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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.
INFORMATION ABOUT
ST BENEDICT’S PRIMARY
62 Lochend Road Glasgow G34 OLT Tel 0141 771 3224 Fax 0141 771 3711
E-mail: [email protected] Website: www.st-benedicts-pri.glasgow.sch.uk
Head Teacher: Ms Anne Marie McGovern
Roman Catholic Primary School
Co-educational
Stages Taught: P1 - P7
Present Roll: 306 Planning and Working Capacity: 466
Parents should note that the working capacity of the school may vary dependent upon the
number of pupils at each stage and the way in which the classes are organised
City of Glasgow Council
CONTENTS
Page 1 School Information Page 2 Contents Page 3 Introduction Page 4 Vision Values and Aims Page 5 & 6 Staff Page 7 The School Day/Holidays Pages 8 – 12 Curriculum for Excellence Page 13 Mental & Emotional Wellbeing/A Place 2 Be Page 14 & 15 Assessment/Additional Support Needs Page 16 Religious Education Page 17 Equal Opportunities/ Promoting Positive Behaviour Page 18 Bullying Page 19 Extra Curricular Activities Active School Activities Page 20 Home/School Links Page 21 School/ Community Links Page 22 Attendance Page 23 School Clothing/ Registration & Enrolment Page 24 School Meals Page 25 Transport Page 26 Medical Health Care Page 27 Parent Council/ PTA Page 28 Transfer to Secondary/ Freedom of Information Page 29 Addresses / Data Protection Page 30 Data Protection Page 31 Child Protection
Appendices
ST BENEDICT’S PRIMARY SCHOOL Introduction
Saint Benedict’s Primary is a Catholic school situated in the revitalised Easterhouse area of Glasgow’s east end.
The school has always had a proud history in the area
and building on this historic tradition, but with
a view to taking St. Benedict’s forward, it is
our aim to work in
partnership with you, the Church, partner agencies and
the wider community to develop in our young people
the four capacities, ‘Confident Individual’, ‘Successful Learner’,
‘Effective Contributor’ and ‘Responsible Citizen’ of Curriculum for Excellence.
The school is part of the Saint Andrew’s Learning Community. This involves working together with 6 partner primary schools, 4 partner nurseries and St Andrew’s Secondary School in order to strengthen our efforts in raising attainment and achievement across the community. As the Headteacher, I look forward to working with all those involved in the school community and continuing St Benedict’s ‘journey to excellence’ through the school’s revised vision, values and aims.
To develop a safe, nurturing, happy and harmonious school community in which a positive school ethos of high aspirations permeates all aspects of learning.
To promote at all times cooperation, consideration, equality and respect for all. To provide opportunities for the young people of St Benedict’s to develop their skills and understanding through a well planned, broad, balanced and challenging Curriculum for Excellence where learning experiences are matched to need and the capacity to become a Successful Learner, Confident Individual, Responsible Citizen and Effective Contributor is developed.
To raise levels of achievement and attainment and aim for excellence in all aspects of school life. To develop respect and justice through partnership working with the children, their parents and carers, the parishes and partners in the Community of Learning
To support parents/carers in becoming more actively involved in their children’s learning through shared home learning
To work with partners to promote life-long health and well being and sustainability within St Benedict’s Community of Learning.
To allow all children, no matter their barrier to learning, to be supported in achieving their full potential; academically, emotionally, socially, physically, spiritually and morally within a Catholic Community of Faith and Learning.
STAFF
HEAD TEACHER: Ms A M McGovern
DEPUTE HEADTEACHER Mrs T Carr
1. Deputise for headteacher 2. ICT – Glow and school website 3. CPD Coordinator 4. ASL 5. Monitoring teaching and learning P1-3 6. Transition – Early Level 7. Manage PSAs 8. Quality Assurance P1-3 9. LAC P1-3 10. Mentor to NQT 11. PTA
ACTING DEPUTE HEADTEACHER Mr T Byatt
1. Deputise for headteacher 2. Health & Wellbeing/Community Links 3. Rights Respecting School 4. Science 5. N.C.C.T 6. ICT Maintenance 7. Monitoring Teaching and Learning P4-7 8. LAC P4-7 9. Quality Assurance P4-7
Class Teachers P1a Miss Morgan P4 Mrs McKee (PT) P1b Mrs Murphy P5/4 Miss Tamburrini P2a Miss Sheridan P5 Vacancy P2b Mrs McLaughlin/Mrs Carroll P6 Mrs Ryan P3/2 Sister Isabel Geraghty P7/6 Miss Magill P3 Mrs Neil/Mrs Laing P7 Mrs Bannister
Non Class Contact Time Mrs Kenny (0.6) Mon, Tues & Wed Mrs McKillop (0.4) Thurs, Fri Additional Support for Learning Mrs Fitzsimmons (0.8) Mon, Tues, Wed & Thurs Pupil Support Assistants
Mrs Dignall Mrs Docherty Mrs Baxter Mrs Steele Pupil Support Assistants, ASL Mrs Duff Mrs McOnie Mrs McArthur Clerical Assistants Mrs Monahan Mrs Mullen Mrs Welsh Facility Officers Mr Burke Mr Machin
THE SCHOOL DAY
Morning: 09.00am - 10.30am (Interval 10.30am - 10.45am) 10.45am - 12.15pm. Lunch: 12.15pm. - 1.00pm. Afternoon: 1.00pm. – 3.00pm. Primary 1 children attending school for the first time are dismissed at lunchtime until the first Monday in September after which they will remain until 3.00pm.
