1
Kilpatrick School
School Handbook
Session 2019-2020
2
Contents Statement of Commitment Page 3
Introduction by Head Teacher Page 4
The School Page 6
Local Learning Communities Page 7
School Vision, Values and Aims Page 8
History and Accommodation Page 9
Leadership Team Page 11
Staff List Page 14
The School Year Page 17
The School Day Page 18
Enrolment and Transition Stages Page 19
The Curriculum Page 21
Kilpatrick Early Years Service- KEYS Page 22
Primary Classes Page 24
Secondary Classes Page 28
Provision for Pupils with Autism Spectrum Disorder (ASD) Page 30
Monitoring of Attainment Page 31
School Improvement Planning Page 31
Assessment, Reporting and Recording Tracking, Reporting
Page 32 Page 33
Equal Opportunities and Social Justice Page 34
Pupil Support Structure Page 35
GIRFEC Homework
Page 36 Page 39
Positive Behaviour and Relationships Page 39 Nurture Page 40
Anti-Bullying Policy Page 40
Educational Visits Page 41
School Transport Page 42
Home-School Links Page 42 Extra-Curricular Activities Music
Eco Schools
Pupil Council
Enterprise
The School in the Community
Spiritual, Moral, Social and Cultural Values
Medical, Health Care and Therapy Services
Attendance at School
Clothing and Uniform
Meals
Information in Emergencies
Mobile Phones
Photography/Videos
Data Protection
Friends of Kilpatrick
Important Addresses
Glossary
Page 43 Page 44
Page 44
Page 45 Page 45
Page 46
Page 46
Page 47
Page 48
Page 49 Page 50
Page 51
Page 51
Page 51 Page 52
Page 53 Page 54
Page 55
3
West Dunbartonshire Council
Department of Education and Leisure Services
Statement of Commitment
Opportunity through Learning
Every person has the right to be educated in a climate in which
individuality is recognised and in which everyone feels valued. We
are committed to working in partnership with you to provide
education of the highest quality.
Learning for Life
We will work together to ensure that everyone in our community is
valued and has the opportunity to learn for life and to achieve their
potential.
Vision: To enable everyone in West Dunbartonshire to become:
Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
To achieve our vision, we will:
Create and deliver courses, activities and events which will motivate
and excite learners
Develop innovative ways to support learning Value diversity, promote equal opportunities and foster inclusion
Promote partnership and community participation
Value achievement and celebrate success
Continually reflect on and aim to improve the quality of our services
All authorities are required by law to issue a copy of the school
handbook incorporating current policies and practices of both the
Council and the school to certain parents in December each year for
their use as appropriate.
4
Dear Parent/Carer
I would like to take this opportunity to welcome you and your child
to Kilpatrick School. I hope this handbook gives you much of the
essential day to day information that you need as well as illustrating
the vision and the values that we possess and prize here at
Kilpatrick School.
Kilpatrick School is a specialist establishment providing education
from birth to 18 years of age for children and young people with
additional support needs. This makes us truly, an all through school.
Kilpatrick Early Years’ Service (KEYS) offers sessions for babies
and children from 0-3 years of age. Our school also has Primary and
Secondary classes.
Some of our children, in both KEYS and our Primary classes have
shared placements with their local mainstream Nurseries and
Primary Schools.
In the Senior Phase of Secondary (S4-6) our pupils benefit from
both our in-house vocational programme and our vocational
opportunities delivered in partnership with West College Scotland at
their Clydebank College campus.
Our new school building was opened in November of 2016 and joined
with the existing Primary building to form our new school campus
which is set within our picturesque and leafy school grounds. Our
purpose-built school includes many outstanding facilities such as our
adventure play park, our outdoor all-weather pitch, our hydrotherapy
pool, our hospitality kitchen and shop, our technical workshop and
science laboratory, sensory and light rooms and our classrooms
resourced with state of the art information and communication
technology.
5
Our teaching and support staff are committed to providing the best
possible learning opportunities and experiences for our children and
young people and work tirelessly as a team to do so.
We work in partnership with many other agencies and organisations
to ensure that we strive every day to get it right for the children
and young people here at Kilpatrick School. Parents are of course a
vital part of the ‘team’ around every child and young person and I
look forward to developing positive relationships with you over the
years that your child attends Kilpatrick School.
Our school has a thriving parent council (Friends of Kilpatrick) and
all parents and carers are welcome to attend all meetings and
support the many highly successful fundraising events that they
regularly organise here at our school.
Rest assured that we endeavour to make sure that all our children
and young people are safe, happy, achieving, nurtured, active and
respected and that they are provided with opportunities to be
responsible and included whilst pupils in our school.
If you require any further information or ever have any concerns,
the door is always open here at Kilpatrick School. Please never
hesitate to get in touch either by telephone, email or by coming in to
meet with us.
Yours Sincerely
Louise McMahon
Head Teacher
6
The School
Name of School Kilpatrick School
Address Mountblow Road Dalmuir Clydebank, G81 4SW.
Telephone number 01389804430 (School office)
E-mail [email protected]
Website Address
https://sites.google.com/a/ourcloud.buzz/kilpatrick-school/
Description A school for pupils with additional
support needs, some of which may be
physical, sensory, behavioural or medical.
The school is inter-denominational and
co-educational consisting of Early
Years, Primary and Secondary to S6.
Area served Entire West Dunbartonshire area.
Current School Roll 168
Keys Roll 10 (sessional) Parents should note that the working capacity of the school may vary
dependent upon the number of pupils at each stage and the way in which
classes are organised.
Community Facilities A gymnasium, a hydrotherapy pool,
assembly hall and other rooms are
available on request.
Applications to: Central Letting Unit West Dunbartonshire Council
16 Church Street
Dumbarton
G82 1QL
7
Local Learning Communities
All educational establishments within West
Dunbartonshire Council are members of a Local Learning
Community (LLC). These LLCs are made up of one
Secondary School and its associated Primary Schools and
include a number of Early Education and Childcare
Centresand Partnership Nurseries. Kilpatrick School is a
member of the Clydebank High Learning Community.
The five Learning Communities in West Dunbartonshire
have been established as part of West Dunbartonshire’s
educational improvement strategy. This strategy has a
clear focus to raise educatyional aspirations, achievement
and attainment of all pupils while improving the skills and
knowledge of all staff involved in the education of children
and young people.
Ms Louise McMahon represents Kilpatrick School on the
Clydebank High School LLC; however other members of
staff may attend meetings in support of improvement
work. The Clydebank High School LLC is led by Claire
Cusick Senior Education officer who is assisted by the
schools Education Officer Denise McKinnon.
Updates on the work of the LLCs will be made available
through parent council meetings and through Standards
and Quality reporting.
8
School Vision, Values and Aims
Vision:
Values:
Aims:
Nurturing Potential Together
Nurturing -understanding care support
Potential – Communication Developing Skills Achievement
Together – Community Friendship Included
To recognise the rights of our children and young people
as agreed in the United Nations Convention on the Rights
of The Child (UNCRC)
At Kilpatrick School we aim to nurture the potential of
every child and young person to the fullest by delivering an
appropriate curriculum which is focused on developing
skills for life, learning and work and which meets the
sensory needs of our children and young people. We aim to
deliver consistently high quality specialist learning and
teaching and are developing a total communication
environment. We promote the health and wellbeing of our
children and young people and build positive relationships
across our school community through our wide school
approaches to Nurture and Restorative Practices.
Strong and effective partnerships with our parents,
carers and wider community ensures that the children and
young people of Kilpatrick School are included and feel
connected.
9
History and Accommodation
Kilpatrick School, situated on the outskirts of Clydebank, was
established in 1996 when West Dunbartonshire Council merged the
two existing Special Schools, Auchentoshan School and Mountblow
School.
Kilpatrick School is for pupils with a range of additional support
needs, some significant, which can include physical, sensory or
medical difficulties.
Kilpatrick School is dedicated to meeting the needs of all our pupils
by enabling, encouraging and empowering them to reach their full
potential. We do this through the provision of consistently high-
quality learning and teaching and a broad and well-balanced
curriculum which allows for flexible and progressive learner journeys
for all our children and young people.
Our new school building was opened in November of 2016 and joined
with the existing Primary building to form our new Kilpatrick School
campus which is set within our picturesque and leafy school grounds.
