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Clydemuir Primary School

Welcome to Clydemuir Primary


List of contents

WEST DUNBARTONSHIRE COUNCILMISSION STATEMENT

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West Dunbartonshire Mission Statement 3Welcome from the Headteacher 4Our School Aims 5School Information 6Staff 7 School Hours 8 School Holidays 9Enrolment The Curriculum

10 Spiritual, Social, Moral & Cultural Values 14

Equal Opportunities and Social Justice Additonal Support Needs 15

Pupil Support Structure Anti Bullying 16

Home School Links 16 School & Community Links 17

Attendance at School 18Photographs Extra Curricular Activities Promoting Positive Behaviour

19Playground Supervision Clothing & Uniform 20School Meals 21Transport Medical & Health Care 23Information in Emergency 24School Running Costs The Parent Council 24 Transfer from Primary to Secondary School

25 Data Protection Act 1984 Freedom of Information Act 25 Annual Census Data (See page 39 for more info) Parent Teacher Association 26 Useful Contacts & Addresses

27 Appendices – 1. School Running Costs 28

2. Attendance Data 293. School Discipline

304. School Rules

315. Eco Code 326.Policy on Bullying 337.Annual Census Data

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It is West Dunbartonshire Council’s firm belief that a good education is the passport to increased opportunities and a better life.

To achieve this we aim to : -

Promote partnership and positive relationships

Provide appropriate courses and services

Ensure effective learning and teaching

Raise educational standards

Support learners

Manage finances and resources efficiently

Monitor, evaluate and review our services

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 in December each year for their use as appropriate.

CLYDEMUIR PRIMARY SCHOOLWELCOME FROM THE HEADTEACHER

Dear Parent / Carer

A warm welcome to Clydemuir Primary School.Throughout your child’s stay with us, it is our wish that your child is happy and successful. At Clydemuir we will seek to foster in our children a positive attitude to work, progress, 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 hope to work in partnership with you in the important task of developing your child to his/her fullest potential, preparing him/her for the challenges and opportunities they will face in the future.This is an exciting time in education. The Curriculum Review Group says ‘One of the prime purposes of education is to make our young people aware of the values on which Scottish society is based and so help them to establish their own stances on matters of social justice and personal and collective responsibility. Young people therefore need to learn about and develop these values. The curriculum is an important means through which this personal development should be encouraged.’ A Curriculum for Excellence aims to focus classroom practice upon the child and around the four capacities of education:

successful learners – to learnPage 3


confident individuals – to be responsible citizens – to live with others effective contributors – to do

Clydemuir Primary aspires to be an ambitious, excellent school. In April 2010 the school was awarded its Third Green Flag as an Eco-school - the first in all of West Dunbartonshire. The school has already gained the highest level of Accreditation as a Health Promoting School. All of the staff in Clydemuir expect high standards and work very hard to develop individual talents and to provide opportunities for every child to achieve success. By working in partnership we can equip your child with the skills, sense of responsibility and values required to become active and valuable members of the adult community.

Please be assured that no worry concerning your child is too small or unimportant to share with us; please contact us at anytime. We hope that you will enjoy getting to know us better and look forward to having you and your family join us at Clydemuir.

Yours sincerely

Geraldine CurrieHead Teacher

OUR SCHOOL AIMSAt Clydemuir Primary we strive to enable our pupils to become successful learners, confident individuals, responsible citizens and effective contributors who always give of their best, take pride in their school and contribute to the wider community in a useful and caring way and also foster a genuine partnership with parents.

IN CLYDEMUIR PRIMARY WE AIM TO: provide a broad and balanced effective curriculum to ensure that learning and teaching

within the school meets the requirements of a Curriculum for Excellence and meets the needs of our pupils

ensure that everyone within school is given every opportunity to give of their best in order to raise their attainment and the attainment of the whole school

promote positive attitudes towards learning and teaching, encouraging pupils and staff to embrace life-long learning

ensure that the needs social, emotional and educational of all our pupils and staff are met within a safe, caring and health-promoting environment

foster a climate in which everyone feels valued and to promote an ethos of positive achievement

provide a suitable range of resources, both human and material, in a safe, pleasant and eco-friendly environment

promote whole school improvement through a consultative and collegiate approach

This will be achieved through a curriculum designed and planned to foster and develop:-

Personal and interpersonal skills

The ability to work with others

Literacy, communication and language skills

Problem solving skills

Learning and thinking skillsPage 4


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SCHOOL INFORMATIONSchool address and telephone number is:Clydemuir Primary SchoolOttawa CrescentDalmuirClydebankG81 4LB

TEL: 0141 952 1937FAX: 0141 952 7372Email: [email protected] Roll 261Maximum working capacity 374 Parents should note that the working capacity of the school may vary dependent upon the number of pupils at each stage and the way in which the classes are organised.

Clydemuir Primary’s associated High School is Clydebank HighSTAGES The 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 is co-educational and non-denominational (girls and boys)Children of all religious denominations are welcome.The roll at each stage is currently: P1 40 P5 43

P2 47 P6 39P3 31 P7 25P4 34 (December 2011)

SCHOOL BUILDINGThe school was opened in 1976 and is a semi-open plan building with attractive, spacious grounds, which include a red blaes football pitches which adapts to a running track.

SCHOOL SECURITY AND SAFETYCommunication between parents and school is vital and we always seek to encourage this and to make parents feel welcome, however, West Dunbartonshire Council has clear guidelines on welfare and security and the use of Secure Entry Systems and general aspects of school security. Within these guidelines we recently carried out a review which has made it clear that the following has to be adhered to: Where possible parental appointments should be made in advance by contacting

the school office either by telephone (0141 952 1937) or letter to the Head Teacher (Miss Geraldine Currie)

If an issue is urgent and requires immediate attention, to avoid disrupting your child’s class lessons please call at the school office.

This is standard procedure throughout all schools and is in the best interest of pupils, parents and staff. Your support and cooperation in this important matter is much appreciated.COMMENTS & COMPLAINTSIf you have a comment or complaint please approach the head teacher, Geraldine Currie, in the first instance. If the head teacher does not resolve the issue to your satisfaction, you should contact West Dunbartonshire Council who will fully investigate the issue.

