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Date of Issue 1/17/2014 1
This Handbook has been prepared by the Head Teacher, and follows guidelines set out by The Moray
Council. The information contained within this Handbook is correct at the time of publication, and is
updated annually.
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Contents
1. Cover
2. Contents page
3. Welcome to Pilmuir Primary School
4. About Our School
5. Visitors, Concerns/Complaints, Absences
6. Practical Information
7. Parental Involvement Opportunities, Friends of Pilmuir
8. Information for Parents and Carers, School Improvement Plan
9. The Schools Successes Over the Year, Extra Curricular Activities
10. Enrolment/Transition
11. P7/Secondary Transition, Nursery Enrolment, Ethos
12. Rules and Discipline, Sanctions
13. Bullying, Curriculum for Excellence
14. Curricular Levels, Experiences and Outcomes
15. More About Literacy and Numeracy
16. Modern Languages in Primary School, Mathematics, Expressive Arts
17. Technologies, Health & Wellbeing
18. Varied Learning Methods, Personlisation, Choice & Achievements, Skills
19. Assessment, Reporting, Support for Learning/Additional Needs
20. Term Dates
21. Staff List
Appendices
Map of School Catchment area
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Welcome to Pilmuir Primary & Nursery School
Pilmuir Primary & Nursery School
Pilmuir Road
Forres
IV36 IHD
Acting Head Teacher : Mr Leslie Tulloch
Tel: 01309 673034
School Mobile: 07899877464
Fax: 01309 671312
E-mail: [email protected]
School Information Line 0870 054 9999
School PIN Number 031410
School opens: 09:00 – 3:15pm (P4-7)
09:00 – 2:45 pm (P1-3)
Present Roll: 165
Denominational Status: Non-denominational
Moray Council website: www.moray.gov.uk
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ABOUT OUR SCHOOL
The school opened in 1981 and is located at the west end of Forres.
It has an ‘Open Plan’ design which means it is light and airy. Pupils quickly become very considerate of the
need to work and move around quietly in order that others can operate in an environment which is conducive
to learning.
We have a dining room where meals cooked on site are eaten and a large well equipped gymnasium.
The school has a large playing field, a tarmac playground with games painted on it, flower beds, seating areas
and a large car park.
At the start of each session parents are given a list of holiday dates and the names of all staff in the school.
A monthly newsletter is sent home to ensure that parents are kept up to date with information about the
school.
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Visitors
We welcome visitors to the school but all visitors must only enter the school by the main door for security
reasons.
If you wish to visit the school with a view to enrolling a new pupil please telephone and make an
appointment to meet the head teacher.
Concerns/Complaints
We encourage parents to voice
concerns or ask questions about
their childrens’ time in school.
Parents and carers can make
arrangements by contacting the
school office and making an
appointment.
Absences
Absences should be reported to the school by using the school information line service, Dial 08700549999,
put in PIN 031410. Select option 2 to leave a non urgent message.
If we do not have a reason for absence we will contact you by telephone or text.
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Practical Information
Procedures for Contacting the School
Parents should contact the school by telephoning 01309 673034 in order to make enquiries or advise the
school of absence.
Alternatively use the school information line to leave messages or hear about any general school
announcements e.g. severe weather closing the school.
Family Holidays During Term Time
Advice from the Scottish Executive is that holidays taken during the school session, other than in exceptional
circumstances, should be considered as unauthorized absences. Parents should inform the school about such
holidays.
School Telephone Information Link
Parents can access an information line for the
school
Dial 08700549999
Enter School PIN 031410
Press 1 – severe weather information
Press 2 – to leave a non-urgent message
Press 3 – to hear general school information
Press 4 – to enter a different school PIN
Press# - to end call
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Parental Involvement Opportunities
At Pilmuir we have an ‘open door’ policy, which means you are welcome to visit the school office in order to
make an appointment to speak to staff at a mutually convenient time.
The teachers of younger children are always around at the end of the day ensuring that pupils leave the
school safely and often quick questions can be dealt with then.
We welcome parents as helpers in classes, on school trips, or sporting events. Parents who would like to help
in classrooms must be Disclosure checked.
Daily communication with school can be made by using the homework diary and we would encourage
parents to sign the diary each night to affirm that they have seen the homework their child has completed.
Friends of Pilmuir
Friends of Pilmuir is an amalgamation of the Parent Council and P.T.A. Members can be parents,
grandparents, staff or friends in the community. The group is often asked by the head teacher to consult on
new policy documents, the School Improvement plan, issues of safety etc. They also organise social events
such as Tombolas, Discos, and Beetle Drives as well as raising money through Christmas Fairs and Coffee
Mornings.
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Information For Parents and Carers
A series of leaflets has been produced by Education and Social Care for parents and carers. These
leaflets are available from the school foyer, or from Moray Council internet site.
Please see Appendix A at the rear of this handbook for information on links to The Moray Council’s
internet site web pages
School Improvement Plan
Full details are available in the School Improvement Plan in Appendix B.
At Pilmuir Primary, we aim to improve educational experiences for all our pupils. We have identified a
number of improvement priorities. These are:
1. Develop assessment and tracking throughout the school and across the curriculum. Use assessment
along with baseline assessment to track pupil progress through the experiences and outcomes of
Curriculum for Excellence
2. Continue to develop profiling throughout the school. The pupils will be able to reflect on their
learning and be able to identify what they need to do in order to make progress.
3. To further develop the Health and Wellbeing of pupils. The social experiences of pupils will be
enhanced at play times and lunch times. All pupils will be taught playground games.