Our purpose-built school includes many outstanding facilities such as
our adventure play park, our outdoor all-weather pitch, our
hydrotherapy pool, our hospitality kitchen and shop, our technical
workshop and science laboratory, multi-sensory and light rooms, our
soft play and ball pool and our teaching classrooms resourced with
state of the art information and communication technology.
In addition to our teaching classrooms our school is equipped with
two support bases where we can best meet the needs of our children
and young people with the most complex medical needs.
We also have multiple bases specifically designed to fully meet the
needs of our children and young people with Autism.
10
We meet the needs of many of our pupils in partnership with the
community health team including speech and language therapists,
physiotherapists, occupational therapists and specialist paediatric
nurses, who regularly visit our school and provide advice and training
to our staff.
We also work very closely with our partners in Social Work and a
team of Educational Psychologists to ensure that we are planning
effectively for all our young people.
A process of continuous professional learning and staff development
enables our teaching and support staff to develop and maintain the
skills that they require to ensure that we are getting it right for
every child here at Kilpatrick School.
Kilpatrick School
11
LeadershipTeam
Head Teacher Ms. Louise McMahon
Remit: Overall responsibility for the leadership and management of
the school, with specific responsibility for areas such as School
Improvement Plan, Raising Attainment and Achievement, School
Improvement through Self Evaluation, Child Protection Coordinator,
Care Experienced Children, Pupil Equity Fund, Parent Council (Friends
of Kilpatrick), Local Learning Community Link, Staffing &
recruitment, Staff Welfare, Partnership working with Allied Health
Professionals, Transport, Health & Safety, School Fund,
Communication Strategy - School Website, Social Media, Nurture,
Chair of (HDL), JRP, Chair of H & W CSN
Depute Head Teacher-Secondary Mr Victor Cannon
Remit: Responsibility for the Leadership and Management of the
Secondary Department, with specific responsibility for areas such
as Raising Attainment and Achievement, Health & Wellbeing
Coordinator, JAT Coordinator, SQA Coordinator, P7- S1 Transition
Senior Phase Curriculum – Options, BGE Curriculum, BGE Tracking
and Assessment, Pupil Wellbeing /GIRFEC Planning S1, S2, S3
Positive Behaviour and Relationships, Staff CLPL, Secondary
Timetable, SEEMIS Coordinator, Absence Cover Secondary
ICT & Digital Learning, Reporting, Senior Phase Tracking
Attendance Management Staff
Acting Depute Head Teacher- Primary Miss Janice Boyce
Remit: Responsibility for the Leadership and Management of the
Primary Department, with specific responsibility for areas such as
Raising Attainment and Achievement, School Improvement through
Self Evaluation, Literacy Coordinator, BGE Curriculum, BGE Tracking
& Assessment, Pupil Wellbeing /GIRFEC Planning - Primary Pupils
Primary Timetable, Students & Volunteers, Absence Cover Primary,
Positive Behaviour and Relationships, Pupil Voice & Leadership,
Nurture, Staff CLPL, Transport Requests, Attendance Management
Staff, Transition Planning
12
Acting Principal Teacher (Primary) Mrs Angela Blair
Remit: Shared responsibility for Leadership and Management of the
Primary Department, with specific responsibility for areas such as
Raising Attainment and Achievement, Pupil Wellbeing/GIRFEC
Planning, BGE Planning, Staff Be The Best Conversations, P7 – S1
Transition, Health & Safety, Positive Behaviour and Relationships,
Nurture, School Handbook, Sensory Area Timetables, Residential
Trips/Outings, Transition (KEYS – P1)
Principal Teacher (Secondary) Mr Stephen Skivington
Remit: Shared responsibility for the Leadership and Management of
the Secondary Department, with specific responsibility for areas
Raising Attainment and Achievement, Pupil Wellbeing /GIRFEC
S4, S5, S6 – includes Senior Phase Transition Arrangements,
Positive Behaviour and Relationships, Numeracy Coordinator, DYW -
Vocational Coordinator, College Link, SDS Link, Pupil Social
Events/Outings, School Minibus, CLPL, Be the Best sonversations
Acting Principal Teacher (Secondary) Mrs Shona Torbet
Remit: Shared responsibility for the Leadership and Management of
the Secondary Department, with specific responsibility for areas
Raising Attainment and Achievement, Pupil Wellbeing /GIRFEC
S4, S5, S6 – includes Senior Phase Transition Arrangements. (TAG
with HT), Positive Behaviour and Relationships, Options Process, P7
– S1 Transition, Pupil Voice & Leadership, Pupil Social,
Events/Outings, School Minibus, CLPL, Be the Best conversations
13
Lead Officer KEYS Mrs Heather Galloway
Remit: Responsibility for Leadership and Management of KEYS,
Raising Attainment and Achievement (KEYS), Improvement Through
Self Evaluation, Early Years Curriculum, Pre Birth – Three, Tracking
of pupil progress (KEYS),CWellbeing/GIRFEC Planning – KEYS
children (With Health Visitors/HT/Allied Health Professionals)
Staff PDP – KEYS, Positive Behaviour and Relationships (KEYS)
KEYS Timetable/Planned sessions, To manage the devolved KEYS
Budget (Toy Fund), Absence Cover (KEYS), Transition (KEYS – P1)
14
Staff List
Teaching Staff
Miss Laura Balfour Miss Fiona
Clydesdale
Mrs Marie McGovern Mrs Elaine
McIlree
Mrs Sonia Collins Mrs Natalie McLauchlan
Mrs Tracy Coughlan Mrs Stacey Murphy
Miss Michelle Daly Mrs Linda Murray
Mrs Margaret Dick Mrs Margaret O’Reilly
Mrs Audrey Doherty Mrs Cara Reith
Mrs Lisa Foster Mr Andy Rimmer
Mrs Debra Gardner Miss Siobhan Roarty
Miss Jennifer Gorman Mr Easton Roberts
Mr Alistair Henderson Ms Michelle Sandison
Mrs Leeanne Johnston Mrs Emily Slavin
Mrs Joy Little
Mr Campbell Lloyd
Mrs Elaine Sheridan
Mrs Victoria Stewart
Mrs Tricia Lipsett Mrs Mhairi Webber
Ms Amanda McFall Mrs Sharon Whyte
Mr BB Wong
Supply Teachers
The school also accesses a small team of regular supply teachers as required.
