Auchinairn Handbook 2010

Auchinairn Primary School
School Handbook 2010

Foreword from the Headteacher

Dear Parents, Carers and friends of Auchinairn Primary School and Nursery,

Welcome to our school, we hope you find the information contained in this handbook
useful. If you are looking for a school for your child/ren we do suggest that you contact
the school office and make an appointment to visit and see our school in action. If you
are enquiring into your child attending our school please contact me and I will be
happy to arrange a tour of the school for you and answer any questions you may
have.

If you decide to choose Auchinairn Primary School and Nursery for your child’s
education we very much look forward to working with you to help develop your son or
daughter into a happy, enquiring well educated young person.

If you are already a member of our school community then this handbook will help to
keep you up to date with all aspects of school life.

At Auchinairn Primary School and Nursery we provide a safe, caring environment
where every child is valued as an individual and where diversity is celebrated.

We recognise the knowledge and skills which children bring to school and build on
these to ensure that every child receives challenging and appropriate experiences to
meet their individual needs. At Auchinairn Primary School and Nursery we believe
education means much more than the acquisition of skills and learning of facts. It is
about development of the whole person. We aim to do this by offering each child a
broad, balanced, relevant curriculum enabling them to develop skills, acquire
knowledge, appreciate the arts, pursue the sciences and accept the challenges of
physical education by participating fully in all aspects of school life.

We believe it is important that individual talents and interests are promoted and we
aim to provide activities and events both within and outwith school to cater for a
variety of interests.

We have high, but realistic, expectations of our pupils, both in terms of working hard in
class and life outside the classroom. We encourage our pupils to take care of their
surroundings, to be helpful and polite and to consider the needs of others.

I hope that your child will be happy with us and will respond to the many opportunities
for learning offered.

We place a great deal of emphasis on developing close links with parents and
carers. We have a very active Parent Council and PTA who work together effectively
with the school for the benefit of pupils.

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In collaboration with parents we aim to educate our pupils to become responsible
citizens within their school, the local community and as citizens of the global village.

The staff at Auchinairn Primary and Nursery feel privileged to share with you in your
child's education and look forward to working with you in the years ahead.

I do hope you find the information in this handbook useful. We would also be
delighted to hear from you if you would like to contribute to any aspect of the like and
work of our school, or have any ideas how we can develop any aspect of our service
in the future.

We welcome your thoughts and feedback as your views will help us shape our service
so that we provide the best opportunities possible for all of our learners. If you would
like to comment on any aspect of school life please contact the school office on 955
2289, in the first instance, and we will ensure that you have an opportunity to speak
with the appropriate member of staff.

Thank you

Garry Graham

Headteacher

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Index

Section Content
1 Introduction and School Aims
2 School Information
3 Teaching Staff
4 School and Nursery Hours
5 School Year
6 Enrolment
7 Curriculum, Assessment and Arrangements for Reporting to Parents
8 Attainment and Achievement
9 Improvement Plan 2010/11
10 Spiritual, Social, Moral and Cultural Values
11 Equal Opportunities and Social inclusion
12 Additional Support Needs
13 Support for Learning Services
14 Home and School Links
15 Extra Curricular Activities
16 School Discipline
17 Supervision of Playgrounds
18 Clothing and Uniform
19 Meals
20 Transport
21 Medical and healthcare
22 Information in Emergencies
23 School Running Costs
24 Parental Involvement Act
25 Transfer from Primary to Secondary School
26 Data Protection Act 1998
27 Accessing your Child’s Pupil Records
28 Freedom of Information Scotland Act 2002
29 PTA – Parent Teacher Association
30 Child care Information Service
31 Child Protection
32 Appointment of Adults to Voluntary Child Care Positions
33 Home Partnership Service
34 Transferring Educational Data about Pupils
35 Use of Photographs and Video Film Involving Pupils
36 School Campus – No Smoking Policy
37 Pupil use of Mobile Phones in School
38 Useful Addresses
39 Comments about our School
40 Liaising with and Involving Parents in their Child’s Education
41 Appendices

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1. INTRODUCTION

Welcome to our school from all at Auchinairn Primary.

This handbook will help you to understand more about our school. It provides
essential information that I hope you will find interesting as well as helpful.

Throughout the session various activities, events and meetings will be arranged in
order to involve parents and the community in the life of the school. The process of
education starts long before children come to school. It is continuous and parental
involvement in education is crucial.

We must work together for the good of our children and at Auchinairn Primary our
Values and Aims state clearly the fundamental beliefs of parents, pupils and staff.
We all believe that through treating each other equally with honesty and respect, we
will learn together. Therefore partnership between parents and teachers is
extremely important.

The main building houses the computer room, nine classrooms and a central
Assembly Hall. In the playground there is the gymnasium, dining hall, general
purpose room and Auchinairn Nursery Class.

SCHOOL AIMS

AUCHINAIRN PRIMARY SCHOOL AND NURSERY AIMS

At Auchinairn Primary School and Nursery we will enable children to …

1. BE SUCCESSFUL LEARNERS; THIS MEANS
• be enthusiastic and motivated for learning
• be determined to reach high standards of achievement
• be open to new thinking and ideas
• 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

2. BE CONFIDENT INDIVIDUALS; THIS MEANS
• have self-respect
• have physical, mental and emotional well-being
• have secure values and beliefs
• have ambition

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• relate positively to others and manage themselves
• pursue a healthy and active lifestyle
• be self aware
• develop and communicate their own beliefs and view of the world
• live as independently as they can
• assess risk and take informed decisions
• achieve success in different areas of activity

3. BE RESPONSIBLE CITIZENS; THIS MEANS
• have respect for others
• have commitment to participate responsibly in political, economic, social and cultural
life
• 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

4. BE EFFECTIVE CONTRIBUTORS; THIS MEANS
• have an enterprising attitude
• have resilience
• have self-reliance
• 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

1. CURRICULUM
To provide a curriculum which is broad and balanced and which offers pupils
continuity, progression and choice.
2. ATTAINMENT
To enable all pupils to achieve their full potential and become active citizens.
3. LEARNING AND TEACHING
To provide high quality teaching, which motivates pupils and meets pupils' special
educational needs; to keep parents informed of pupils' progress.
4. SUPPORT FOR PUPILS
To provide a school environment where children can be safe, appropriately
supported and happy.
5. ETHOS
To promote high expectations, good self-esteem and positive behaviour and
relationships; to praise achievement and promote partnership with parents, the
Parent Council/Forum, Partner Agencies and the wider community; to promote
equality of opportunity.
6. RESOURCES
To provide a well-resourced, organised and welcoming school; to support staff to
be motivated, well-qualified and to have access to up-to-date training; to ensure
sound and transparent financial management of the school.
7. MANAGEMENT, LEADERSHIP AND QUALITY ASSURANCE
To promote continuous improvement of service through self-evaluation; to provide
good leadership, management and quality assurance; to provide clear and practical
school aims and policies.

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Should you wish to discuss your child’s progress or have any other concerns, please
do not hesitate to contact the school immediately. A member of the management
team will attend to your query/concern as soon as possible and if necessary a follow
up appointment with a teacher will be made.

This handbook contains a range of key information about Auchinairn Primary School
and offers an insight into the life of the school. If you have any queries regarding
the content of the handbook please contact the school using the contact details on
the back of this handbook. We very much look forward to having you and your
child join us in Auchinairn Primary School.

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2. SCHOOL INFORMATION

Name Auchinairn Primary School
Address Beech Road
Bishopbriggs
Glasgow G64 1NE

… 0141 955 2289
… 0141 762 0294
Email office@auchinairn.e-dunbarton.sch.uk
Web site new website available in 2010 – www……………………………

Present School Roll 151 pupils
Present Nursery Roll 60 pupils (30 am/pm session)
Capacity of School Planning Capacity - 396
Working Capacity - 387

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.

