School Handbook

Sgoil nan Loch Handbook (PDF, 220K)

School Aims

1 DEVELOPMENT OF POSITIVE ATTITUDES TO TEACHING AND LEARNING
i. Provide a well-balanced and varied curriculum geared to the specific needs of the individual child.
ii. Ensure that differentiated programmes of study provide breadth, progression and continuity in the attainment of knowledge and skills for all our pupils.
iii. Cater for individual learning needs through a range of teaching approaches and a wide variety of resources.
iv. Foster thinking and problem-solving skills.
v. Encourage responsibility in both personal learning and group activities.
vi. Reinforce expectations of high personal achievement.
vii. Provide an effective system of Planning, Assessment, Recording and Reporting to monitor and address pupil progress and attainment.
viii. Encourage understanding of the spiritual dimension, tolerance of the beliefs of others and mutual respect.

2 SCHOOL ETHOS
i. Promote cheerfulness, fairness, courtesy, equality and mutual respect and support.
ii. Create a welcoming, pleasant environment where pupils’ work is seen to be valued and shared.
iii. Encourage and appreciate positive contributions of pupils, staff, parents and others.
iv. Foster a sense of identity and of pride in the school.
v. Develop consistent, informed and consultative management.
vi. Encourage a sense of shared values and purpose.
vii. Promote responsibility for care of resources, property and the school environment.

3 ENCOURAGEMENT OF PUPILS’ PERSONAL AND SOCIAL DEVELOPMENT
i. Promote an atmosphere of diligence, responsibility, co-operation and mutual respect within and outwith the classroom.
ii. Recognise the significance of preserving self-esteem.
iii. Help pupils acknowledge their strengths and overcome their weaknesses.
iv. Further pupils’ ability to meet with daily demands and to be better prepared for more responsibilities.
v. Recognise the value of acknowledging both pupil achievement and genuine effort.
vi. Support initiative, leadership skills and individual talents.
vii. Support and encourage pupils who experience difficulties in their circumstances or relationships.
viii. Further the social skills of pupils through appropriate and varied contact with people outwith the immediate school community.
ix. Ensure that pupils feel happy, safe and secure within school and at school related activities.
x. Ensure that individual pupils know that their concerns will be listened to and addressed.
xi. Respond to pupils concerns promptly with care, consideration and fairness.

4 DEVELOPMENT OF COMMUNICATION AND LINKS WITH PARENTS AND THE
WIDER COMMUNITY
i. Promote the direct involvement of parents, through partnership, in the process of their children’s education by both formal and informal means.
ii. Develop open lines of communication and have information readily available.
iii. Ascertain parents’ views and opinions of the school and its work and respond accordingly.
iv. Develop the school as an integral part of the community structure & encourage full use of its facilities.
v. Regard the community as a natural educational resource which should be drawn upon to enhance the different aspects of the school curriculum.
vi. Foster an appreciation of our wider Hebridean heritage.

5 DEVELOPING PROFESSIONALISM OF STAFF
i. Recognise the need to maintain and enhance staff motivation, professional performance, support, job satisfaction and confidence and an ethos of co-operation and shared values.
ii. Encourage open discussion and shared responsibility for enhancing the school ethos and the quality of education.
iii. Ensure consultation and involvement in all aspects of school life, thereby creating a sense of ownership.
iv. Encourage personal and professional development.

6 ENCOURAGING CONCERN FOR THE ENVIRONMENT
ii. Encourage environmental responsibility amongst pupils and the school community.
iii. Provide a friendly and welcoming environment for school visitors.
iv. Ensure efficient use of resources.
v. Provide an exciting teaching and learning environment within the building and school grounds.

School Rules

A school needs to have basic rules in place to allow it to work properly.
Here are three of these basic rules:

• Consider the effects your actions will have on others.

• Consider the effect your actions will have on your environment, (i.e. your class, school, village or community).

• Consider the effect your actions will have on yourself.

All other detailed rules are just an extension of these three.

School roll

School Council

Every year we will hold School Council elections. Every pupil from P4-S2 has a vote for 2 class-mates. Once elected the School Council Members meet on a regular basis to discuss ways in which we can improve the everyday life of the school community.

House System

We have three houses:

Scalabhal                                             Beinne Mhor                           Mobhal
(Orange)                                              (Red)                                       (Blue)

Various activities and sporting events are organised on a house basis. Captains and Vice-Captains are selected each year. Captains are S2 pupils and Vice-Captains are P7 pupils.  These pupils help to organise teams and spread information about forthcoming events.