COMMUNITY FACILITIESGroups or organisations wishing to use the school should contact School Letting Section, Department of Education & Cultural Services, West Dunbartonshire Council, Garshake Road, Dumbarton Tel 01389 737329THE PARENT FORUM AND THE PARENT PARTNERSHIP

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Our Parent Partnership 2012/2013Parent Members:Scott Dalziel (Chairperson) c/o Clydemuir Primary SchoolSimon Darroch c/o Clydemuir Primary SchoolRichard MacPherson c/o Clydemuir Primary SchoolMartin Bowie c/o Clydemuir Primary SchoolTracy Greenhorn c/o Clydemuir Primary SchoolCo-opted Members: Janice Dinning c/o Clydemuir Primary SchoolRev Fiona Maxwell c/o Dalmuir Barclay ChurchTeacher Member: Caroline GibsonClerk to the Partnership: Morag Watson, Clydemuir Primary SchoolProfessional Adviser: Geraldine Currie, Head Teacher, Clydemuir Primary School

mailto:[email protected]


For legal responsibilities regarding Parent Councils see Appendix 1

WHO’S WHO IN OUR SCHOOLTeaching StaffHead Teacher Geraldine Currie Acting Depute Head Teacher Caroline GibsonClass Teachers Elaine Wilson Mary Mohr

Janice Wardrop Louise McBethElizabeth Braid Mary GrahamChristine Newlands Helen MacfadyenNina Dixon Laura KaneJasmin Tulloch Kirsty ClarkeElaine MacDonald

Newly Qualified Teachers Lyndsay EcclesClerical Staff Morag Watson (full time) Cathy Pollock (full time)

Allison Young (part time)Learning Assistants Linda Connolly Tricia Diggines

Margaret Ferguson Dianne GallagherSandra Henderson Fiona HollowayPat Milne

Janitor Danny Madden Catering Supervisor Bernie Donnelly Cleaning Supervisor Beth StensonSchool Chaplain Rev Fiona Maxwell

STAFFING ALLOCATION - SESSION 2011/2012 F.T.E.15.37Our school currently has twelve classes.Additional staffing is used in the main to facilitate Management Time for the Principal Teacher, to provide cover for non class Contact time and to support learning

CLASSIFICATIONThere are times when the distribution of children over the various stages of the school necessitates the formation of composite classes. This is where children from two stages of the school compose one class. Primary teachers are trained to teach children in differentiated ability groups. Consequently, composite classes, organised in teaching and learning groups, operate in the same way as single stage classes and allow children to study at their own stage level. A composite class will never exceed 25 in number. Single stage classes may contain 25 children in Primary 1, 30 children in Primary 2, or 33 children in Primary 3-7.

SCHOOL HOURSOpens 9.00am *Breakfast Club starts at 8.30amInterval 10.30am- 10.45amLunchtime 12.15pm- 1.00pmClose 3.00pm

Primary 1 attend the morning session only until shortly before the September Weekend.Page 7


SCHOOL HOLIDAYS 2011/20121ST TERM Teachers Return for Duty Wednesday 15 August 2012

Thursday 16 August 2012 Pupils Return Friday 17 August 2012

September Weekend School closed) Friday 21 September2012“ “ ) Monday 24 September 2012

Re-open Tuesday 25 September 2012

(In-service children do not attend ) Friday 12 October 2012 October holiday (Monday 15th to Friday 19th)

Re-open Monday 22 October 2012

CHRISTMAS Close for holidays Friday 21 December 2012

20132nd TERM Re-open Monday 7 January 2013

MID TERM (In-service children do not attend ) Thursday 7 February 2013Mid-term Holiday (School Closed) Friday 8 February 2013

Holiday Monday 11 February 2013Re-open Tuesday 12 February 2013

SPRING BREAK Close for holidays Friday 30 March 2013Re-open Monday 15 April 2013

3RD TERM MAY DAY (Closed) Monday 6 May 2013Re-open Tuesday 7 May 2013

(In- service children do not attend) Thursday 23 May 2013Local Holiday (School Closed) Friday 24 May 2013 “ “ Monday 27 May 2013Re-open Tuesday 28 May

2013

Close for Summer Friday 28 June 2013

RE-OPEN Teachers Return for Duty (Provisional) Thursday 15 August2013

Pupils return (Provisional) Monday 19 August 2013

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ENROLMENTWe would be delighted to welcome visits from parents/guardians offered or seeking places for their childrenJust Telephone 0141 952 1937The registration for pupils for Primary 1 in August takes place during the second week of January each year. Dates are usually intimated in the newspapers. The school will also display enrolment information in the local library, nurseries, shops, etc. If you wish your child to attend another school then you must first register your child in the local school and complete a placing request for the school of your choice. Children enrolling to start school in August will be given an opportunity to meet their teacher and visit their class during the summer term.

THE CURRICULUMCurriculum for Excellence enables professionals to teach subjects creatively, to work togetheracross the school and with other schools, to share best practice and explore learning together. Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this andplans are already in place for parents across the country to have access to Glow.Curriculum for Excellence balances the importance of knowledge and skills.

There will be new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy from 2012/13 and new National 4 and 5 qualifications from 2013/2014. (www.educationscotland.gov.uk)

There is personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that is needed.

West Dunbartonshire Council’s priority for Curriculum for Excellence is to ensure effective teaching and learning. It is working closely with all its establishments to review school structures to meet the requirements of the new teaching and learning approaches.

Our current priorities for development this session have been identified as: Mathematics and Numeracy English Language and Literacy Parental Involvement

Priorities for session 2012-13 will be determined by a whole school audit.

It is our aim to ensure that the programmes of study we offer effectively raise levels of attainment and enable each pupil to fulfil their potential.The eight main curricular areas are :

Expressive Arts Languages and Literacy Health & Wellbeing Mathematics and numeracy Science Social Studies Technologies Religious and Moral Education

LANGUAGES and LITERACY Teaching in language and literacy will be planned using the following three organisers: Listening and Talking Reading Writing

Talking skills are formally developed to enable children to be effective communicators for all life situations. Children will be encouraged to express their own ideas, opinions and feelings confidently and articulately. Listening is the key to all learning. The various skills required to be effective listeners will be developed throughout the seven-year course.

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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 spoken word. The teaching of phonics will feature strongly. Thereafter more sophisticated reading skills will be developed e.g. research and reference skills, in-depth understanding of complex passages etc. Reading for enjoyment will be stressed at all stages. The main reading resources are:

Storyworld Ginn 360 Group Novels

Writing skills for all purposes in life will be developed alongside the important technical skills of spelling, handwriting and grammar.

A variety of resources will be used to assist learning across the levels of study, and

MATHEMATICS and NUMERACYOur mathematics and numeracy programme covers the experiences and outcomes in the following eight organisers.

Estimation and rounding Number and number processes Fractions, decimal fractions and

percentages Money Time Measurement Data and analysis Ideas of chance and uncertainty

A variety of resources are available within the school to support the delivery of all of these areas of numeracy. These include Heinemann Active Maths, New Scottish Heinemann and T-Jay Maths

SOCIAL STUDIES Social Studies is structured under the following three organisers:

People, Past Events and Societies People, Place and Environment People in Society, Economy and Business

Our social studies programme lends itself to opportunities for inter disciplinary working by making connections across and between subject areas.

EXPRESSIVE ARTSExpressive arts plays a vital role in enabling our children to enhance their creative talent and develop their artistic skills. Our Expressive Arts programme is organisedinto the following four areas:

Art & Design Dance Drama Music

Art and DramaWhile much of Art & Design and Drama are developed in the context of topic work there will also be a focus on skills development.DanceThrough our structured PE programme children are given the opportunity to create and present skills and techniques of dance.Music Children also have many opportunities to enjoy musical activities where they will develop singing, music making using percussion and experience music appreciation. We have developed an enjoyable music programme using the “Sound of Music “ resource programme. There is the

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opportunity for children to learn to play woodwind from a music specialists who visits the school each week.

