accommodated in 3 sittings, sharing the dining hall with children having school lunches.School Handbook.documents/School Handbook Langside Primary School – December 200836

Children and young people of parents/carers receiving Income Support, Job Seekers Allowance (Income Based) and Child Tax Credit only (where income is less than £15575*) are entitled to a free midday meal. Information and application forms for free school meals may be obtained from schools and from Grants Sections at Education and Social Work Services Headquarters. Application forms can also be downloaded from:

http://www.glasgow.gov.uk/NR/rdonlyres/F4D717DD-A31F-4202-A501-E8B976E6E95D/0/ClothingGrant20082009.pdf

Telephone: 0141 287 0183/0154

NB Parents/Carers who are in receipt of Child Tax Credit and Working Tax Credit are not entitled to a free midday meal.

* Income amount effective from 1 April 2008 may be changed by the Department for Work and Pensions.

Breakfast Club - Free breakfasts are available for any school pupil at 8.25 am during term time in the school dining hall. Toast, cereal and fruit juice are available.

INFORMATION IN EMERGENCIESWe 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 about the details of closure or re-opening. We shall keep you informed by using letters, notices in local shops and community centres, announcements in local places of worship and announcements in the press and on local radio.

DATA PROTECTION ACT 1998Information on children and young people, parents and carers is stored on a computer system and may be used for teaching, registration and assessment and other administrative duties. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.

FREEDOM of INFORMATION (SCOTLAND) ACT 2002The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities including: 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 reasons for decisions made by it.

The legal right of access includes all types of ‘recorded’ 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.Further information is provided on the Glasgow City Council website:www.glasgow.gov.uk/en/yourcouncil/freedomofinformation

Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centres.

DEALING WITH RACIAL HARASSMENTThe Race Relations Act of 1976 makes it unlawful to discriminate against someone because of her/his colour, race, nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate unlawful racial discrimination.

In 1999 the guidelines, "Dealing With Racial Harassment" were issued to assist all teaching staff in dealing with such incidents.School Handbook.documents/School Handbook Langside Primary School – December 200837

http://www.glasgow.gov.uk/en/yourcouncil/freedomofinformation



The adoption of an anti-racist approach should be seen as one part of the continuing attempt to improve the quality of education.

Glasgow City Council recognises that support from the home is essential if these aims are to be achieved.

Every child in Glasgow has the right to be happy and secure at school.

COMMENTS & COMPLAINTS While the school applies itself conscientiously to its goal of providing quality in every area of its work, there may be occasions when you feel you have cause for complaint. The school encourages parents to share their concerns with the Headteacher, who will respond promptly, consider fully, and investigate as appropriate, any matter brought to her attention.

If you have a comment or complaint please approach the Head of Establishment in the first instance.

If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will:

Take a totally neutral stance in fully investigating your complaint; Acknowledge receipt of your complaint within five working days; Give a full written response within a further 10 working days, unless another

timescale has been agreed.

The Customer Liaison Unit can be contacted by phone or email:

Phone: 0141 287 3655/4688Email: [email protected]

Customer Liaison UnitEducation and Social Work ServicesGlasgow City CouncilWheatley House25 Cochrane StreetMerchant CityGLASGOWG1 1HL



INFORMATION FOR PARENTS 2008: PRIMARY SCHOOLS

School: Langside Primary School Id No.: 260 - 8415420Attendance And Absence For School Year 2007/2008

StageP1 P2 P3 P4 P5 P6 P7 P1-7

Total Number of Possible Attendances (Pupil half days) 16,729 22,386 18,708 20,262 21,356 18,284 20,499 138,224

Percentage Authorised Absences (%) 5.3 1.8 3.2 2.7 2.4 2.4 2.4 2.8

Percentage Unauthorised Absences (%) 0.8 2.1 1.5 1.2 1.0 3.1 1.4 1.6

Education Authority: Glasgow CityAttendance And Absence For School Year 2007/2008


