"Welcome" On behalf of the staff and pupils of Kelso High, I extend a very warm welcome to all newcomers to our school. There is a long tradition of education in Kelso dating back to the twelfth century and the monks of Kelso Abbey. Throughout this long history, Kelso has enjoyed a reputation for high standards in education. It is our aim to maintain this reputation. At Kelso High School our pupils have the opportunity to excel, both in academic subjects and in extra-curricular activities. We hope that all our pupils will thoroughly enjoy their time here. We place great stress on helping new pupils to settle into the school quickly. The purpose of this handbook is to explain the way in which the school works. We hope that it answers most questions; however, if you have any other queries please feel free to contact us. It is important that parents too should have the opportunity to get to know our school and the staff. We like to think of Kelso High as a community of pupils, staff and parents. Support from parents is an integral and essential part of the educational process. If you wish to see round the school or would like any further information, please do not hesitate to get in touch. May I wish you a happy and successful time as part of the Kelso High School community. Ruth McKay Rector 1
Transcript
"Welcome"
On behalf of the staff and pupils of Kelso High, I extend a very warm welcome to all newcomers to our
school.
There is a long tradition of education in Kelso dating back to the twelfth century and the monks of
Kelso Abbey. Throughout this long history, Kelso has enjoyed a reputation for high standards in
education. It is our aim to maintain this reputation. At Kelso High School our pupils have the
opportunity to excel, both in academic subjects and in extra-curricular activities.
We hope that all our pupils will thoroughly enjoy their time here. We place great stress on helping new
pupils to settle into the school quickly. The purpose of this handbook is to explain the way in which the
school works. We hope that it answers most questions; however, if you have any other queries please
feel free to contact us.
It is important that parents too should have the opportunity to get to know our school and the staff. We
like to think of Kelso High as a community of pupils, staff and parents. Support from parents is an
integral and essential part of the educational process. If you wish to see round the school or would like
any further information, please do not hesitate to get in touch.
May I wish you a happy and successful time as part of the Kelso High School community.
Ruth McKay
Rector
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INTRODUCTION TO THE SCHOOL
Kelso High School is one of nine Secondary Schools in the Scottish Borders. It is a co-educational Comprehensive School catering for pupils ranging from 11 to 18 years old. Pupils come to Kelso High School from the town of Kelso, the villages of Ednam, Eckford, Heiton, Stichill, Smailholm, Sprouston, Morebattle, Roxburgh, Yetholm and the rural hinterlands. The school enjoys close links with its associated Primary Schools: Broomlands and Edenside in Kelso; Morebattle, Ednam, Sprouston and Yetholm. The school is located close to the centre of Kelso and is set in landscaped grounds. The main school building was opened in 1939 and is now listed Category B for its art deco style. At the start of session 2011-2012 the school roll was 673. There were 58 teachers employed in the school making up a full time equivalent of 52.4 staff. In addition there were 23 support staff made up of admin staff, janitors, the librarian, departmental auxiliaries and departmental technicians. The school enjoys good links with the local community. It is very well supported by both parents and others in the area who are proud of their local school. There is a Parent Council which works hard in a variety of ways to support the school. The school is fully integrated into the Scottish Borders Council scheme of devolved school management. In practice 86% of the council's education budget is devolved to schools.
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AIMS &
DAY TO DAY ORGANISATION
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S CHOOL AIMS
The aims of the school, and how they relate to the HMIe document 'How Good is Our School 3 and the national priorities, are laid out below.
Vision & Values : Our vision is to develop Kelso High School as a caring,
effective, challenging and progressive community.
Particular Aims
Aim Key Area
Equip all our pupils with the skills and knowledge necessary for them to lead life to the full.
Delivery of Education
Provide as great a variety of courses as we can.
Delivery of Education
Encourage staff and pupils to strive for the highest possible standards in all activities.
Performance Outcomes Impact on Learners & Staff
Develop in our pupils positive and constructive attitudes and the ability to think for themselves.
Impact on Learners
Help our pupils develop a sense of responsibility for themselves and others.
Impact on Learners
To boost the self-esteem and confidence of our pupils.
Delivery of Education
Encourage all our pupils to be caring and tolerant towards others.
Delivery of Education
Make our pupils aware of the importance of physical health and well being and encourage in them an interest in leisure pursuits.
Delivery of Education
Promote good links and effective communication with our parents and the wider community.
Partnership & Resources Impact on the Community
Have a supportive, caring, safe and welcoming school environment.
Delivery of Education
Encourage all in our community to value helpfulness and giving service to others.
Impact on Staff, Learners and the Wider Community
To use our resources, both human and material as effectively as possible.
Partnership & Resources
Use a consultative management style and encourage openness throughout the school.
Management Leadership and Quality Assurance
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S CHOOL ORGANISATION
On first joining the school each pupil is allocated a Pastoral Teacher. This teacher will be responsible for the pupil's general welfare and progress throughout school. New pupils and parents will be introduced to the Pastoral Teacher before starting school. The Pastoral Teacher should be the first point of contact in the school for parents wishing to discuss any issue. Each year group is divided into a Register class of about 25. All pupils in a Register class have the same Pastoral Teacher. The Register Teacher attached to the class stays with them throughout school and is able to provide day to day support for pupils during the daily six minute Registration period. Pupils are placed in teaching groups which are mostly made up of mixed ability groups in First Year. Thereafter the composition of teaching groups will vary depending on the needs of the pupils and the subject. Class groups vary in size depending on the subject taught. In non-practical classes the maximum class size is 33 though in Kelso the number does not exceed 30. In practical classes the number does not exceed 20. The school is divided into three Houses. Pupils with the same Pastoral Teacher are placed in the same House. All staff are placed in Houses and a member of the Senior Management Team is associated with a specific House. The House Structure is as follows :
Bowmont (Red)
Kale (Dark Blue)
Teviot (Yellow)
Heads of House Mrs J Gilfillan
Mr G Dalziel Mrs S Murray Mr N Shannon
Mr A Martin Mr A Napier
Senior Management Team
Mrs E Oliver Mrs R McKay Mrs J Brotherton
Pastoral Staff Mrs H Adams Mrs A Wilson Mrs J Black
P ASTORAL ENTITLEMENT
The school has an agreed Pastoral Entitlement for its pupils. This clearly states the support and help which pupils can expect from the school. GENERAL
You are entitled to
The same Pastoral Teacher and House Co-ordinator for all family members where possible / appropriate
The same Pastoral Teacher throughout your school career
PSE taught by your personal Pastoral Teacher or House Co-ordinator
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Your Pastoral Teacher as the first point of contact for parents and professional agencies
Your Pastoral Teacher maintaining records of your progress throughout school
Your Pastoral Teacher receiving and storing copies of all correspondence concerning you handled by the school
Your Pastoral Teacher providing reports and references for you on behalf of the school
Your Pastoral Teacher attending meetings convened to discuss you
Support with personal and curricular matters from your Pastoral Teacher
The opportunity to make an appointment to talk to your personal Pastoral Teacher when requested
Written comment on all school Reports by your House Co-ordinator
Interviews with your Pastoral Teacher following the issue of reports to agree targets
Your Pastoral Teacher providing other staff with information about special circumstances
Help from your Pastoral Teacher with compilation of Pupil Profile
Discussions with your Pastoral Teacher or House Co-ordinator following behaviour / Progress Referrals
At particular stages pupils are entitled to the following
P7
Information about Kelso High School provided in the Information Booklet and the S1-S3 Course Description Booklet
Visit to Primary School by Rector and Pastoral staff as appropriate Good transfer of information, both academic and social, between Primary School and High School A two day visit to the High School Meetings with Pastoral staff during the two day visit Opportunity for informal parental meetings with Pastoral staff during the P7 Parents’ Evening
S1 – S3
Interview following Reports Help with setting targets and regular monitoring of targets Advice and assistance with choice of course procedures
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S4
Regular monitoring of targets Action following S4 monitoring Interview following January Report Targeted help if leaving school Preparation and debrief for Work Experience Advice and assistance with Choice of Course procedures Support with Choice of Course process Special Parents’ Evening for Choice of Course, if appropriate Job or College references Help with compilation of Record of Achievement
S5
Support during Induction process Regular, planned monitoring and any appropriate action following this Interview following March Report Advice, assistance and support with Choice of Course Support with Choice of Course process
S6
Advice on compilation and monitoring of Induction Pack Regular, planned monitoring and appropriate action following this Interview following March Report Support with UCAS, College and job applications Providing UCAS, College and job references Help with compilation of Record of Achievement
S CHOOL MANAGEMENT
The School Management Team consists of the Rector, 2 Depute Rectors and the Business Support Manager.