Throughout the school year we organise a range of activities which encourage pupils to participate in music, art, craft, sport and drama.

Religious and Moral EducationThis area of the curriculum deals with the development of the pupil in relation to self-awareness, relationships with others, the range of beliefs, values and practices that go to make a religious outlook on life.

Christianity will remain the core of study, focusing on education and observance, rather than instruction. Our school chaplain, Rev Fiona Maxwell participates in our school assemblies regularly.

HEALTH AND WELLBEINGLearning in Health and Wellbeing ensures that children develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Health Education is taught continuously throughout the year. These lessons are supplemented by visits and visiting specialists. Clydemuir Primary is an Accredited Health Promoting School which impacts on many areas of school life.

PE Moves to HealthAll P7 pupils receive swimming lessons. A wide range of additional activities are provided by Active Schools. We ask that all pupils do not wear any jewellery during all PE activities, in accordance with West Dunbartonshire Council Health & Safety guidelines. Please note. It is West Dunbartonshire Policy that it is considered unsafe for children to participate even if earrings are taped over. As PE is an essential part of the curriculum it is advised that piercing only takes place at the start of the summer holiday so that the learning programme can continue uninterrupted. All classes receive 2 hours of PE per week.MODERN LANGUAGESAt Clydemuir Primary we are very fortunate to have two teachers who are trained to teach German in the Primary School. Pupils in Primary 6 & 7 receive a weekly lesson.By the time children begin to learn German at school they already know a great deal about the purpose and functions of language. The learning of German will build on what they already know.

Learning to communicate in a foreign language is great fun, and will raise intercultural awareness in our children. Young people in Scotland must be equipped with the skills to enable them to communicate with others, and take their place in the world of work and the world at large.

ICTInformation Communication Technology skills are developed through a progressive programme of work from P1 - P7. ICT is also used to support and enhance learning within other curricular areas. The school is fortunate to have an ICT suite where classes are taught the skills of ICT. This is supplemented by the use of i-books, PC notebooks and a good quantity of computers in each area of the school. Almost all classes have their own Smart-board to support interactive teaching and learning.

ASSESSMENTChildren are assessed continuously as they progress through the school. By continuous assessment we aim to:

- Improve the quality of teaching and learning for all pupils- Raise standards of individual pupil attainment.- Enable more effective reporting to parents and pupils

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Various methods of assessment are used on an ongoing basis. These include both formal and informal observations, pupil self-assessment, peer assessment, structured assessments of practical tests, Baseline Assessment at Primary 1 &2, Primary 3 Screening and if required Neale Analysis, Quest Screening Test or suitable identified materials. It is currently a school priority to improve our assessment procedures in line with theguidance in Building the Curriculum5.

REPORTINGParents/Carers are welcome to contact the Head Teacher to discuss their child’s progress at any time. Parents/Carers wishing to meet the class teacher to discuss progress should contact the school office.

Teachers will invite parents to discuss progress at Parents’ Meetings, first in November and then in March to discuss ” next steps”. An annual written report will be sent to parents in March. Your child’s report will tell you about your child’s progress throughout the year. It will include information and teacher comments about:

the breadth of learning your child has experienced with curricular areas the level of challenge planned for your child to ensure he/she is achieving his/her full

potential and being supported appropriately how well your child can apply learning in new and unfamiliar contexts.

Level StageEarly The pre-school years and P1, or later for some.First To the end of P4, but earlier or later for some.

Second To the end of P7, but earlier or later for some.

Third and Fourth

S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4.

The fourth level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all of the fourth level

outcomes.

Senior phase S4 to S6, and college or other means of study.

Progress within a curriculum level will be described as developing, consolidating or secure.

This report invites parents/carers to record any comments they wish to make on the year’s work and progress made. Parents/Carers are welcome to contact the Head Teacher to discuss their child’s progress. Parents wishing to meet the class teacher to discuss progress should contact the school office.

HOMEWORKWe hope that you will encourage your child to do the homework that is set for him/her. Homework gives parents/carers the opportunity to become involved in their child’s learning experiences. Homework encourages children to become independent learners and to extend learning through investigation and research. Homework is a very valuable tool used to reinforce and revise concepts and skills taught in class and teachers spend time preparing and marking completed homework so that it is effective. Work not completed satisfactorily in class will be sent home.All classes are supplied with homework diaries which should indicate homework tasks. The amount and type of homework will vary according to the needs of the individual child.

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SPIRITUAL, SOCIAL, MORAL & CULTURAL VALUES Class assemblies have taken place across all stages regularly with emphasis placed on the children’s topics studied in class. Parents are invited and welcome to attend their own child’s class assembly, in order that parents and children can share the experience and enjoy it!Study is also made of world religions and cultures with a focus on Judaism and Islam, and a variety of personal search and conversation materials .Children will be encouraged to appreciate the common values of honesty, liberty, justice, fairness and respect for and tolerance of others, regardless of creed, colour or religion and the environment.Any parent wishing to exclude their child from participation in religious education may do so by informing the Head Teacher in writing. Such pupils will be set alternative tasks by the teacher.Parents from ethnic minority religious communities 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 granted on not more than three occasions (days) in any one school session and the pupil noted as an authorised absence in the register.

EQUAL OPPORTUNITIES AND SOCIAL JUSTICEClydemuir Primary endorses the policies of West Dunbartonshire Council including the Social Strategy policy and Equal Opportunities policy, which seek to combat deprivation in social, economic and educational terms and the Race Equality Policy which seeks to eliminate racial discrimination and promotes good race relations. In all areas of school life children of both sexes from all socio-economic and cultural backgrounds are treated with respect and given the same learning experiences and opportunities for choice. There is positive enrichment for children trying to cope with additional challenges whether educational, emotional or social.

The whole school team work closely to ensure the successful implementation of these policies. If there are any issues they should be raised with a member of the management team.

ADDITIONAL SUPPORT NEEDS In West Dunbartonshire a process called staged intervention is used to identify and support children and young people (hereafter referred to as children) who have additional support needs. Staged intervention is based on:

strong partnership working within education, with partner agencies and with parents; early identification of additional support needs by assessing needs carefully and well; targeting of resources for maximum effectiveness through careful planning and joint working,

and regular reviews and assessment of achievements and progress.

In West Dunbartonshire we have four stages of staged intervention. Children may move between the stages as appropriate. Parents can ask at anytime if their child has additional support needs and can be expected to be involved at all stages of the staged intervention process.Further information can be obtained on all aspects of additional support needs from West Dunbartonshire’s Council website at:http://www.wdcweb.info/education-and-learning/additional-support-needs/

Clydemuir Primary endorses the policy of West Dunbartonshire Council. Additional support is a staged intervention process. Mrs. Caroline Gibson, Acting Depute Head Teacher is our Additional Support Needs Co-ordinator.

1. Early Intervention Strategies are designed to identify children with either particular ability or difficulty in learning at the very earliest stage of the school. Such strategies are designed to help our children to be successful learners.