Instructors EE&CC Officers
Mrs. D. Boyd Mrs. L. Ellis
Mrs. P. Gilfillan Mrs. L. Gow
Mrs. K. McGeachie Mrs. D. McCorrisken Miss K. Wallace
15
Learning Assistants
Ms Karen Bourke Mr Raymund McGrath
Ms Karen Boyle Miss Kirsty McKechnie
Mrs Diane Braid Mrs Anne Marie McLean
Mrs Helen Campbell
Miss Nicole Campbell
Mrs Ann McMillan
Miss Nicole McNeelly
Mr Darren Courtney Mrs Caroline McWilliams
Miss Jennifer Coyne Miss Gemma Massey
Mrs Margo Davenport
Mrs Mandeep Devis
Mrs Mari Muirhead
Mr Bryan Murray
Mrs Linda Docherty Ms Janet Newcome
Miss Stacey Donachie Mrs Carole-Anne Nuggent
Mrs Eleanor Duffy Mrs Jeanette Ramsay
Mrs Tracey Duggan
Miss Rebecca Ellis
Mrs Ranbir Sandhu
Mrs Alison Scott
Ms Lynn Gallcher Mrs Margaret Shaich
Mrs Andrena Geegan Mr Albert Sichi
Mrs Laura Gow Mr Alan Symington
Ms Lorna Gray Mrs Irene Tevendale
Ms Angela Hegarty Miss Jennifer White
Mrs Jillian Hislop
Mrs Mairi Hunter Miss
Lyndsey Lennox
Miss Jenna Whitfield
Mrs Cathy McAnerny
Mrs Hannah McArthur Miss Michelle McAuley
Mrs Geraldine McCool
Mrs Catherine McDonald
Mrs Andrena McFarlane
Miss Emma McGhee
Mrs Jan McGlashan
Pupil and Family Support Workers
Sharon Kinloch Elaine McCabe
16
Clerical Staff
Office Supervisor Mrs Sam Henderson
Clerical/Admin Assistants Mrs Isabel MacMillan
Mrs Ann Smith
Mrs Susan Donaldson
Facilities
Facilities Assistant Mrs Lynne Logan
Facilities Operatives Ms Karen Dickie
Ms Andrea MacNamee
Ms Leeanne McCluskie
Miss Kirsty McDermott
Mr Ritchie Sinclair
Mrs Mhairi Wright
Catering Staff
Cook Miss Susanne Lyall
Catering Assistants Mrs Amanda Campbell
Miss Joanne Matchett
Miss Tracey Nicol
Miss Sandra Rennie
Nurses
Mrs Gill Lubiewski Mrs Caroline McDaid
Healthcare Support Worker Ms Ashley Anderson
Mrs Sharon Hanley
Mrs Lynn McGunnigle
17
The School Year 2019-20 West Dunbartonshire Council
Educational Services
School Holiday Arrangements
Incorporating Local Holidays and In-Service Days
Return Date for Teachers Thursday 15th August 2019
Return Date for Pupils Monday 19th August 2019
September Weekend Friday 27th –Monday 30th September 2019
Inservice Day Friday 11th October 2019
First Mid-term Monday 14th – Friday 18th October 2019
Christmas/New Year School closes 2.30 Friday 20th December
2019
2020 Return to School Monday 6th January 2020
Inservice Day Friday 7th February 2020
Second Mid-term Monday 10th Tuesday 11th February 2020
Inservice Day Wednesday 12th February 2020
Spring Holiday School closes 2.30 Friday 3rd April 2020
Return to School Monday 20th April 2020
Easter Friday 10th and Monday 13th April 2020
(during spring holiday)
May Day Friday 8th May (changed by the
Government from Monday 4th May to
celebrate 75th Anniversary of VE Day)
May Weekend Friday 22nd – Monday 25th May 2020
Inservice Day Tuesday 26th May 2020
School Closes for Summer School closes 1pm Friday 26th June 2020
18
The School Day
Pupils attend school between 9.00am and 3.00pm each day (Primary) and
3.30pm (Secondary). Interval is 10.50am- 11.05am and lunch is between
12.15pm- 1pm (Primary) and 12.45pm-1.30pm (Secondary). The
development of life skills are an important part of the Primary Health and
Wellbeing programme. This area of the curriculum, therefore, begins
from mid-day for primary pupils, with instruction and supervision in
personal hygiene, making choices, and eating and drinking. The Primary
Department has their own timetable with access to subject specialists
(e.g. Art, Music, P.E) and other school facilities (structured play, soft
play, ball pool, multi-sensory room and adventure park) when appropriate.
The Secondary Department operates a six period day, with
registration/guidance at the beginning and end of each day for 10
minutes.
Registration 09.00 - 09.10
Period 1 09.10 - 10.00
Period 2 10.00 - 10.50
Break 10.50 – 11.05
Period 3 11.05 - 11.55
Period 4 11.55 - 12.45
Lunch 12.45 - 13.30
Period 5 13.30 - 14.25
Period 6 14.25 - 15.20
Guidance 15.20 - 15.30
Registration Sessions The purpose of the guidance session in the morning is to prepare the
young people for the new day – creating a positive start. Staff can assess
if any pupils may have potential difficulties with the day ahead. At the
end of the day, it is time for congratulations on the conclusion of a
successful day or to allow a debriefing session if there have been
difficulties. This allows the pupil to have a fresh start for the next day.
19
Enrolment
All parents are welcome to visit the school, on an informal basis, before
seeking or being offered a place at any stage in the school. Parents are
asked to contact the Head Teacher by telephone to arrange an
appointment.
Before a pupil is enrolled in the school, an educational psychologist will
already have been in contact with the parents and discussed the
suitability of the placement with them.
Parents should note that they can contact the school at any time, should
they require advice on any matters relating to enrolment, transition and
transfer.
Transition Stages within Kilpatrick School
There are key points of transfer within the school. These are: Early Years – Primary
Primary – Secondary
BGE – Senior Phase
Leavers Transfers
Statutory review meetings with parents, carers and professionals
involved from all relevant agencies are held at these times. The pupil’s
educational psychologist will be able to advice on necessary procedures.
Transition from Early Years Establishments or Mainstream
Primaries
To ensure success in the transition stage, information and arrangements
are fully discussed with parents\carers at planning meetings prior to the
pupil starting school. Parents are also invited in to meet relevant staff
and visit the primary or secondary department. Induction days are
organised through the Spring and Summer terms for all the new starts in
August.
Transition from the Primary Department to the Secondary
Department
Pupils are normally transferred between the ages of 11 yrs 6 months and
12 yrs 6 months, so that they can have the opportunity to complete at
least 4 years of secondary education. Parents will be informed of the
arrangements no later than December of the year preceding the date of
transfer at the start of the new session. Information and arrangements
for pupils transferring from primary to secondary are fully discussed at
20
the Transition Review. This enables sufficient time to fully prepare pupils
for their secondary education. A transition programme, undertaken in
Primary 7, prepares our pupils for the secondary department.
Leavers Transitions
Senior pupils work with outside agencies and are prepared for leaving
school through a transition programme implemented in S3 -S6.
Profiling
A profile is a snapshot of a child's or young person’s best achievements at
a given point in time. Profiles are primarily aimed at learners and their
parents, and draw together a range of information about a child's or
young person’s learning. It is one of the ways in which a learner’s
achievements can be recognised.
In Kilpatrick School profiles are produced at the key points of transition
in learning of P7 and S3. Producing profiles at P7 emphasises learners'
achievements as they complete their primary education and helps with
the transition into secondary school. S3 marks the end of young people's
broad general education phase and is a time when they are choosing their
future learning paths for the senior phase
Profiling increases pupils’ self-esteem, improves motivation, and thereby
improves learning. In so doing, it is integral to the overall Curriculum for
Excellence aims of raising attainment, reducing the achievement gap and
preparing for the future.
Completing the profile gives learners an opportunity to articulate their
learning and achievements to others.
provide learners with a reflective summary statement of
achievement as they move from primary school into secondary
school, or from S3 into the senior phase
provide learners with a summary of achievements to help them plan
for future learning and development
publicly recognise progress in learning challenge, motivate and support all children and young people to
achieve their best
build learners’ skills and capabilities to reflect on their learning support and inform transition.
21
The Curriculum Across the School
West Dunbartonshire Council’s priority for Curriculum for Excellence is
to ensure effective teaching and learning.
Curriculum for Excellence enables professionals to teach subjects
creatively, to work together across the school and with other schools, to
share best practice and explore learning together.
Curriculum for Excellence balances the importance of knowledge and
skills. It also provides new ways of assessing progress and ensuring
children achieve their potential.
In line with all other schools in West Dunbartonshire, Kilpatrick School
implements the Curriculum for Excellence.
In Kilpatrick School, the learner is at the centre of the curriculum. The
purpose of the curriculum is aimed at producing:
confident individuals
successful learners responsible citizens
effective contributors
Children and young people are entitled to experience:
A curriculum which is coherent from 3 – 18,
A broad general education from early years through to S3,
A senior phase after S3 which provides opportunity to obtain
qualifications, as well as to continue to develop the 4 Capacities, Opportunities for developing skills for learning, skills for life and
skills for work with a continuous focus on literacy, numeracy and
health and wellbeing,
Personal support,
Support in moving into positive and sustained destinations beyond
school.
22
Kilpatrick Early Years Service – KEYS
Kilpatrick Early Years Service is a pre-school provision for children with
significant additional support needs, KEYS is part of Kilpatrick School.
The staff comprises of a Lead officer, 2 early years workers and 1
learning assistant. Nursing provision is available if required.
Aims of KEYS:
To work in partnership with parents / carers and the team around
the child to provide a supportive service
To help parents develop skills and strategies to support their child,
and to provide advice on resources
To provide a safe and secure environment for the children in our
care
To provide equipment and a suitable environment to meet a child’s
physical and developmental needs
To liaise with Early Education and Childcare Centres (EECC) and
Early Stages Teachers / Class Teachers to ease the transition to
nursery / school
The following services are provided:
KEYS Club – a drop-in facility for parents / carers and children
under 3 with identified needs
Sessions in KEYS for children with significant additional support
needs whose care requirements cannot be met in mainstream
establishments
Outreach support to EECC for children, under 3, with additional
support needs who have a placement
Children are referred in writing from the Community Child Health
Services to Education Services via Psychological Services. A Pre-ScAT
(Pre-School Assessment Team) meeting is convened and attended by
parents and appropriate professionals. This meeting will discuss the needs
of and the appropriate provision for the child.