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The Schools Successes Over The Year
Full details of the school’s successes and achievements are available in the ‘Standards and Quality Report’ in
Appendix C
Achievements are regularly celebrated through weekly assemblies, displays throughout the school and
celebrations of school events in the local press. This year we have continued to experience many successes
and achievements, some of these are:
Taking part in local sporting competitions, football, rugby and Kwik Cricket
Enjoying a five day residential trip to the Abernethy Outdoor Centre
A Nativity play presented by P1-3
Taking part in the Forres flower Show, The Rotary Quiz and local library quiz
Extra Curricular Activities .
A number of extra curricular activities are available to pupils. These include:
Guitar lessons
Badminton
Running club
Pilmuir Walkers
Cycling proficiency
The type of activity on offer very much depends on staff expertise and parents help is always welcome
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Enrolment/Transition
Nursery/Primary One Transition
The intake of Primary 1 pupils takes place in August each year and children who will be five years of age, on
or before, the last day of February of the following year are eligible for admission.
In January a notice is placed in the local newspapers which informs parents about the enrolment dates.
Parents are welcome to contact the school in order to visit and discuss enrolment and have a tour of the
school.
Priority is given to children resident within the Forres Academy catchment area. Where the requested place
is managed by the Head teacher, children already having a sibling in attendance is given priority i.e. a 3yr old
with a sibling at primary school has priority over a 4 yr old with no sibling at the school.
From April until June we have a transition programme for pupils coming from nursery into primary one.
Pupils from Pilmuir nursery join primary 1 on a weekly basis for free flow play and ICT. Pupils who attend
other nurseries are invited to join these sessions.
Parents are invited to attend a meeting in June to hear about school routines.
New Pupils
We are always happy to welcome new pupils to Pilmuir School. Parents should make an appointment to see
the Head teacher. Families will be shown round the school and visit classes. The Head teacher will answer
any questions.
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P7/Secondary Transition
Pupils from Pilmuir Primary usually transfer to Forres Academy. There is an extensive transition programme
which begins in January with enrolment and parental consent forms being completed. In February Guidance
staff visit the school. In early June Guidance staff once again visit and pupils spend two days in June at the
Academy.
Forres Academy hold an Information for Parents evening in mid June and pupils spend a Saturday
participating in an Activities Day.
For pupils with additional support needs or for vulnerable pupils extra visits are arranged and a transition
programme runs over the summer holidays.
Nursery Enrolment
We have a nursery class in the school catering for 20 children in the Forres Academy School Group
catchment area. Children can be enrolled during the month of January for joining the nursery class at the
start of the next school session. Places are allocated according to the criteria laid down by The Moray
Council with priority being given to children in their immediate pre-school year.
The parents of children who have been allocated places are invited to attend an induction meeting during the
summer term. A separate nursery hand book is available on request.
Ethos Full details on Pilmuir School’s ‘Visions and Values’ statement is available in Appendix D. We aim to
inspire, include and improve educational experiences for all of our pupils.
Every child in this school is an important person with particular interests and needs. To ensure that the
school is a happy, secure and successful place for our children we need the support, understanding and
interest of parents. The purpose of the school handbook is to give an overview of the school and the
education it seeks to provide.
At Pilmuir Primary School we want to enable our children to be ‘successful learners’, ‘confident individuals’,
‘responsible citizens’ and ‘effective contributors’. We do this in a variety of ways:
Successful Learners
Confident Individuals
Plan a structured and balanced ‘Curriculum for Excellence’.
Varied teaching methods and activities. E.g. ‘active learning’.
Encourage pupil responsibility for self/peer assessment and target setting.
Monitor progress, record achievement and attainment to ensure each child reaches their potential.
Identify the emotional, physical and social needs of pupils and help them develop positive attitudes, personal and social skills.
Provide appropriate support for children with additional needs.
Celebrating success in the classroom, the school and in ‘out of school’ life.
Encourage a healthy and active lifestyle. Create within the school a warm, caring
and supportive atmosphere in which children, staff and parents feel secure and valued.
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Responsible Citizens
Effective Contributors
Encourage children to enrich the school and its community by acting responsibly and by valuing the unique culture and traditions of its past.
Ensure that individual differences of race, culture and belief will be respected and celebrated as an enriching factor in the school community. Equal opportunities will exist for all.
Enable children to take part in decision making in the school through the pupil council and class circle time activities.
Promote attitudes of enterprise and self-reliance.
Encourage pupils to work on their own, and in teams to apply their thinking skills, to create and develop ideas, and to solve problems.
These values are also apparent in our Positive Care, Welfare and Discipline policy.
Rules and Discipline To achieve our aim of promoting good working attitudes, self discipline and effective learning, a calm and purposeful atmosphere in and around the school is essential. We expect children to observe the following:
Politeness to each other, members of staff and visitors is the first step towards becoming acceptable members of society.
Care of, and respect for school property and materials ensures that everyone benefits fully from school resources.
Following instructions and behaving responsibly in rooms, corridors and the playground are necessary to ensure the safety of everyone.
It is reasonable to expect children to walk at all times within the building and to behave in such a way that they are not interfering with or distracting others.
Bullying, kicking, throwing stones and any other kinds of anti-social behaviour which may cause injury, are dangerous and unacceptable. The school operates a zero tolerance policy for inappropriate behaviour, including bullying.