For teaching purposes the school is organised into nine faculties with a Principal Teacher in charge.
Subject departments are grouped into two Faculties and a Depute Rector is associated with each Faculty. The Rector and Depute Rectors are each associated with a School House and have pupil support responsibilities for their House group.
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KHS STAFF (as at March 2012)
Senior Management Team Pastoral Staff Rector Mrs R McKay Kale Mrs A Wilson Depute Rector Mrs J Brotherton Teviot Mrs J Black Depute Rector Mrs E Oliver Bowmont Mrs H Adams
Mrs C Thomson (PT) Music Instructors Art & Design Music Mr S Johnston (Violin)
Mrs S Lenaghan Mrs C Thomson Mr R Milligan (Guitar) Mrs J Gilfillan Mr J Borthwick Mrs B Mooney (Woodwind)
Mr G Dick Mr R Hume (Brass) Mr J Rimmer (Cello)
Expressive & Creative
Mr B Redman (Percussion)
Mrs L Changleng (PT) English RE Library Literacy
Mrs L Changleng Ms W Giles Mrs S Guthrie Mrs F Graham Mrs A Loten
Ms J Fraser Ms K Mansfield
Language & RE
Mr S Holden
Mrs J Forrest (PT) Mrs J Forrest
Mrs H Caughey Modern Languages
Ms S McLean
Ms F James (PT) History Geography Modern Studies
Ms M Laurie Miss N Marshall Ms F James Social Subjects
Ms S Blake Mr G Dalziel Mrs A McWilliam
Mr A Martin (PT) Craft, Design & Technology Business Studies Enterprise
Mr A Martin Mrs J Arnott M A Napier Miss G Milione
Craft, Business & Enterprise
Mrs H Cuthers
Mrs D Renwick (PT) Mrs D Renwick Health & Wellbeing
Mrs J Davies Health & Wellbeing
Mrs S Murray
Mrs P Anderson (PT) Mathematics Computing Numeracy
Mrs P Anderson Mr I King Mrs G McColm Mr P Graham
Mrs I Goodfellow Mrs A Atkinson
Mathematics, Computing &
Numeracy
Vacancy
Mrs C Lesenger (PT) PE Sports Development
Mrs C Lesenger Mrs M Weir
Physical Education &
Sports Development Mr T Angus Miss J McHale
Science Mrs P Stewart (PT) Biology Chemistry MER Physics
Mrs P Stewart Mr G Watson Mrs P Stewart Mr B Farrell Miss F Carragher Ms S Lambard Miss L Easton
Miss I Rutherford
Support for Learning Department PT Mrs E Dyer Mrs J Cossigny Ms C McDermott Mrs L Turner Mr D Grigor
SUPPORT STAFF
KHS STAFF (as at March 2010)
Rector Mr C Robertson Depute Rector Mrs J Brotherton Depute Rector Mrs E Oliver
Art & Design Mathematics PT Mrs S Lenaghan PT Mrs P Anderson Miss J Robson Mrs G McColm
Office
Mrs F Bryson (Business Support Manager) Mrs I Wright (Admin Assistant) Mrs E Purves Ms A Easson Vacancy Technicians
Mr E Watson (AV/Computing) Mr B Hislop (Science) Ms C Scott (Science) Mr J Bassett (Technical) Auxiliary Staff Mrs J Fairbairn (LSU) Mrs H Kerr (LSU) Mrs F Mulroy (LSU) Mrs M Waldie (LSU) Mrs M Heatlie (LSU) Mrs C Renton (LSU) Mrs P Smith (Home Economics)
Reprographics
Mrs C Malcolm Library
Mrs S Guthrie Janitors Mr R Robertson (Head Janitor) Mr G Crozier Mr W Pratt Mr G Paterson
Dining Hall Supervisor
Mrs J Wemyss
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THE SCHOOL DAY
School starts at 8.55am and finishes at 3.40pm each day. The school day is divided into six fifty four-minute periods and one six minute registration period in the morning. A five-minute warning bell is rung at the start of the morning and afternoon sessions. The times are as follows :
Warning bell 8.50am Registration Period 8.55 - 9.01am Period 1 9.01 - 9.55am Period 2 9.55 - 10.49am Interval 10.49- 11.04am Period 3 11.04 - 11.58am Period 4 11.58 - 12.52pm Lunch 12.52 - 1.52pm Period 5 1.52 - 2.46pm Period 6 2.46 - 3.40pm
Buses depart 3.45pm
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ATTENDANCE
The attendance rate at Kelso has always been very high. The absence rate is approx. 70% of the national average and the percentage of unauthorised absences is only one percent. Attendance is checked every period.
The school operates a system called Groupcall whereby a message is sent to a parent to alert them if their child has not arrived at school in the morning and we are not aware of the reason for this. It is, therefore, important that you telephone the school, before 9.15am, to inform us if a child is going to be absent.
We expect pupils who have been absent from school to make every effort to catch up on the missed work on their return. If this might prove to be difficult, parents should contact the Pastoral Teacher, who may be able to arrange for some additional support.
While we do not encourage parents to take children on family holidays during term time, we recognise that there are occasions when this is essential. Regrettably, we are unable to authorise such absences other than in truly exceptional circumstances. Parents should advise the school of planned absences in writing.