KEYS staff members work collaboratively with parents / carers and
professionals who are involved in the child’s development and welfare.
KEYS Club is open for play sessions on a Wednesday morning from 10am
to 11.30am. Parents remain on the premises and can participate in
activities. They also have the opportunity to meet with other parents in
an informal setting over tea /coffee.
23
Home visits – These can be arranged by KEYS staff and can be
undertaken jointly with professionals from other agencies to advise on
developmental / behavioural issues and resources.
Healthy Eating – KEYS follows a healthy eating policy. Healthy snacks are
encouraged where appropriate and lunch menus are available to view.
Medication – The school nurse will administer any required medication.
Only prescribed medication with the child’s name and dosage in print can
be given.
KEYS can access the following facilities available in the primary
Department:
A well-equipped playroom
Sensory room
Ball pool Swimming pool
Adventure park
Learning through play
24
Primary Classes
Aims:- To meet the needs of all pupils through an individualised curriculum
following the Curriculum for Excellence Guidelines
To facilitate effective learning and teaching through a wide range
of experiences, strategies and resources.
To create an ethos where all pupils feel valued, and value
themselves and others. To work in partnership with parents / carers to support the pupil’s
learning and development.
The Primary Department caters for pupils with a wide range of additional
support needs, some of whom may also have Autism Spectrum Disorder.
Pupils’ needs are addressed using a wide range of communication methods
which include Boardmaker symbols, BIGmacks/sequencers and other
inclusive technology, and Makaton. The curriculum and strategies used are
wide and varied to take account of pupils’ needs. Pupils engage in a range
of practical and sensory activities, active learning and outdoor learning
experiences to enhance their development.
The primary curriculum is also designed to teach and develop the skills of
literacy and numeracy, and is taught through the Experiences and
Outcomes of a Curriculum for Excellence.
Literacy and English: The areas covered are:
Listening and Talking
Reading
Writing
25
Numeracy: The areas covered are:
Number. Money and Measure
Information handling
Shape, position and movement
Oxford Reading Tree and Heinemann Active Maths are used to provide a
balanced approach to the learning and teaching of literacy and numeracy.
Other resources and approaches are also used dependent on the
individual needs of each pupil. Great emphasis is placed on interactive and
active learning in all areas of the curriculum. Pupils also develop their
skills when accessing the community and engaging in outdoor learning
activities.
Expressive Arts: The areas covered are:
Art and Design
Dance
Drama Music
Soft play sessions
All pupils experience Interdisciplinary Learning which enables them to
learn and further develop skills associated with other areas of the
curriculum such as Language, Mathematics and Expressive Arts.
26
Topic areas, reflecting the needs, progression and interest of each class,
are also chosen, planned, delivered and evaluated each term.
Technologies: The areas covered are:
Technological developments in society, including Eco Schools
ICT to enhance learning
Business contexts, including Enterprise
The use of ICT is an integral part of education. All classes have a range
of software covering many of the curricular areas and these are used to
enhance teaching and learning. All classrooms have interactive
whiteboards, which are used across the curriculum. Clicker 6 and
Boardmaker programmes are used to develop language and communication
skills. These programmes have been introduced in the transition reviews
to enable pupil involvement.
Health Education and Wellbeing: The areas covered are:
Mental, Emotional, Social and Physical wellbeing
Planning for choices and change Physical Education, Physical Activity and Sport
Food and Health
Substance Misuse
Relationships, Sexual Health and Parenthood
Parents and carers will be consulted at all stages prior to any programme
of sexual health and relationships education being implemented, and will
have the right to withdraw their child from these lessons following
discussion with the Headteacher.
Parents / carers are kept informed about the health and personal safety
programme for the school and information leaflets are sent home when
available. Pupils also have targets set in their Individual Educational
Programmes for Health and Wellbeing.
The school strives to ensure that children and young people are
respected and listened to, and that they are taught how to keep
themselves safe.
27
Religious and Moral Education: Areas covered are:
Christianity
World Religions
Development of Beliefs and Values
Religious and Moral Education encourages pupils towards a consistent set
of beliefs, values, attitudes, and practices. These are reinforced at our
weekly assemblies.
28
Secondary Classes
Aims:-
To meet the needs of the young people through an individualised
curriculum following the Curriculum for Excellence Guidelines
To prepare our young people for life after school
To ensure that our young people feel valued, and value themselves
and others.
The pupils in the Secondary Department work in small mixed ability
classes with a maximum of ten pupils in each class. This allows for a high
degree of individualisation, enabling teachers to provide a high level of
personal instruction. Pupils are given the opportunity to work at their own
pace and within their own ability level.
Our pupils on the autism spectrum work in Autism Spectrum Disorder
bases with a high level of staffing using TEACCH methodology. They also
access specialist teachers but are accompanied by class staff.
A similar approach is used for our pupils with more complex needs: they
too work in their base with additional staff and access specialist teachers
as appropriate. We use a wide range of methods of communication in
these classes to meet the needs of our young people including
Boardmaker symbols, BIGmacks/sequencers and other inclusive
technology, and Makaton. We also have access to MOON if required. At
times, some personal and social issues are discussed in discrete girls and
boys groupings.
Within Curriculum for Excellence the curricular areas are:
Languages Sciences
Expressive arts Technologies
Mathematics Social Studies Health and wellbeing Religious and moral education
29
Some curricular areas are the responsibility of all staff, namely:
health and wellbeing across learning literacy across learning
numeracy across learning
The curriculum comprises statements of experiences and outcomes which
describe national expectations of learning and progression through
curriculum levels, during the period from early years to the end of S3,
when pupils enter the ‘Senior Phase’.
To minimise the number of teachers that first and second year pupils
have in one day, and in line with the new guidelines, literacy, numeracy,
health and wellbeing are taught by one teacher. The emphasis in the first
two years in the secondary department is on each pupil as an individual
learner moving at his/her own pace to continue to develop the mastery of
the basic skills acquired in primary school. We continue and enhance the
work already started, as detailed in the Primary Department section.
We are very proud of continued developments in ICT ensuring access to
appropriate technology both for communication and learning, We use a
range of high-tech and low-tech hardware / software to allow the young
people optimum access to new technology.
From S3 onwards, we start to offer a limited number of subject options.
We also begin courses which lead to accreditation at National 1, 2 and 3
under the Scottish Credit and Qualifications Framework (SCQF). The
Framework helps people of all ages and circumstances to access the
education and training that is appropriate to them over their lifetime.
Learning at National level is continually assessed by the school and does
not involve an exam. This means that, as of the August of your young
person’s S4 year, they will receive a statement of their attainments. This
will continue until they leave school.
Generally, and after discussion with parents, in S4, our young people
attend College for a ‘taster’ session. This is usually one morning per week.
In S5 and S6 we focus heavily on preparation for leaving school. We work
closely with Skill Development Scotland (SDS, formerly Careers Service)
in order to secure positive destinations for our young people at this
particularly important transition point. Where appropriate, we offer
work experience tasters, help with independent travel, general life skills
etc.
30
S5 and S6 pupils have the option to access a residential stay at Bendrigg,
an Outdoor Adventure Centre in Cumbria, assuming our fundraising
efforts are successful.
Provision for Pupils with Autism Spectrum
Disorder
Pupils on the autism spectrum are taught, as much as possible, within age
appropriate classes in Kilpatrick School. However, some pupils require a
low stimulus environment with a high staff: pupil ratio to ensure that
targets set are achieved through sensitive 1 to 1 teaching, mainly using
the TEACCH approach along side sensory teaching approaches.
Staff in the Enhanced Nurture Bases work with speech and language
therapists and occupational therapists to develop strategies to support
pupils in their learning.
Photographs, symbols and visual timetables are used with pupils.
Specific targets are set for each pupil in liaison with class teams, speech
and language therapist, and other relevant personnel.
Pupils with ASD access relevant areas of the school e.g. soft play,
structured play, ball pool, sensory garden, swimming pool and adventure
play park. They also participate in regular community visits to facilitate
development of life skills.