Tutorial System

When starting the secondary years at Sgoil nan Loch, each pupil will be assigned to a member of staff. This member of staff will remain their tutor for both S1 & S2. The arrangement allows individual pupils to have one to one sessions to discuss progress, set realistic targets and discuss anything that is important to them.

Target Setting – The targets we aim to set are:

Specific
Measurable
Achievable
Realistic
Time-bound

Staff

Little Lochies Nursery (Please refer to separate tab for more Little Lochies information)

The purpose built nursery is located in the school building and caters for children from 21/2-5 years and this year has a roll of 19. The 2 staff, one play leader and one play assistant work closely with our infant teachers from the primary department in designing programmes and transition topics which help the transition process to P1. Children in the nursery use many of the school facilities and receive input from some of our itinerant specialist staff during their varied and interesting week.
Click here to view the latest Care Commission report:
http://tinyurl.com/634a6te

Enrolling your child

New P1 entrants enrol in February, with notices of dates being posted in the local press. Parents of children who wish to enrol in Sgoil nan Loch should contact the school at this time and arrange a suitable time for a school visit.

The curriculum:

Curriculum for Excellence gives advice on the content of a curriculum for all children in Scotland.  We aim to provide a broad, balanced curriculum in line with this guidance. We will use the experiences & outcomes of CfE to plan the content of learning & teaching.  We will fully utilise the principles of curriculum design to ensure this content is delivered in a flexible, dynamic way to enhance the learning experiences of our pupils.

Curricular Areas:                                                       Principles of Curricular Design:
Literacy & English                                                       Challenge & Enjoyment
Numeracy                                                                   Breadth
Health & Well-being                                                     Progression
Mathematics                                                               Depth
Social Studies                                                             Personalisation & choice
Expressive Arts                                                           Coherence
RME                                                                           Relevance
Modern Languages
Science
Technologies

In all curricular areas, experiences and outcomes describe content and suggest methodology.  The experiences and outcomes are organised in levels to ensure progression.  In Sgoil nan Loch, the pertinent levels are:
Early – Pre school years & 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 & Fourth – S1 – S3, but earlier for some.

S1/S2 curriculum:

Pupils are taught in mixed-ability classes.  S1 & S2 pupils have the opportunity to take part in an established task called: Crofting Connections. This takes place on a Wednesday afternoon between 1.30-3.25 pm
In S2, pupils prepare for transition to S3 in The Nicolson Institute. Meetings are held with staff from The Nicolson Institute (Tel: 01851 707000) and Career Advisors to support pupils as they make their S3 subject choices.

In S1 & S2 pupils have the opportunity to take part in an established task called: Crofting Connections. This takes place on a Wednesday afternoon between 1.30-3.25 pm

Religious & Moral Education:

This is part of our pupils learning at all stages.  The school works in partnership with our School Chaplains in the delivery of some school assemblies.

Additional Support Needs (ASN)

Pupils with Additional Support Needs are identified through a monitoring programme.  Their specific needs are met in collaboration with the pupil, the parent and the Support for Learning Teacher. While most needs are met through normal differentiation in the classroom, some pupils may require a specific Action Plan.  A smaller number may require an Individualised Education Programme (IEP) and any pupil with more complex needs involving different agencies may need a Co-ordinated Support Plan (CSP).

Homework

Pupils, at all stages, are encouraged to have a homework routine each evening and should use the Homework Diary provided by the school to record details of any work set.  Teachers and parents also use the diaries to communicate any information which may be useful.  Parents are encouraged to support their child as appropriate to their age/stage.

Parent Forum & Parent Council

Parents, carers and families are by far the most important influences on children’s lives. Parents who take on a supportive role in their children’s learning make a difference in improving achievement and behaviour. Their support can play a vital role at all stages of education.
Every parent of children at Sgoil nan Loch is a member of our Parent Forum.  Some members of the Parent Forum have volunteered to sit on our Parent Council.  We are very fortunate to have a very active and supportive Parent Council.

Assessment & reporting to parents

Curriculum for Excellence assessment of attainment is ongoing.  This may be observations; formal tests; dialogue with pupils; evidence from written work; photographs; audio or video presentations.  Broadly speaking, pupils should develop along the following categories:

Attendance

Regular attendance is crucial to a child’s learning. Attendance is recorded electronically twice a day.  Parents are asked to notify the school if their child is absent:

• Nursery –        within half an hour of normal arrival time.
• Primary –         before 09.30
• Secondary –    before 09.15

A Groupcall will automatically be sent to any parent whose child has not been registered that da, and for whom there is no reason for absence. 

Parents should avoid holidays during term-time.  Where attendance falls below 90%, without reasonable explanation, the school will contact the parents to highlight concerns.