SCHOOL DRESS
The vast majority of pupils in Kelso High School observe our school dress code and to see them dressed in white polo shirts and red sweatshirts is a very impressive sight indeed. The support of the parents and pupils in upholding our school dress code is greatly appreciated. If any parent has any difficulty with their child observing the school dress code, please contact the school. Guidelines on school dress were prepared during 2003 following consultation with pupils, parents and staff. Copies of the guidelines are available from the school office. However, here are some extracts from the document :
School Dress Code
a white shirt/blouse or polo shirt - preferably embroidered with the school coat of arms a red sweatshirt or pullover - preferably embroidered with the school coat of arms dark trousers or skirt footwear that is safe and different from that used in PE S5 Pupils in S5 may choose to wear a black pullover/sweatshirt with a variation of the school coat of arms embroidered on it. S6 Pupils in S6 may choose a different colour of pullover for their year only and may design their own logo which may be embroidered on pullover, polo shirts and other garments of their choice.
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The following categories of clothing are unacceptable in school at all times : clothing which may cause health and safety problems, ie. those that are flammable or that have attachments that
may cause injury or may catch in machinery, etc, eg. studs footwear that may cause damage to flooring or carpets clothing which may lead to indiscipline, eg. scarves or tops representing sports teams clothing with words or pictures which may give offence clothing which is so tight, short or revealing that it may cause offence clothing which advertises the use of alcohol, tobacco or other drugs any form of jewellery which may interfere with safe participation in lessons head gear - inside the school building School Dress Inside School In classrooms, pupils will be expected to wear white, ie. shirt, blouse or polo shirt or red (the sweatshirt) together with regulation trousers/skirt and shoes. In S5 and S6, the chosen colour of pullover or sweatshirt will, of course, be appropriate. Outdoor garments should not be worn inside the classroom. They may be stored in lockers, in school bags or stored at the side of the classroom where appropriate. School Dress Outside the Classroom In colder weather, it is important that pupils have suitable warm outdoor clothing available. This may be a school fleece or other outdoor garment. In any case, these garments must not fall foul of the guidelines on unacceptable wear in schools. Adherence It is important that all pupils are encouraged to adhere to the school dress guidelines
Parents will be informed of the guidelines through the pupil information booklet, at the Primary 7 Parents' Evening and through school newsletters. If parents do not wish their child to adhere to the school dress guidelines they should inform the school in writing by a letter to the Headteacher. In cases where the parents have not written to the school, it will be assumed that the pupil will adhere to the dress guidelines.
On any day that a pupil is unable to adhere to the school dress guidelines, he/she should inform the Register
Teacher. A form explaining the reason for not wearing school dress will be issued. The pupil should carry this with him/her throughout the school day and show it to any member of staff when challenged.
The following equipment will be required for PE classes :
Indoors – a T-shirt, shorts, trainers
Outdoors – a sweatshirt, tracksuit bottoms, outdoor trainers/boots and swimming wear (when required).
The school regularly fields teams for rugby and hockey.
For Rugby, the following kit is required – a red and white jersey, white shorts, red socks and boots.
Hockey – red and white polo shirt, navy skirt / shorts, red socks and football boots (a Kelso High School hockey fleece is also available from the PE Department). (Rugby & Hockey jerseys embroidered with the coat of arms are available from the school office.)
Other essential clothing eg. aprons in Home Economics, will be supplied by the school.
The school carries a stock of sweatshirts, polo shirts and school ties. Orders can be taken at Parents' Evenings and throughout the year.
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DISCIPLINE
Good discipline is essential for the smooth working of the school. The Discipline structure in Kelso High School is based on the rights and responsibilities of the staff and pupils in the school and lays great stress on developing self-discipline.
The "Rights and Responsibilities of Pupils" are laid out below.
We aim to make our school a place where everyone can be successful and work
together happily
To achieve this we recognise that pupils have certain RIGHTS and along with these
go certain RESPONSIBILITIES
RIGHTS RESPONSIBILITIES You have the right to : We expect you to :
The best education and resources possible
Try your hardest in everything you do
Take care of school books, equipment and the school buildings
Respect from school staff and from other pupils Show consideration to everyone
Freedom from bullying Report any bullying incident which you know about
A smoothly run organisation Co-operate by bringing absence notes and returning forms promptly
A voice in the running of the school Be willing to stand for election and/or support your representatives
A pleasant, safe environment Dispose of your litter sensibly
This is simplified for new pupils to these short statements :
KELSO HIGH SCHOOL To get the most out of your time in KHS always remember to
Do your best - in everything you do Ask for help - most problems can be solved
Respect each other - pupils, staff and school
The School Discipline Policy was revised in 2009. A copy of the updated Discipline Policy is available from the school office.
SCHOOL RULES
Essentially, we have only one school rule and that is that we expect all members of the Kelso High
School community to behave in a way that respects the school, the individuals within it and its
property. However, to ensure that the school is a pleasant and safe place in which to be educated
and to safeguard pupils’ property, there are some specific regulations which have to be observed.
These are displayed in all register rooms and pupils should know them and abide by them.
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CURRICULUM &
ASSESSMENT
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T
HE CURRICULUM
Courses in First, Second and Third Year follow Curriculum for Excellence guidelines defined by the Scottish Government. These guidelines are the same as those used in Primary Schools so the work in First, Second and Third Year will follow on closely from the work done in Primary School and will be assessed similarly. Most work in Kelso High School in First, Second and Third Year is aimed at the Third Level and progresses to the Fourth Level and beyond as appropriate.
The diagram below shows how the areas taught in Primary School are linked to the subjects taught in First, Second and Third Year. Each of the subjects studied links closely to a curricular area already studied in Primary School. While the names of the subjects may be new, the work should be very similar.
In First Year there will be 3 interdisciplinary periods. These will link Art and Music, Geography, History and Modern Studies and Business, Computing, Craft, Design & Technology and Home Economics. These periods will build on learning in the individual subjects and will join them together.
In S2 and S3 there will be option periods where pupils can choose to study different aspects of subjects in greater depth. In S3, pupils follow discrete Sciences rather than the Integrated Science studied in S1 and S2.
Curricular Area S1 Periods S2 Periods S3 Periods
Expressive Arts Art
Music Integrated Study
1 1 1
Art Music
1 1
Art Music
1 1
Health & Wellbeing PE 2 PE 2 PE 2
Languages English French German
4 2 1
English French German
4 2 1
English French / German
4 3
Mathematics Maths 4 Maths 4 Maths 4
Religious & Moral Education
Faith & Philosophy
PSE
1 1
Faith & Philosophy
PSE
1 1
Faith & Philosophy
PSE
1 1
Sciences Sciences 3 Sciences 3 Biology
Chemistry Physics
1 1 1
Social Studies
History Geography
Modern Studies Integrated Study
1 1 1 1
History Geography
Modern Studies
1 1 1
History Geography
Modern Studies
1 1 1
Technologies
Business Studies Computing
CDT Home Economics Integrated Study
1 1 1 1 1
Business Studies Computing
CDT Home Economics
1 1 1 1
Business Studies Computing
CDT Home Economics
1 1 1 1
Other Options 3 Options 3
TOTALS 30 30 30
In 2012/13, pupils in S4 will continue to follow up to 8 courses at Standard Grade / Intermediate. Plans for the new Senior Phase are being progressed and will be in place for S4 in 2012/14.
In Fifth and Sixth Year all the courses follow the Higher Still Syllabus at Intermediate 1, Intermediate 2, Higher and Advanced Higher levels. Courses are usually taught for 5 periods per week. Normally pupils study five courses in a year. In addition there are core activities of PSE, 1 period, Games, 2 periods and supervised Study, 2 periods.