Stages covered: Pre-school and P1 to P7.

The class organisation for each session varies according to numbers at each stage. Class size in
P1 is restricted to 25. P2 and P3 are restricted to a maximum of 30 pupils. The P4-P7 class sizes
are a maximum of 33, and composite class sizes are restricted to 25. Care is taken to ensure
that children are placed in appropriate ability groups whether it be in a composite or single stage
class. The school is Non-Denominational and Co-Educational.

Community Facilities

The school is utilised on certain evenings by local organisations. Applications for lets are made to
Community Learning and Development (School Letting Office), 36 Roman Road, Bearsden,
Glasgow G21 2SQ and notified to the Parent Council.

Nursery Class

The nursery capacity is 30 pupils (morning/afternoon) and accommodates pupils from Auchinairn
Primary, St. Helen’s Primary, St. Matthew’s Primary and Wester Cleddens Primary catchment
areas.

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3. TEACHING STAFF
Headteacher Mr Garry Graham
Depute Headteacher Miss K Rawley
Principal Teacher Mrs J Barbour

Teaching Staff: Mrs E McDonald/Mrs D Murray
Mrs M Reid
Mrs D Anderson
Miss L Pettigrew (probationer)
Mrs V Pritchard
Mr J Friel
Miss C Yuill (probationer)
Mrs C Mill

Nursery Staff: Mrs A McLean/Mrs D Cardiff Nursery teacher
Early Years Officers: Mrs F Diamond
Mrs N Brown

Visiting Teachers: Mrs J MacIntyre PE (1 day/week)

Total no of teaching staff FTE – 10.6

Instrumental Tutors Mrs Leitch Violin

Support Services Co-ordinator Mrs J Lawler

Support Staff Mrs M Cowan Administration Assistant
Mrs A Mundell Clerical Assistant

Active Schools Co-ordinator Fiona Brodie

Classroom Assistants Mrs P Conlon
Mrs H Allan

Support for Learning Assistants Mrs C Leadbetter
Mrs S Bain
Ms L Stewart

Site Co-ordinator Mr R Broadfoot

4. SCHOOL and NURSERY HOURS

AM 9.00 – 12.15 Interval 10.30 – 10.45
PM 13.00 – 15.00
Primary 1 pupils attend morning sessions only until the September holiday and thereafter pm
dismissal time is 3.00pm.

Nursery Hours AM Session 9am – 11.30am
PM Session 12.30pm – 3pm

Nursery phone number 0141 563 0289

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5. SCHOOL YEAR

Term and holiday dates are intimated regularly to parents by means of newsletters. Relevant
dates for 2010/2011 are as follows:

First Term Teachers return (In Service Day) Thursday 12 August 2010
In Service Day Friday 13 August 2010
Pupils return Monday 16 August 2010

Local Holiday School Closed Friday 24 September 2010
School Re-opens Tuesday 28 September 2010

Mid Term School Closed (In Service Day) Friday 8 October 2010
(October Week) School Closed Monday 11 October 2010 to
Friday 15 October 2010
School Re-opens Monday 18 October 2010

Christmas Holiday School Closed Friday 24 December 2010

Second Term School Re-opens Wednesday 5 January 2011

Mid Term School Closed Monday 14 February 2011
School Closed Tuesday 15 February 2011
In-Service Day (Staff Only) Wednesday 16 February 2011
School Re-opens Thursday 17 February 2011

Easter Holiday School Closed Monday 4 April 2011
School Re-opens Monday 18 April 2011
School Closed Friday 22 April 2011
School Re-opens Tuesday 26 April 2011

Third Term May Day Holiday School Closed Monday 2 May 2011
Local Holiday In Service Day (Staff Only) Thursday 26 May 2011
School Closed Friday 27 & Monday 30 2011
School Re-opens Tuesday 31 May 2011

Summer Holiday Last Day of School Friday 24 June 2011

6. ENROLMENT

Arrangements for annual enrolment take place in January and specific dates/times are intimated
in the local press and in local shops, doctor’s surgeries etc. Outwith these times, prospective
parents are welcome to visit the school by arrangement with the Headteacher. It is also our
practice to invite all new entrants to spend an afternoon with us before their official admission.

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7. CURRICULUM ASSESSMENT AND ARRANGEMENTS FOR REPORTING TO PARENTS

Curriculum for Excellence is now being introduced across Scotland for all 3-18 year olds – wherever
they learn. 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.
Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and
plans are already in place for parents across the country to have access to Glow.

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 they can cope with and with
challenge, they can thrive on.

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 will be 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. We use active and outdoor learning to support this process where possible.

There will be new ways of assessing progress and ensuring children achieve their potential.
There will be new qualifications for literacy and numeracy and from 2012/13, new National 4 and
5 qualifications from 2013/14. 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 a new 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.

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.

At the time of writing our homework policy is under review. Parents, staff and pupils have had an
opportunity to develop how this will be taken forward. The parent Council will review the proposed
policy in the first part of 2010 and it will be introduced as school policy at the start of session
2010/11.

In line with the authority procedure manual (3/18) we have a number of procedures in place for
feeding back to parents. As well as an open door policy and on opportunity twice per year for
parents and pupils to meet with key staff, we issue termly progress reports to ensure information is
frequently shared between home and school, with an opportunity to discuss the contents of these
as necessary.
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Mathematics

A carefully structured and balanced maths programme is followed by each child.

Learning in mathematics will enable our learners to:

• develop a secure understanding of the concepts, principles and processes of mathematics
and apply these in different contexts, including the world of work
• engage with more abstract mathematical concepts and develop important new kinds of
thinking
• understanding the application of mathematics, its impact on our society past and present,
and its potential for the future
• develop essential numeracy skills which will allow me to participate fully in society
• establish firm foundations for further specialist learning
• understanding that successful independent living requires financial awareness, effective
money management, using schedules and other related skills
• interpret numerical information appropriately and use it to draw conclusions, assess risk,
and make reasoned evaluations and informed decisions
• apply skills and understanding creatively and logically to solve problems, within a variety
of contexts
• appreciate how the imaginative and effective use of technologies can enhance the
development of skills and concepts.

The emphasis is placed on interactive maths and practical work, with children taking an active part
in their own learning. A wide range of resources is used, so that mathematical skills and concepts
can be developed. We use mathematical games, calculators, computer software, and mathematical
equipment to introduce and reinforce ideas and concepts. The core resources used is Teejay
Maths, with a range of problem solving activities to further develop specific skills in this area.
All children learn about the world of finance by focussing on Financial Maths and enterprising
activities.

English Language

This includes four elements; talking; listening; reading and writing. Since language permeates the
whole curriculum, it is impossible to view in isolation. At all times, teachers are active in developing
listening and talking skills. Children take part in discussions, report on experiences orally and in
written form where appropriate and reinforce the skills of reading. Our resources for the teaching
of language have to be extensive, to help us to ensure that each aspect is adequately covered and
that every child’s needs are met. A Curriculum for Excellence is now being followed to ensure
appropriate breadth and progression at all levels.

The development of literacy skills plays an important role in all learning.

Children will develop and extend their literacy skills with opportunities to:

• communicate, collaborate and build relationships
• reflect on and explain literacy and thinking skills, using feedback to help improve and
sensitively provide useful feedback for others
• engage with and create a wide range of texts in different media, taking advantage of the
opportunities offered by ICT
• develop understanding of what is special, vibrant and valuable about my own and other
cultures and their languages
• explore the richness and diversity of language, how it can affect the wide range of ways in
which learners can be creative
• extend and enrich vocabulary through listening, talking, watching and reading.