2. Pupils at all stages who require help to achieve their full potential are give differentiated materials. Children may be supported in a group or individually depending on what is best for the child concerned. Individual Education Programmes are used when appropriate. A variety of specialist services are accessed when required – split placements, outreach staff, etc. A Co-ordinated Support Plan will be provided if deemed necessary.

3. If difficulties persist the Network Learning Support teacher will advise and support the child and teacher. Children who are failing to progress after receiving such support may in

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consultation with parents be referred to our Educational Psychologist, Mr Bill Allison. He will offer further assistance as appropriate.

4. Other support agencies may be asked for help in devising a programme to provide appropriate learning experiences for children.

ACCESSIBILITY STRATEGYClydemuir School has a duty to ensure that all our pupils have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of pupils with physical or sensory impairments.We also need to ensure that parents/carers who have a disability have equal access to information about their children. The visitor’s entrance to Clydemuir Primary has a ramp for wheelchair access. All classrooms and the school office are situated on the ground floor although there are internal stairs. The school staff will be happy to make any reasonable adjustments required to ensure equal access for any parent/guardian. Teaching and support staff are regularly involved in staff development to keep up-to-date with new legislation and documentation to support inclusion.

PUPIL SUPPORT STRUCTUREThe school provides a positive and safe environment, which actively promotes child welfare, and takes positive steps to help children and young people protect themselves. We also ensure that we have appropriate programmes of health and personal safety as part of the overall curriculum provision. We ensure that young people are respected and listened to, and that they are taught to keep themselves safe.All staff in school are required to be aware of child protection issues and are provided with regular information on Child Protection and Procedures. The school maintains close working relationships with all other relevant agencies to ensure appropriate information is shared and that professionals from various agencies work collaboratively for the well-being of the children and young people. All staff have a responsibility to report concerns regarding the welfare or safety of a child ot young person to the head teacher. If the head teacher, or person deputising for the head teacher, is of the view that there may be grounds for concern, they will immediately contact the duty senior social worker and advise them of the circumstances.

ANTI-BULLYING POLICYThe school appreciates and share the concerns of parents regarding preventing bullying. Pupils, staff and parents work together to implement our Anti-Bullying policy that ensures that Clydemuir Primary strives to be a bully free zone. See Appendix 4

HOME AND SCHOOL LINKS Information about what is happening in school is communicated via our monthly Clydemuir newsletters, which are sent home with pupils. Additional letters are sent home when necessary in order to keep parents informed about school events or any educational outings.

Parents/guardians have scheduled contacts with teachers for a formal discussion on pupil progress. These interviews are confidential and organised by an appointment system. The first of these is usually in November, with a second opportunity in March/April Annual Pupil Progress Reports are issued in March.

Throughout the session we seek to develop parental links by providing opportunities for parents to become more familiar with the life of the school. We have Parent Curricular Workshops in Primary 1 when parents/guardians are given guidance on how best to support their child. This is an opportunity to have any concerns addressed. We also have an annual Information/Curricular Evening to update parents on school initiatives.

We are delighted that so many parents/guardians wish to accompany our classes on outings and thank them for their commitment to our school.

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Curriculum News is completed by the class teacher in September. It details all aspects of class work and topics to be covered in all of the curricular areas, again ensuring that parents/guardians are kept well informed about their child’s education.

We actively encourage parents to be involved in their child’s education and recognise that it is crucial for the home and school to work together. However parents asked not to disturb the teachers during class time but to arrange an appointment.

There is a thriving Parent Council and Parent Teacher Association.

SCHOOL AND COMMUNITY LINKSPupils are made aware of the important contribution they can make to the community and also of the amenities provided for them. Pupils are encouraged to make use of the local library, play schemes, etc. and are visited periodically in school by police, health visitors, conservationists, etc. to promote interest and pride in their surroundings.Various charitable activities are undertaken by pupils throughout the year with an emphasis on those which are local and/or support children.

The school is also involved in various community events and wishes to serve its community as and when appropriate. Our Harvest Festival focused our thoughts on the people in the community who are less fortunate than ourselves and food is collected for the Glasgow City Mission. At Christmas time we share our skills and talents with our Senior Citizens- an invitation to tea and pantomime and seasonal gifts delivered to many homes. Similarly at Easter daffodils are delivered.

ATTENDANCE AT SCHOOLSection 30 of the 1980 Education Act lays a duty on every parent/guardian of a child of “school age“to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon.

Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, etc. Regulation 1993 requires each child’s absence from school to be recorded in the school register as authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by the parent/guardian (truancy) or excluded from school.

Parents/Carers are asked to inform the school by telephone if their child is absent and to indicate when they are likely to return to school. Parents should give the child a note on his her return,

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confirming the reason for absence. Every effort should be made to avoid family holidays during term time as this both disrupts the child’s education and reduces learning time.

The Policy for Parents Document “Achievement through Attendance” available to all parents from their child’s school, outlines the importance of good attendance. The Scottish Government has now issued guidance to all local authorities indicating that family holidays taken during term time should be categorised as unauthorised absence (Circular No. 5/03). Only in very exceptional circumstances will it be possible for the Head Teacher, with the approval of the local authority, to authorise a family holiday during term time.

Regular attendance at school and good timekeeping are vital if a child is to make progress at school. A daily check on attendance is made each morning with follow up telephone calls if the school is not aware of the reason for absence. If the school does not receive a telphone call and are unable to reach the parent/carer, a member of the Pupil and Family Support Team will be asked to visit the home for an explanation of the absence. The Head Teacher will monitor attendance rates of all pupils. Where attendance is unsatisfactory parents will be invited to discuss any difficulties with the school. The Authority has the power to write to, interview or prosecute parents or refer pupils to the Reporter of the Children’s Hearings, if necessary. Please refer to the attached diagram ‘Steps of Attendance Intervention’ (Appendix 2a) Regular latecoming will be noted on the class register and drawn to the parent’s attention. However please send your child to school late rather than keeping him/her off.Children will only be allowed out of school during school hours if a written request is received from parents. Parents must collect their child as no child will be allowed to leave the school alone. West Dunbartonshire Council now have an authorised absence pass which all children who are leaving school to attend dentist, doctor, etc must obtain from the school office.

PRIMARY SCHOOL ATTENDANCE AND ABSENCE SCHOOL YEAR 2010/2011 – SEE APPENDIX 2Absence rates are calculated as a percentage of the total number of possible attendances for all the pupils of the school in the stage shown, each morning and afternoon of each school day being a separate possible attendance.

Where figures or percentages based on a number of pupils under any particular heading is between 1 and 4 no information is given *** is inserted in place of figures.

Adults attending day school classes are excluded.