Details of all courses offered are available in two booklets which focus on S1–S3 and S4–S6. These are issued to all pupils at the start of their courses. Further copies are available from the school office.
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H
OMEWORK
The Kelso High School Homework Policy has recently been revised and shared with all pupils and staff.
We include here our Homework Guide for Parents which summarises the main points.
KELSO HIGH SCHOOL
HOMEWORK : A GUIDE FOR PARENTS
Aim To provide a clear and simple policy, well understood by staff, pupils and parents for promoting homework and to develop in our pupils’ self- motivation, self-organisation and good learning habits both at school and at home. Principles Homework involves pupils, staff and parents all working together and taking responsibility for the successful completion of homework. Practice
a) Responsibilities Each departmental homework policy will be made clear to pupils at the start of the session and should be followed by all members of the department.
b) Ethos Parents will be involved in the homework process through regular briefings and consultation exercises.
c) Types of Homework Homework may take a variety of forms, such as: writing, reading, planning, thinking, researching or preparing for future class work. It may also include learning, revision, completion of class-work or reviewing class work.
d) Homework Diaries Homework diaries will be issued free to all pupils at the start of the session. They should be brought to every lesson. If a pupil loses their homework diary they must go to the school office to buy a new one.
All homework must be recorded in homework diaries on the date for which it is to be done.
Teachers will ensure pupils understand exactly what is expected of them.
Parents are encouraged to check their child’s diary on a regular basis.
e) Guidelines on the Duration of Homework Pupils in S1 and S2 should expect to do about 6 hours of homework per week. Pupils in S3 and S4 should expect to do about 8 hours of homework per week. Pupils in S5 and S6 should expect to do about 10 hours of homework per week. Senior pupils may exceed the times stated while doing home study and revision prior to exams.
There will, of course, be variations in the time required for homework depending on the aptitudes of individual pupils and the level of courses attempted. The times given above, however, provide a good general guideline for staff, pupils and parents.
Any pupil who is finding that he / she is having to devote more time to homework than that given in these guidelines should discuss this initially with his / her class teacher and / or parent. If he / she continue to experience problems he / she should seek help from his / her Pastoral Teacher.
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f) Marking and Recording Homework
Teachers are encouraged to inform parents when their child has completed homework of exceptional quality. Comments on homework should be made on reports when appropriate.
g) Homework Timetable Each session, pupils should set aside times during the week when they will complete their homework. These times should be spread throughout the week and should not be excessively long. What is done during these times may vary but the periods set aside should remain largely constant. In this way a homework routine will be established. Parents should check that these times are being used to carry out homework.
h) Role of Parents
Parents are encouraged to assist in monitoring and supporting pupils’ homework and to help their child organise his/her time so that homework is not left to the last minute.
Parents are encouraged to provide a suitable environment for the completion of homework and to give help if required, but not do the work.
Parents are encouraged to contact the school if there is a problem. i) Failure to hand in Homework
It is the responsibility of all pupils to hand in homework on time and completed to the best of their ability. If homework is not handed in on time the class teacher will make a record of this. A range of sanctions may then be used.
********
Sanctions For Homework Not Completed
Verbal warning Revised extension date for completion Attend homework session at interval. Referral to the Principal Teacher. Contact home in order to inform the pupil’s parent/guardian of the situation and to provide an
opportunity for the pupil to complete their homework. Departmental detention may be used to ensure the completion of homework, with a detention letter
sent home. (Copy to Pastoral Teacher). If the pupil has been referred to the Principal teacher and subsequently fails to attend the
departmental detention set, the Principal teacher should inform the House Co-ordinator. If there is a pattern of late homework or failure to hand in homework the Principal Teacher should
inform the House Co-ordinator. Where non-completion of homework for a pupil is an issue across a range of departments House Co-
ordinators will become actively involved.
Note A punishment exercise should not be issued for the non completion of homework.
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RESPONSIBILITIES PUPILS
To make a homework timetable and to abide by it To bring his / her homework diary to every lesson To record all homework in his/her homework diary To carry out homework in the times identified in the homework timetable To complete the homework set to the best of his/her ability To complete the homework by the deadline set To seek support when he/she encounters difficulties PARENTS
To check that homework is being carried out during times set out in the homework timetable To check the homework diary to ensure that homework is being completed satisfactorily To contact their child’s Pastoral Teacher if problems arise TEACHERS
To make clear to pupils and parents the homework demands of the course To set amounts of homework suitable to the time available To allow time to complete the homework To check that the homework has been done To indicate in the homework diary when work has been completed late, unsatisfactorily or not at all To provide support for pupils encountering difficulties To provide appropriate resources To provide feedback on homework which include strategies for improvement
I will make a homework timetable and abide by it
I will bring my homework diary to every lesson
I will record all homework in my homework diary
I will carry out homework in the times identified in the homework timetable
I will complete the homework set to the best of my ability
I will complete the homework by the deadline set
I will seek support when I encounter difficulties
My parents / guardian will check that my homework is being carried out during times set out in my homework timetable
My parents / guardian will check my homework diary to ensure that homework is being completed satisfactorily
My parents / guardian will contact my Pastoral Teacher if problems arise
I understand that ..
My teachers will make clear to me and my parents the homework demands of the course
My teachers will set amounts of homework suitable to the time available
My teachers will allow me time to complete my homework
My teachers will check that my homework has been done
My teachers will indicate in my homework diary when work has been completed late, unsatisfactorily or not at all
My teachers will provide me with support when I encounter difficulties
My teachers will provide appropriate resources
My teachers will provide me with feedback on my homework which includes strategies for improvement
Signed (Pupil): ………………………….……… Signed (Parent / Guardian): ………………………….…………………
THE PUPIL’S HOMEWORK CHARTER
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ASSESSMENT AND EXAMS Pupils are assessed regularly in school using a combination of continuous assessment, end of topic tests and year group examinations as appropriate. Details of assessments in each subject are available in course booklets.
The school presents pupils for external examinations organised by the Scottish Qualifications Authority. Normally our pupils sit Standard Grade and, possibly, some Intermediate exams at the end of S4, Intermediate and Higher exams at the end of S5 and S6 and also Advanced Higher at the end of S6. These examinations are held in the months of May and June, although elements of certain courses (eg Practicals, Folios, Dissertations) have to be completed earlier in the year. In all National Courses (Intermediate, Higher and Advanced Higher) pupils must pass all Unit assessments (NABS) throughout the year, as well as the final exam, in order to gain a course award. The results of the exams are announced in August and members of the Senior Management Team will be available in school at that time to deal with any queries. The school may appeal for any candidate who did not achieve an expected level of performance for which good evidence can be provided.