Our policy is to encourage children to be honest about their role in any situation and we emphasise that if we withhold the truth we can only make a bad situation worse for everyone involved. We believe in a positive approach towards behaviour management but where this fails sanctions will be enforced. When a child’s attitude or behaviour is giving cause for concern parents will be contacted at an early stage to discuss possible strategies to support the pupil.
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Sanctions Children are expected to follow the school rules. Generally, children are made aware that they are responsible for their own actions and that breaking rules will lead to sanctions, or may in serious cases of indiscipline, lead to exclusion.
Sanctions:
warnings and strikes for persistent misbehaviour
reported to the head teacher or depute head teacher
punishment exercises
withdrawal of privileges
parents / carers asked to discuss behaviour and agree next steps
support in school and from other agencies
exclusion from school You should also note that any incidents involving violence, dangerous weapons, drugs or alcohol are reported immediately to education and social care services, and the police.
Bullying Incidences of potential bullying will be taken very seriously. We will try to help children to resolve any issues that arise. Please contact us if there is a matter causing your child concern. Leaflets and fuller information on Bullying, Disability Discrimination and Race Relations is available from The Moray Council by telephoning the respective number, emailing or accessing the web page on the council website. (See Appendix A for these contact details.)
Curriculum For Excellence
Curriculum for Excellence (often shortened to CfE) is the curriculum in Scotland which applies to all
children and young people aged 3-18, wherever they are learning. It aims to raise achievement for all,
enabling young people to develop the skills, knowledge and understanding they need to succeed in learning,
life and work. It aims to raise standards, prepare our children for a future they do not yet know and equip
them for jobs of tomorrow in a fast changing world. All children and young people have an entitlement to
provision of an excellent education so that they develop skills for learning, life and work.
Curriculum for Excellence is not a 'one size fits all' curriculum. It provides greater personalisation and choice
so that learning is more challenging, enjoyable and relevant to each child’s needs, strengths and interests.
Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the
school and with other schools, to share best practice and explore learning together.
A fact file about the ‘Curriculum for Excellence’ for parents/carers which provides a more comprehensive
overview of CfE (and an explanation of the terms used) is available from the office. You can also access
further information about the curriculum and supporting your child on:
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http://www.LTScotland.org.uk/Parentzone
http://www.educationscotland.gov.uk/parentzone/cfe/index.asp
http://www.educationscotland.gov.uk/parentzone/resources/index.asp
Curriculum for Excellence develops skills for learning, life and work to help young people go on to further
study, secure work and navigate life. It brings real life into the classroom, making learning relevant and
helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area
to another, helping children understand the world and make connections. It develops skills so that children
can think for themselves, make sound judgements, challenge, enquire and find solutions.
Curriculum Levels
These describe the progression in learning and development of children and young people from age 3-18
years. In brief, these are:
Early Level - pre-school through to end of Primary 1.
First Level - through to the end of Primary 4.
Second Level - through to the end of Primary 7.
Third and Fourth Levels - Secondary 1 - 3.
Senior Phase - Secondary 4 - 6.
As a very general guide, children are expected to be at Second Level, and beginning to learn and develop at
Third Level, as they make the transition from Primary into Secondary Education.
Children and young people progress through these levels at their own pace; and naturally some do so more
quickly, or a little later than expected, dependant on individual circumstances and needs.
Experiences and Outcomes (Es and Os)
Each learning experience will provide the opportunity for children to learn a number of outcomes throughout a range of
curriculum areas. We use detailed planning to deliver inter-disciplinary learning opportunities using interesting topics e.g. Vikings, Countryside and Pollution, Fairytales etc. Not only do children learn more about the topic, but they are
continuously developing their literacy, numeracy and team working skills.
The ability to transfer knowledge and skills over a wide range of learning experiences from the different curriculum areas is desired.
Key areas of Education Literacy across learning,
Numeracy across learning and
Health and Wellbeing across learning
Experience - describes the learning activity taking place.
Outcome - describes what the learning will achieve. E.g. Knowledge, understanding, skills, awareness and attitudes.
Curriculum for Excellence is all about bringing real life into the classroom and taking lessons beyond it. Learning and teaching will still focus on subjects and knowledge in addition to developing skills and understanding. The following
website page has more information on other subjects and knowledge covered by the curriculum:
http://www.educationscotland.gov.uk/parentzone/cfe/subjectsandknowledge/index.asp
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The Seven Principles - The Eight Curriculum Areas –
all learning must take account of these principles:
Challenge and Enjoyment
Breadth
Progression
Depth
Personalisation and Choice
Coherence
Relevance
This is to ensure children's development is useful and
meaningful
containing a range of subjects:
Expressive Arts
Art, Drama, Music and Dance
Health & Wellbeing
Personal, social and emotional health. Also P.E.
Literacy and English
Communicating with others. Reading, Writing and Modern
Languages
Numeracy and Mathematics Number work, Problem Solving
Religious and Moral Education
Religions, values and beliefs.
Sciences
Understanding our planet
Social Studies
Scotland and the World; past, present and future.
Technologies
Food, Design and Computing.
More about Literacy and Numeracy
Language
The skills required for communication are fundamental to the curriculum and to the needs of our society. The
best teaching and learning results from the integration of the four elements of the language curriculum.
1. Listening - Children need to be taught to listen well, especially to the opinions of others if they are to fit
in socially. We help children to increase their concentration span.
2. Reading - The ability to read is one of the basic requirements of an education for life. There is a high
emphasis placed on developing good reading and comprehension skills
3. Writing - The conventions of written language – punctuation, spelling, handwriting – are best taught
from the children’s own work so that the mistakes they make become the teaching points. It is also
important for children to produce written work that is relevant, effective, functional and imaginative. This
will come through theme work in the class and will be from first hand, imagined or created experiences.