Achievements

We encourage and welcome pupil and staff achievement both within and outwith school and take every opportunity to celebrate these achievements. Pupils are encouraged to share these achievements in weekly assemblies as well as at our annual prize giving.

Home/school links

We recognise that it is extremely important that channels are open for these links to take place.  Our pupil diaries are one such opportunity and serve two main functions: the easiest way to record a pupils homework and as one method of contacting parents. All normal channels for contacting the school are open as well.
Extra curricular
Tel: 01851 705187
Fax: 01851 701103
e-mail: sgoilnanloch@gnes.net

School dress code

All pupils at Sgoil nan Loch are expected to wear school uniform at all times. A list of school uniform items is available on request. It is an important part of any school that pupils will be identified with it.  We hope that by wearing our school uniform that our pupils will feel even more a part of our school. (please see appendix 1)

Physical Education

For these lessons it is important for pupils to be properly dressed and equipped to take part.
Personal hygiene is a major reason for changing in lessons.
Safety plays an equally important role. Pupils are asked not to wear jewellery during P.E. lessons. Earrings(incl. studs) are to be removed or covered by micropore or sticking plaster. Pupils with long hair should tie it back. P.E. Kit – School t-shirt, shorts, socks & trainers/plimsoles.  Tracksuit/sweatshirt optional according to weather. No inappropriate motifs/advertisements for alcohol are allowed to be worn
It is important that all uniform and kit is marked with the pupils name.

School meals

Parents who wish to apply for free school meals should contact the school, or the Education & Children’s Services Department, CnES, for a form.  A free meal constitutes the equivalent of a two course meal and this can include filled rolls, salads, various main course items, accompanied by vegetable, side salad and potatoes as the first choice and a choice of cold/hot dessert, yoghurt/fresh fruit etc. as a second course.  A glass of milk or fruit juice is also sometimes available as part of the two course meal depending on the menu.  Items such as bottled drinks, baking etc. do not form part of the ‘free meal’ content, so must be purchased separately.

Children are entitled to a free midday meal where they are:

• Children of families who receive Income Support;
• Children of families who receive Income Based Job Seekers Allowance;
• Children of families who receive support under Part V1 of the Immigration and Asylum Act 1999;
• Children who receive Income Support or Income Based Job Seekers Allowance in their own right;
• Children of families who receive Child Tax Credit but do not receive a Working Tax Credit and who have an annual income (as assessed by the Inland Revenue) of below £13,480.

Health care

The school has a purpose built medical room and 3 members of staff who are trained first aiders. Details of pupils with specific health issues are issued to relevant staff, with copies held centrally for emergency access.  Pupils who suffer from asthma are asked to bring a spare inhaler for storage in the medical room and parents should complete the School Asthma Card. Parental consent is required for the administration of any medicine. Under normal circumstances no medication may be given to pupils.

School day & Local holidays

Scheme Of School Attendance 2011 - 2012

Autumn 2011
Attendance Days

Winter 2011
Attendance Days

Spring 2012
Attendance Days

Summer 2012
Attendance Days

Scheme Of School Attendance 2012 - 2013

Autumn 2012
Attendance Days

Winter 2012
Attendance Days

Spring 2013
Attendance Days

Summer 2013
Attendance Days

Policy  on the Use of Mobile Phones by Pupils

1. Sgoil nan Loch generally discourages pupils from bringing mobile phones or other valuable items to school on the grounds that they get lost or stolen.  If a phone or other valuable item is brought to school, parents are advised that, where possible, the items should be marked in some way to aid future identification if lost and subsequently found.

2. If a pupil does bring a mobile phone to school, the phone must remain switched off during the school day and may not be used on the school premises except where there is a need to clarify travel difficulties etc.  The only exceptions to this will be on school trips, where the school will have discretion to allow pupils to carry and use phones if they wish, in emergencies or with the express approval of a member of staff.

3. If a pupil is found by a member of staff to be using a mobile phone for any purpose, without authorisation, the phone will be confiscated from the pupil and will generally only be returned to the pupil’s parent.  However, the phone may be returned directly to the pupil:

• on a first breach, it is clear that the pupil did not understand the school’s policy on the use of mobile phones; or
• in a situation where there is genuine concern that the pupil requires the phone directly after the school day on security, health & safety or similar grounds; or
• on receipt of a signed authorisation from the parent, where travel or other issues make it difficult for the parent to attend the school to receive the phone.