31
Monitoring of Attainment
During the session 2019 - 2020 the following results were achieved:
112 Course awards National 1,
30 Course awards at National 2, 21 Course awards at National 3
7 Course award at National 4
1 Course award at National 5
School Improvement Plan
School development planning enables schools to review their practice and
determine areas for improvement.
At Kilpatrick School, current areas of improvement are:
Nurture
Numeracy -SEAL
Raising Attainment in Literacy and English Raising Attainment in Numeracy and Maths
Health and Wellbeing
Outdoor Learning
32
Assessment, Reporting and Recording
The Education (Additional Support for Learning)(Scotland) Acts 2004 and
2009 aim to support any pupil who, for whatever reason, requires
additional support, long or short term, in order to learn and to work to
their full potential.
Further information can be obtained on all aspects of additional support
needs from West Dunbartonshire Council’s website at:
http://www.wdcweb.info/education-and-learning/additional-support-
needs
Kilpatrick School, through a policy of continuous assessment, aims to
support every pupil’s learning and keep their needs under constant review.
Continuous assessment is enables us to provide programmes of learning
which are suited to each child’s stage of development in key areas of the
curriculum. Staff constantly monitor and assess pupil progress through
observation and oral feedback.
A key feature of assessment is formative assessment. Formative
assessment is the teacher and pupil working together to support learning.
We aim to provide appropriate and effective feedback to pupils and
actively involve them in their learning.
The school, as part of planning and assessment, adopted a policy on target
setting for all pupils. Long term targets are set annually and are regularly
updated using short term targets/ next steps. The progress made within
target setting forms the basis of the pupil’s annual review report.
Parents and other agencies involved are invited to the review. Statutory
reviews involving Psychological Services, parents, carers, school staff and
other agencies take place at key points of transition. (See paragraphs on
Enrolment and Transition).
If a pupil is identified as requiring a “Co-ordinated Support Plan” (CSP),
this will be fully discussed with parents at the review. Currently 8 pupils
from Kilpatrick School have Co-ordinated Support Plans.
33
Tracking
Self evaluation is a key feature in teaching and learning. Both staff and
children engage in self and peer evaluations to continually inform and
improve standards across the school. Pupils are encouraged to evaluate
their performance through discussion and questionnaires. Forward Plans
are evaluated each term and pupil progress is regularly tracked through
targets by the class teacher and ELT.
Our aims of improving literacy and numeracy, continuing to narrow the
poverty related attainment gap, and increasing the number of our young
people entering a sustained positive destination on leaving school is in line
with Council priorities. B Squared software is our new standard in
assessment, recording and tracking throughout our school. This will in
turn assist with our evaluation and forward planning.
Reporting
During the academic year, parents will receive information regarding
their child’s progress through Progress Reports sent home. They will also
have the opportunity to attend two Parents’ Meetings. Parents will be
allocated appointment times to meet with their child’s teacher. There is
also the opportunity to arrange appointment times with subject
specialists as well as physiotherapists and speech and language
therapists.
The Head Teacher and staff are available to discuss any child’s progress,
and parents are welcome to telephone the Head Teacher to arrange a
suitable appointment in the course of the session.
Your child’s report will tell you about your child’s progress throughout the
year. It will include information and teacher comments about:
The breadth of learning your child has experienced within
curricular areas
The level of challenge planned for you child to ensure achievement
of full potential and appropriate support
How well your child can apply learning in new and unfamiliar
contexts
34
Equal Opportunities and Social Justice
Kilpatrick School is committed to supporting the achievement of every
person in the school, to enable them to fulfil their potential and to
develop as learners with dignity and self-respect. The school is
committed to challenging racism, sexism and any other form of
discrimination.
Kilpatrick School aims to develop as a learning community where everyone
is accepted and valued, and to prepare our pupils to be tolerant, humane
and just citizens in our society.
In line with West Dunbartonshire Council policy, the school will respond
clearly and swiftly to any incidents of racial/sexual harassment or abuse.
35
Effective pupil support
Pupil Support Structure Kilpatrick School provides a positive and safe environment which actively
promotes pupil welfare and development. Within the school, each member
of staff is regarded as having a crucial role in the care and welfare of all
pupils. Pupils, in both Primary and Secondary Departments, are made
aware of health and personal safety issues through appropriate
programmes of work in the curriculum for Health and Wellbeing. Targets
are also set for all pupils in this area taking into account the GIRFEC
indicators; safe, healthy, achieving, nurtured, active, respected,
responsible, included (SHANARRI).
Further information on SHANARRI is available from
http://www.scotland.gov.uk/gettingitright
All staff members in the school are required to be aware of child
protection issues and are provided with regular information on Child
Protection Policy and Procedures. The school maintains close working
relationships with all other relevant agencies to ensure appropriate
information is shared and that professionals from various agencies work
collaboratively for the wellbeing of the children and young people.
All staff members have a responsibility to report in writing concerns
regarding the welfare or safety of a child or young person to the head
teacher.
If the head teacher, or the person deputising for the head teacher, is of
the view that there may be grounds for concern, they will immediately
36
contact the duty senior social worker and advise them of the
circumstances. GIRFEC
Getting it Right for Every Child (GIRFEC) is the Scottish Government’s
approach to promoting and safeguarding the wellbeing of children in
Scotland. Duties attached to the Children and Young People Act 2014
continue to be offered in West Dunbartonshire on a policy basis. In most
cases the families around each child will be able to offer all the help and
support that is needed. However, there are times when a child may need
a bit of extra help. The GIRFEC approach is there to make it as easy as
possible to get that help when it is needed and wanted by families.
The GIRFEC policy approach is to ensure that every child and young
person and their family have access to help and support from a key
member of staff in order to support the wellbeing and additional support
needs of children and young people. The role of the Named Person is
integrated into the current role of key promoted members of staff in
schools and serves to strengthen the support they currently provide as a
central point of contact for children, parents and other people working
with them.
On our school website you will find the names of the members of staff
who have been given key supporting roles for each age group of children
along with the arrangements for cover in the event of absence.
It is our intention to support the wellbeing and safeguarding of all our
young people. Parents are reminded that the Named Person will only offer
advice or support in response to a request from a child or parent, or when
a wellbeing need has been identified. There is no obligation to accept the
offer of advice or support from a Named Person.
Holiday Cover
The GIRFEC policy also recommends the local authorities provide
continuity of support signposting during school holiday periods. At these
times coordination will be provided by suitably qualified staff from the
support from services (called a Child’s Plan). The Named Person will
means there will be a single planning framework for children who need
37
Central Named Person Service at the Council Offices. See contact details
below.
Central Services Named Person Service:
Joanne Scott (Education Support Officer) 01389 737000
@west-dunbarton.gov.uk
Tracy King (Education Support Officer) 01389 737000
@west-dunbarton.gov.uk
Claire Cusick (Senior Education Officer) 01389 737000
@west-dunbarton.gov.uk
Below, you will find the names of the members of staff with key support
responsibilities for each age group of children along with the
arrangements for cover in the event of absence.
It is our intention to support the wellbeing and safeguarding of all of our
young people to ensure that they have access to positive outcomes,
choices and destinations; however, parents are reminded that the Named
Person will only offer advice or support in response to a request from a
child or parent, or when a wellbeing need has been identified. There is no
obligation to accept the offer of advice or support from a Named Person.
At Kilpatrick School your child’s Named Person can be contacted on
01389 804430 and the allocation will be as follows;
Class Named Person HT & Named Person Absence
Cover
P.1/2 Janice Boyce Louise McMahon Head Teacher
Angela Blair Acting Principal
Teacher
P.2/3 Janice Boyce
Acting Depute
Head Primary
Louise McMahon Head Teacher
Angela Blair Acting Principal
Teacher
P.3/4 Janice Boyce
Acting Depute
Head Primary
Louise McMahon Head Teacher
Angela Blair Acting Principal
Teacher
P.5/6 Janice Boyce
Acting Depute
Head Primary
Louise McMahon Head Teacher
Angela Blair Acting Principal
Teacher
P.6/7 Janice Boyce Louise McMahon Head Teacher
38
Acting Depute
Head Primary
Angela Blair Acting Principal
Teacher
S1-S3 Victor Cannon
Depute Head
Teacher
Secondary
Louise McMahon Head Teacher
Shona Torbet Acting Principal
Teacher Secondary
Stephen Skivington Principal
Teacher Secondary
S4-S6 Victor Cannon
Depute Head
Teacher
Secondary
Louise McMahon Head Teacher
Shona Torbet Acting Principal
Teacher Secondary
Stephen Skivington Principal
Teacher Secondary
39
Homework
Homework will vary depending on the needs of individual pupil. We
encourage parents to participate in the learning process by spending a
short time engaging with your child with any suggested activity or
homework. Examples of activities you can do with your child are reading
together, playing games, shopping, setting the table or simply encouraging
your child to talk about their day at school.