School Holidays 2012/2013
CHRISTMAS/ NEW YEAR
School closes Friday 21st December at 2.30pm and re-opens Monday 7th January 2013
SECOND MID TERM & IN-SERVICE
Monday 11th and Tuesday 12th February Wednesday 13th February
EASTER WEEKEND SPRING HOLIDAY
Friday 29 March & Monday 1st April Monday 1st to Friday 12th April (inclusive)
MAY DAY Monday 6th May
INSERVICE MAY WEEKEND
Thursday 23rd May Friday 24th and Monday 27th May
SCHOOL CLOSES Wednesday 26th June at 1pm
TEACHERS RETURN Monday 12th August
CHILDREN RETURN Wednesday 14th August
SEPTEMBER WEEKEND
Friday 27th t & Monday 30th September
FIRST MID TERM & INSERVICE
Monday 14th to Friday 18th October inclusive Monday 21st October
CHRISTMAS/NEW YEAR School closes at 2.30pm on Friday 20th December and returns on Monday 6th January 2014.
CURRICULUM FOR EXCELLENCE Bringing learning to life and life to learning. Curriculum for Excellence is being established across Scotland for all 3-18 year olds. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world. 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. Teachers and practitioners will share information to plan a child’s “learning journey” from 3-18 helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace with which they can cope and with challenge on which they can thrive. Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner is responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life. It develops skills for learning, life and work to help young people go on to further study, secure work and
navigate life. It brings real life into the classroom making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There will be new ways of assessing progress and ensuring children achieve their potential. These will be new qualifications for literacy and numeracy and from 2013/2014 new National 4 and 5 qualifications will be in place. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching.
There’s personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be an emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school is a place where children feel safe and secure. All staff have been trained in collaborative teaching and learning to take forward Curriculum for Excellence. This allows all children to have responsibility for their learning. Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors and responsible citizens, building on Scotland’s reputation for great education.
READING:
In responding to Curriculum for Excellence the school develops its Reading Programme around the ‘Ten Challenges of Reading & Writing.’ Challenge Reading
1 Phonic and word recognition 2 Understanding new vocabulary 3 Understanding author’s use of grammar, punctuation and text
structure 4 5 6 7 8
Challenges 4-8 all deal with activating children’s background knowledge of the text’s subject and characters/people before they read and encouraging them to use this knowledge to engage with the author/text, either in agreement or disagreement, during and after reading.
9 Engaging with the main idea(s)/morality of the text 10 Raising readers’ awareness of gaps in their knowledge of the
text’s subject. A variety of resources are used in developing the above challenges. Toe by Toe is an additional resource used to further support some children in reading. Rapid Reading is a ‘closing the gap’ strategy, to support children who require additional support with reading.
Hi Five is a similar type of programme used in non fiction reading and writing. A Paired & Peered Reading Programme is followed each year by various groups of children. This helps the child’s reading development in a positive way, by working in partnership with an adult.
We also have a ‘Book Buddies’ project involving P7 & 6 pupils and P1 & 2. 80 of the children in the school are involved with the Young Readers’ Programme linked to the Scottish Books’ Trust.
In developing literacy across learning many teachers use an interdisciplinary approach which links a topic to many areas of the curriculum.
WRITING The ‘Big Writing’ approach is used across the school. This is a skills based approach to improving writing. It encourages children to improve their skills in writing across all aspects of the curriculum and within their interdisciplinary work. It develops the children’s skills in V.C.O.P; vocabulary, connectives, openers and punctuation.
NELSON HANDWRITING Nelson Handwriting is used to develop handwriting across the school.
SPELLING All spelling programmes in the school are informed by the children’s next steps in learning and relevant vocabulary linked to the work being covered by the class teachers. All teachers use ICT or active learning approaches in spelling.
TALKING + LISTENING:
These are the first skills a child learns and they continue to be developed in St Benedict’s through an interdisciplinary approach across learning. The children work in pairs, groups and as a class.
The children present many aspects of their work to their peers, parents and visitors to the school through presentations, powerpoints, discussion or dialogue. A Literacy Week is planned each year around a theme chosen by the children. The theme this year was ‘Dr Seuss’. The work covered during the week is linked to transition with joint projects with the nurseries.