In developing English language skills learners will:

• Engage with a wide range of texts and develop an appreciation of the richness and breadth of
Scotland’s literacy and linguistic heritage
• Enjoy exploring and discussing word patterns and text structures.

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We have a variety of language teaching strategies, which aim to promote a love of language. In
the Early Stages, it is important to build on best practise in our nursery setting and we continue to
develop the use of rhyme and use the “Fast Phonics” to develop reading skills. These strategies are
further developed throughout P1 – P7 to ensure that all children progress in their language
abilities; including strengthening higher order reading skills such as clarifying, summarising and
predicting and an early introduction to reading “bias” with e.g. fact/opinion/can’t tell questions.

Writing is developed through detailed drawing and recognising the purpose of letters/words to
being able to write extended pieces using a variety of tones, settings, characters and genre. Skills
in spelling and presentation are developed to ensure that all writing is legible and understood by
the audience it is intended for. Again, a variety of strategies and resources are used to ensure
continuity and progression including North Lanarkshire writing materials, VCOP, Nelson Spelling
and Nelson Handwriting.

Social Studies

Social Studies allow our learners to experience learning under three main categories; people – past
events and societies; people, place and environment and people in society, economy and business.
Studying this curricular area can lead to many other areas of learning including sustainability,
citizenship, both global and local, enterprise and creativity. These studies will be approached in a
series of lessons through a theme or topic, which can vary in duration. At the early stages, pupils
might learn more about themselves or their surroundings, building on their previous experiences.
By Primary 7, the focus may have moved to the wider world, with the opportunity to study a
European culture. Many resources are used including, computer programmes, television and radio
programmes, reference books, film, packs from the local library as well as school resources. We
often invite visitors to our school to help us e.g. members of the Police, Road Safety Officers and
members of the local community. We also go on fieldwork trips e.g. the park, the local area,
museums and exhibitions. These activities are invaluable in enhancing the skills of enquiry and
investigation.

Learning in the social studies will enable learners to:

• develop an understanding of the history, heritage and culture of Scotland, and an appreciation of
local and national heritage within the world
• broaden their understanding of the world by learning about human activities and achievements
in the past and present
• develop an understanding of their own values, beliefs and cultures and those of others
• develop their understanding of the principles of democracy and citizenship through experiences
of critical and independent thinking
• explore and evaluate different types of sources and evidence
• learn how to locate, explore and link periods, people and events in time and place
• learn how to locate, explore and link features and places locally and further afield
• engage in activities which encourage enterprising attitudes
• develop an understanding of concepts that stimulate enterprise and influence business
• establish firm foundations for lifelong learning and for further specialised study and careers.

National Guidelines are reinforced by advice from East Dunbartonshire Council, to ensure that each
child develops knowledge and awareness of his/her environment, locally and globally.

Health & Well Being – ( Personal, Social Development, Health & Physical Education)

There is also a programme of Health Education and Personal Social Development in place from
Primary 1 – 7. . All children have a minimum of 2 hours P.E each week as well as extra curricular
opportunities. In addition, as a Health Promoting School, our annual Health Week ensures the
children engage in extra sporting and healthy activities and the emphasis is (even more than
usual!) on healthy eating etc.

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Learning in health and wellbeing ensures that children and young people develop the knowledge
and understanding, skills, capabilities and attributes which they need for mental, emotional, social
and physical wellbeing now and in the future.

At Auchinairn Primary, working with partners, we take a holistic approach to promoting health and
wellbeing, one that takes account of the stage of growth, development and maturity of each
individual, and the social and community context.
The learning environment will support learners to:

• develop self-awareness, self worth and respect for others
• meet challenges, manage change and build relationships
• experience personal achievement and build resilience and confidence
• understand and develop physical, mental and spiritual wellbeing and social skills
• understand how what they eat, how active they are and how decisions they make about
their behaviour and relationships affect their physical and mental wellbeing
• participate in a wide range of activities which promote a healthy lifestyle
• understand that adults in my school community have a responsibility to look after them,
listen to their concerns and involve others where necessary
• learn about where to find help and resources to inform choices
• assess and manage risk and understand the impact of risk-taking behaviour
• reflect on my strengths and skills to help me make informed choices when planning my
next steps
• acknowledge diversity and understand that it is everyone's responsibility to challenge
discrimination.

Technologies

The technologies framework provides a range of different contexts for learning that draw on
important aspects of everyday life and work.

It includes creative, practical and work-related experiences and outcomes in business, computing
science, food, textiles, craft, design, engineering, graphics and applied technologies.
Learning in the technologies will enable our learners to:

• develop an understanding of the role and impact of technologies in changing and
influencing societies
• contribute to building a better world by taking responsible, ethical actions to improve my
life, the lives of others and the environment
• gain the confidence and skills to embrace and use technologies now and in the future, at
home, at work and in the wider community
• become an informed consumer and producer who has an appreciation of the merits and
impacts of products and services
• be capable of making reasoned choices relating to the environment, sustainable
development and ethical, economic and cultural issues
• broaden an understanding of the role that information and communications technology
(ICT) has in Scotland and in the global community
• broaden their awareness of how ideas in mathematics and science are used in
engineering and the technologies
• experience work-related learning, and establish firm foundations for lifelong learning,
and specialised study and careers.

It is important to remember that as children and young people play and learn they will develop an
interest, confidence and enjoyment in ICT skills that can be transferred and applied in different
learning contexts.

Computers are used extensively at all stages. They may reinforce or encourage practice in skills
developed in Language, Maths, Social Studies or the other curricular areas. In Auchinairn, we have
computers both in the classes and the ICT Suite with an interesting range of software and
hardware. We also have Interactive Whiteboards in all classrooms and the ICT Suite. The children

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are encouraged to learn through a variety of technological equipment, including web cams, digital
microscopes and cameras etc. The aim of our technologies programme is to develop an
understanding of the role and impact technologies can have in influencing and contributing to
building a better world.
Expressive Arts

Experiences in the expressive arts involve creating and presenting and are practical and
experiential. Evaluating and appreciating are used to enhance enjoyment and develop knowledge
and understanding.
Learning in, through and about the expressive arts:

• enables learners to experience the inspiration and power of the arts
• recognises and nurtures creative and aesthetic talents
• allows learners to develop skill and techniques that are relevant to specific art forms and
across the four capacities
• provides opportunities for learners to deepen their understanding of culture in Scotland and
the wider world
• is enhanced and enriched through partnerships with professional arts companies, creative
adults and cultural organisations.

The Expressive Arts include Drama, Music, Dance. and Art. Through topic work and as subjects in
their own right, we aim for balance, progression and coherence in these areas.
We are developing programmes of work at each stage and assessment and recording sheets, which
give the teacher, and in turn parents, a clear picture of each child’s ability in certain aspects of
Dance, Music, Drama and Art. Wide and varied ranges of resources are available to encourage
development in this important part of the curriculum. Selected pupils receive weekly instrumental
instruction from our visiting music instructor.

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Sciences

Our science programme, which we are currently enhancing, aims to develop curiosity and
understanding of the environment in which we live, through an increase in understanding of the
Earth’s resources and the impact of responsible use of these. It initiates the skills of scientific
inquiry and investigation whilst recognising the role of creativity and invention.

The sciences framework provides a range of different contexts for learning which draw on
important aspects of everyday life and work.