4. Talking - We aim to encourage good articulation skills so that the children have the ability and
confidence to express appropriately their ideas, opinions, questions and answers in any situation or
company.
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Modern Languages in the Primary
School
We offer German to senior pupils.
Mathematics
Mathematics is about solving problems not just ‘doing sums’. The ability to calculate quickly is essential.
Children need to develop a high level of competence in addition, subtraction, multiplication and division so
that they can apply these skills in real life situations.
In Pilmuir the practical activities, necessary for children to fully understand computation, will come first.
Children need to practice orally and in written form to ensure that they can access mathematical facts quickly
and accurately. Mental maths is given a high priority in our school.
Expressive Arts
Art and Design
Drama
Music
Dance
Through the expressive arts we allow children to explore, express and create aesthetically in ways that
are satisfying to the individual.
We encourage children to achieve high standards by displaying work around the school and by holding
public performances, which allow the children to demonstrate their skills, abilities and talents.
We have visiting specialist teachers who come to Pilmuir weekly. Primary 4-7 children benefit from
specialised teaching in Art, Music and P.E.
Date of Issue 1/17/2014 17
Technologies
Learning in the technologies enables children and young people to be informed, skilled, thoughtful, adaptable
and enterprising citizens. The technologies framework has been organised to offer opportunities for
personalisation and choice using diverse contexts for learning. These are:
• Technological development in society
• ICT to enhance learning
• Business
• Computing science
• Food and textiles
• Craft, design, engineering and graphics
Health and Wellbeing
Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding,
skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to:
Make informed decisions in order to improve their mental, emotional, social and physical wellbeing
experience challenge and enjoyment
experience positive aspects of healthy living and activity for themselves
apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
make a successful move to the next stage of education or work
establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to
promote the next generation of healthy children.
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Varied Learning Methods
There are a variety of ways in which learning opportunities may be presented to children.
The CfE represents a different approach to learning in schools intended to help learners develop skills, knowledge and
understanding in more depth.
Personalisation, Choice and Achievement.
Planning of learning contexts and methods may be personalised according to an individual's learning and development
priorities. Thus, there may be different expectations of learning achieved for different children.
It is not only the academic achievements of children that are recognised. We celebrate a range of achievements
reached by children in and out of the school community e.g. Progress in personal development, participation in events,
extra-curricular and personal interest activities.
Skills
The CfE emphasises the development of skills for learning, life and work. These are wide ranging and include:
Higher order thinking skills - thinking about complex issues, problem solving, analysis and evaluation and
creativity.
Critical skills - making judgements and decisions, communicating, co-operating with others, self organisation.
Important themes are Enterprise, Global Citizenship and Sustainable Development.
Pupils can also become involved in the school’s ‘Pupil Council’ ‘Health Committee’ and ‘Eco Committee’. Some
choose to become ‘road safety officers’.
Examples of how children will learn differently are:
Using technologies Find, research, communicate, create and present.
Active Learning Being actively engaged in the learning task, whether mentally or
physically
Cooperative Learning Encouraging thinking and talking together to discuss ideas and solve
problems. Learning from each other.
Interdisciplinary Learning Using links between different areas of learning to develop, reinforce and
deepen understanding.
Outdoor Learning
Making use of the outdoor environment and surrounding community.
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Assessment
Assessment is the cornerstone of good teaching practice and it is important that information about children’s progress
is collected systematically and used for appropriate action. Regular tracking of all childrens’ progress takes place.
PIPS testing of Primary1 pupils takes place at the start and end of the school year. Primary 3 and 6 pupils complete
INCAS tests in Reading and Maths. These diagnostic assessments are used as an internal tool in the school to confirm
the teacher’s assessment of the childrens’ learning needs. It also checks the child’s progress over the year.
Assessment is crucial to tracking progress and planning next steps to enable quality learning to take place. Learners are
greatly involved in this process so that they can take ownership of learning progression.
Self assessment - what has been successful and what needs improvement
Peer assessment - help others appreciate what is good about their work and what needs developing
Personal learning planning - pupils, teachers and parents will work together to develop planning for the child's
next steps in learning.
Reporting
Reporting informs parents/carers of their child's progress. This can be in the form of written reports and parent appointments. Parent appointments are held in September and March. The written report in May will advise how much
progress has been made against targets set during the initial parent appointment in September. Pupils also demonstrate
their learning through Assemblies and Exhibitions. P7 profiles are also sent home. Teaching staff and school management may also get in touch with parents/carers to discuss any learning, personal or
behaviour matter as issues arise.
Support For Learning / Additional Needs
Children do not all progress at the same rate and provision is made within the school for children who, for a variety of reasons, are experiencing any difficulties. When a child has been identified as requiring additional support, parents will
be notified and invited to come in to school to discuss the matter with the class teacher and/or the Support for Learning
teacher.
A programme of work may be initiated to help to overcome the difficulties being experienced by the child and this
programme may involve a request for additional home support. Some children will have an IEP (Individualised
Educational Programme) devised for them. This will be devised by the class teacher and support for learning staff. The IEP will be shared with parents and the programme will be monitored and updated on a regular basis. Staff also work
in partnership with other agencies. E.g. Speech and Language Therapy, Educational Psychology Department.