MATHEMATICS The emphasis in mathematics has moved from the traditional ‘sums’ approach to one, which encompasses the development of numerical skills and experiences but also mathematical concepts through active learning in mathematics The school uses Heinemann ‘Active Maths’ to support its work in this area.
The school has an established ‘money week’ . During this programme the children, parents and staff have the opportunity to develop their skills in Financial Education and Enterprise. A Credit Union is now well established within St Benedict’s.
INTERDISCIPLINARY LEARNING
Many staff use the interdisciplinary approach in delivering a variety of curricular areas eg social subjects,
science as well as literacy and numeracy. Through this work the children develop their skills and knowledge in a given area. The children work with staff, in choosing the theme they wish to study, what they wish to learn and how they want to learn it. All classes in the school have a SMART board which is incorporated into all aspects of learning making it more enjoyable and active.
EXPRESSIVE ARTS ‘Drama, Music, Dance and Art & Design’ make up ‘Expressive Arts’. These subject areas are vitally important in that they provide a vehicle of expression for children who find it difficult to convey meaning and emotion through the written or spoken word. The staff develops musical knowledge, understanding, appreciation and skill through the curriculum. Drama, Art and Design and Dance are frequently incorporated into the interdisciplinary work covered by the children. 24 children in the school benefit from a Learning Community music partnership project with Celtic FC in which they learn to play a brass instrument. There is also a recorder group.
HEALTH AND WELLBEING
The children participate in 2 hours of PE each week and benefit from work done with partner agencies in the community. Visiting coaches carry out programmes in Basketball, Rugby, Football, Dance and Keep Fit. The school has ‘Health Promotion Status’ awarded by the Education Authority . It is a ‘Health Promoting School’ in
which healthy eating habits, exercise and general health & well being are promoted at all times. The school has a ‘Health Week’ each year which promotes life long health and fitness, involving parents and local agencies
MENTAL AND EMOTIONAL WELLBEING The school follows a daily Positive Futures programme. This incorporates and develops resilience through ‘Bounce Back’. The themes of relationships, emotions, rights and responsibilities. choices, dealing with conflict and change, resilience, personal safety, values, success and ambition are covered in the programme.
A PLACE TO BE We now work in partnership with A Place 2 Be who are based in the school for two and a half days each week. The project provides a fully supervised counselling service for children with support for parents. The service provides support for staff and the opportunity for the children to visit ‘A Place to Talk’.
FOREIGN LANGUAGE All the children in the school have the opportunity to learn Spanish, the Language they will study at St Andrew’s Secondary. Four staff members have been trained in Spanish and they follow a programme of study that will continue in first and second year at secondary.
HOMEWORK
The children work from a homework grid which gives them the opportunity to do their homework on a weekly/monthly basis and for the older children a piece of research homework is set each term in line with a class topic.
ASSESSMENT IS FOR LEARNING
This is a key factor in a child’s educational development and progress at school. All children are involved in self and peer assessment during which they set their own targets in learning. They complete Personal Learning Plans (Appendix 2) in which they set targets which they evaluate at the end of the term in consultation with their parents and teacher. The children of Primaries 3-7 also keep learning logs of what they have learned and their next steps in learning. All young people are assessed both
formally and informally throughout the year. This allows teachers to find out where the strengths of the children lie and allows them to build upon them. It also allows weaknesses to be identified and action taken to support areas of development. A variety of assessments are used throughout the year. Work on assessment and moderation within a ‘Curriculum for Excellence’ is being carried out with all staff in St Andrew’s Learning Community. Through assessment the school is able to evaluate whether or not strategies and resources are effective and pass on accurate information to parents about the progress of their child from early to first level, then on to second level. Records of Assessment are kept by each class teacher and are available for discussion at any time but particularly at Parents’ Evenings in November and May. An annual report is sent to parents towards the end of each school year. The Headteacher, Depute Headteachers and teachers are always available to discuss and advise on the progress of the children. If you have any concerns do not hesitate to contact the school.
ADDITIONAL SUPPORT NEEDS
Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000 Act, to ensure that your child achieves his/her potential. Glasgow’s Education Services is committed to the inclusion of all children and young people with additional support needs, where possible, within mainstream schools. This is in accordance with the statutory requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of special educational establishments. This recognises the key role to be played by specialist provisions in addressing severe low incidence disabilities. The authority recognises that there are a wide range of factors, which may act as a barrier to your child’s learning. We are committed to working closely with parents and carers to ensure that you are fully involved in overcoming barriers to learning. additional support needs may be linked to a learning difficulty or disability but could also apply to a child or young person suffering from bereavement who requires pastoral support, a more able child/young person or those with a particular talent, which needs to be fully developed. The policy requires all establishments to provide an environment where the children and young people with additional support needs are actively encouraged to be effective learners.