Positive Behaviour and Relationships
The relationship between pupils and teacher is similar to that between
the child and his or her own parents / carers, requiring mutual
consideration.
The school aims to develop excellent relationships between staff and
pupils, as good discipline is essential in developing a sound base for
learning and teaching. The school is dedicated to Promoting Positive
Behaviour and Relationships. A points system for older pupils and reward
stickers and badges for younger learners help develop a positive attitude
within the school.
The class teacher deals with minor incidents as part of his/her classroom
management. Procedures are in place should more serious incidents occur,
resulting in a member of the Extended Leadership Team being involved.
Each incident is handled swiftly yet compassionately, and pupils are
supported until the matter is resolved.
Occasionally, if there is a persistent difficulty, parents may be asked to
visit the school to discuss their child’s behaviour.
On a few rare occasions pupil indiscipline has resulted in exclusion from
school for a period of time. This allows the situation to calm down, and
the pupil returns with a fresh start.
40
Nurture
We aim to be a Nurturing school in Kilpatrick and our classes all embrace
the Nurture Principles.
Children’s learning is understood developmentally.
The classroom offers a safe base.
Nurture is important for the development of self-esteem and well
being.
Language is understood as a vital means of communication.
All behaviour is communication.
Transitions are significant in the lives of children.
Anti-Bullying Policy
Kilpatrick School aims to create an atmosphere where everyone is valued
and feels safe. All pupils will be able to learn in a supportive, safe and
caring environment.
The school gives clear and consistent messages to everyone that bullying
is a very serious issue and will be dealt with accordingly.
Every opportunity is used to promote an anti-bullying ethos throughout
the school. Awareness of bullying issues is raised through the use of
visual displays, assemblies, daily input from class and registration
teachers, and links within the formal and informal curriculum.
Kilpatrick School offers individual support to the victims of bullying.
Making bullies aware of their actions and rewarding positive behaviour
can result in the reduction of bullying behaviour.
Strategies for dealing with bullying incidents are regularly monitored and
evaluated. Incidents of bullying are recorded and will be sent to the
directorate when required using an existing school reporting system.
41
Educational Visits
At Kilpatrick School educational visits are seen as an integral part of
school life. As part of the aim to provide a broad and balanced
curriculum, educational visits:-
have a stated educational purpose
provide children with first hand experiences
enhance learning opportunities develop personal and social skills
enhance topic plans
are in line with forward plans and targets
Developing personal and social skills through residential trips
The school has the use of a mini bus which is used to enhance pupils’
learning with visits and outings within the local and wider environment.
Local authority buses are used on a weekly basis for pupils to access the
community, swimming, college etc.
There is a very detailed planning and preparation procedure for any
outing, and this is managed by a member of the Leadership team. Risk
assessments are carried out prior to educational outings taking place.
Once details are confirmed, a letter is sent out to parents/carers, and
their permission is sought. Staff, organising the visit, take a list of
42
emergency contacts (Form EV5) and any medication required by individual
pupils.
School Transport
Most of our pupils travel on the authority buses provided by West
Dunbartonshire Council. A bus escort travels with the pupils to help
ensure their safety.
It is the parent’s responsibility to ensure that their child is ready for the
‘pick up’ time and collected at the ‘drop off’ time. It is also the parent’s
responsibility to encourage their child to behave in a safe and acceptable
manner while boarding, travelling in, and alighting from the vehicle.
Taxis and escorts are also provided, primarily, to transfer pupils who are
on split placements with mainstream establishments.
Travel arrangements are agreed and organised when a pupil is offered a
placement in Kilpatrick School. Senior pupils access an independent travel
programme to enable them to travel independently to school by public
transport.
Home-School Links
Kilpatrick School aims to work closely with parents and greatly values
their input into school life. On a daily/weekly basis, all children in the
Primary Department and some pupils in the Secondary have a home-school
diary, which gives parents an insight into their child’s day at school.
Teachers welcome feedback from parents in these diaries. This is helpful
in encouraging pupils to talk about their favourite pastimes and activities
at home.
Information to parents is sent home regularly regarding events and
holiday notices through letters or text message. A school newsletter is
also published regularly, commenting on pupil achievements, extra
curricular activities and forthcoming fundraising events.
In addition to formal Parents’ Meetings, progress reports and pupil
reviews, the school invites parents to end of term assemblies and
concerts. Parents are then invited to have tea/coffee and have the
opportunity to chat informally with other parents and staff.
43
Parents are encouraged to help the school by supporting the activities
and events organised by Friends of Kilpatrick.
Extra-Curricular Activities
Kilpatrick School offers pupils a variety of extra-curricular activities.
The main aims are fun and enjoyment, but a great many pupils gain
confidence and raise their self-esteem by taking part.
Some of these activities include:
Residential stays, Swimming galas,
Sport festivals,
After School Club, Lunchtime Clubs.
Parental involvement in extra-curricular activities is always encouraged
and greatly appreciated.
After school club fun
44
Parental involvement
Music The Music Department has sound beam and switches which enable all
pupils to actively participate in performances. The sound beam can
interlink and enrich any topic. Parents are invited to end of term
performances to watch their children perform.
Kilpatrick Radio is an internet-based radio platform run by pupils in senior
phase, and is part of Kilpatrick School’s Developing Young Workforce
(DYW) programme. Pupils partake in hands-on learning to produce radio
content including weekly news podcasts, interviews with staff, pupils, and
special guests, coverage of school events, and also pupils’ own creative
radio shows. Pupils learn and use skills in reading/writing, editing,
interviewing, public speaking, project collaboration, and recording
technology. Our in-school studio is also utilised for music classes and as a
whole-school resource. Kilpatrick Radio is online at Soundcloud.com and on
Twitter @KilpatrickRadio
Eco Schools Through the medium of inter-disciplinary learning, pupils in both Primary
and Secondary Departments have been involved in a multitude of
activities under the banner of Eco Schools, from litter picking to creating
log piles, planting vegetables and herbs to developing an orchard.
In the light of these and many more eco activities, the school has
recently been awarded its second Green Flag. The pupils link their eco
activities to other curricular areas e.g. social subjects, health and
wellbeing, literacy and numeracy, ensuring coherence and progression
through all ages and stages
45
Pupil Council The pupil council is made up of pupils representing all stages of the
secondary department and representation from the primary department.
The pupil council meets regularly and this allows for pupils views and
opinions to be shared with school staff.
Enterprise Enterprise activities are embedded in the curriculum from P1 to S6.
Including their involvement in the school’s ‘Reduce, Re-use, Recycle’
programme, primary pupils also have Enterprise planned in their termly
topics. These opportunities develop skills for learning, skills for life and
skills for work; major elements in a Curriculum for Excellence.
In the secondary department there are many opportunities for pupils to
participate in enterprising activities; working in one of our two cafes,
growing fruit and vegetables in our garden and running our workshop.
In recent years the school has been awarded an award for waste
minimisation and the Motorola Award for Excellence in Enterprise
Education. We are currently working with the Social Enterprise Academy
and The Co-operative Education trust with the aim of further developing
our social enterprise and hopefully achieving the Social Enterprise
Academy Award.
The Kilpatrick shop has traditionally been self funding. We continue to
be so but have benefitted greatly this year from the card making machine
sponsored by The Friends of Kilpatrick. At the end of the school year,
profits will be shared between all pupils who have contributed to
the success of our enterprise. This year we are also raising funds for the
work of Awamu in Uganda, (www.awamu.co.uk), an organisation which
works to improve the health and education of vulnerable children in
Uganda.
46
Hand made jewellery by Kilpatrick pupils
Enterprise activities throughout the school have made a major
contribution to the enhanced self-esteem of our pupils, promoting
personalisation and choice, teamwork and personal achievement.