Policy  on the Responsible Use of the  Internet by Pupils

The Internet is an electronic highway which connects to thousands of computers all over the world.  It has millions of subscribers and through it pupils can have access to:
worldwide e-mail communication
worldwide information and news sources

We, in Sgoil nan Loch, firmly believe there is valuable information on the Internet which will help pupils in their courses of study.  However, with access to the Internet comes the possibility of accessing material that may not be of value in a school context.  It is impossible to have complete control over access to all materials on a global network such as the Internet and a determined user may discover controversial information.

The smooth operation of Sgoil nan Loch computer and Internet networks relies upon the proper conduct of the pupils who use it. Each child at Sgoil nan Loch will be issued with an agreement for responsible use of the Internet which explains the school’s expectations on computer and Internet use.

Each pupil will be issued with an e-mail address.  This can be accessed from anywhere.  The e-mail address is issued through glow which is a very secure portal used in all Scottish schools.

What you need to know about the 2009 Additional Support for Learning Act

Legal information
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in November 2005. In June 2009, the Act was amended. These amendments form the Education (Additional Support for Learning)(Scotland) Act 2009 and it comes into force on 14 November 2010.

What does this mean for pupils and parents?
The new Act doesn’t change the basic purpose of the 2004 Act – it aims to strengthen some duties under the Act and clarify parts that have been confusing.

Here are some of the main changes:

• Under the 2004 Act ‘additional support’ means support that is provided in a classroom or a school. The 2009 Act changes this to include support that is given out of school but that helps a child get the most out of their school education. This could include a social worker helping a child who refuses to go to school or a mental health nurse supporting a child to cope with issues affecting their school life.

•  Children who are looked after by a local authority will automatically be assumed to have additional support needs. For looked after children who don’t need extra help this will have little impact. For those who do need help it will make sure their needs are considered as they move through school or if they change school. Local authorities will also be expected to check whether these children require a Co-ordinated Support Plan (CSP) or not.

•  The 2009 Act allows parents to ask their local authority for a specific type of assessment at any time. Under the 2004 Act parents had this right only when asking the education authority to identify whether their child had additional support needs or when asking the education authority whether their child required a CSP.

• The duties that local authorities have towards young disabled children have been strengthened. Under the new Act local authorities have a duty to assess disabled children aged between 0 and 3 and provide them with additional support, if required, in agreement with their parents.

•  Local authorities will have to publish information on where parents and carers can find help, information and advice, including contact details for Enquire. Local authorities will have to make sure that a summary of this information (including details of dispute resolution and mediation services) is available from all schools (and other sites that provide education). They also need to make sure this information is included in school handbooks and on their website.

•  There is a section about placing requests that states that parents of children with additional support needs, (including those that have CSPs) can make placing requests to any local authority run school or independent special school in Scotland, including outside the local authority area where they live.

•  All appeals about placing requests to special schools (whether the child has a CSP or not) will be referred to the Additional SupportNeeds Tribunal. Some of the changes made in the 2009 Act deal specifically with children who have, or may require a CSP, and in particular to disagreements between local authorities and parents about the CSP.

•  The Act extends the reasons that a parent or young person can make a referral (called a reference) to the Additional Support Needs Tribunal. Parents can make a referral when a local authority decides that a child does not need a CSP but also when local authorities have: failed to provide the additional support set out in the CSP; not responded to a parent’s request to find out whether their child needs a CSP within a given time; or, after having said they will consider whether a CSP is required have not made a decision (within a given time) on whether the child needs a CSP or not.

•  The Act also gives the Additional Support Needs Tribunal extra powers to force local authorities to provide, or make arrangements providing additional support that is set out in a CSP if they have not done so.

• The new Act includes a duty for the Scottish Government to fund a national independent advocacy service (on request and free of charge) to support parents and young people in Additional Support Needs Tribunal proceedings.

The above points do not include all the changes resulting from the 2009 Act but simply cover the main points. Throughout the summer Enquire will be changing all their guides and factsheets to take account of the 2009 Act.

If you have any questions about the 2009 Act, please feel free to ask the Headteacher at your child’s school, and they will aim to find out the answer to your query.

Please contact the Enquire Helpline on 0845 123 2303 or by email on info@enquire.org.uk

Appendix 1
SCHOOL UNIFORM ORDER FORM

    PUPIL’S NAME:  ………………………………………………………………………………………………              CLASS:  …………………..
   
    Please circle the size and price of the item you require and put the quantity in the box on the right hand side.

Cheques to be made payable to ‘Sgoil nan Loch School Fund’ and any cash placed in an envelope and marked with the pupil’s name.  Receipts will be issued for all payments made.

Staff would like to thank you for supporting our school uniform policy.

IN PURSUIT OF EXCELLENCE