Further information is also available on the Glasgow City Council website – Additional Support Needs (a) Children in Scotland: Working for Children and Their families, trading as ‘Enquire – the Scottish advice and information service for additional support for learning;, a charitable body registered in Scotland under registration number SC003527; (b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576; and (c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SC012741’. Children who have difficulties with learning are identified through the processes of referral and assessment within St Benedict’s. This is done at as early a stage as possible in order that any extra help required may be given by the class teacher, the learning support teacher, PSA or when necessary, by the appropriate outside agency. At all stages of this process the parents are consulted, since their role is vitally important in giving the child encouragement and support in working towards targets in the Additional Support Plan. Working alongside the class teacher, the DHT and a part-time teacher within the school, have responsibility for supporting children with EAL, learning difficulties, and extending the more able by providing them with appropriate programmes of work. This is done in partnership with Psychological Services and other agencies EAL children also benefit from support within the St Andrew’s Learning Community. If a parent has any concerns regarding his/her child accessing the curriculum an appointment can be made with the HT who will be more than willing to discuss the matter. PHYSICAL ACCESS the school is fully accessible in accordance with the Accessibility Strategy published in 2004. STAFF DEVELOPMENT the staff has received extensive training on Supporting Inclusion; Disability Awareness, Attachment, the Nurturing School, dealing with Anger Management, Developmental Delay,’ A Place 2 Be’, This is our Faith, Positive Futures, Cooperative Learning and Dyslexia amongst others.
RELIGIOUS EDUCATION
St Benedict’s Primary is a Roman Catholic School which endeavours to develop the children socially, morally, spiritually, and educationally within a community of Faith and Learning. Not only is this done through the Religious Education Programme ‘This is Our Faith’ but throughout the curriculum, and by the example of the staff within the school community.
‘This is Our Faith’ is the Religious Education Programme followed, it was introduced last year and staff also follow Sacramental programmes for First Reconciliation, First Communion & Confirmation. Talks to parents on the Sacraments and other aspects of the R.E. Programme are arranged as required, to allow parents to fulfil their role as the first and most important educators of their children. Parents who choose to send their children to St Benedict’s therefore, are expected to accept that their children should attend all religious instruction and observance. These include, not only the celebration of Mass on Holy Days of Obligation but class masses in school or Church. Two classes attend First Friday masses in each of the local parishes of St Benedict’s and St Clare’s. The school follows the ‘Education for Love’ programme and parents are informed when the children will be studying the more sensitive aspects of the programme. The school is supported in its work by the Priests of St. Benedict’s and St Clare’s: Rev.Fr. Brian McGraw, Father George Robson Rev Fr. Jim McGarry and Rev Father Roman Szczypa Any parent who does not wish his/her child to receive Religious Instruction should consult the Headteacher and alternative arrangements will be made. Parents and carers from religions other than Christianity may request that their children 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 one school session and the child or young person noted on the register using code REL on these days.
EQUAL OPPORTUNITIES AND SOCIAL INCLUSION In St Benedict’s equal opportunities are provided for all children. All are made aware
of the value of others irrespective of gender, race, religion, culture or disabilities. Relevant legislation and Council Policy is implemented. Resources within the school promote a positive image of men and women, of people with disabilities or who are disadvantaged and of racial, religious or cultural groups. The staff undertakes training on providing equal opportunities and multi-cultural anti-racist
education. Those working within St Benedict’s strive to promote caring attitudes and tolerance. The school community funded a staff member’s visit to Malawi as a Leader in Learning for Glasgow City Council. The DHT of Chitsime Primary in Blantyre, Malawi, made a return visit to St Benedict’s. The school has registered with the ‘Rights Respecting School’ and hopes to further develop work in this area. The adoption of an anti racist approach should be seen as one part of the continuing attempt to improve the quality of education. The Race Relation Act of 1976 makes it unlawful to discriminate against someone because of his/her colour, race, nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate racial discrimination. Glasgow City Council recognises that support from the home is essential if these aims are to be achieved.
PROMOTING POSITIVE BEHAVIOUR Those within the school community of St Benedict’s promote a positive behaviour policy, where the children are rewarded for displaying evidence of the four capacities; Responsible Citizen, Successful Learner, Effective Contributor and Confident Individual. In encouraging the children in a positive manner their self- image is
enhanced and their respect for others nurtured. To this end P3-7 pupils are encouraged to sign a behaviour contract the Home School Agreement. (Appendix 3) A new Programme in the school; ‘Positive Futures’ involves the children and encourages positive attitudes and increases confidence. Incorporated in the programme is work on dealing with conflict and change, relationships, emotions, rights and responsibilities, choices, resilience, personal safety, values, success and ambition.
Awards are presented at the weekly assemblies and each month ‘Gold’, ‘Silver’ and ‘Bronze’ awards are presented to children. The ‘Gold Students of the Month’ are invited to a monthly tea party with the Headteacher. A ‘secret student’ initiative is now established in the school which allows a child in each class to enjoy success as the ‘secret student’. At the end of each term the class with the most successful students is rewarded with a trip of their choice funded by the PTA. A Student Council, Eco Committee, Junior Road Safety Officers and Fair Trade Group made up of elected members from each class help in the decision making process within the school and lead many initiatives. There is the opportunity for the children to ‘Have Their Say’ by the annual elections for these groups and also the election of the school captain and vice captain . A box is displayed in the school for the children to’ have their say.’ The children participate in buddying and peered reading programmes.