A
SSESSMENT & EXAMINATION PERIODS
S1 - Continuous assessment - no formal examinations
S2 - Continuous assessment - no formal examinations
S3 - Continuous assessment and formal examinations in late April
S4 - Prelim examinations in late November / early December - Internal assessment in some subjects throughout the year - Practical assessments, folios etc mostly completed by early March - SQA Exams – May - June
S5/S6 - Prelim examinations in mid February - Internal assessment throughout the year - SQA Exams – May - June
R
ECOGNISING EFFORT AND ACHIEVEMENT
In recognising effort and achievement in KHS we aim to : Generate and maintain a positive ethos of effort and achievement in the school
Boost the self esteem of our pupils
Encourage staff and pupils to strive for the highest possible standards in all activities
Reward those who attain high standards
Recognise excellence
Recognise and reward the contribution made by staff and pupils to the school and the wider community
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A positive, stimulating environment and ethos affect the way children learn and how much they can achieve. In KHS we endeavour to improve the school ethos by promoting the recognition of pupil effort and achievement. This recognition takes 3 main forms : [1] The achievements of pupils leaving school is acknowledged at a "Leavers' Evening" in June [2] A "Celebration of Achievement Evening" which acknowledges excellence is held in September [3] Certificates are awarded to S1 - S6 pupils, the criteria for awards being based on effort and achievement in class, and also in extra-curricular activities. TIMETABLE OF CERTIFICATION
YEAR GROUP
TIME CERTIFICATE AWARDED
S1
Late October
May
S2
February
S3
May
S4
January
S5/S6
March
PERSONAL AND SOCIAL EDUCATION (PSE) All pupils in S1 to S5 receive one period of PSE per week. Wherever possible, this is delivered by pupils’ own Pastoral Teachers. The course aims to help young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. In particular it helps young people to:
make informed decisions in order to improve their mental, emotional, social and physical wellbeing experience challenge and enjoyment experience positive aspects of healthy living and activity for themselves apply their mental, emotional, social and physical skills to pursue a healthy lifestyle make a successful move to the next stage of education or work establish a pattern of health and wellbeing which will be sustained into adult life, and which will
help to promote the health and wellbeing of the next generation of Scottish children. A description of PSE courses at each stage appears in the appropriate Curriculum and Course Description Booklet.
SEX EDUCATION
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All schools are expected to provide sex education. The Scottish Executive has produced guidance for local authorities and schools. This requires that sex education should present facts in an objective, balanced and sensitive manner within a framework of sound values. Schools are expected to : make sure that sex education takes account of each child's age, understanding and stage of development
work in partnership with parents
have simple, direct procedures in place for parents to raise concerns
have a method of consulting with pupils
respect the different cultural, ethnic and religious environment of the home
respect the different home circumstances and needs of all young people
In Kelso High School Sex Education is taught as part of the PSE Programme. In line with the Guidance offered by the Scottish Government on Sex Education in Scottish Schools, parents may request details of course content and materials used when dealing with these issues. Any parent wishing to see the course outline and materials should contact their child’s Pastoral Teacher.
CAREERS EDUCATION
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Careers Education is an integral part of the PSE Programme at all levels and the school has its own Careers
Library, based within the School Library, which is open to all pupils and adult students. This contains books
covering a wide range of career and job options, University and College prospectuses and a selection of
video tapes and CD Roms.
Careers information can also be accessed on the school computer network and pupils are encouraged to
research databases such as PlanIt Plus and Kudos, as well as relevant websites including :
www.ucas.com (information on universities)
www.careers-scotland.org.uk (links to careers information, colleges and Careers Match)
www.hotcourses.com
www.planitplus.net
Education for Work initiatives also feature in the school's programme of activities and pupils participate in a
number of enterprise projects, as well as having the opportunity to complete a Work Experience placement in
S4.
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Individual Careers Guidance Interviews are offered by our Careers Adviser and appointments can be made
through Mrs Guthrie, the School Librarian. Parents may make arrangements with the Careers Adviser to
attend these meetings. The Careers Adviser also attends selected Parents' Evenings throughout the year and
is available for appointments during those evenings.
There is also a "Drop-In" session currently held on Thursday, breaktime, when any pupil can talk briefly to
the Careers Adviser about future plans and ideas, availability of training or jobs, college/university or other
options.
In term one of S4, a special PSE programme is arranged for those pupils who plan to leave school at the end
of the session and, in S6, pupils are guided through the applications process for universities and colleges or
employment.
Careers Guidance in Kelso High School This information has been supplied by Careers Scotland : Young people can face difficult decisions about their future. A Careers Adviser from Careers Scotland is available at Kelso High School and can help you, as parents or guardians, to support them in their decision making process. Kelso High School has a visiting Careers Adviser who is a professionally qualified expert in the field of vocational guidance and can help your son or daughter to :
PLAN his/her future and explore all the options
MATCH his/her skills and interests to possible careers
DECIDE what to study and what qualifications to aim for
FIND employment and training opportunities
INVESTIGATE entry requirements for jobs and courses
APPLY for jobs and courses
USE a wide range of careers information
FIND out about grants, funding, benefits and finance
RESEARCH sponsorships, working abroad and taking a year out
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This includes offering extra support for pupils with special educational needs and attending Future Needs Meetings from S3 onwards, if required. Pupils who do not require extra support usually see the Careers Adviser formally for the first time in S4, but any pupil can make an appointment. Mrs Guthrie in the Library will make the necessary arrangements. Pupils are encouraged to request an interview to check out their career plans. Careers Scotland also supports the Careers Education programme within Kelso High School (which runs from S1 - S6) If you would like the opportunity to discuss your son or daughter's future plans, or require up to date information on opportunities in further and higher education, training and employment you can talk to the Careers Adviser :
at Parents' Evenings in school at your son or daughter's careers interview - by prior arrangement by appointment - telephone 01896 662443
Careers Scotland's aim is to assist young Borderers of all abilities to make a smooth transition from school into further study, training or employment and, in so doing, realise their full potential. This support is available after pupils leave KHS and Careers Scotland provide an all age service so parents can use the services also. The Careers Scotland web site has a wealth of careers information - www.careers-scotland.org.uk
S CHOOL LIBRARY
Kelso High School Library is part of the Scottish Borders Council network of public and schools libraries and is open every school day as follows:
The Library is open during morning interval and at lunch time to allow pupils a quiet area to study, read, prepare homework and exchange books.
The Librarian, Mrs S Guthrie, is always available to help and advise pupils on appropriate books and other resources to support subject topics and recreational reading.
As well as stocking over 6,000 books the Library has a small IT area with a number of networked computers giving access to both the internet and intranet. Pupils can book these computers for use throughout the school day.
The Library Intranet page enables and encourages pupils to submit reviews on books they have read, thus providing a searchable database for all pupils to browse through.
Senior pupils studying Advanced Higher subjects are able to request specialist texts and magazine articles through the Inter–Library Loans system.
The Library in Kelso High School aims to:
Provide relevant and up-to-date resources to stimulate pupil’s intellectual growth by enhancing their breadth and depth of knowledge and understanding
Promote literacy skills across the curriculum by providing opportunities for all pupils to find pleasure and benefits from reading
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Work with all school departments and staff to support and develop pupil research, independent study and recreational reading
Provide access to Information Communication Technology (ICT) resources
Provide a welcoming and attractive environment that encourages the use of the library facilities.
Acknowledge the need to cater for all types of learning styles by providing facilities for individual and group work, silent study and discussion, book and non-book based learning.