Learning in the sciences will enable our learners to:

• develop curiosity and understanding of the environment and their place in the living,
material and physical world
• demonstrate a secure knowledge and understanding of the big ideas and concepts of
the sciences
• develop skills for learning, life and work
• develop the skills of scientific inquiry and investigation using practical techniques
• develop skills in the accurate use of scientific language, formulae and equations
• apply safety measures and take necessary action to control risk and hazards
• recognise the impact the sciences make on their life, the lives of others, the
environment and on society
• recognise the role of creativity and inventiveness in the development of the sciences
• develop an understanding of the Earth’s resources and the need for responsible use of
them
• express opinions and make decisions on social, moral, ethical, economic and
environmental issues based upon sound understanding
• develop as a scientifically-literate citizen with a lifelong interest in the sciences
• establish the foundation for more advanced learning and future careers in the sciences
and the technologies.

Alongside all of the above we also instill the need for applying aspects of health, safety and
accuracy.

Religious and Moral Education

We seek to develop an understanding and knowledge of Christianity and other World Faiths and
an understanding and tolerance of ourselves and others. This year we will review our practice to
ensure that we address areas of equality and diversity through this and other areas of the
curriculum.

Learning through religious and moral education enables learners to:

• recognise religion as an important expression of human experience
• learn about and from the beliefs, values, practices and traditions of Christianity and the world
religions selected for study, other traditions and viewpoints independent of religious belief
• explore and develop knowledge and understanding of religions, recognising the place of
Christianity in the Scottish context
• investigate and understand the responses which religious and non-religious views can offer to
questions about the nature and meaning of life
• recognise and understand religious diversity and the importance of religion in society
• develop respect for others and an understanding of beliefs and practices which are different
from my own
• explore and establish values such as wisdom, justice, compassion and integrity and engage in
the development of and reflection upon my own moral values
• develop my beliefs, attitudes, values and practices through reflection, discovery and critical
evaluation
• develop the skills of reflection, discernment, critical thinking and deciding how to act when
making moral decisions
• make a positive difference to the world by putting my beliefs and values into action
• establish a firm foundation for lifelong learning, further learning and adult life.
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Parents have the right to withdraw their children from religious instruction, if they so wish, and
should contact the Head Teacher to discuss this.
Parents of children of other ethnic background may request that their children be permitted to
attend other recognised religious events during school hours. Such requests will be granted on
up to three occasions in any one school session and the pupil marked present on the register.

Modern Language

Pupils are provided with the opportunity to study French at Primary 5, 6 and 7. We currently
have 3 trained members of staff who can deliver the French curriculum and are looking to
develop the delivery of this area of the curriculum at other stages in the school.

Classical Languages
Our more able pupils currently have an opportunity to learn some Latin using the ‘Minimus’
scheme of learning.

Enterprise – Education for Work

Children regularly experience topics, which involve the world of work and enterprise. We also
participate in enterprise competitions and show cases. Some staff are trained in enterprise
education and our aim is to develop this area to ensure all staff and pupils have a positive “I can
do attitude” to learning.
Our school has a yearly World of Work week to provide children with a range of opportunities in
and out of school to learn about a broad range of employment opportunities. This also includes a
Showcase open to the wider community.

Assessment

We operate a policy of continuous assessment from Primary 1 to Primary 7 in order to build a
clear picture of each child’s progress. Assessment also enables teachers to plan programmes of
work and to check on the effectiveness of teaching methods and resources.

In addition, we will use baseline assessments with P1 pupils and standardised assessments with
children at P3. Children in P2-3 will annually be tested in spelling to ensure that each child is
progressing to the very best of his/her ability and to ensure appropriate groupings are developed.

Twice yearly parents are invited by appointment to discuss their child’s progress with the teacher.
A variety of parent/teacher contacts are arranged throughout the session to keep you in touch
with your child’s progress:

September - P1 Workshop
November - Parent/Teacher interviews
March/April - Reports issued and Parent/Teacher interviews based on them

However, if at any time during the year you have any concerns regarding your child’s
progress or welfare, please contact the school to speak to the Headteacher or the
Depute Headteacher. If necessary, an appointment can be made to speak to a class
teacher if this would prove helpful.

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Personal Learning Planning – PLP’s

At two points during the year staff have meetings with their pupils to discuss progress, targets
and next steps of learning. This information is used by teachers and pupils to determine areas for
development.

The information will provide an ongoing record of a pupil’s learning progress. The information is
individual to each pupil providing them with the opportunity to comment on key aspects of their
lives both in school and out. The child and the teacher will work together to monitor progress
and will gather evidence to put into their individual achievement folders to validate progress in
learning.

By encouraging communication, PLPs are designed to:

• Stimulate discussion at a parents’ interview
• Record achievement beyond a purely subject-based focus
• Plan for overcoming any barriers to learning
• Set realistic targets for the next stage and identify the person who can help
them achieve it.

The aims, which have been identified for the school, are:

•• To engage all of those involved in the education of an individual child in a partnership
to promote their effective learning
•• To allow teachers to focus their teaching on the prior learning of pupils and to take
account of any broader needs which are shown in PLPs.

For the pupils the aims of PLPs are:

•• To encourage self-evaluation by pupils of their own needs and participation in
negotiating personal learning targets
•• To empower the learner and help encourage independent learning habits
• To support transition, e.g. from stage to stage and class to class
•• To raise attainment and achievement
•• To inform decisions about resource allocations.

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Extra Curricular Activities

Throughout the year there are various activities arranged for class or year groups. These include
educational, cultural and social activities related to the children’s work in school. A timetable of
current activities will be found on our new website.

The children are regularly involved in fundraising for worthwhile charities all year round.

We participate in various sporting events .During the summer term we organise a Sports Day,
which is usually very well attended by parents and friends. Throughout the year, children may be
taken to the theatre or a theatre group may visit the school. We are also indebted to the PTA for
the financial support they provide to allow a number of extra- curricular activities to take place.

While all this information is correct at the time of printing there may be changes throughout the
school year due to unforeseen circumstances.

8. Attainment & Achievement

The current national Assessment guidelines are under review. The main differences from the
existing assessment arrangements and those which are propossed are that:

• Assessment practices will follow and support the new curriculum. This will promote
higher quality learning and teaching and give more autonomy and professional
responsibility to teachers.

• Standards and expectations will be defined in a way that reflects the principles of
Curriculum for Excellence. This will support greater breadth and depth of learning
and a greater focus on skills development including higher order skills.

• A national system of quality assurance and moderation for 3 – 18 will be developed
to support teachers in achieving greater consistency and confidence in their
professional judgements.

• A National Assessment Resource will help teachers to achieve greater consistency
and understanding in their professional judgements. There will also be a major
focus on CPD to help teachers develop the skills required.

Later this year [2010], the Scottish Government will publish a Framework for Assessment as part
of the Building the Curriculum series which will provide guidance and support to ensure that
arrangements for assessment, at all levels of the educational community, support the values,
purposes and principles of Curriculum for Excellence and build on the Assessment is for Learning
programme. The Scottish Survey of Achievement will also be redesigned to provide more
information about young people’s literacy and numeracy skills.

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9. IMPROVEMENT PLAN 2010-2011

A Curriculum for Excellence will be our main focus throughout 2010-11 as we continue to strive
to make the new curriculum work for our pupils and develop assessment advice, which is awaited
from the Scottish Government.

10. SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES

The religious education throughout the school is currently based, in the main, on the “Guidelines
on Religious Education 5-14” which include the development of Spiritual, Moral, Social and
Cultural Values as well as specific aspects of Christianity, Islam and Judaism. These guidelines
have regard to national advice set out in SOEID Circular 6/91, Scottish Government Schools
Directorate Circular 1/2005, The Education (Scotland) Act 1980 and the Standards in Scotland’s
Schools Etc. Act 2000. Class teachers plan regular activities within this programme. Whole
school assemblies take place on a weekly basis with each class conducting a service termly,
which parents are invited to. We also have services at Harvest, Christmas, Easter and before the
Summer holidays.