Support for Learning teachers may work with a child, or group of children, in the classroom and sometimes children are withdrawn for specific tasks. Some children may only need additional help for a short period of time whereas
others may have a longer term requirement. Extra help can be provided for literacy, numeracy, personal, social and
emotional, and behavioural needs.
Parents who have concerns about their child’s progress should make an appointment to discuss the matter with the
class teacher in the first instance. The Education (Additional Support for Learning) (Scotland) Act 2009 came into force on 14 November 2010. More
information can be found on The Moray Council’s website regarding this and the council’s provision for additional
support needs in Moray. There are also internet links to other potentially useful organisations via The Moray Council’s
website. Please refer to Appendix A for how to access this.
Information on GIRFEC (“Getting it Right for Every Child”) is available at:
http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright
Date of Issue 1/17/2014 20
Term Dates 2013/2014
2013
Monday 28 October Winter Term begins
Monday 18 November In-service Day School closed
Tuesday 19 November In-service Day School closed
Friday 20 December Term ends
2014
Monday 6 January Spring Term begins
Friday 14 February Mid Term break
Monday 17 February Mid Term Break
Friday 28 March Term ends
Monday 14 April Summer Term begins
Friday 18 April Good Friday
Monday 5 May May Day holiday
Thursday 22 May In-service Day School closed
Friday 23 May In-service School closed
Friday 4 July Term ends
Tuesday 19 August Autumn Term begins
Friday 10 October Terms ends
Monday 27 October Winter Term begins
Monday 17 November In-service School closed
Tuesday 18 November In-service School closed
Friday 19 December Term ends
School Term dates are available on the internet -www.moray.gov.uk and the "Notes for Parents and
Carers" booklet.
Date of Issue 1/17/2014 21
Pilmuir Primary & Nursery School
Staff List
Head Teacher: Mr Leslie Tulloch
Class Teacher: Mrs Dawn Lyon
Class Teacher: Miss Amy Smith
Class Teacher: Mrs Susan Dean
Class Teacher: Miss Patricia Keil
Class Teacher: Mrs Jane Shearwood
Class Teacher: Mrs Aleta Shaw
Class Teacher: Miss Caroline Hambly
Class Teacher: Miss Lynn Masson
Teacher: Mrs Mary Ramsay
Classroom Assistant: Mrs Kelly Kinlin, Mrs Michelle Fyfe,
Nursery Nurses: Mrs Sandra McGarry, Mrs Fiona Brown
Auxiliaries: Miss Ellen Kinlin, Mrs Linsey Murray, Mrs Jill Nicol
Children’s Supervisor: Mrs Margaret Shand
Lunchtime Auxiliary: Mrs Carol Harper
Primary School Administrator: Mrs Phyllis Bradley
Kitchen Staff: Mrs Meg McIvor (cook)
Mrs Catriona McKenzie Mrs Amanda Stewart
School Crossing Person: Mrs Ann Strachan
School Cleaners: Mrs Hazel Kerr, Mrs Lisa Ross
Visiting Specialists: Art - Ms Jackie Stewart,
Music - Mrs Alison Cook,
P.E. - Mrs Geraldine Sircus
SfL - Ms Cath Casburn
Violin - Mrs Rachael Lewtas
Brass - Mr Glenn Munro
APPENDIX A
MORAY COUNCIL WEBSITE / The Moray Council http://www.moray.gov.uk/index.html (M Stuart Sep’12)
Contact: Education and Social Care
Address: The Moray Council, Council Office, High Street, Elgin IV30 1BX
Telephone: 01343 563374 Fax: 01343 563478
Email: [email protected]
Hours: 8.45am - 5.00pm Monday to Friday
Moray Council A-Z
Control and click to follow link
for Information
Web page address:
A
Active Schools Tel: 01343 557145 Email: [email protected]
Active Schools sportscotland
http://www.moray.gov.uk/moray_standard/page_42597.html Link to Sport Scotland website http://www.sportscotland.org.uk/
Adverse Weather
Procedures
Adverse Weather Procedures http://www.moray.gov.uk/moray_standard/page_53021.html
Additional Support Additional Support Community Learning and Development Inclusion and Support Services
http://www.moray.gov.uk/moray_services/page_40186.html http://www.moray.gov.uk/moray_standard/page_39860.html http://www.moray.gov.uk/moray_standard/page_43019.html
Additional Support for
Learning (and needs ASN)
Additional Support for Learning
ASN Information Leaflets (Updated May 2011)
---------------------------------Administration of Medicines Central Support Services for Children with Additional Support Needs Educational Psychology Service For Moray's Children
http://www.moray.gov.uk/moray_standard/page_43857.html http://www.moray.gov.uk/moray_standard/page_42567.html ----------------------------------------------------------------------------------- http://www.moray.gov.uk/moray_standard/page_42787.html http://www.moray.gov.uk/moray_standard/page_53352.html http://www.moray.gov.uk/moray_standard/page_55663.html http://www.moray.gov.uk/moray_standard/page_42045.html http://www.moray.gov.uk/moray_standard/page_43019.html