CAREERS LIBRARY: Adjacent to the main library, this area stocks prospectuses for most Higher Education establishments in Britain, plus a range of careers information which pupils are encouraged to use for research. A Careers Adviser from Skills Development Scotland visits the school 2 days a week to hold group talks and conduct one-to-one interviews with S4/5/6 pupils on a self-referral basis. Pupils may arrange an interview by completing an Interview Request card and placing it in the box provided on the library desk. Parents are very welcome to attend these interviews and can also book an appointment with the Careers Adviser during Senior Parents Evenings.
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AITH & PHILOSOPHY
Faith & Philosophy is included in the curriculum of all pupils in Kelso High School for one period per
week.
These courses seek to provide a religious and moral education in the broadest sense.
Topics covered include a study of Christianity and other World Religions, along with moral issues such as
Medical Ethics and Capital Punishment. Pupils also study critical thinking skills.
S UPPORT FOR LEARNING DEPARTMENT
The Support for Learning Department currently has 4 Additional Needs Teachers and 7 Additional Needs Assistants under the leadership of Principal Teacher Mrs Elaine Dyer. In line with Kelso High School's Pastoral and House systems, the Support for Learning Department has a Key Teacher for each House. Pupils with Additional Needs are introduced to their Key Teacher at transition to 1st year from Primary School. This support continues throughout the pupil's schooling at Kelso High School. Pupils can approach their Key Teacher with any issues they may face, just as they can their Pastoral Teacher. The Key Teacher liaises regularly between Parents, Pastoral staff, teaching colleagues and the Support for Learning Team to ensure the needs of the Young Person are met.
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The Key Teacher arranges regular opportunities to review the support, these reviews sometimes include Associated Partner Agencies (eg. Educational Psychologist, Spectrum Support, Teacher of the Visually Impaired etc) involved with supporting the young person. Department staff are involved in supporting the learning of all pupils in mainstream classes and in providing behaviour support for pupils with social, emotional and/or behavioural difficulties. Pupils with significant learning needs have individualised learning programmes that involve inclusion with mainstream teaching groups. In addition some pupils may benefit from individual or small group teaching in the Support for Learning Department. Depending on the level of need, some pupils benefit from more focused 1:1 work with our partner agencies - this can include Speech and Language Therapists, Occupational Therapists, Alternatives to Exclusion etc. Some pupils may require Readers/Scribes or other support in order to achieve their full potential. Such pupils will receive support as needed and if evidence of benefit is clearly documented, may be eligible for support in class tests and exams. The Department also offers Supplementary Studies which pupils can select in place of a Standard Grade. These small classes are taught by Additional Needs Teachers and include:
Literacy and Numeracy skills
Homework Help
Organisational Skills
Study Advice
Production of Revision Notes
Use of learning strategies
Exam practice, including the use of digital resources and exams
P SYCHOLOGICAL SERVICE
This information has been supplied by The Psychological Service of Scottish Borders Council : Who are Educational Psychologists?
The Educational Psychology Service is part of the Integrated Children’s Service within Scottish Borders Council.
Educational Psychologists work closely with teachers, parents and carers to support children and young people.
The Educational Psychologist for the area is Sam Collyer
How does an Educational Psychologist become involved?
Educational Psychologists may be asked to become involved if there are concerns around a child’s learning, behaviour, emotional well-being, social relationships or physical needs.
Parents can contact the Service through the school or directly.
What happens when an Educational Psychologist becomes involved?
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You and your child will be invited to a meeting with the Educational Psychologist, school staff and any others who are involved in supporting your child. The meeting will discuss any issues or concerns about your child, as well as his or her strengths and ideas for the way forward.
It may be agreed at the meeting for the Educational Psychologist to work directly with a child. This could be by doing further assessment. For example, observing your child or working with your child, using a range of tasks and materials.
How else might Educational Psychologists help?
Sometimes the best way for educational psychologists to help is through less direct means such as: Advice and training for school staff
Research projects that help improve teaching and learning
Group work with pupils
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ACTIVITIES
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EXTRA CURRICULAR ACTIVITIES
Pupils are offered a wide variety of extra-curricular activities. These take place both at lunch-times and after school. Information about extra-curricular activities is passed to pupils regularly through the school bulletin and on school noticeboards. In addition, a complete list of extra-curricular activities is published in School Newsletters. A copy of the list of extra-curricular activities is available from the school. The main school sports are rugby and hockey. Training takes place after school and at lunch-times and matches are played on Saturday mornings. In addition, there is an active basketball club, badminton club, girls rugby club, and a table tennis club. There are a number of musical groups ranging from a choir to a Celtic Folk Group which practise and perform regularly. Pupils may also participate in school plays, a debating club, a games club, a dance club and many other activities.
EXCHANGES
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Pupils studying Modern Languages will normally have the opportunity to participate in one exchange or excursion. This will take place during S3/S4.
EXCURSIONS
There are a number of visits and excursions organised throughout the school year. These include Fieldwork in Kelso for First and Second Year Geography pupils. Residential Visits to the First World War Battlefields for Third Year History pupils, Fieldwork in the French Alps for Third Year Geography pupils and a European Citizenship excursion for Third Year Modern Studies pupils. In addition there are afternoon and evening visits to the Theatre and a programme of visits to Art Galleries in Edinburgh. These activities make a significant contribution to learning and to the social development of our pupils.
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SSEMBLIES AND END-OF-TERM SERVICES
There are a number of House Assemblies organised throughout the year conducted by House Leaders, House Chaplains and House Captains. The Assemblies timetable is published annually and copies are sent to all Register classes. Throughout the year there are a number of year Assemblies which deal with the following issues :
Exam Preparation Study Skills
Revision Timetables Choice of Course
Special activities are organised to mark the end of terms and usually includes a service in a local church.
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INSTRUMENTAL INSTRUCTION Tuition on certain musical instruments is available in the school. Tuition is provided by withdrawing pupils from normal classes – usually on a rota basis. A charge is made for this tuition. Tuition is continued to those who have already begun tuition in the primary school. Thereafter, vacancies are advertised to pupils and a selection is made after interview and aptitude tests.
Further details are available from the Principal Teacher of Music.
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GENERAL INFORMATION
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EAVING SCHOOL
The Education (Scotland) Act, 1976 outlines the leaving arrangements for pupils. In practical terms, children who attain the age of 16 years on or between 1st March and 30th September may leave school on 31st May or at any time after that date and children who attain the age of 16 years on or between 1st October and the last day of February may leave school on the first day of the Christmas holidays or at any time after that date. Pupils must complete a Leaving Form and return all school books and property before they finally leave school.
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EALTH CARE
First Aid Any pupil who is feeling unwell should report to the school office. Two of the office staff are trained First Aiders. There is a small first aid room adjacent to the main office. If a pupil is not well enough to return to class, parents will be contacted and arrangements made to send the child home. No pupil will be sent home unless the office has been able to make sure that there is someone at home.
Medical / Dental Pupils with medical or dental appointments are allowed to sign themselves out of school only after they have shown their appointment card or a parental letter to their Register Teacher at a registration period and at the school office when they sign out. Pupils who do not have an appointment card or parental letter must obtain the permission of a senior member of staff. In all cases, the pupil must sign out of school at the office and sign back in again.