It is important that children and young people develop awareness that beliefs and values are a
fundamental part of the fabric of society in communities, locally and globally. There is an intrinsic
value in learning about religion as well as learning from religion, in developing an understanding
of diversity in society as well as the child or young person’s own role in it. The skills of reflection,
critical thinking, development of empathy and respect for the beliefs and values of others are all
crucial in assisting in this process and to identifying the role of beliefs and values in society.
Religious and moral education is therefore an essential part of every child or young person’s
educational experience.

Learning through religious and moral education enables children and young people to:
• recognise religion as an important expression of human experience
• develop knowledge and understanding of Christianity and other world religions
• recognise and understand religious diversity and the importance of religion in society.
• explore and establish values such as wisdom, justice, compassion and integrity and
establish their values in their moral development

Parents who do not wish their children to participate in this religious programme may arrange to
have them withdrawn at these times through discussion with the Headteacher.
Parents from minority and minority ethnic religious communities may request that their children
be permitted to be absent from school in order to celebrate recognised religious events. Only
written requests detailing the proposed arrangements will be considered. Appropriate requests
will be granted on not more than three occasions in any one session and the pupil noted as an
authorised absentee in the register.

The school will provide several opportunities for religious observance in a school year, in addition
to traditional celebrations central to the life of the school community.

11. EQUAL OPPORTUNITIES AND SOCIAL INCLUSION

In East Dunbartonshire, all children and young persons are entitled to participate fully in a
learning community which promotes equality of opportunity and seeks to protect against all
forms of discrimination.

The school believes that pupils and staff have the right to learn in a caring and safe environment.
Staff will not tolerate any behaviour or attitudes which lead to staff or pupils being humiliated or
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harmed because of their race, colour, language, nationality, ethnic origin, cultural and religious
beliefs, sexual orientation, gender, marital status or disability.
Race

In relation to race equality, the school follows written procedures whenever a racist incident is
reported. This procedure is detailed in the document “Tackling Racist Incidents Within the
Education Service.” Parents/Carers who would like to find out more about this procedure
should ask the school for a copy of the leaflet “Managing Racial Harassment and Racist
Bullying in School: A Guide for Parents/Carers.”

Disability

The Disability Equality Duty (DED) places Education Authorities under a statutory duty to
actively promote disability equality across all of their functions (policies and practices). East
Dunbartonshire Council’s Education service’s Disability Equality Scheme (DES) and Action Plan
were published in December 2006. This Scheme and Action Plan will build on the wide range of
work that the Education Service does to promote disability equality in East Dunbartonshire
Schools. More information on this can be found in the Disability Equality Scheme (DES) and
Action Plan for the Education Service. Further information is also available in the Education
Service’s Accessibility Strategy. A copy of these documents can be obtained from all schools in
East Dunbartonshire Council, and from the Head of Education who is based at Boclair House, 100
Milngavie Road, Bearsden, Glasgow G61 2TQ. Tel: 0141 578 8709

Gender

The Gender Equality Duty (GED) was created by the Equality Act 2006. The GED requires
Scottish Schools and Education Authorities to actively promote sex equality and improve services,
policies and practices for all boys and girls. Schools and support services in East Dunbartonshire
work hard to ensure that all pupils achieve their full potential and the Gender Equality Scheme
and Action Plan reflects this commitment. A copy of this document can be obtained from all
schools in East Dunbartonshire Council, and from the Head of Education who is based at Boclair
House, 100 Milngavie Road, Bearsden, Glasgow G61 2TQ. Tel: 0141 578 8709

12. ADDITIONAL SUPPORT NEEDS

In line with Education (Additional Support for Learning) (Scotland) Act 2004 our aim is to ensure
that every child achieves his or her full potential.

The new Act defines a system of Additional Support Needs (ASN). The Act states that, at some
point in their education, all children may require some form of additional support. The Act says:
"A child may require additional support for a variety of reasons. These may include those who are
being bullied, are particularly gifted, have experienced a bereavement, or are not attending
school regularly, as well as those who have behavioural or learning difficulties, mental health
problems, or specific disabilities such as deafness or blindness."

The Act places a duty on education authorities to establish procedures for identifying and
meeting the additional support needs of children and young people. The identified needs must be
kept under review and it will be the responsibility of all agencies to help education authorities
meet their duties. The act defines such agencies as "including the local authority’s social work
services, any health board, any other local authority or other agency.

The new structure is intended to make accessing support easier for parents and carers. Where
parents believe that their child has additional support needs they are able to request assessments
which they believe are necessary; education authorities also have this ability. In situations where
20

there is disagreement, education authorities will be under a duty to provide mediation services
and they will be required to have arrangements in place for resolving disputes.

The Act is intended to provide support for children with long or short term barriers to learning,
including children with severe and complex needs. Where more than one support service is
involved in the provision of support for a child, a Co-ordinated Support Plan (CSP) will be drawn
up by the relevant agencies.

A Auchinairn Primary School and nursery our teaching methods ensure that any difficulties are
quickly highlighted; teachers express concerns (either for a more or less able child) to the Deputy
Head Teacher who would then inform the Headteacher. The nature of the difficulty will be
discussed and if necessary assessed. Intervention may initially be given by the class teacher.
If any extra input from the Learning Support Teacher is deemed necessary, parents would always
be informed. Our Learning Support Teacher, support staff and members of the management
team, work with class teachers in order to provide materials, assist with individuals or groups and
advise on appropriate programmes of work. Occasionally we call upon the services of the
Psychologist appointed to the school, or other staff such as Health Professionals to diagnose and
help support a learning or behaviour difficulty. This is only done after consultation with those
involved in the lives of the young person.

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13. SUPPORT FOR LEARNING SERVICES

East Dunbartonshire Council, in supporting inclusion in its schools, has a number of Support for
Learning Services.

These are:-
• English as an Additional language Service
• Language and Communications Service
• Learning Support Service
• Social, Emotional and Behavioural Needs Service
• Sensory Service ( Visual and hearing impairment)
• Short term Advice and Response Team

The Services support pupils through:-
• Consultancy
• Continuing Professional Development
• Co-operative Teaching
• Curriculum Development
• Partnership Working

Further information is available from the service managers who can be contacted via the school.

14. HOME AND SCHOOL LINKS

Liaising with and involving parents in their child’s education

The Education Service is keen to ensure that it involves all parents appropriately and sensitively
in their child’s education. Under Education Law, “parents” include:

- Non-resident parents who are liable to maintain or have parental responsibilities in respect of a
child;
- Carers who can be parents;
- Foster carers, relatives and friends who are caring for children under supervision arrangements;
- Close relatives, such as siblings or grandparents caring for children who are not “looked after
and accommodated” by the local authority or are under home supervision (looked after)
arrangements.

Everyone who is a “parent” (under Education Law) has the right to receive advice and
information about their child’s education and take part in activities.

The Education Service will treat all parents equally. The exception to this is where there is a court
order limiting an individual’s exercise of parental rights and responsibilities.

Schools collect information about a child’s family circumstances on an annual basis. Where family
circumstances change during a school session, it is important that parents inform their child’s
school of these changes.

Further information about how the Education Service seeks to work with parents is available in
the publication Schools, “Parents” and “Parental Responsibility”: A briefing paper for schools and
education support services under the management of East Dunbartonshire Council (2007).

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This publication is available from schools or the Head of Education who can be contacted at:

East Dunbartonshire Council
Boclair House
100 Milngavie Road
Bearsden
Glasgow
G61 2TQ

Tel: (0141) 578 8709
Email: Gordon.Currie@eastdunbarton.gov.uk

Parental involvement in Auchinairn Primary School is seen in many forms, including support,
participation and partnership therefore allowing parents to choose their level of involvement.