BULLYING ‘Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. All children in Glasgow’s educational establishments have an entitlement to work (and play) in a learning environment in which they feel valued, respected, safe and are free from all forms of abuse, bullying or discrimination’. (A Standard for Pastoral Care in Glasgow Schools). Parents and carers have a significant role to play in helping to address this problem. For this reason any anti-bullying strategy must stress the importance of partnership with the parents and carers of their children. However, there are circumstances, beyond the positive award system, which may result in sanctions having to be used. When faced with a pattern of repeated misconduct or with a single but serious breach of discipline, the Headteacher may exclude a pupil. These procedures are followed to allow the children at St Benedict’s to be educated in a happy, safe, caring environment within a community of mutual respect, and we ask our parents to lend their support with this policy.
An adult presence is provided at break times in terms of the schools (Safety and Supervision of Pupils) (Scotland)Regulations 1990. All St Benedict’s policies are available from the school and are currently being updated for the school website.
EXTRA CURRICULAR ACTIVITIES The school recently won Glasgow’s Jump to It basketball tournament for the east of Glasgow. After school dance, gymnastics, running, football, basketball, Fair Trade and Art classes have been successfully established. A ‘Determined to Make Movies’ group has recently completed a short film at their after school club. ‘Rainbows’ has been available for children suffering a loss or bereavement. The ‘Monday Club’ is a social club run for children of P1-3. A Music Partnership project with Celtic FC across the Learning Community involves 24 children in P6 & P7 being taught to play a brass instrument and they have had their first performance at a Christmas Concert at the local secondary St Andrew’s.
ACTIVE SCHOOLS’ ACTIVITIES
The school benefits from the input of the Active Schools’ Coordinator who has organised activities such as ‘Active8tors’ for P6 children, ‘Determined to Dance’ for mums and daughters to participate in a fitness session, as well as Cycling and Gymnastics. The school recently took part in a Gymnastics display at the Velodrome. It is hoped this will be an annual event.
A recorder group frequently meet during lunch time. Throughout the year the children enjoy educational excursions and visits to a variety of museums and places of interest, these are an important part of the curriculum at St Benedict’s.
HOME AND SCHOOL LINKS The first and most important educators of children are the parents, therefore the home background is particularly important in developing, in the children, favourable attitudes towards school. Children will achieve more if parents and teachers work together towards commonly held goals. Within an active partnership each can work towards the potential of each child being realised. In order to encourage this, parents are free to come to St Benedict’s at any time to have an informal discussion about their child or any related problem. These concerns will be dealt with professionally and timeously. Meetings, Workshops an Open Afternoon, Curriculum Showcases, Book Fayres, Shows and Assemblies are held throughout the year to engage parents partnership within the school community. Each year, to encourage early engagement with parents, the school has an initiative called ‘Play Along Maths’ for the P1 parents.
This is a language based Maths Project which connects the teaching in school to home. The object is to encourage parents and children to ‘play’ using good quality maths games and parents feedback on the success of this at weekly meetings over an 8 week period. Parents are asked to support their children with homework projects and in achieving the targets in their Personal Learning Plans. Parents evaluate the progress
towards the targets with the children and staff. The school has an established Parent Council and a PTA which continues to fundraise for the school. Parents’ Information evenings on children’s progress are held in November and May/June.
Groups of parents have worked on the Triple P programme and a series of after school activities funded by the Families in Partnership initiative. This also included a weekend at Glencoe.