The Authority’s and Scotland’s figures include all Education Authority and grant-aided primary schools, but exclude all special schools. Please note the figures for Clydemuir Primary reflect the large number of children whose parents take them on holiday during the school term.POLICY ON TAKING PHOTOGRAPHS ON COUNCIL PREMISESWest Dunbartonshire has a policy dealing with photographs taken by individuals on premises occupied or managed by the Council:Parents or guardians will be asked to give written permission on an annual basis (included in Form EV5) for their child to be photographed or videoed, for specified purposes related to the life and work of the school and education service. photographs should not be taken of school pupils on occasions and in locations where there is a

reasonable expectation of privacy: normally for example, young people would not expect to be photographed in the classroom, playground or at the swimming pool, except by arrangement;

Sporting events, mass participation events, stage appearances and other similar occasions will be considered to be public events and photography will be permitted;

Where there is a reasonable expectation of privacy, permission to take photographs should not be assumed, in the case of young people under 16 years of age, without the written consent of the parent or guardian; in the case of young people over the age of 16 this would refer to the young people themselves;

Parents and young persons over 16 years of age should understand that sporting, events, mass participation events, stage appearances and the like, where there is an audience, are public events and it is likely that photographs will be taken;

The policy applies to all photographs and digital images, however taken, including images taken by any camera, camera mobile telephone, video camera or similar equipment.

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A full copy of the policy is available for inspection at Council Premises.

EXTRA-CURRICULAR ACTIVITIESThese offer various opportunities for personal and social development by encouraging pupils to explore anddevelop individual talents and interests and to learn to co-operate and compete in team games. Our activities include football and netball matches, social evenings and parties, organised by the PTA, concerts, contests, sports activities and authority events. Two highlights of our School Calendar are our annual pantomime and Oscar ceremony.

Primary 7 pupils are participating in a residential excursion to Ardlui during the summer term 2012. For many children this will be their first experience of being away from home.

PROMOTING POSITIVE BEHAVIOURThe relationship between teacher and pupil is similar to that between child and his/her own parents/guardians, requiring mutual respect and consideration on both sides.

The aim of school discipline is to promote positive behaviours of self-control, courtesy, care, mutual respect and consideration, in order to help create the most successful learning environment. A copy of the school policy is given in the appendices.

Achieving this aim critically depends on the support of parents/guardians.

There will be times when teachers will have to remind pupils of the boundaries of acceptable behaviour.

If children are persistently in trouble, the Head Teacher will ask the parents/guardians to support the school in trying to remedy the situation.

Where persistent misconduct and indiscipline continues, pupils may require to be excluded from school.PLAYGROUND SUPERVISIONAn adult presence is provided in playgrounds at breaktimes in terms of the Schools’(Safety and Supervision of Pupils) (Scotland) Regulations, 1990.There is an adult presence in each area of the playground from 8.50a.m. each morning.

CLOTHING & UNIFORMPupils attending schools within West Dunbartonshire are strongly encouraged to wear a school uniform. Our contact with parents in recent years has also made us aware that the vast majority are in favour of uniform. The wearing of school uniform helps promote the identity of the school in the local community and helps create an ethos of sharing and pride in the school.

Most people tend to form opinions about a school by the appearance and behaviour of the pupils.

West Dunbartonshire Council supports the wearing of the uniform in all of its schools because it: improves school security by making it easier to identify intruders: builds a sense of identity and belonging to the school; gives pupils an equality of appearance thereby discouraging competition; is cheaper to buy than other clothing which pupils may wish to wear; encourages school discipline and a work ethic amongst pupils.

The forms of dress which are unacceptable in school are items of clothing which: potentially encourage fraction (such as football colours); could cause offence (such as anti-religious symbolism or political slogans); could cause health & safety difficulties, such as loose fitting clothing, sportswear made of

flammable material, and body piercings/jewellery for PE and sport.; could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; could be used to inflict damage on other pupils or be used by others to do so.

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Are valuable or expensive items of clothing or jewellery which presents a security issue for the school

Parents of children receiving Income Support, Job Seekers allowance (Income-Based), Housing Benefit or Council Tax rebate will normally be entitled to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made by parents/guardians in different circumstances are at the discretion of the Director of Education & Cultural Services. Application forms may be obtained from schools and from the benefits section on the 1st floor of the council offices at Garshake Road, Dumbarton. Their contact number is 01389 738282.

West Dunbartonshire Council is concerned at the level of claims being received regarding the loss of pupils’ clothing and/or personal belongings. Parents/Guardians are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents/Guardians 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.

The colour scheme and certain items of dress that comprise an individual school’s uniform should be determined through a consultation process which is appropriate to each school. This consultation process should involve pupils, parents and staff. A range of options for this uniform should be considered including, for example, different items of clothing for summer.

PE KITTo ensure that pupils benefit fully from gym lessons they should have shorts, t-shirt and a pair of black slip on sandshoes for PE. Gym bags should be left in school between lessons and taken home regularly when garments are required to be washed.

Jewellery should not be worn on gym days for health and safety reasons. The school cannot be held responsible for jewellery that goes missing or is lost on gym days.

Under no circumstances will pupils be deprived of any educational benefit as a result of not wearing clothing conforming to the school’s dress code policy.

Shoes for ChangingIt is greatly appreciated that parents have been willing to supply shoes for indoor wear. This is not only helpful in cutting down wear and tear but prevents children sitting in school with wet fee in inclement weatherPLEASE remind your child to wear their indoor shoes in school at all times.PLEASE PUT NAMES ON EVERY ARTICLE OF CLOTHING INCLUDING OUTDOOR AND INDOOR SHOES.

SCHOOL MEALSSchool Meals are run by Catering Direct. Menus vary on a four weekly rolling basis. Healthy eating is a priority at lunchtime.

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Clydemuir Primary uniform consists of: burgundy blazer/fleece with school crest pale blue, grey, burgundy tie and badge pale blue polo shirt with school crest burgundy sweatshirt/cardigan with school crest grey trousers grey skirt

Ties, polo shirts, sweatshirts, cardigans and fleeces are available to order from the school


Meals are served from 12.15 - 1.00 pm. Children wishing to buy a meal need to bring money with them every day. The cost is currently £1.75 (Dec 2011). This should be brought to school in a clearly labelled envelope.Special diets are available (on medical advice).

Arrangements are made for children to bring packed lunches which can be eaten in the dining and gym hall or outside at picnic benches in good weather.

Children may bring a packed lunch, which will be eaten in the lunchroom or outside in good weather. In accordance with Health and Safety regulations hot food cannot be brought into the school grounds or building, only drinks in plastic containers should be brought to school. Free milk is available to all children in the dining hall during the lunch period.Free Milk is also available for all pupils each afternoon.If a pupil requires a special diet then the parent should inform the Head Teacher who will advise on procedures.

Children of parents/guardians receiving Income Support, Job Seekers Allowance (Income Based) or Child Tax Credit only with an income of £13,480 or less are entitled to a free midday meal. Application forms may be obtained from schools and from the benefits section on the 1st floor of the council offices at Garshake Road, Dumbarton. Their contact number is 01389 738282.

Only those children whose parents receive income support will be entitiled to free milk with their lunch. Children going home for lunch should return to school, during inclement weather, just before 1.00p.m.

HEALTHY EATINGClydemuir Primary is a Health Promoting School and our aim is to equip pupils to make healthy choices in life. Healthy Eating initiatives such as Fruit in Schools gives children in school free fresh fruit up to three times per week. The Hungry for Success initiative ensures healthy choices are available as part of the lunch service. In addition we have a Healthy Tuck Shop each morning.