We aim to achieve the type of parental involvement most relevant to the particular circumstances
at Auchinairn Primary and our programme is reviewed regularly.

(i) Support

We are grateful for the excellent response to requests for support in a variety of social and fund-
raising events and in donations of materials for projects.

(ii) Participation

Class Visits – parents assist with class visits for a variety of educational purposes.

Parents in School – parents may be asked to help with groups of children for part of a project
e.g. in computing or environmental studies. This use of parents’ expertise or interests varies
from session to session. Parents are also encouraged to contact the school if they have some
spare time and wish to help out as librarians, gardeners, artists, musicians, etc.

(iii) Partnership

Newsletter

Our monthly newsletter allows parents to make comments on any issues of concern or indeed to
express support for learning and teaching activities. The Headteacher will respond to all
comments as appropriate. Any individual issues can be brought to the attention of the Senior
Management Team via the school office and appropriate action will be taken e.g. meeting
arranged with the Class Teacher.

Open Door Policy
We encourage parents to contact us at any point during the school day to discuss concerns as
appropriate.

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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) Amendments 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.

Un-notified Absence Policy

It is East Dunbartonshire Council’s policy that parents should notify their child’s school if their
child is going to be absent. In some instances it might not be possible for parents to pre-notify
the school of an absence because their child may have become unwell during the night. In these
circumstances, parents should notify the school before registration begins.

If parents do not inform the school of their child’s absence, the school will take action to find
your child. This will involve contacting you and, where necessary, your emergency contact
person(s). If these actions are not successful, the school will ask the school’s Attendance Officer
to visit your home. In some exceptional circumstances, where the school believes your child
could be at risk of harm, contact will be made with the Police and/or Social Work. Parents should
also give their child a note on his/her return to school confirming the reason for absence.

Parents must inform the school by telephone before 9.30, if their child is likely to be absent.

Family Holidays

Every effort should be made to avoid family holidays during term time as this seriously disrupts a
child’s education and greatly reduces learning time. It should be noted that it not only has an
adverse effect on a child while he/she is absent from school, but also leads to extended
disruption to a child’s education for a period of time when he/she returns to school after the
family holiday. Family holidays will only be regarded as authorised absence where prior
agreement from the school has been obtained and where it is judged the holiday is important to
the wellbeing and cohesion of the family, following serious or terminal illness, bereavement or
other traumatic events.

Parents may request that their children be permitted to be absent from school to make an
extended visit to relatives. This leave will be regarded the same as a family holiday but will be
recorded separately from school holidays for attendance purposes. Requests should be made in
writing detailing the destination and the duration.

Clearly, with no explanation from the parent, the absence is unauthorised.
Unexplained absences will, in the first instance, be notified to parents by standard letter and if
they persist may be investigated by the School Attendance Officer. Further action may be taken
by the Authority which has the power to write to, interview, or prosecute parents, or to refer
pupils to the reporter of children’s hearings if necessary.

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Attendance/Absence Data

Absence rates are calculated as a percentage of the total number of possible attendances for
pupils of the school in the stage shown, each morning and afternoon of each school day being a
separate possible attendance.

Where figures or percentages based on a number of pupils under any particular heading is
between 1 and 40 no information is given and *** is inserted in place of the figures.

The Authority’s and Scotland’s figures include all education authority and grant-aided primary
schools, but exclude all special schools.

Overall Absence Please see Appendix 1 & 2

15. EXTRA CURRICULAR ACTIVITIES

These are dependent on the skills and interest of the staff and also authority initiatives. Recent
clubs have been gardening, football, netball and badminton.

Our school has initiated after school clubs through funding from “Awards for All” - eg Chess,
Drama and Choir activities.

Excursions
It is our practice to arrange day excursions to some places of interest related to class work. The
help given by accompanying parents is greatly appreciated.

P7 children spend a week at a residential centre.

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16. SCHOOL DISCIPLINE

The school has undertaken a complete review of all policy and procedure in this area to ensure
that the procedures more accurately relate the ethos being developed in the school. Based on
personal accountability, restorative approaches and positive dialogue, our discipline policy aims:

1 To develop in pupils a sense of self-discipline and an acceptance of responsibility for their
own actions.
2. To create the conditions for an orderly school community in which effective learning can
take place; in which there is mutual respect between all members and where there is
proper concern for the environment.
3. To develop in all children an awareness and responsibility for the community in which
they live and to contribute to that community as positive citizens.

POSITIVE BEHAVIOUR

We encourage our pupils to take responsibility by following our general school rules, including
the playground and dining hall. Children are rewarded with certificates and stickers for showing
excellence in the areas reflected in Curriculum for Excellence.

 Responsible Citizens
 Successful Learners
 Effective Contributors
 Confident Individuals

These certificates are presented at weekly school assemblies.
The school also has a house system with the winning house having special activities after
assembly on a Friday. Each class teacher may implement his or her own points system. Pupils
earn Golden Time through good behaviour but may have to earn back points/time lost if they do
not follow our School’s Rules.

We have a traffic light letter system in place to quickly inform parents of any concerns which
have arisen. This information is included in our school policy which is on our website or available
from the school office.

17. SUPERVISION OF PLAYGROUNDS

An adult presence is provided in playgrounds at break times in terms of the School (Safety and
Supervision of Pupils (Scotland) Regulations, 1990).

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It is the policy of the Education and Cultural Servces committee to encourage pupils to wear an
acceptable form of school dress as determined by headteachers, Parent Councils and Parents. In
encouraging the wearing of school dress, account must be taken of any proposals to prevent any
direct or indirect discrimination on the grounds of race or gender.

The forms of dress which are unacceptable in school include items of clothing:
 potentially encourage factions (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. Please note there is a requirement that all jewellery is removed prior to
undertaking physical education activities;
 are made from flammable material, for example shell suits 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.

Parents receiving income support, income based job seekers allowance, housing benefit or
council tax rebates will normally be entitled to monetary grants for footwear and clothing for
their children. Parents who are in receipt of working tax credit and/or child tax credit may be
eligible, the area registration offices or the education office can provide more details. Approval
of any requests for such grants made by parents in different circumstances are at the discretion
of the Director – Community Services. Information and application forms may be obtained from
schools, the education offices and the area registration services offices.

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

Parents 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.

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AUCHINAIRN PRIMARY UNIFORM

GIRLS White blouse and school tie/ sky blue polo shirt
Royal blue cardigan or school sweatshirt with badge
Grey skirt or trousers
NB denims, leggings, tracksuit trousers or ‘fashion’ trousers are unsuitable
Grey/black tights or white socks
Black shoes

PE shorts

BOYS White shirt and school tie/ sky blue polo shirt
Royal blue pullover or school sweatshirt with badge
Grey trousers
Black shoes

PE shorts

Auchinairn Primary polo shirts and sweatshirts can be ordered from Baru in Kirkintilloch as can
rain jackets with the school badge.

Lost Property

Although every effort is made to trace lost property, the school cannot accept responsibility for
this. All items should be covered by household insurance. Sums of money and articles of value
such as expensive watches should not be brought to school. No money should be left in the
cloakrooms. All items of clothing should be clearly marked with the child’s name.

19. MEALS

School meals are imported from Lenzie Moss Kitchen and special arrangements can be made for
children with dietary problems. We have a cafeteria system in the dining hall with tables set
aside for packed lunches. We advise that children should not bring breakable containers or hot
liquids which could constitute a safety hazard.