The School café and shop are both open to the public on a Friday morning.
The School in the Community
Kilpatrick School is well known in the local area and considerable effort is
made by staff to include pupils in local community facilities. Most
secondary pupils have the opportunity to regularly use the pool and other
amenities at the Playdrome in Clydebank. ‘Access the community’ trips
are organised for small group of pupils, where they can develop important
personal and social skills in a variety of contexts such as the local
supermarket and library.
Senior pupils run a weekly café, which is open to the public.
Local churches, businesses and industry regularly donate money to funds
in the school. The school encourages links with the Community Police and
many other agencies.
Spiritual, Moral, Social and Cultural Values
Religious observance is a statutory requirement in all Scottish schools
and Kilpatrick School’s arrangements are as follows:
47
The school welcomes and appreciates visits from chaplains of all
denomonations in the Clydebank/Dumbarton/Vale of Leven areas, Primary assemblies take place weekly
Secondary pupils have short weekly assemblies and a full assembly
takes place on the last Wednesday of the month
At Kilpatrick School, religious observance is inclusive, allowing pupils from
various religious backgrounds or none, to participate equally and to gain
something from the activity. Chaplains are an invaluable source of
pastoral care for our school community and where possible are involved
with staff in Harvest, Christmas, Easter, and Summer Services.
Parents have the right to withdraw their children from religious
observance. (SOED Circular 6/91) and (Education (Scotland) Act 1980).
Parents from ethnic minority religious communities may request that
their child be permitted to be absent from school in order to celebrate
recognised religious events. Only written requests detailing the proposed
arrangements will be considered. Appropriate requests will be granted on
not more than three occasions in any school session and the pupil noted as
an authorised absentee on the register.
Medical, Health Care and Therapy Services
Children are routinely examined shortly after entry to school and at
intervals thereafter throughout their school life. Other medical
examinations may take place at the special request of school or parents.
This will be organised by the school nurse. Parents should attend these
examinations where possible. The nurse arranges all medical
examinations.
There are nurses and a health care assistant based in the school. After
entry, an admission pack specific to the needs of the child will be
completed. Any information regarding the child’s health should be
directed to the school nurse. Parents can talk in confidence with the
school nurse about any issues relating to their child’s health. Parents are
asked to advise the school nurse of any medical requirements. The nurse
addresses special medical needs of children either directly or by training
relevant members of staff.
Parents are asked to note that any medications to be given must be
prescribed by a GP or Hospital Doctor and must be accompanied by
relevant child information. Any medications must be delivered to the
nurse via the escort – not placed in the child’s bag. Medication should
come with written guidelines and be signed by parent or guardian.
48
Should a child take ill, every effort is made to contact the parent or
named emergency contact. If the illness or accident is very serious, a
school staff member will take the pupil straight to hospital, and the
parent will be asked to join them there.
There are annual vaccination programmes available for primary and
secondary children; these include immunisation against diphtheria,
tetanus, poliomyelitis, hepatitis, meningitis and HPV.
Speech and Language Therapists support the school. The Speech and
Language Therapist will consult with teaching staff and parents and
advise on therapy needs involving eating, drinking, language development
and alternative and augmentative forms of communication.
Attendance at School
Section 30 of the 1980 Education Act lays a duty on every parent of a
child of ‘school age’ to ensure that their child attends school regularly.
Attendance must be recorded twice a day, morning and afternoon.
Regulation 7 of the Education (School and Placing Information) (Scotland)
Amendment, Etc, Regulations 1993 requires each child’s absence from
school to be recorded in the school register as authorised that this is
approved by the authority, or unauthorised that is unexplained by the
parent (truancy) or temporarily excluded from school.
Parents are asked to inform the school by telephoning, letter or via the
bus/taxi escort, if their child is absent from school. On return to school
parents are asked to give their child a note confirming reason for their
absence.
The school uses attendance monitoring procedures which alert the
parents of a child’s un-notified absence. Parents, therefore, have a
responsibility to notify the school on the first morning of an absence and
to provide the school with up to date contact information.
The Policies for Parents document “Achievement through Attendance”,
available to all parents from their child’s school and the council website,
outlines the importance of good attendance.
The Scottish Government has now issued guidance to all local authorities
indicating that family holidays taken during term time should be
categorised as unauthorised absence. Only in very exceptional
49
circumstances will it be possible for the Head Teacher, with the approval
of the local authority, to authorise a family holiday during term time.
Clearly with no explanation from the parent the absence is unauthorised.
A School Attendance Officer can investigate unexplained absences and
the authority has the power to write to, interview or prosecute parents,
or refer pupils to the Reporter of the Children’s Hearings.
Clothing and Uniform
Pupils attending schools within West Dunbartonshire Council are strongly
encouraged to wear a school uniform. Our contact with parents in recent
years has also made us aware that the vast majority are in favour of
uniform. The wearing of school uniform helps promote the identity of the
school in the local community and helps create an ethos of sharing and
pride in the school.
Most people tend to form opinions about a school by the appearance and
behaviour of the pupils. West Dunbartonshire Council supports the
wearing of the uniform in all of its schools because it:
improves school security by making it easier to identify intruders
builds a sense of identity and belonging to the school gives pupils an equality of appearance thereby discouraging
competition
is cheaper to buy than other clothing which pupils may wear
encourages school discipline and a work ethic amongst pupils
The forms of dress that are unacceptable in school are items of clothing
which:
potentially encourage faction (such as football colours) could cause offence (such as anti-religious symbolism or political
slogans)
could cause health and safety difficulties, such as loose fitting
clothing, dangling earrings, sportswear made of flammable material.
50
could cause damage to flooring
carry advertising particularly for alcohol or tobacco could be used to inflict damage on other pupils or be used by others to
do so
are valuable or expensive items of clothing or jewellery which present
a security issue for the school
Some pupils may be eligible for a clothing grant. Parents can ask at the
school office or they can access information on the council website,
www.west-dunbarton.gov.uk/education-and-learning/schools .
Alternatively, you can complete the application over the telephone by
calling the Customer Contact Centre on 01389 738282.
Appendix 1 of our handbook has a copy of the application form for your
information.
The agreed uniform for Kilpatrick School is:
White shirt or blue polo shirt with school crest
Navy blue jogging trousers / black trousers
Navy blue sweatshirt with school crest
School tie is available
All of these items are available to order from the school office.
Order forms and price lists are available on request.
Kilpatrick School Uniform
51
We ask that all items of uniform be clearly marked or labelled with the
pupil’s name and class to ensure that is does not get lost.
Meals
Kilpatrick School follows the School’s (Health Promotion and Nutrition)
(Scotland) Act. Meals are prepared in the school kitchen and are served
cafeteria style. Copies of menus and prices are available and a cashless
system has been successfully introduced in the secondary department.
Pupils and parents have pictorial menus issued to help them in their choice
of food.
There is a School Nutrition Action Group that monitors lunches and the
Healthy Tuck-shop. Pupils are encouraged to choose healthy meal options.
Fruit and milk are provided daily for primary classes and parents are
asked to encourage their child to eat and drink these regularly. Special
diets are available on request in liaison with the dietician. Parents can
send in a packed lunch for their child, and guidance is available on healthy
packed lunches. Staff members are available to help those pupils who
require assistance with eating and drinking. Pupils are supervised at all
times. Pupils, parents and staff are regularly consulted on their views
about healthy eating at Kilpatrick.
Please note that Kilpatrick School is a nut-free zone.
Information and application forms for free school meals may be obtained
from the www.west-dunbarton.gov.uk/education-and-learning/schools or
by calling the Customer Contact Centre on 01389 738282.
Information in Emergencies
We make every effort to maintain a full educational service, but on some
occasions circumstances arise which lead to disruption. Schools may be
affected by, for example, severe weather, temporary interruption of
transport, power failures or difficulties of fuel supply. In such cases we
shall do all we can to let you know about the details of closure or re-
opening. We shall keep you in touch by using letters, notices in local
shops and community centres, announcements in local churches and
announcements in the press, local radio and social media sites. It is
normal practice within West Dunbartonshire Council to operate a help
line when emergencies arise. Details will be made available when the
occasion arises.