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TRANSPORTi. General

West Dunbartonshire Council has a policy of providing free transport to all primary pupils who live more than one mile from their zoned school by the recognised shortest safe 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/Guardians who consider they are eligible should obtain an application form from the school or Education Services. These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made.

Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for pupils to travel in transport provided by the Authority, where spare spaces are available and no additional costs are incurred.

The authority has an Exceptional Circumstances policy relating to e.g. 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.

ii. Pick-up PointsWhere free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance is the total including the distance from home to the pick-up point and from the drop-off point to the school in any one direction which will not exceed the authority’s limits (see above paragraph) It is the parent’s/guardian’s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent’s responsibility to ensure that the child 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.

iii. Placing RequestsThe education authority does not provide transport for those pupils in receipt of a placing request other than in individual exceptional circumstances and where appropriate legislation applies.

In the case of early entry requests if the child is offered a place in his/her catchment area school, transport will be provided in accordance with council policy stated above

MEDICAL & HEALTH CARESome Primary 1 children may be given a routine medical examination during their first session. Parents will be informed by the school nurse of the date and time of this examination and should attend with their child. The nurse is in school from time to time and undertakes health checks on some classes during the year. She may also be consulted for advice about individual children by the promoted staff. The school dentist also does routine examinations for children in selected classes. No treatment is carried out in school. An audiometrician visits annually to check hearing.

Please ensure that the school is aware of any particular medical requirements your child may have. No medication, other than asthma inhalers, will be administered by the school staff and no medication will be stored in school, other tyhan inhalers and for life threatening conditions e.g. epipen. Pupils should never keep medication (including inhalers) in class. If your child requires medication during the school day then you are welcome to come to the school to administer it.

It is also essential that both the school and your child should know to which address your child has to be taken if he/she requires to be taken home from school. Children will NOT be sent home accompanied by other children. It will be necessary for an adult to call at the school to accompany a child who becomes ill in school. A form will be sent to you each year on which you are asked to supply an address to which your child knows he/she should go in an emergency if no one is at home. Advance notice will be given of early closures.

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The school does not have an allocated nurse or medical expert. School staff assess minor accidents and may administer an ice pack or plaster but if further medical care is needed they will contact parents to come to the school. If an accident is more serious the child will be taken immediately to Clydebank Health Centre and the parent contacted.

Information in EmergenciesWe make every effort to maintain a full educational service, but on occasions circumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary interruption of transport, power failure 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 in touch by using letters, notices in local shops and community centres, announcements in local churches and announcements in the press and on local radio. It is normal practice within West Dunbartonshire to operate a help line when emergencies arise. Details will be made available when an occasion arises.

SCHOOL RUNNING COSTSSee Appendix 1

THE PARENT COUNCILThe Scottish Schools (parental involvement) Act 2006 requires that

Every parent is automatically a member of the Parent Forum for his/her child’s school, may be represented by a Parent Council.

The members of the Parent Forum decide the structure, membership, aims, objectives and constitution of the Parent Council they wish to form.

Other members of the Parent Council may be co-opted. Parent Councils are to be involved in the appointment of a Head and Depute Head Teacher. Parent Councils, the Local Authority and Schools should play an active role in supporting

parental involvement in school. Parent Councils have the right to represent the views of parents. Parent Councils are accountable to the members of the Parent Forum and should establish

arrangements for reporting to the Parent Forum. The needs of and arrangements for all children and young people involving parents, carers and

those who look after children are met. The school improvement plan takes account of the Local Authority’s strategy and includes

objectives relating to parental involvement. A complaints procedure which covers how the Local Authority carries out its functions under the

Act should be established. Local Authorities must provide reasonable funding to enable the Parent Council to carry out its

functions. A combined Parent Council may be established to cover two or more schools.

Clydemuir Primary now has a Parent Forum and Council up and running which is known as Clydemuir Parent Partnership.

The Parent Forum, Parent PartnershipOur Parent Partnership 2011/2012Parent Members:Scott Dalziel (Chairperson) c/o Clydemuir Primary SchoolSimon Darroch c/o Clydemuir Primary SchoolRichard MacPherson c/o Clydemuir Primary SchoolMartin Bowie c/o Clydemuir Primary SchoolTracy Greenhorn c/o Clydemuir Primary School

VacancyCo-opted Members: Janice Dinning c/o Clydemuir Primary School

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Rev Fiona Maxwell c/o Dalmuir Barclay ChurchTeacher Member: Caroline GibsonClerk to the Partnership: Morag Watson, Clydemuir Primary School

TRANSFER FROM PRIMARY SCHOOL TO SECONDARY SCHOOLPupils are normally transferred between the ages of 11½ and 12½, so that they will have the opportunity to complete at least 4 years of Secondary Education. Parents 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. Pupils will normally transfer to: CLYDEBANK HIGH SCHOOL

Shelley DriveClydebank G81 3EJ

Telephone: 0141 952 0001

DATA PROTECTION ACT 1998Information on pupils, parents and guardians is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. This 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.

THE 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 reason 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.

ANNUAL CENSUS DATA (See Appendix 5)

PARENT TEACHER ASSOCIATIONThere is a thriving PTA which organises a wide range of events for pupils and families. It meets on the 1st Monday of the month. The current secretary is Mrs. Sharon Colvan.

CLYDEMUIR PUPIL COUNCIL & ECO COUNCILAll of our P2-P7 pupils elect two class representativs by secret ballot at the beginning of each new session. These pupils meet regularly with the Senior staff to discuss issues affecting the school. We find that the Pupil Council is an excellent way of involving pupils in the continuing process of improving our school. Children are encouraged to approach their class representative about any issues that they wish to be considered by the council.

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USEFUL CONTACTS AND ADDRESSES

DIRECTOR of EDUCATIONAL SERVICESWest Dunbartonshire Council Area OfficeCouncil Offices Rosebery PlaceGarshake Road ClydebankDumbarton G81G82 3PU 01389 73877001389 737301

Dalmuir Community CentreDuntocher RoadDalmuir0141 562 2395

Rev F. Maxwell16 Parkhall RoadClydebank. G81

West Dunbartonshire CouncillorsDenis Agnew(Provost) Jim Brown Patrick McGlincheyWillie McLaughlin Gail Casey William HendrieJim McElhill Marie McNair Jim FinnDouglas McAllister

Although this information is correct at 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.

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APPENDIX 1

School Running Costs The undernoted information must be included in the school handbook and updated annually.

Budget for financial year*2011/2012

Total Budget Expenditure

at April *2011

School Roll atSeptember *2010

Cost per Pupil

School £ 1,024,254 272 £3,766 Regional £ 27,611,473 6,575 £4,199 (Average )National £1,490,002,771 364,284 £4,090 (Average )

Notes

1. National average relates to Scotland. Regional and National averages calculated over all education authority and grant aided primary and secondary schools but excluding special schools.