School Counselling Service KHS has been operating a school counselling service since August 2006. The Locality Mental Health Worker, Rinku Sandhu, offers pupils appointments, 2 days per week, providing emotional support with a range of issues. Referrals can be made through Pastoral Staff, School Nurse or GP.
The School Health Service (This information has been supplied by the School Health Service) The aim of the School Health Service is to ensure that all pupils are as well in mind and body as possible, so that they can get the most from their time in education.
The school nurse is available for any parent or child to see if they wish. She runs a weekly drop-in health advice service for young people, on a Tuesday, 12.40pm - 1.40pm, within the school. This provides an opportunity for young people to discuss health matters. The school nurse is Catherine Devenny. Her base is Kelso Health Centre. Telephone 01573 223001.
If you feel that there is a problem, physical or emotional, which is having an effect on your child's progress at school please contact the school nurse by informing your child's Pastoral Teacher or by contacting the school nurse directly.
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PART-TIME EMPLOYMENT OF SCHOOL PUPILS OUTWITH SCHOOL HOURS There is a minimum age of 13 years for part-time employment and there are restrictions on the time which can be worked on school days, weekends and holidays. On school days, employment is limited to two hours, with a further limit of one hour in the mornings, which can only be between 7.00am and 8.30am. Full details of the Byelaws can be obtained from Pastoral Teachers or the Area Careers Adviser. Pupils who have not reached their school leaving date must have a Work Permit if they have a part-time job. Application forms are available from the School Office.
S CHOOL TRANSPORT
Scottish Borders Council provides free transport to and from school for pupils who live more than 3 miles from the school and who live within the boundaries of the school catchment area. More than one third of our pupils travel to school by school transport. Scottish Borders Council issues Bus Passes for these journeys and bus pupils must carry these passes at all times. However, all bus contractors have been advised that their drivers must on no account refuse travel in the morning to a pupil who is unable for any reason to produce his/her pass. Instead, the pupil’s name and address will be taken by the driver and the school or Scottish Borders Council informed so that, if necessary, a temporary pass or a replacement can be supplied promptly. Any pupil who loses his/her bus pass should contact Mrs Malcolm in Reprographics to arrange for a temporary bus pass and a replacement. The charge for a replacement pass is currently £5 for most operators, but £10 for any pupil travelling on a First bus. Pupils who have to travel home on a later service bus because of school commitments should contact the school office to enquire about the possibility of a letter to allow them to use their bus pass. This is only possible when the later journey is also operated by the company which is contracted for the school journey.
Early Closure in an Emergency Very occasionally, usually as a result of deteriorating weather conditions, we have to send bus pupils home early. It is essential that we have an accurate record of the arrangements to be followed for individual pupils at such times, as it is not possible to contact all parents before the buses have to leave, although we make every attempt to keep parents informed via Groupcall and announcements on Radio Borders. At the beginning of each session you will receive a letter which states school and authority policy in the event of bad weather. Attached to this letter is a tear-off slip, which you are asked to complete, indicating the procedure to be followed in the event of such a closure. Since it is important that we adhere to your wishes, we appreciate a quick return of these slips.
Behaviour on School Transport Senior pupils monitor behaviour during bus journeys, but, where any parent or pupil has concerns, contact should be made with Mrs E Oliver, the Depute Rector with responsibility for bus transport. In very serious cases of misbehaviour, a pupil may have his/her bus pass withdrawn and be banned from travelling on school transport.
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L OCKERS
Lockers are available in the school for rental. Information sheets and application forms can be obtained
from the school office. The annual rental is £5 and there is a key deposit of £3.00. Lockers are spread
throughout the school. Most pupils have a considerable amount of books and other equipment necessary
for the subjects they study. Using the locker for safe storage can avoid carrying heavy rucksacks around
the school.
S CHOOL CATERING SERVICE
We have a commitment to improve the physical, emotional and social health and well-being of children, young people and adults throughout the school setting. We aim to promote a strategic whole school approach to promoting health and healthy life styles within the school community. We aim to promote pupil achievement and involvement in school life and to support the personal and social development of children and young people with a particular emphasis on self-esteem, self worth and confidence. A Health Promoting Committee and a Schools Nutrition Action Group meet regularly and work towards achieving these aims. In January 2008 the school was accredited with the Phase I of Health Promoting Schools. A cafeteria service operates in the school dining hall providing hot drinks and pastries from 8.30-8.50am, various snacks and drinks at the morning interval and a full meals service at lunchtime. Senior pupils are also able to make purchases during their free periods. Snacks and full meals are available each day. Packed lunches may be brought into the dining hall to eat. To ease congestion at lunchtimes, pupils are encouraged to pre-order lunches using the "Grab & Go" facility. Free meals are available to pupils whose parents are in receipt of supplementary benefit, family income supplement or unemployment benefit. Application forms are available from the school office. School catering is provided by Scottish Borders Council. The menus offered conform to the National Guidelines prepared by the Scottish Government and support the School’s Health Promotion agenda. We have recently moved to a cashless catering system, using the NEC (National Entitlement Card or Young Scot Card). In addition to making the service quicker for pupils and reducing the need to find money on a daily basis, it also allows parents to ensure that money intended for school meals is being used for that purpose. Crediting of accounts is done through pupils’ Young Scot Cards, by pupils loading cash directly through loaders situated within the school, or payment by cheque to the Catering Manager. In the near future, it is hoped to make available a facility to credit accounts through the internet. If your child does not currently have a Young Scot Card, application forms are available in the school library. A further major advantage of the system is that pupils who are entitled to free school meals will use exactly the same card, which will automatically be credited on a daily basis, and allow them to use the catering service in the same way as all other pupils.
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Transferring Educational Data About Pupils
The Scottish Government and its partners collect and use information about pupils to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us.
Why do we need your Data? In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:
plan and deliver better policies for the benefit of all pupils plan and deliver better policies for the benefit of specific groups of pupils better understand some of the factors which influence pupil attainment and achievement share good practice target resources better
Data Policy Information about pupils’ education is collected in partnership between the Scottish Government and Local Authorities through the ScotXed programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government. The individual data collected by Scottish Government is used for statistical and research purposes only.
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 note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including HM Inspectorate of Education and the SQA. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with colleagues within and outwith Scottish Government.
Concerns If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at [email protected] or write to The ScotXed Support Office, SEED, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, braille and large print.
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LINKS WITH PARENTS
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REPORTING TO PARENTS
Formal reporting to parents and Parents’ Evenings form part of the pupils’ Personal Learning Planning process, which aims to support effective learning by ensuring that :-
pupils understand what they are trying to learn and what is expected of them
pupils are given feedback about the quality of their work and given advice about how to make improvements
pupils are fully involved in deciding what needs to be done next and know who can give them help if they need it
We now use an electronic reporting system which gives information about attainment / progress and motivation, as well as a teacher’s comment on strengths, development needs and strategies to take learning forward. In S1 and S3 a brief “Settling-In” Report is issued during the first term, and, in S4, 5 and 6, Tracking Reports indicate whether pupils are on target to achieve their potential. In addition, full Reports are issued for each year group once per year. Parents are requested to discuss the Reports with the pupil before both parties complete their comments on the reply slip. The pupil will then have a meeting with his / her Pastoral Teacher, during which priority action points and strategies will be agreed and recorded. Dates for issue of Reports and for Parents’ Evenings are published in the school calendar.