Moray Inclusion Files
Additional Support for
Learning Act 2004
Additional Support for Learning Act 2004
http://www.moray.gov.uk/moray_standard/page_42567.html (including Publications, ASN Information leaflets and internet links)
After School Clubs After School Clubs http://www.moray.gov.uk/moray_services/page_44889.html
B
Bullying Bullying http://www.moray.gov.uk/moray_standard/page_52988.html
C
Child Protection Child Protection http://www.moray.gov.uk/moray_services/page_55496.html
Child Care Childcare http://www.moray.gov.uk/moray_services/page_45683.html
Clothing Grant Clothing Grant http://www.moray.gov.uk/moray_services/page_48014.html
D
Data Protection Data Protection Statement - Schools http://www.moray.gov.uk/moray_standard/page_75569.html
Disability Discrimination Telephone 01343 563374, email [email protected] for copy of The Moray Inclusion File – ‘Accessibility for All’
www.moray.gov.uk/moray_standard/page_43019.html
E
Education & Social Care –
Educational Services
Responsible for:
EDucation and Social Care - Educational Services ---------------------------------- Additional Support for Learning Community Learning & Development Libraries & Information Services Museums
http://www.moray.gov.uk/moray_services/page_40185.html ----------------------------------------------------------------------------------- http://www.moray.gov.uk/moray_standard/page_43857.html http://www.moray.gov.uk/moray_standard/page_39860.html http://www.moray.gov.uk/moray_standard/page_1472.html http://www.moray.gov.uk/moray_standard/page_572.html
Pre-School Provision Schools ---------------------------------- Also for: Sports and Arts Development Sports Facilities and Swimming Pools
http://www.moray.gov.uk/moray_standard/page_42682.html http://www.moray.gov.uk/moray_standard/page_39857.html ----------------------------------------------------------------------------------- http://www.moray.gov.uk/moray_standard/page_52055.html http://www.moray.gov.uk/moray_standard/page_39856.html http://www.moray.gov.uk/moray_standard/page_1472.html http://www.moray.gov.uk/moray_standard/page_40272.html
Education & Social Care –
Consultations, Strategies &
Policies
(including performance &
statistics)
Consultations, Strategies and Policies Educational Services Mission and Aims Service Improvement Plan 2009-2012 Service Improvement Plan 2009-2012 Appendix 1
http://www.moray.gov.uk/moray_standard/page_2069.html http://www.moray.gov.uk/downloads/file49040.pdf http://www.moray.gov.uk/downloads/file43283.pdf http://www.moray.gov.uk/downloads/file76030.pdf
Education Maintenance
Allowances (EMAs)
(including financial assistance,
free meals and clothes grants)
Education Maintenance Allowances
Apply online Grants and Bursaries including Financial Assistance for Parents and
Carers Leaflet Free school meals / clothing grants
http://www.moray.gov.uk/moray_services/page_45986.html https://secure.moray.gov.uk/formserver/EMA/ema201213.form http://www.moray.gov.uk/moray_standard/page_43903.html http://www.moray.gov.uk/downloads/file65554.pdf http://www.moray.gov.uk/moray_standard/page_55486.html
Education Resources (including Instrumental
Instruction)
Education Resources Instrumental Instruction
http://www.moray.gov.uk/moray_services/page_40184.html http://www.moray.gov.uk/moray_standard/page_53005.html
Educational Psychology
Service Tel: 01343 550999 Email: [email protected]
Educational Psychology Service Learning and Education
http://www.moray.gov.uk/moray_standard/page_55663.html http://www.moray.gov.uk/moray_section/section_2027.html
Educational Trusts more information http://www.moray.gov.uk/moray_standard/page_43903.html
Exclusion Exclusion from School Exclusion from School: Appeal Against Exclusion
http://www.moray.gov.uk/moray_standard/page_53001.html http://www.moray.gov.uk/moray_standard/page_76325.html
F
Free School Meals Free School Meals http://www.moray.gov.uk/moray_services/page_48013.html
Free School Transport Free School Transport School Transport
http://www.moray.gov.uk/moray_services/page_54441.html http://www.moray.gov.uk/moray_standard/page_1680.html
H
Home Education teaching your child at home. Home Education: An Outline Home Education: Withdrawing from School
http://www.moray.gov.uk/moray_standard/page_53000.html http://www.moray.gov.uk/moray_standard/page_56920.html
I
Information for Parents Notes for Parents & Carers
Booklet Information for Parents and Carers Leaflets other languages.