SCHOOL-COMMUNITY LINKS The school promotes a positive policy of involvement with many agencies in the community. Regular use is made of local facilities, the Library at the Bridge, the Sports’ Centre, the new Platform Theatre with its excellent facilities and the Fort Shopping Centre. Personnel from various community initiatives, visit the school on a regular basis to work on a variety of projects. The school also responds positively to any initiatives promoted by these groups. Throughout the year, there is involvement with coaches; Jump to It, basketball, football, rugby, running and dance. Also the Community Action Team( the school has two junior road safety officers), FARE, Fire Safety Wardens, GEAAP, Community Police, Library Services, Health 4 U, Secondary School, Forest Schools, Museum Services, Nurseries, Psychological Services, Social Work and Triple P Parenting Programme representatives help in promoting the partnership within the educational community of St Benedict’s. There is an After School Care until 6.00pm each evening and during the school holidays. For more information contact Angie Cussack. ( Phone number 07986 872 715)
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: i.e. approved by the authority, or unauthorised: i.e. unexplained by the parent (truancy) or temporarily excluded from school. Parents/Carers do not have an automatic right to take their child out of school without permission during term time. The Head of Establishment can only authorise time off during term time in exceptional circumstances. exceptional circumstances include;
short term parent/carer placement abroad
family returning to its country of origin for family reasons
the period immediately after an illness or accident
a period of serious or critical illness of a close relative
a domestic crisis which causes serious disruption to the family home, causing
temporary relocation Time off during term time for the following reasons is not acceptable and will be recorded as unauthorised absence: availability of cheap holidays or desired accommodation
holidays which overlap the beginning or end of term
Parents may request that their children be permitted to be absent from school to make an extended visit to relatives. Only written requests detailing the destination, the duration and the provision that will be made for their continuing education will be granted and the pupil noted as an authorised absentee in the register. Clearly with no explanation from the parent, the absence is unauthorised. It should be noted that the Education Liaison Officer investigates unexplained absence, and that the authority has the power to write to, interview or prosecute
parents or to refer pupils to the reporter of the children’s hearings, if necessary. Parents are asked to inform the school by letter or telephone, if their child is likely to be absent for some time, and to give the child a note on his or her return to school, confirming the reason for absence. The school uses daily text messaging to inform parents of their child’s absence if the parent has not informed the school as to the reason for absence. It is essential that all emergency contact numbers are kept up to date. Within St Benedict’s consistently good attendance at school is encouraged at all times and children are rewarded by weekly, class and individual prizes.
CLOTHING Given that there is substantial parental and public approval of a dress code, schools in this authority are encouraged to develop a school dress code. In encouraging a dress code policy account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or gender. Any proposals will be the subject of widespread consultation with parents and pupils. Against this background it should be noted that it is the policy of the education committee to encourage schools to develop an appropriate dress code policy. There are forms of dress which are unacceptable in school, such as 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, shell suits of flammable material in practical classes; could cause damage to flooring; carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on other pupils or be used by others to do so. Under no circumstances will children be deprived of any educational benefit as a result of not wearing clothing conforming to the school’s dress code policy. The school uniform for St Benedict’s Primary includes Sweatshirts with school badge (black) White shirts with school tie Tie (school colours) PE kit gold poloshirt with badge and black shorts Black sandshoes are worn inside the building. The above was agreed in consultation with parents and it is expected that all children attending St Benedict’s adhere to the dress code. Parents/ carers receiving income support, job seekers allowance (income based), working tax credit (with a total annual income of less than £15050*), housing benefit or council tax rebates will normally be
entitled to monetary grants for footwear and clothing for their child or young person. Approval of any requests for such grants made by parents/carers in different circumstances is at the discretion of the Executive Director of Education. Information and application forms may be obtained from schools and from Grants Section at 45 John Street. Glasgow City Council is concerned at the level of claims being received regarding the loss of children’s and young people’s’ clothing and/or personal belongings. Parents /carers are asked to assist in this area by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents/carers should note that the Authority does not carry insurance to cover the loss of such items and any claims submitted are likely to be met only where the authority can be shown to have been negligent.
REGISTRATION AND ENROLMENT
Registration of prospective Primary 1 children takes place in January and is advertised in the local press, nurseries, the school newsletter and announced in Church. Prospective parents are welcome to tour the school and will be invited to participate in pre entrant sessions where the DHT informs the parents how to support their children in teaching and learning and the children meet their teacher and buddies. Any enrolment for other classes can be made by contacting the Head Teacher on 0141 771 3224.
SCHOOL MEALS
Traditional school dinners have been replaced with the ‘Fuel Zone’, which provides a wide variety of snacks and meals in the school ‘cafeteria’. Children and young people of parents/carers receiving Income support, income based Job Seekers Allowance, Working Tax Credit only(where income is less than £15,050) Child Tax Credit only (where income is less than £15860*) and income related Employment and Support Allowance are entitled to a midday free meal. Information and application forms for free school meals may be obtained from schools and from Grants section at 45 John Street. *Income amount effective from 1 April 2012 and may be changed by the Department for Work and Pensions. Special diets are available for children who need them. Those who prefer to bring packed lunches are accommodated in the dining hall.
TRANSPORT
General The Education Authority has a policy of providing free transport to all primary children who live more than 1.2 miles by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents/carers who consider they are eligible should obtain an application form from the school or phone Children and Young People supp on 0141 287 7477. These forms should be completed and returned before the end of February for those beginning school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate officer has discretion in special circumstances to grant permission for children and young people to travel in transport provided by The Authority, where spare places are available and no additional costs are incurred. The authority has an exceptional circumstances policy relating to e.g. homelessness, parental/carer disability etc Details are available from the school. There is also a procedure to request transport on medical grounds. The school can advise on procedures. Pick up points Where free transport is provided it may be necessary for children and young people to walk a certain distance to the vehicle pick-up point. Walking distance in total including the distance from home to the pick-up point and from the drop-off point to the school in any one direction will not exceed the authority’s limits (see above paragraph). It is the parent’s/carer’s responsibility to ensure that their child arrives at the pick-up point on time. It is also the parent’s/ carer’s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport. The Education Authority does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances and where appropriate legislation applies.