2. Financial Year = 1 April to 31 March.

3. *To be updated each year


APPENDIX 2Primary School Attendance and Absence School Year 20010/2011

StageTotal number

possible attendances (morning and afternoon)

Authorised absence% Unauthorised absence %

School School Region Scotland School Region Scotland

P1 15,881 5.7% 5.1% 4.2% 0.4% 0.9% 1.2% P2 10,782 4.5% 4.8% 4.1% 0.5% 0.8% 1.2% P3 13,553 5.0% 4.8% 3.9% 0.5% 0.8% 1.3%

P4 17,197 4.5 % 4.9% 3.8% 1.1% 0.9% 1.3% P5 14,655 4.8% 4.7% 3.8% 0.9% 0.9% 1.2 % P6 10,390 5.1% 4.9% 3.9% 0.6% 1.0% 1.3% P7 16,723 3.1% 4.8% 4.0 % 0.9% 0.9% 1.2%

Total P1 to P7 99,181 4.6% 4.8% 4% 0.7% 0.9% 1.2%

Minimising Overall AbsenceAbsence recorded 2009/2010

Average number of halfdays absence per pupil

Absence recorded 2010/2011Average number of half

days absence per pupilAbsence School 16.2 20.4

Education Authority 19.6 21.6National 19.4 19.8

For absence, the figure is the number of half days absence per pupil, over the session. Each session represents 380 possible half day attendances.Unauthorised absence % is caused by parental holidays outwith school term. This also effects our attainment levels.

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Clydemuir Primary School(SCHOOL DISCIPLINE – APPENDIX 3)

RationaleAt Clydemuir Primary we believe that maintaining and developing a positive ethos will allow our pupils to become successful learners, confident individuals, responsible citizens and effective contributors as outlined in A Curriculum for Excellence. This is achievable when positive behaviour strategies are in place.

AimsIn Clydemuir Primary we aim to develop a positive ethos and a celebration of success. We will achieve this by creating:

successful learners who are enthusiastic and motivated confident individuals with secure values and beliefs who demonstrate

self-respect and a sense of physical, mental and emotional wellbeing the ability to relate to others and manage themselves skills in assessing risks and making informed decisions.

responsible and respectful citizens with commitment to participate in school life and the wider community

effective and self-reliant contributors who are able to work in partnership and in teams take the initiative and lead.

ImplementationThe reinforcement of school rules and strategies for dealing with conflict and coping with difficult situations permeates the curriculum, and is formally approached through PSD activities.

The School Rules are ingrained in all aspects of school life and are reinforced by all staff throughout the school environment. See Appendix H for the School Rules.

Incentives Golden Time Stars and certificate reward scheme Encouragement from staff-praise and stickers etc

Sanctions Time out from Golden Time Warning card system Detention Punishment Exercises Think Sheet

School Rules - Appendix H

School RulesThese rules are displayed in every classroom, the assembly hall and the Open Areas. They are as follows:

Arrive on time, properly prepared for learning


Follow directions straightaway Keep hands, feet and unkind words to yourself Listen to the person who is meant to be talking Take care of equipment, materials and the environment

In School Safety RulesThese rules are displayed in every classroom, the assembly hall and the Open Areas.They are as follows:

Do walk at all times in school Walk sensibly in single file Do not open outside doors to anyone – find an adult

There are also our playground safety rules which are displayed within each classroom. These are as follows:

Stay in your own playground Put litter in the bin P1 – P7 – At first bell line up on lines at your entrance area Tell an adult if you have a problemAt the beginning of each term these rules are re-enforced at Assemblies and at Circle Time by the class teacher.

Eco Code

Let’s be eco! C’mon People!When you’re out and about be a litter scout,

Recycle your card it really isn’t hard,Use up the pages in your jotter don’t

use a quarter,Read the paper recycle it later,

When it’s too bright turn off the lightLet’s save energy don’t be the enemy

Walk to school keep the environment cool,Cartridges of ink recycle them,

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THINK!Don’t cut down trees make people pleased,

Reduce, reuse, recycle the earth is vital!

APPENDIX 4

POLICY ON BULLYING

1) INTRODUCTION Bullying affects everyone, not just bullies and victims. It also affects those other children who may witness violence and aggression and the distress of the victim. It may damage the atmosphere of a class and even the climate of a school. What is more, less aggressive pupils can be drawn into the taunting and tormenting of victims by group pressure and psychological factors.

Schools have a responsibility to create a secure and safe environment for pupils in which they can develop into confident individuals and responsible citizens. A caring, co-operative ethos may be created through social/moral education and cross-curricular themes.

Everyone concerned, pupils, parents and all school staff, must be in no doubt that bullying is completely unacceptable. It is the responsibility of all of us to help prevent bullying occurring, and to deal with it sensitively and effectively if it should arise.

2) WHAT IS BULLYING ? Bullying is something which happens in a relationship which involves some form of hurtful abuse

of power. It may be : Verbal - as in name calling or making inappropriate

personal comments Social - like not being spoken to or excluded from group

activities Material - as when possessions are stolen or damaged or

extortion takes place Mental - as when pressure to conform is applied Physical - as in physical assault

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The most commonly occurring forms of bullying in schools are verbal, social and mental with name calling the most likely activity. The seriousness of any bullying incident will depend on a number of factors including how long the bullying has been going on, how personal the bullying is, the effect on the individual child, numbers of children involved and degrees of planning and provocation. Any child may be bullied, but bullying often occurs if a child has been identified as being in some way vulnerable, different or inclined to spend a lot of time alone. Children who bully have often been bullied themselves, but bullying may occur because a child is unhappy, jealous or lacking in confidence. Through bullying children can achieve a number of “rewards” including :- the demonstration of superior power closer group identity gaining attention or material gains venting anger compensation for lack of success excitement gained from the fear of others.

3) AIMS In order to establish an effective strategy for dealing with bullying, schools require to incorporate the following principles into their policies and approaches.

to challenge traditional ideas about bullying and punishment to give clear messages that bullying in any form is not acceptable to reassure parents and children that the school is taking the matter of

bullying seriously and dealing with bullying effectively to develop a partnership with parents in dealing with bullying across the school to establish a climate of openness in the way that issues and incidents of

bullying are addressed

4) STRATEGIES FOR DEALING WITH BULLYING CLYDEMUIR PRIMARY SCHOOL ADOPTS THE FOLLOWING STRATEGIES FOR DEALING WITH BULLYING.

a) Sets the right ethos

gives clear, explicit consistent messages that bullying is unacceptable seeks agreement on what bullying is between teachers, parents and pupils and makes

this clear reviews school practice and organisation to identify any aspects which might encourage

or allow bullying ensures that the way in which members of staff use their power does not model bullying supports its bullying strategy through appropriate staff and curriculum development

b) Encourages the Reporting of Bullying

provides a mechanism for pupils and parents to report bullying encourages parents to phone in with the names of pupils suspected of bullying ensures that pupils know how important it is to report any bullying they have witnessed ensures that pupils know to whom they can speak about any aspect of bullying provides opportunities for pupils to communicate concerns about bullying e.g. circle time,

posters etc.