http://www.moray.gov.uk/moray_standard/page_47236.html http://www.moray.gov.uk/downloads/file54203.pdf http://www.moray.gov.uk/moray_standard/page_42708.html http://www.moray.gov.uk/moray_standard/page_42708.html#OtherLanguages
Instrumental Instruction
(MUSIC)
Instrumental instruction http://www.moray.gov.uk/moray_standard/page_53005.html
P
Parent Councils Parent Councils parental involvement
http://www.moray.gov.uk/moray_services/page_54591.html http://www.moray.gov.uk/moray_standard/page_55068.html
Placing Requests Placing Requests Placing Requests Guidance
Leaflet Placing Requests PR1 Form
http://www.moray.gov.uk/moray_standard/page_49601.html http://www.moray.gov.uk/downloads/file69008.pdf http://www.moray.gov.uk/downloads/file68975.pdf
Pre-School Education (including early and deferred
entry to primary school)
Pre-School Education funded places, Early Entry to School Deferred Entry to Primary School
http://www.moray.gov.uk/moray_services/page_46645.html http://www.moray.gov.uk/moray_standard/page_42682.html http://www.moray.gov.uk/moray_standard/page_56925.html http://www.moray.gov.uk/moray_standard/page_52991.html
Primary Schools Primary Schools
http://www.moray.gov.uk/moray_services/page_46647.html http://www.moray.gov.uk/moray_standard/page_40556.html
L
Learning and Education -
Schools
Schools Frequently Asked Questions
http://www.moray.gov.uk/moray_standard/page_39857.html http://www.moray.gov.uk/moray_standard/page_44028.html
R
Race Equality
(Race Relations Act)
Telephone 01343 563374, email [email protected] for copies of ‘Race Equality Policy’ The Moray Inclusion File – ‘Race Equality’
www.moray.gov.uk/downloads/file41628.doc www.moray.gov.uk/moray_standard/page_43019.html
S See also: Primary Schools Secondary Schools Schools Information
http://www.moray.gov.uk/moray_standard/page_40556.html http://www.moray.gov.uk/moray_standard/page_40555.html http://www.moray.gov.uk/moray_standard/page_39857.html
School Admissions
Pre-school admissions
admission to Primary School Pre school admissions
http://www.moray.gov.uk/moray_standard/page_52987.html http://www.moray.gov.uk/moray_standard/page_42682.html
School Attendance and
Absence
School Attendance and Absence
http://www.moray.gov.uk/moray_standard/page_55580.html
School Catchment Areas school catchment areas Online tool http://webmap.moray.gov.uk/imf/imf.jsp?site=boundaries
School Closures School Closures Information for Parents
http://www.moray.gov.uk/moray_services/page_54665.html http://tellus.moray.gov.uk/webapps/school%20closures/schoolclosures.asp http://www.moray.gov.uk/moray_standard/page_42708.html
School Information Line School Information Line http://www.moray.gov.uk/moray_standard/page_40560.html
Schools – List by area
(based on a Secondary school and its associated Primary schools)
Schools - List by ASG area http://www.moray.gov.uk/moray_standard/page_55590.html
School Meals School Meals Information for Parents and Carers
http://www.moray.gov.uk/moray_standard/page_55540.html http://www.moray.gov.uk/moray_standard/page_42708.html
School Opening Times School Opening Times Excel spreadsheet can be viewed and downloaded.
School Rolls School roll statistics http://www.moray.gov.uk/moray_standard/page_58530.html
School Term and Holiday
Dates
school term and holiday dates
http://www.moray.gov.uk/moray_standard/page_55829.html
School Transport (Pupils) School Transport Public Transport
http://www.moray.gov.uk/moray_services/page_56926.html http://www.moray.gov.uk/moray_standard/page_56922.html http://www.moray.gov.uk/moray_standard/page_1677.html
School Travel school travel plans http://www.moray.gov.uk/moray_standard/page_47797.html
Schools – Learning and
Development
Curriculum for Excellence, Policy formulation and strategic planning
http://www.moray.gov.uk/moray_standard/page_76320.html http://www.moray.gov.uk/moray_standard/page_2069.html
Sensory Education Service Tel: 01343 557921 Email: [email protected]
Moray Sensory Education Service http://www.moray.gov.uk/moray_standard/page_59423.html
Structure of Primary
Classes
Structure of Primary Classes http://www.moray.gov.uk/moray_standard/page_53022.html
T
SCHOOL STRATEGIC IMPROVEMENT PLAN
Version 1.1, 23.04.08
SCHOOL PILMUIR PRIMARY
VISION & VALUES
We are committed to supporting the emotional and physical well being of our pupils.
We will create an environment where effective learning and teaching takes place, which enables each pupil to achieve his or her potential and we will celebrate
their success.
We will foster close cooperation between home and school, amongst staff as a team and with the wider community around the school.
We will develop positive attitudes to learning; perseverance, diligence, concentration in order to raise attainment and promote and encourage confidence.
We will encourage high standards of moral and social behaviour, including citizenship. We will take responsibility for our learning.
IMPROVEMENT PRIORITY OUTCOMES RESP TIME
SCALE STRATEGIES FOR MEASURING SUCCESS
Develop assessment throughout the school and across the curriculum which reflect the “make,write, say and do” of curriculum for excellence. Use these assessments along with baseline assessment to track pupil progress.
Clearer understanding by staff of assessment
Assessment evidence which is manageable and robust
A variety of methods of assessment in place
Clear tracking systems in place
HT July 2013
Profiles
Classroom observation
Tracking information on each pupil
QI 5.4 JtE
IMPROVEMENT PRIORITY OUTCOMES RESP TIME
SCALE STRATEGIES FOR MEASURING SUCCESS
Continue to focus on the 4 aspects of pedagogy in order to provide high levels of intellectual challenge and ensure that pupils’ understand the wider significance of their knowledge and learning.
Learning which is challenging and involves pupils in higher order thinking
Pupils can describe their thinking
Pupils communicate their understanding in an elaborate or detailed manner
Dialogue is used effectively to promote thinking.
HT July 2013
Classroom observation
Discussions with pupils
Pupils’work
QI 5.2 JtE
.Extend approaches for monitoring and evaluating children’s learning in the nursery and primary classes to improve the consistency and challenge of learning experiences.
Classroom observations provide more consistency, challenge and advice and give suggestions for improvement.
Feedback on forward plans includes all curricular areas.
Parents views are regularly gathered and those views shared and addressed.
Parents and children are involved in self evaluation in the nursery
HT and PTs HT and PTs HT PT and nursery staff O
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Feedback sheets of classroom observations
Feedback sheets on planning.
Questionnaires
Newsletters Nursery self evaluation
documentation
QI 5.9 JtE
4.
QI JtE
Service Balance Respect Trust Commitment
Standards and Quality
Introduction
The following report summarises our school’s strengths and achievements, provides information on
our action plans for the session 2010/2011 and outlines the plans we have for 2011/2012.
Successes and achievements
The school continues to maintain high standards of achievement. Our HMIE report published in
December highlighted children’s progress in reading as one of the particular strengths of the school.