As a health promoting school, we would encourage children to bring healthy packed lunches.
(No fizzy drinks, sugary snacks). Also as some of our children have nut allergies we would ask
that ‘nutty’ snacks are not included.

Children of parents receiving income support or income based job seekers allowance are entitled
to a free midday meal. Children of parents who are in receipt of child tax credit may also be
eligible. Information and application forms for free school meals may be obtained from schools,
the education office and the area registration services offices or www.eastdunbarton.gov.uk

Only those children whose parents receive income support or income based job seekers
allowance (and child tax credit where qualifying income criteria has been met) will be entitled to
free milk. Milk may, however, be available for purchase in the school during the lunch period.

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20. TRANSPORT

(a) General

It is a parents’ responsibility to ensure that their child arrives at school and returns
home from school in a safe and responsible manner. In order to assist parents in getting
their child of school age to school safely and on time, the Education Authority has a policy of
providing free transport to primary school pupils who live more than one mile from their local
primary school 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
who consider they are eligible should obtain an application form from the school or education
office or www.eastdunbarton.gov.uk. These forms should be completed and returned before the
end of February for those pupils beginning school in August to enable the appropriate
arrangements to be made. Applications may be submitted at any time throughout the year but
may be subject to delay whilst arrangements are made.

Parents should note that no transport provision is made for home journeys for infants who may
have a shorter day until September weekend. Children not collected by parents are supervised
until the end of the normal school.

The Head of Intergrated Support, Planning and Improvement for Children has discretion in
special circumstances to grant permission for pupils to travel in transport provided by the
authority where spare places are available and no additional costs are incurred. This is known as
concessionary travel and parents are required to submit concessionary travel applications each
year in the period June- July to ensure that consideration can be given to their request for
concessionary transport for August. Parents should obtain an application form from the education
office or www.eastdunbarton.gov.uk.

(b) (b) Pick-up Points

Where free transport is provided, it may be necessary for pupils to walk a certain distance to the
vehicle pick–up points. 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 responsibility to ensure the
child arrives at the pick-up point on time. It is also the parent’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.

(C) Placing Requests

The Education Authority does not provide transport for those pupils in receipt of a placing
request other than in exceptional circumstances.

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

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21. MEDICAL AND HEALTHCARE

A varied programme of medical and health care is organised by the Community Health Service.
The programme includes reviews of hearing and vision at particular stages and a Dental
inspection at Primary 1.

Parents should provide the Headteacher with sufficient information about their child’s health care
needs and treatment. Where necessary, this information should be updated annually or more
frequently if there is a change in circumstances. Where there is concern about whether the
school can meet the pupil’s needs or where the parents’ expectations appear unreasonable, the
Headteacher should seek advice from the school nurse or doctor and, if required, the Head of
Education. The medical form is available for completion on our website or, from the school
office.

22. 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, e-mail and text, notices in local shops and community centres,
announcements in local churches and announcements in the press and on local radio.

School Business Continuity Plan
The School Business Continuity Plan (BCP) will be used during any incident within the school,
which threatens to disrupt education at the school on a long term basis.

Should it be necessary to invoke any aspect of the Business Continuity Plan the Head Teacher will
inform the Head of Education, immediately. Any pupils arriving unaccompanied will be taken to a
designated assembly area in the school (i.e. school hall) until parents or carers can be contacted
and arrive to take them home. A record of children being uplifted will be kept. The management
of procedures at the designated assembly area will be carried out by the Senior Management
Team (SMT) of the school.

If for any reason the designated assembly area cannot be used, then pupils arriving
unaccompanied will be taken to the muster site for the school. The nominated muster site for
Auchinairn Primary is:

Name of site Auchinairn Community Centre
Address Auchinairn Road
Telephone Number 0141 563 5015

Parental Communication with School in Case of Emergency
It is important that parents keep contact with the school to a minimum in the case of an
emergency. When you telephone the school you will be asked for a contact number and your
message will be repeated back. Please ensure the pupil’s name, class and/or teacher’s name is
given.

Where possible you should telephone before 2.30pm, if there are any changes to childcare
arrangements.

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23. SCHOOL RUNNING COSTS

Please see appendix 3.

24. PARENTAL INVOLVEMENT ACT

(1) The Scottish Schools (Parental Involvement Act) 2006 aims to improve the quality and extent
of parents’ involvement in their own child’s learning and in the education the school
provides. It modernises and strengthens the framework for supporting parental involvement.
It also establishes a structure and process to replace School Boards with Parent Councils.

(2) The Act outlines three areas where parents should be supported and encouraged to be more
involved in their child’s learning:

At home – providing parents with information on what their children are learning at
school and how this can be supported at home
Through school – providing parents with opportunities to contribute to the life of the
school e.g. By helping out in the classroom or at school events
In a more formal way – deciding what kind of parent representation the schools should
have

(3) Parent Forum

Every parent in the school and nursery class is known as a member of the parent forum and
as a member can expect to:

Get information about what their child is learning
get information about events and activities in the school
Get advice/help on how they can be supported in their child’s learning
Be told about opportunities to become involved in the school
Have a say in selecting a Parent Council to work on behalf of all parents at the school

(4) Parent Council

From August 2007 Parent Councils were recognised as the representative body of the parent
forum. The role of the council is to:

Work in partnership with the head teacher and staff to support the school
Represent the views of all parents
Encourage links between the school parents, pupils, pre-school groups and the wider
community
Report back to the Parent Forum

(5) Auchinairn Primary Parent Council was established in August 2005.

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(6) Constitution

The objectives of the Parent Council are:
• To work in partnership with the school to create a welcoming environment which is
inclusive for all parents, carers and members of the community who use the facility as
a community learning environment
• To promote partnership between the school/nursery, its pupils, parents/carers and the
wider community who make use of the facilities provided
• To develop and engage in activities which support the education and welfare of the
pupils whilst supporting activities to assist parents and carers to help them support
their children
• To identify and represent the views of parents, carers and other interested parties on
the education provided by the school and other matters affecting the education and
welfare of the pupils and those who support such
• To help the school develop positive relationships which will assist in the creation of a
community learning environment open to all, which ensures policies relating to race,
equality and disability discrimination are upheld

The membership of Auchinairn Primary School Parent Council will be no less than 5 and no
greater than 15 persons and should, where possible, comprise:
A minimum of four, up to a maximum of twelve, members of the Parent Forum.
• One of this group is required to be the Chairperson.
• One staff representative from the school community
• A maximum of two local community representatives.
• The Headteacher or his/her nominated representative, who has a duty to attend all
meetings as an advisor (non-voting).

The quorum shall be five and if a quorum is not present 15 minutes after the appointed time, the
meeting shall be adjourned and no business conducted.

Parents, carers and guardians may nominate themselves for appointment to the Parent Council
and this self-nomination should be submitted, in writing, to the Chair of the Parent Council.
Where there are more nominations than places available, a draw will be held, which should be
attended by the nominees and no less than a quorum of the Parent Council. The draw should be
conducted by the Chair of the Parent Council, with the Headteacher in attendance. The selection
will take place at the AGM for any vacancies on the Parent Council.

The members of the Parent Council will be selected for a period of two years, after which they
may put themselves forward for re-selection if they wish. Parent members are eligible for
membership of the Parent Council for as long as their child is on the school roll.

The Parent Council will have a Chair, Vice-Chair who will be regarded as the Council Office
Bearers. The Office Bearers will be elected by a show of hands on an annual basis at the first
Parent Council meeting following the AGM by the members present.

The Parent Council will be Chaired by a parent member and in the event that the Chairperson’s
child ceases to attend Auchinairn primary School that person’s term of office will be terminated
and a new Chair will be appointed at the next scheduled meeting.