PARE ' EVENING
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One Parents’ Evening is scheduled for each year group, but in order to give opportunities for feedback and discussion throughout the year, this will not necessarily follow immediately after a formal Report. A written invitation to Parents’ Evening is issued and an appointments system is operated. The School and the Parent Council may use Parents’ Evenings as a forum to survey opinions and conduct consultation exercises.
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COMMUNICATION _______________________________________________
Good communication between home and school is an essential component of a good educational experience. A Bulletin of information is published daily and is read to pupils during the Registration period. School news and information about school events is published in the school news section of Kelso Life. A School Newsletter is published and issued to all parents in August, October, January and May of each session. In addition, letters are sent out to appropriate parental groups concerning exam arrangements, parents’ evenings and other events in the school. The school also publishes a Standards and Quality Report each September. This reviews the work of the school over the past year. Groupcall is also made use of to inform parents of emergency school closures, confirm dates of parents’ evenings and any relevant school information which needs to be relayed to parents quickly.
There is a School website (www.kelso.scotborders.sch.uk) which contains information about the school, course details and materials and school news. It is updated regularly.
Parents are always welcome to contact the school with queries or items for discussion. Normally, the first point of contact should be the child’s Pastoral Teacher. However, if this is not possible for any reason it will always be possible to speak to a member of the Senior Management Team.
An Information "Hotline" has been set up to inform parents of any special arrangements. This can be used to relay information to parents in the following events :
Transport arrangements changing in the event of bad weather Confirmation/cancellation of school sports fixtures Expected return times from school excursions Rugby Information Line 01573 227341 School Excursion Information Line 01573 227342 Hockey Information Line 01573 227344 School Transport Information Line 01573 227343
SCHOOL PUBLICATIONS (available on request)
S1/S3 Curriculum & Subject Descriptions S3/S4 Curriculum & Subject Descriptions S5/S6 Curriculum & Subject Descriptions Study Skills Booklets for S1/S2, S3/S4 and S5/S6
Information leaflet on the School Library Information leaflet on Adult Students Information leaflet on School Lockers The School Standards and Quality Report
HMI Inspection Report January 2012
In addition, there are School Policy documents covering most areas of the workings of the school and a School Development Plan which are available for inspection.
The following website, directed towards parents, may also be of interest as it contains lots of useful information about education, recent publications and links to useful organisations:
The Parent Council was formed on 10th September 2007 in line with the Scottish Schools (Parental Involvement) 2006. It has replaced the former School Board and PTA. The Parent Council is all about representing your views
encouraging links between the school, parents, pupils and the wider community
supporting the school in its work with pupils and
keeping you informed
fund raising
The Parent Council is made up of parents, staff, pupils and representatives from the community. To help keep you informed there is a Parent Council notice board in school. You will be able to see details of the members of the Parent Council, copies of minutes and lots of other information. Minutes of all meetings will also be posted on the school website. We will have a regular feature in the School Newsletters. The Parent Council will meet once each term and have an annual AGM. All parents are welcome to attend the meetings. Please contact any of the following people either in person or via the school if you have any questions: Chairperson Dr C Mowat
Vice Chair Peter Cooper
Treasurer Gavin Innes
Clerk Sarah Griggs
Parent Members Tim Archbold Andrew Armstrong Roger Berrett Julie Berry Diana Blaylock Ghislaine Duzelier Carol Gillie Karen Gray Martin Hadshar Vanessa Henderson Barbara Jacobs Paul Jacobs James Mace James Millar Suzanne Morgan Fiona Morris Jane Norman Jessica Osbourne Judith Penman Drew Ramsay Derek Robeson Colin Stockdale Audra Storrie School Representatives Ruth McKay (Rector), pupil representatives still to be confirmed. Community Representatives Scottish Borders Councillors for Kelso, Provost Fiona Scott, Kelso Churches Together and Kelso Chamber of Trade.
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We are required to include the following statistical information in our Parental Handbook and to make it available to all parents. The information is compiled by the audit unit of Her Majesty's Inspectorate. Statistical analysis can be a minefield and anyone wishing to discuss these figures further is encouraged to contact the Rector.
SCHOOL TARGET
STATISTICS
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ANNUAL INFORMATION REPORTS ON SCHOOLS 2011 Estimated S5 January Roll as a Percentage of the S4 Roll in September of the Previous Session : 2008 – 2009 2009 – 2010 2010 - 2011 Scotland 67 72 75 Scottish Borders 63 71 72 Kelso High School 65 69 78 SCE/CSYS Examination Results (2010/11 results are pre-appeal) Percentage of the Relevant September S4 Roll with : By End of S4 By End of S5 By End of S6 5+ Passes @
Level 3 or better 5+ Passes @
Level 4 or better 5+ Passes @
Level 5 or better 1+ Passes @
Level 6 or better 3+ Passes @
Level 6 or better 5+ Passes @
Level 6 or better 3+ Passes @
Level 6 or better 5+ Passes @
Level 6 or better 1+ Passes @
Level 7 or better 2008 - 2009 Scotland 92 78 35 41 23 11 31 21 14 Scottish Borders 90 80 40 44 26 12 35 25 17 Kelso High School 96 85 53 50 34 18 37 29 15 2009 - 2010 Scotland 92 78 36 43 25 11 33 22 15 Scottish Borders 92 80 42 45 27 12 37 26 18 Kelso High School 95 91 47 53 30 13 48 35 27 2010 - 2011 Scotland 93 78 35 44 26 12 35 23 15 Scottish Borders 92 80 39 48 29 12 38 25 17 Kelso High School 92 79 43 54 36 10 43 28 20 For Information : Scottish Credit and Qualifications Framework (SCQF) levels Level 7 CSYS at A - C ; Advanced Higher at A - C Level 6 Higher at A - C Level 5 Intermediate 2 at A - C ; Standard Grade at 1 - 2 Level 4 Intermediate 1 at A - C ; Standard Grade at 3 - 4 Level 3 Access 3 Cluster ; Standard Grade at 5 - 6
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Number of Pupils Leaving in School Year 2010 - 2011 and Percentage with Destination Scotland Scottish Borders Kelso High School Total Number of Leavers 54 073 1 266 124 Full Time Higher Education 36% 35% 36% Full Time Further Education 27% 34% 32% Training 6% 3% 5% Employment 20% 21% 19% Other Known 11% 8% 8% Not Known 0% 0% 0% Budgeted Running Costs for Financial Year 2011 – 2012 Scotland Scottish Borders Kelso High School School Roll at September 2010 299 616 6 777 674 Total School Running Costs at April 2011 (£) 1 702 108 639 33 869 321 3 104 717 Cost Per Pupil (£) 5 681 4 998 4 606
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Attendance and Absence for School Year 2010 - 2011 S1 S2 S3 S4 S5 S1 - S5 Total Number of Possible Attendances (Half Days)