Mobile Phones
52
Our Mobile Phones Policy is currently under review. At present, it is
school policy that any mobile phones brought into school by pupils should
be deposited at the school office on arrival and collected at the end of
the day. Under no circumstances should video or audio recording be
undertaken by pupils using mobile phones.
Photography/ Video
In line with Council Policy no photography of individuals is permitted on
council premises where there is a reasonable expectation of privacy
without their consent or, in the case of children under the age of 12
years, the consent of their parents/guardians. Parents/guardians will be
asked to give written permission on an annual basis for their child to be
photographed or videoed for specific purposes related to the life and
work of the school and the education service.
Data Protection
How we use your personal information:
It is important for the school to hold personal information about pupils as
it allows us to contact a suitable adult in cases of emergency. The
information held also helps West Dunbartonshire Council to provide
education services now and to plan for the future.
Information provided to us in relation to children's disability, language,
religion, ethnic background or national identity is used to ensure that
children’s legal rights in school are recognised. Children's general legal
rights are listed in the Children (Scotland) Act 1995, the Equality Act
2010 and in the European Convention on Human Rights.
53
Information held on pupils is strictly controlled by law, and can only be
passed onto other services within the Council and other organisations in
accordance with the provisions of the Data Protection 2018 Act (DPA).
As a local authority, our schools and early years establishments process
information about children and young people in order to provide education
and care. All personal data is treated as confidential. The information
may be passed to other services and other organisations that will use it
for a number of purposes connected to education services, for example,
child protection, delivery of National Entitlement Cards and cashless
catering, organising school transport, Active Schools Programme, the
NHS School Nursing, Dental Health and Immunisation Programmes,
collection of information by the Scottish Government and provision of
national exams, we may also use any information for research purposes.
We may use information held for the purposes of a public task (one of
the recognised functions of a Scottish Local Authority) and may share
information where necessary with other public bodies or where otherwise
required to do so by law.
In terms of Section 94 of the Data Protection Act 2018 (Right of Access / Subject Access Request), a requester is entitled to know what personal
information West Dunbartonshire Council holds about them and their
children. They are also entitled to access their children's education
records in terms of the Pupil's Education Records (Scotland) Regulations
2003.
Applications for Subject Access Requests should be made either to the
Head Teacher or to The Data Protection/Information Protection Officer,
Municipal Buildings Dumbarton, G82 1NR or dataprotection@west-
dunbarton.gov.uk
You can find out more about the Subject Access Request procedure by
visiting the following web address: http://www.west-
dunbarton.gov.uk/council/data-protection-ripsa-and-freedom-of-
information/data-protection/
If you would like further information on how your information is used and
how we keep your information safe please contact: Data
Protection/Information Protection Officer at the above address.
The Friends of Kilpatrick
The parent council, The Friends of Kilpatrick, was set up to allow
parents, relatives, friends and school staff to form a broad based
association which would help raise funds for specific projects and events
for pupils during the school year.
54
Meetings are held on a regular basis to discuss fund raising, events and
outings. Numerous fund raising events have taken place including filling
Smartie tubes with 20p, car boot sales, Fun Day and Themed Nights.
Every pupil at Kilpatrick School benefits from the hard-work and
contributions made by The Friends of Kilpatrick.
The Friends of Kilpatrick are always keen to welcome new members. All
parents and carers are welcome to join The Friends Of Kilpatrick.
Interested parents and friends should contact the school.
Chairperson C. Purcell
Secretary TBC
Minute Secretary H. Lynch
Treasurer J.A. Fletcher
Committee B.Keita
Committee M. Eagan
Important Addresses
West Dunbartonshire Council
Education and Cultural Services
Council Offices
Church Street
DUMBARTON
G82 1QL
Local Councillors - The school covers the entire West Dunbartonshire
area. Should parents wish to contact their local councillor, the name
address and contact telephone number can be obtained from the above
address.
West Dunbartonshire Council
Department of Health and Social Work
Area Offices:
Vale of Leven Dumbarton Clydebank
Mitchell Way Bruce Street Aurora House
ALEXANDRIA DUMBARTON Queens Quay
CLYDEBANK
Other Useful Address:
55
Enable National Autistic Society
146 Argyll Street 109 Hope St Glasgow Glasgow
G2 8BL G2 6LL
Although this information is correct at time of printing, there could be
changes affecting any of the matters dealt with in this document: -
(a) before the commencement or during the course of the school year in
question;
(b) In relation to subsequent school years.
Glossary
Admission Pack information held by the school nurse, specific to child’s
medical/nursing needs.
Admission Procedure Process whereby a pupil is admitted to school with all relevant information acquired e.g. pre-school reports, etc.
Alternative Communication Form of communication other than speech e.g. use of
Technological devices.
Assessment process to determine pupil’s progress
Augmentative Communication A form of communication which enhances speech e.g. Makaton –a sign or symbol form of communication, which
is used alongside speech.
Autism Spectrum Disorder The range of abilities and needs for pupils with autism.
Access Levels Part of the Higher Still curriculum and assessment
framework for older pupils.
Curriculum The range of subjects and skills taught within the
context of a school day. E.g. language, maths etc.
Challenging Behaviour Behaviour that is a barrier to the child’s learning.
Differentiated Materials and resources that are carefully matched
to address the specific needs of individual pupils.
56
Early education and child Formerly known as nursery nurse.
Care officer (EE&CC)
Elaborated Curriculum An enhanced curriculum for pupils, often with severe and complex needs, who are achieving skills at an earlier
developmental stage.
Enrolment The procedure whereby a pupil is admitted to school.
Enterprise Pupils involvement in running a small school-based
business.
Extra-Curricular Activities Clubs and activities available in the school in addition to
curricular based subjects.
Facilities Assistant The job title formally known as janitor.
Friends of Kilpatrick An association of friends, parents and staff involved in fundraising ventures for the school.
Guidance Advice and support for pupils in the Secondary
Department, led by designated teachers.
HWB Health and Wellbeing
Hydrotherapy Physiotherapy treatment in the swimming pool.
I.E.P’s Individual Educational Plan
Light Sensory Room A multisensory environment with lights, sounds, textures which can be interactive or used as a relaxation room.
Low Stimulus Room An environment designed to suit needs of pupils with
autism.
Newsletter A regular news, views and information sheet for parents,
pupils and friends
Option Choices Subject choices made by pupils in the Secondary Department from S3 onward
Promoting Positive Behaviour A scheme operating within the school, this employs a series of rewards for positive behaviour, while supporting
pupils with more challenging behaviours.
Psychological Service The service delivered by educational psychologists, offering advice on placement, child development and
assessment.
Reviews Annual meetings to discuss pupil’s progress/ needs in
school. Attended by parents, teachers and other
professionals e.g. nurse, physiotherapist, speech and
language therapist, social worker, etc.
School Nutrition A committee of school and catering staff
57
Action Group developing healthy eating within the school.
Soft Play Room An area with soft matting and climbing areas, including a ball pool, where pupils can move freely and have fun.
Structured Play Area An area with a selection of play opportunities, creative,
imaginative and sensory, where younger pupils are
supported in their play to encourage communication and
social skills.
Subject Specialists Teachers in the Secondary Department assigned to teach specific subjects e.g. Art, Music, and P.E. etc.
Target Setting Government initiative to specify learning and teaching for pupils with additional support needs.
Transfer The process of moving from one department of the school
to another e.g. primary to secondary transfer.
Transition The period before transfer, where pupils are introduced
to the next stage of school. For pupils with severe and
complex needs the period of transition can be extended
to take account of the specific needs of pupils.
58
Appendix 1
Clothing Grant/Free School Meal
Application Form Application for Free School Meals & Clothing Grant
If your child attends a West Dunbartonshire School you may be entitled
to free school meals and a clothing grant. If you think you will qualify,
please complete this form making sure the benefit you receive is clearly
identified and ensure you sign the declaration.
The Clothing Grant is £100.00 per child and payment will be made by
BACS (directly into your bank account). The first payments should be
made in June and you should receive your payment within 2 weeks of your
application being processed.
Only one clothing grant will be paid for any pupil during a school year.
Further information and how to apply is available at http://www.west-
dunbarton.gov.uk/schools-and-learning/school-and-educational-
grants/free-school-meals-and-clothing-grant/.
If you have any queries regarding a clothing grant or free school meals
please telephone our contact centre on 01389 738282
59