MEDICAL AND HEALTH CARE The children receive a medical examination during their first term at school. Then again in Primary 7.
Parents should inform the school of any medical requirements particular to their child. If your child is to receive medication during the course of the school day, a form should be completed giving the details. (Forms available from the school office)
If a child is ill or has an accident in school the ‘emergency contact’ on the child’s registration form will be contacted. The person nominated as this contact should normally be at home during the school day. Parents should ensure the emergency contact number is valid.
EMERGENCIES
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 text, letters and web-site and on local radio.
THE PARENT FORUM AND THE PARENT COUNCIL
The Scottish schools (Parental Involvement)Act 2006 has changed the arrangements for parental representation in all schools. Since August 2007, all parents/carers are automatically members of the Parent Forum for their school and they have the right to establish a Parent Council to represent them. The membership of the Parent Forum is made up of all parent/carers who have a child or young person at an education authority school. Membership of the Parent Forum allows parents/carers to have a say in local arrangements to enable their collective view to be represented on matters such as the quality and standards of education at the school and other matters of interest to parents/carers. One of the ways parents in the Parent Forum will be able to express their views will be through the Parent Council. Meetings of the Parent Council are communicated in the newsletter and website.
PARENT COUNCIL The Parent Council is a group of parents/carers selected by members of the Parent Forum to represent all the parents/carers of all children and young people at the school. Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to represent their views. A Parent Council could get involved in;
supporting the work of the school gathering and representing parents’ views to the Headteacher, Education
Authority and HMIe promoting contact between the school, parents/carers, children and young
people and the local community fundraising involvement in the appointment of senior school staff
Parent Councils are recognised in law from August 2007, as a statutory body, the Parent Council has the right to information and advice on matters which affect children and young people’s education. So, the school and the local authority must listen to what the Parent Council says and give it a proper response. Every school’s Parent Council will be different because it will be parents/carers in each school who make the key decisions. The Parent Council is also entitled to support from the education authority in fulfilling its role.
MEMBERSHIP OF THE PARENT COUNCIL The Parent Council Constitution is available from the school office. Members of the Parent Council include; Mrs J Currie (Chair) Father Roman Szczypa (Church Representative) Mr D Prentice (Vice Chair) Mrs Linda Adams (Administrator) Mrs E McClay Ms A McLaverty Mrs M Kenny (Teacher Representative) All of the above can be contacted through the school.
PTA The school has a supportive PTA who fundraise for a variety of activities. PTA members are:- Tracy Agnew, Sam Green , Joanne McKinlay, Karen McKinlay and Nicola Strike
TRANSFER FROM PRIMARY TO SECONDARY
Children and young people are normally transferred between the ages of 11½ and 12½, so that they will have the opportunity to complete at least 4 years of secondary education. Parents will be informed of the arrangements no later than December of the year preceding the date of transfer at the start of the new session. Pupils from this school normally transfer to:- St Andrew’s Secondary School 47 Torphin Crescent Glasgow, G32 6QE Telephone 0141 582 0240 St Andrew’s provides an extensive transition programme throughout the year for the children of Primary 7. As part of the programme, the parents have the opportunity to visit the school and meet the Headteacher, Mr Lyons and the staff.
THE FREEDOM OF INFORMATION (SCOTLAND) ACT 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from public authorities. The Act applies to all Scottish public authorities including; Scottish Government and its agencies; the Scottish Parliament; Local Authorities; NHS Scotland; Universities and Further Education colleges and the Police. Public authorities have to allow access to the following information;
the provision, cost and standard of its service factual information or decision making the reasons for decisions made by it.
The legal right of access includes all types of recorded information of any data held by the Scottish Public Authorities. From 1st January 2005 any person who makes a request for information must be provided with it, subject to certain conditions. Further information is provided on the Glasgow City Council website – Freedom of Information
DATA PROTECTION ACT 1998 Information on young people, parents and carers is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by the Data Protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.
COMMENTS AND COMPLAINTS
If you have a comment or complaint please approach the Head of establishment in the first instance. If the Head of establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will: Take a totally neutral stance in fully investigating your complaint, Acknowledge receipt of your complaint within five working days. Give a full written response within a further 10 working days, unless another timescale has been agreed. The Customer Liaison Unit can be contacted by phone or e-mail: Phone 0141 287 5384 E-mail [email protected] Glasgow City Council City Chambers East 40 John St GLASGOW G1 1JL
ADDRESSES
Local Councillor Councillor Maureen Burke Councillor Gerald Leonard Councillor Sohan Singh Service Director of Education Education Area Manager Maureen McKenna John Butcher City Chambers East City Chambers East 40 John St 40 John St Glasgow G1 1JL Glasgow G1 1JL
ALTHOUGH THIS INFORMATION IS CORRECT AT TIME OF PRINTING,
THERE COULD BE CHANGES AFFECTING ANY OF THE MATTERS DEALT WITH IN THE DOCUMENT
EITHER:-
BEFORE THE COMMENCEMENT OR DURING THE COURSE OF THE SCHOOL YEAR IN QUESTION.