The Parent Council meet regularly throughout the year.

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(7) Auchinairn Primary Parent Council Members

Chairman Ms T Purdie
Vice Chair person Mrs D MacMillan
Secretary Mrs H Hoo-Lochrie

Parent Members Ms Y Cunningham
Mrs C A Collins
Ms A Stone

Staff Member Mr G Graham

All correspondence should be sent to: Clerk to the Parent Council
c/o Auchinairn Primary School
Beech Road
Bishopbriggs
Glasgow G64 1NE

(8) Parent Councils will play an active role in supporting parental involvement in the work and
life of the school, while also providing opportunities for parents to express their views on
their children’s education and learning. The Parent Council, as a statutory body, will have
the right to information and advice on matters which affect children’s education. The school
and the education authority will consult with the Parent Council and take their views into
account wherever decisions are being taken on the education provided by the school.

25. TRANSFER FROM PRIMARY SCHOOL TO SECONDARY SCHOOL

Pupils are normally transferred between the ages of 111/2 and 121/2, 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 then December of the year preceding the date of transfer at the start of
the new session.

Pupils will normally transfer to

Bishopbriggs Academy
Wester Cleddens Road
Bishopbriggs
Glasgow
G64 1AB

0141 955 2351
www.bishopbriggsacademy.e-dunbarton.sch.uk

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Parents should note that in cases where your child is currently in attendance at a primary school
as a result of a successful placing request, there will be the need for a further request to be
made to transfer to the secondary school associated with the primary school. Parents should,
however, be aware there is no guarantee that any such request will be successful and therefore
contact should be made with your local secondary school to inform them of your intention to
request a place in a school of your choice. Parents are requested to contact the education office
to clarify this position if they are unsure.

26. DATA PROTECTION ACT 1998

East Dunbartonshire Council will process your child’s personal data in compliance with the Data
Protection Act 1998 and all relevant legislation. The Council may share your child’s personal data
with other Council services and public agencies to support the delivery of services to promote the
health, safety and well-being of children and young people.

27. ACCESSING YOUR CHILD’S PUPIL RECORDS

Parents have a legal right of access to their child’s core education records, regardless of the age
of their child. These are the records held within your child’s Personal Pupil Record (PPR).
Parents do not have a general right of access to all records that mention their child. To access
your child’s file, please apply in writing to the Headteacher.

A child has a legal right of access to all records held about them. This includes records that may
be held out of the PPR. If a child is aged 12 or over and can show suitable maturity and
understanding they may exercise this right of access through a request to the Headteacher in
writing. If your child is aged 11 or younger, is not considered to have suitable maturity or
understanding, then a parent may make an application on their child’s behalf for access to all
records. The table below summarises who may access what records through writing to the
appropriate Headteacher.

Age of Child Child’s Legal Rights Parent’s Legal Rights
Under 12 A child’s parent or guardian may Right of access to core education
apply on the child’s behalf for record. (PPR)
access to all records

12 and older If able to show suitable maturity Right of access to core education
and understanding the child may record. (PPR)
apply for access to all records
No legal right to all records unless
acting as child’s representative because
child is unable to show suitable maturity
or understanding

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28. FREEDOM OF INFORMATION (SCOTLAND) ACT 2002

The Freedom of information (Scotland) Act gives individuals a statutory right to the unpublished
“internal” information and records held by Scottish Public Authorities such as East Dunbartonshire
Council and its schools. Individuals have already used this legislation to find out about policy,
procedures and how particular decisions have been reached. If you would like to use this
legislation to access particular information please write to the Head Teacher, and subject to
certain conditions and exemptions, you will receive a full response within twenty working days of
receipt of the request.

Please note that you cannot access personal information on staff or pupils under this legislation.
To access personal information about your own child, please see the section 28 on Accessing
Your Child’s Pupil records.

29. PARENT/TEACHER ASSOCIATION (PTA)

The Auchinairn Primary PTA supports the school by organising many events. Copies of minutes
of the PTA meetings and dates for future meetings are on the internal school notice boards and
are also posted on the school website.

The present Chairperson of the PTA is

Mrs L Phillips
c/o Auchinairn Primary School
Beech Road
Bishopbriggs
Glasgow G64 1NE

30. CHILDCARE INFORMATION SERVICE

The Childcare Information service is a free service provided by east Dunbartonshire Council. It
aims to provide parents with accurate details on childcare provision in a variety of settings e.g.
out-of-school care groups, childminders, nurseries, playgroups, holiday play schemes and parent
& toddler groups.

It also offers other advice including: choosing quality childcare, accessing help to pay for
childcare and contact details regarding childcare organisations.

The Childcare Information Service, launched in May 2000, is a key element of East
Dunbartonshire Council’s Childcare Strategy which aims to develop quality, accessible, affordable
and flexible childcare across the East Dunbartonshire area.

To use this service please call the helpline number on 0141 570 0091, email:
chis@eastdunbarton.gov.uk or log onto the service’s website at www.scottishchildcare.gov.uk.

31. CHILD PROTECTION

Education staff cannot keep secret any allegations or concerns about child abuse, even if a child
or adult requests this. Information or concerns that a child may be at risk of harm must be
passed on in order to protect the child. Staff will treat the matter sensitively, and information will
only be passed to those who need to know in order to protect and support the child.

If parents or others have concerns for any child, they can speak to the Headteacher about this.
They can also contact social work services and/or the police.

35

When a member of staff, a child or another individual provides information and the Headteacher
considers that there is a possibility that a child has been harmed or is at risk of harm, the
Headteacher is required to immediately contact Social Work services to discuss the circumstances
and agree the immediate action to be taken. School staff are then required to co-operate with
any subsequent enquiries or support plans.

Every education establishment or service has copies of the East Dunbartonshire Council Child
Protection Procedures and Guidance. These are available for reference from the Headteacher.

32. APPOINTMENT OF ADULTS TO VOLUNTARY CHILDCARE POSITIONS

In order to meet a legal obligation under the Protection of Children (Scotland) Act 2003 and as
part of the policy in respect of child protection, the Council has introduced a policy to ensure that
any individual who is appointed to a voluntary child care position is not listed on the Disqualified
from Working with Children List.

This policy requires any adult appointed to a voluntary child care position to undergo a criminal
background check to ensure their suitability. The policy applies in particular to;

parent volunteer helpers in schools who are considered to have regular contact with
children and young people;
parents and co-opted members of parent councils;
parent members of local parent-teacher associations;
elected members serving on committees relating to the development of children’s
services;
any other individual working in a voluntary child care position within a service
managed by East Dunbartonshire Council.

The policy builds on East Dunbartonshire Council’s Child Protection Interagency Guidance
(20002) which underpins all child protection work undertaken by local authority services. It also
compliments the Council’s policy on the leasing of council premises to organisations which
provide activities and services to children and young people.

33. HOME PARTNERSHIP SERVICE

The school /nursery has access to the East Dunbartonshire Council Home Partnership Service.
The Service will work with children, families, carers and related agencies to encourage the
development of a supportive and caring learning environment. It aims to build and strengthen
positive relationships between home and school/nursery and address barriers to educational
attainment. The Home Partnership staff can offer a wide range of services to promote the
wellbeing of children and families. To access this Service please contact your child’s class
teacher, pre 5 worker or headteacher.

34. TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education authorities and the Scottish Government Schools Directorate have collected data about
pupils on paper forms for many years. We are now working together with schools to transfer
data electronically through the ScotXed programme. Thus the Scottish Government Schools
Directorate has two functions: acting as a ‘hub’ for supporting data exchange within the
education system in Scotland and the analysis of data for statistical purposes within the Scottish
Government itself.

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Auchinairn Handbook 2010

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