c) Raises Awareness

discusses bullying with P7 as part of primary/secondary liaison highlights bullying as an issue at school assemblies involves older pupils in talking to younger pupils about bullying features bullying in school newsletters/magazines displays anti-bullying posters

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d) Links the Formal and Informal Curriculum

deals with bullying issues through work in language, encouraging discussion of feelings and experiences

uses opportunities in all curricular areas to promote a positive anti-bullying ethos encourages sports which emphasise co-operation and participation rather than winning uses resources which address bullying issues - See Appendix 1

e) Supports Bullied Children

assures the victims of bullying that they are not to blame endeavours to identify vulnerable pupils acknowledge the distress of the bullied pupil provides appropriate advice and support fosters appropriate friendships particularly for isolated pupils encourages pairing or linking of bullied and more robust pupils in class and at break

times gives opportunities to older bullied children to support younger pupils who are being

bullied assigns named staff to pupils who have been persistently bullied

f) Involves the Silent Majority

gets the message across to all pupils that there is no such thing as an innocent by-stander

encourages the natural leaders amongst pupils to set a positive climate in the playground

channels the natural sympathy most children have for bullied children

g) Changes the Bullying Behaviour makes pupils who are caught bullying accountable for their behaviour develops sanctions which enable pupils to think about their misbehaviour rather than

sanctions which depend on force or ridicule helps children to communicate effectively in conflict situations runs “reward schemes” for positive behaviour uses behaviour strategies to monitor bullying as well as classroom behaviour

h) Deals with Problem Areas and Times

offers support to non-teaching staff to enhance their status and authority identifies sources of problems e.g. queues at lunchtime employs supervision at break times all around the school provides alternative activities at lunchtime e.g. supervised play provides equipment and materials and teaches pupils to play games together at break

times.

i) Communicates Policy and Strategy

makes it clear how the policy strives to link other school policies e.g. Discipline, PSD, Health, RME

ensures that pupils and their parents know what to expect if they are bullied or caught bullying

ensures that everyone in the school knows what to do if they come across bullying (Appendix 2)

ensures that new members of staff are introduced to the school’s approach to bullying refers to the school’s anti-bullying strategy in the school handbook ensures that there are designated staff with clear roles and responsibilities with respect

to the bullying strategy has clear procedures in place to follow-up bullying incidents

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j) Monitors & Evaluates

an ongoing evaluation of policy by Head Teacher and whole staff implements a systematic approach to checking and analysing the level of bullying incidents

ensures that staff, parents and pupils are involved in reviewing and evaluating the bullying policy

provides feedback to staff, pupils and parents based on the information gathered in monitoring and evaluating this policy

Children who are being bullied are often reluctant or afraid to tell an adult – as a caring school we must be vigilant, at all times, on the look out for tell-tale signs and act swiftly and appropriately, thus making Clydemuir a safe, happy environment for all our pupils.

(Appendix 1A)

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R E S O U R C E S

Bullyproofing Our School - Promoting Positive Relationships (S.R.C.)

Promoting Positive Behaviour - Video etc., - S.R.C.

Turn Your School Round - (LDA)

Time to Talk/Answers - (Collins material for PSD)

Inside the Co-operative Classroom - Infant & Junior Packs (LinksEducational Publications)

Enhancing Self Esteem - (Links)

Developing Circle Time - (Links)

Changing Our School - (Highfield Junior School)

(Appendix 2A)

GUIDELINES FOR STAFF

1. Watch for early signs of distress in pupils – deterioration of work, feigned illness, isolation, desire to remain with adults, erratic attendance. While this behaviour may be symptomatic of other problems, it may be the early signs of bullying.

2. Listen carefully and deal with all incidents appropriately.

3. Offer the victim immediate support by putting the school’s disciplinary procedures into operation

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4. Make the unacceptable nature of bullying, and the consequences of any repetition clear to the bully and his/her parents.

5. Use all the children to help shy children or newcomers feel welcome and accepted – this should act as a positive resource in countering bullying and will, hopefully, lessen the likelihood of racial/sexual harassment occurring.

6. Persistent bullying should be referred to promoted staff to investigate further :- a) To be recorded in bullying registerb) Parents to be informed if appropriate

Children who are being bullied are often reluctant or afraid to tell an adult – as a caring school we must be vigilant, at all times, on the look out for tell-tale signs and act swiftly and appropriately, thus making Clydemuir a safe, happy environment for all our pupils.

Appendix 5

Annual Census DataTransferring Education Data About Pupils

Education authorities and the Scottish Government have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme.

What pupil data will be collected and transferred?Data on each pupil is collected by local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusion from school. Pupil names and addresses are collected by their school and education authority but they are not passed to the Scottish Government.

Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by the Scottish Government.

Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.

Why do we need your data? In order to make the best decisions about how to improve our education service, the Scottish Government and education authorities need accurate, up-to-date data about our pupils. We are

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keen to help all our pupils do well in all aspects of school life and achieve better exam results. Accurate and up-to-date data allows the Scottish Government, education authorities and schools to: plan and deliver better policies for the benefit of all pupils, plan and deliver better policies for the benefit of specific groups of pupils, better understand some of the factors that influence pupil attainment and achievement, target resources better.

Your data protection rights

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website. (www.scotxed.net)

The Scottish Government works with a range of partners including Education Scotland and the Scottish Qualifications Authority. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data Sharing Panel in the Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any action in respect of an individual.Concerns

If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse at Peter Whitehouse@scotland/gsi.gov.uk or write toThe ScotXed Support Office, SEED, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this information are available, on request from the ScotXed Support Office, in other languages, audiotape, Braille and large print.

What more information?Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net.

The Annual Electronic Staff CensusIndividual level staff data is vital for use by the Scottish Government in Education workforce planning. As a consequenceof receiving this staff information, the Scottish Government will be better able to plan more accurately the number of new staff to be trained each year identify shortages in particular sectors and subjects monitor movements in and out of the profession at a national level.

The information yielded from the analyses of this data is also of great interest to local authorities and teachers’ unions. They were involved in drawing up the list of data fields to be sent to the Scottish Goverment. Following the recommendations of the Currie Report, date of birth and gender data about Educational Psychologists are now collected in order to carry out workforce planning.

Your data protection rightsThe collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998), the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives you the right to know how we will use your data. Full details of the uses of staff data can be found on the ScotXed website: www.scotxed.net

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mailto:Controller@scotland/gsi.gov.uk


The Scottish Government will not publish or release any information that allows individual members of staff to be identified, nor will data be used by the Scottish Government to take any actions in respect of individuals. The information we collect will be anonymous. We will not be collecting your name or address. No information on individual members of staff can or would be published by the Scottish Government. The individual data collected by the Scottish Government is used for aggregate statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary; there is a ‘not disclosed’ option. However, we hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.

ConcernsIf you have any concerns about the ScotXed data collections you can email Peter Whitehouse, the Senior Statistician, at [email protected]

Want more informationFurther details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net The website also contains answers to commonly asked questions about ScotXed.

A summary of this document is also available in other languages, large print and audio format on request.

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