IN RELATION TO SUBSEQUENT
SCHOOL YEARS.
Management CHILD SAFETY / CHILD PROTECTION POLICY Insert For School Handbooks And Public Display All educational establishments are services must take positive steps to help children protect themselves by ensuring that programmes of health and personal safety are central to the curriculum and should have in place a curriculum that ensures that children have a clear understanding of the difference between appropriate and inappropriate behaviour on the part of another person, no matter who. As with other areas of the curriculum, you will be kept informed of the health and personal safety programme for your child’s establishment. Schools, establishments and services must create and maintain a positive ethos and climate which actively promotes child welfare and a safe environment by:
ensuring that children are respected and listened to
ensuring that programmes of health and personal safety are central to the curriculum
ensuring that staff are aware of child protection issues and procedures
establishing and maintaining close working relationships and arrangements
with all other agencies to make sure that professionals collaborate effectively in protecting children
Should any member of staff have concerns regarding the welfare or safety of any child they must report these concerns to the head of establishment. The head, or the person deputising for the head, after judging that there may be grounds for concern regarding the welfare or safety of any pupil must them immediately advise the duty senior social worker at the local social work services area office of the circumstances.
My Commitment: We believe that our commitments in this brochure will lead to improved education for …………………………………………….
(CHILD’S NAME) We agree with these aims
Signatures Child: ………………………………………………. Parent: …………………………………………… Head Teacher:
Anne Marie McGovern
St Benedict’s Vision To develop a safe, nurturing, happy and harmonious school community in which a positive school ethos of high aspirations permeates all aspects of learning. To allow all children, no matter their barrier to learning, to be supported in achieving their full potential; academically, emotionally, socially, physically, spiritually and morally within a Catholic Community of Faith and Learning. To promote at all times cooperation, consideration, equality and respect for all. To provide opportunities for the young people of St Benedict’s to develop their skills and understanding through a well planned, broad, balanced and challenging Curriculum for Excellence where learning experiences are matched to need and the capacity to become a Successful Learner, Confident Individual, Responsible Citizen and Effective Contributor is developed.
Home – School Agreement
St Benedict’s Primary School 62 Lochend Road
Glasgow G34 0LT
SCHOOL’S COMMITMENT: AIMS – P7
To raise levels of achievement and attainment and aim for excellence in all aspects of school life. To develop respect and justice through partnership working with the children, their parents and carers, the parishes and partners in the Community of Learning To support parents/carers in becoming more actively involved in their children’s learning through shared home learning To work with partners to promote life-long health and well being and sustainability within St Benedict’s Community of Learning.
PARENTS’ COMMITMENT We shall try to: Support the school in its vision, value and aims. See that my child attends school regularly and on time Encourage my child to be well behaved Support my child in his/her learning. Ensure my child completes homework tasks. Support the school in encouraging my child to be a responsible citizen, effective contributor, confident individual. Work in partnership with the school to achieve the best for my child in becoming a successful learner. Promote and encourage my child to adopt a healthy lifestyle
CHILD’S COMMITMENT I shall try to be a by
Being responsible for my own property Listening to others rather than
interrupting them Showing others a good example Being honest with myself and others
I shall try to be a by
Achieving my goals Trying to learn something new every
day Remembering my homework at all
times Moving forward
I shall try to be an by
Working as a team Working quietly Remembering my manners at all times Trying to finish my tasks on time
I shall try to be a by
Being proud of myself and my work Sharing any ideas Having confidence in myself and my
work Wearing my uniform with pride
Name Class Teacher Term
Session 2011-2012
Successful Learner Confident Individual
with enthusiasm and motivation for
learning determination to reach high
standards of achievement openness to new thinking and
ideas and able to: use literacy, communication and
numeracy skills use technology for learning think creatively and
independently learn independently and as part of
a group make reasoned evaluations link and apply different kinds of
learning in new situations
with self respect a sense of physical, mental and
emotional well-being secure values and beliefs ambition
and able to relate to others and manage
themselves pursue an active and healthy lifestyle be self-aware develop and communicate their own
beliefs and view of the world live as independently as they can assess risk and make informed
decisions achieve success in different areas of
activity
Responsible Citizen
Effective Contributor
with respect for others commitment to participate
responsibly in political, economic, social and cultural life
and able to develop knowledge and
understanding of the world and Scotland’s place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and technological issues
develop informed, ethical views of complex issues
with an enterprising attitude resilience self-reliance
and able to communicate in different ways and
in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new
contexts create and develop solve problems
Teacher Comment/Next steps Parent/child comment
Teacher Comment
Confident Individual
Responsible Citizen
Effective Contributor
Teacher Comment/Next steps
Parent/child comment
Teacher Comment/Next steps
Parent/child comment