Other strengths mentioned were enthusiastic and well behaved children who are keen to learn, the
willingness of staff to take responsibility for important aspects of school life and the head teachers
leadership in promoting an inclusive environment for learning.
Pupils achievements throughout the year are many and varied, P7 pupils took part in the Superstars
competition where their gymnastic and athletic skills were tested. They were also involved in the
Gordonstoun Challenge and were amazing ambassadors for the school. P6 pupils took part in a
basketball, rugby and kwik cricket tournament and P5 enjoyed golf lessons. As part of a cross
curricular project on Scotland P6 learned orienteering skills and P4 spent eight mornings working
in a local woodland and gaining their John Muir awards. All pupils were involved in our enterprise
project to raise funds for the PTA at the Christmas Fair where they made and sold Christmas items.
The Cooking bus was a great success and pupils in P4 – P7 made healthy food and took it home to
impress parents with their culinary skills.
A BE Bright Day organised by our JRSO officers was well supported by pupils who dressed up in
order to be clearly seen in the dark.
Our football team has won the Moray Primary Schools Football League. This is a first for Pilmuir.
Our Health Week saw all pupils introduced to trampolining. All pupils were also given the chance
to complete a Knex Challenge, working in small groups to design bridges.
Parents were invited to our Eco Fashion Show where pupils
modelled the hats, bags, dresses and T shirts they had made
out of recyclable material.
Life and Work of the School
We have made a number of changes to our curriculum in
order to deliver a Curriculum for Excellence. We now have
three blocks of learning in a day which focuses on Literacy,
Numeracy, Health and Well Being and Interdisciplinary
Learning. We have extended our Interdisciplinary Learning
to include aspects of Enterprise, International Education,
Citizenship, Creativity and Sustainability.
In the nursery class staff and parents have worked hard to improve the outdoor play area with the
introduction of a number of new activities for pupils. Staff plan a broad range of learning
opportunities which support most areas of the children’s learning and development. They take
children’s ideas and interests into account in planning learning activities. Nursery staff support and
develop children’s thinking skills effectively.
In primary classes, staff know children well and provide a caring environment. In most lessons
staff match tasks and activities suitable to children’s learning needs. Staff explain things clearly to
children and in most lessons the pace is appropriate for learners.
Children in the nursery class enjoy learning. They are settled and take part happily in the learning
experience which staff provide. Children enjoy making their own choices for play.
In all primary classes children are eager to learn and they behave very responsibly and work well
together. Children enjoy talking about their learning and are beginning to develop skills in
evaluating their own learning.
In the nursery class children achieve success fully in most areas of their learning. They are learning
to express their own ideas through their paintings and imaginative play activities. Children share
and take turns suitably while playing games.
Staff have strong links with a wide range of agencies who help them to support children’s learning,
including the local community warden, social workers and health professionals. The Active
Schools Co-ordinator is successful in encouraging children to participate in a wide range of sports.
The Friends of Pilmuir work well with school staff to support children’s learning. In the nursery
parent’s help with daily routines and in school they assist in classrooms, on school trips, at sporting
events and organise social activities for pupils. Almost all parents are happy with the school. They
feel that staff look after their children well.
Vision and Leadership
The school shares its values successfully with parents, children and staff. The head teacher gives
clear direction and works effectively with staff to provide a positive and supportive learning
environment. Staff are keen to lead developments in the school by supporting the Eco Committee,
Health Committee, JRSO or by taking on roles such as Literacy or Numeracy Co-ordinator. They
also willingly run out of school activities such as running club, hockey and Pilmuir Walkers. Staff
have also worked in a teacher led learning community based on the work of the Tapestry
organisation.
Continuous Improvement
Plans for session 2011/2012
The school improvement priorities for 11/12 are:
To involve children more fully in their learning and give them more opportunities for
independent learning.
To plan and develop improvements to the curriculum to ensure that learning experiences
meet the needs of all children.
To extend approaches for monitoring and evaluating children’s learning in the nursery and
primary classes to improve the consistency and challenge of learning experiences.
Progress with the school improvement plan for 2010/2011
Our first improvement priority was to continue to plan A Curriculum for Excellence using outcomes
and experiences in Literacy and Numeracy. Staff now plan Literacy and Numeracy using outcomes
and experiences and are beginning to use outcomes and experiences to assess learning.
Our second improvement priority was to develop assessment and reporting procedures which reflect
the principles of a Curriculum for Excellence. As a result we now have a new reporting format
which includes a pupil comment on their progress. There is still work to be done on assessment
procedures which are in line with a Curriculum for Excellence.
The third development priority was the continued development of Teacher Learning Communities
through our work with Tapestry and staff have completed the second year of the Tapestry project
and incorporated much of their learning into their classroom practice.
Finally we have worked on involving pupils more in evaluating their learning and the work of the
school. Pupils now regularly peer and self assess learning. They are presenting their learning to
others in the form of class assemblies and are taking on more responsibility throughout the school.
This will be further developed next school session.
Pilmuir Primary and Nursery School Values
We are committed to supporting the emotional and physical well being of our pupils.
We will create an environment where effective learning and teaching takes place, which enables each pupil to achieve his or her potential and we will
celebrate their success.
We will foster close cooperation between home and school, amongst staff
as a team and with the wider community around the school.
We will develop positive attitudes to learning; perseverance, diligence,
concentration in order to raise attainment and promote and encourage
confidence.
We will encourage high standards of moral and social behaviour, including
citizenship.
We will take responsibility for our learning.