Total Number of Possible Attendances(Pupil Half Days) 1,844,790 1,974,493 2,016,664 1,995,876 2,065,188 2,124,532 2,158,376 14,179,919

Percentage Authorised Absences 6.1 6.0 5.9 5.9 5.9 5.7 5.8 5.9

Percentage Unauthorised Absences 0.9 0.9 0.9 1.0 1.0 1.0 1.0 1.0

National DataAttendance And Absence For School Year 2007/2008


Total Number of Possible Attendances(Pupil Half Days) 18,444,479 19,145,177 19,526,465 19,941,323 20,669,987 21,017,565 21,092,362 139,837,358

Percentage Authorised Absences 4.3 4.1 3.8 3.8 3.7 3.7 3.8 3.9

Percentage Unauthorised Absences 0.9 1.0 1.0 1.0 1.0 1.0 1.0 1.0

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

AbsenceSchool 14 17Education Authority 24.9 26.1National 17.9 18.5

SCHOOL RUNNING COSTS

School: Langside Primary School Id No.: 260 - 8415420


Budgeted Running Costs For Financial Year 2008-2009

School Roll at September 2007 373

Total School Running Costs at April 2008 (£) 1,095,544

Cost per Pupil (£) 2,937

Education Authority: Glasgow City

Budgeted Running Costs For Financial Year 2008 -2009

School Roll at September 2007 36,791

Total School Running Costs at April 2008 (£) 130,241,820


National Data

Budgeted Running Costs For Financial Year 2008-2009

School Roll at September 2007 372,265

Total School Running Costs at April 2008 (£) 1,352,956,701



GLOSSARY OF TERMS USEDAPPENDIX 1

Classification - how the children in the school are organised into classes

EAL - English as an Additional LanguageThis term refers to any child whose first language is not English

Principal Teacher - this is a middle management promoted post, usually with a class teaching commitment

A Curriculum for Excellence (ACfE)

- Current national guidance on the new curricular provision for 3 – 18 year olds

Curriculum - the subjects taught

School Improvement Plan

- a plan of how the school proposes to develop and improve year by year

Phonics - the ‘sounds’ made by letters, and combinations of letters in the alphabet

Assessment is for Learning (AiFL)

- A national initiative to promote learning through formative assessment strategies

Additional Support Needs(ASN)

- Additional assistance/guidance in the learning process, for children of particular ability or children experiencing difficulty

5 – 14 - a programme of national guidelines for the learning provided by schools. The guidelines refer to children between 5 and 14 (Primary 1 – Secondary 2)

Consultation - consulting opinion to assist with the process of the most informed decision possible being made by the head of establishment

Community Health & Care Partnerships (CHCP)

- Glasgow Education & Social Work Services is now restructured into 5 CHCP Areas. Each of these will be managed by an Area Manager responsible for the effective integration of children’s services.


USEFUL ADDRESSES APPENDIX 2EXECUTIVE DIRECTOR of EDUCATION and SOCIAL WORK SERVICES Margaret DoranEducation and Social Work ServicesGlasgow City CouncilWheatley House25 Cochrane StreetMerchant CityGLASGOWG1 1HL

AREA EDUCATIONAL PSYCHOLOGISTMs Liz LockeEducational Psychological ServicesBattlefield Primary SchoolCarmichael PlaceGLASGOWG42 9SY

LOCAL COUNCILLORSArchie Graham James Dornan Paul ColeshillCity ChambersGeorge SquareGLASGOWG2 1DU

SOCIAL WORK SERVICESSocial Work Services – Gorbals187 Old Rutherglen RoadGLASGOWG5 0RE

CULTURAL & SPORT, GLASGOWLetting Section20 TrongateGLASGOWG1 5ES

All authorities are required by law to issue a copy of the school handbook incorporating current policies and practices of both the council and the school to certain parents and carers in December each year for their use as appropriate.

DISCLAIMERAlthough this information 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

Langside Primary School - Gateway Engage · Web viewOur ICT programme of study develops discrete skills in emailing, word-processing, ... (where income is less than £15575*) are