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PARENT INFORMATION BOOKLET
www.stockbridgeprimaryschool.wordpress.com 1
Stockbridge Primary School 1876-2017
STOCKBRIDGE PRIMARY
SCHOOL
HANDBOOK 2017-18
PARENT INFORMATION BOOKLET
www.stockbridgeprimaryschool.wordpress.com 2
A Foreword from the Director of Children and
Families
Session 2017-18
Dear Parents
This brochure contains a range of information
about your child’s school; which will be of interest
to you and your child. It offers an insight into
the life and ethos of the school and also offers
advice and assistance, which you may find helpful
in supporting and getting involved in your child’s
education.
We are committed to working closely with parents
as equal partners in your child's education, in the
life of your child's school and in citywide
developments in education.
Parental involvement in the decision making process
and in performance monitoring are an integral part
of school life. We look forward to developing that
partnership with your support.
I am pleased to introduce this brochure for
session 2017 -18 and hope that it will provide you
with the information you need concerning your
PARENT INFORMATION BOOKLET
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child’s school. If you have any queries regarding
the contents of the brochure please contact the
Head Teacher of your child’s school in the first
instance who will be happy to offer any
clarification you may need.
Alistair Gaw
Executive Director of Communities and Families
CHILDREN AND FAMILIES VISION
Our vision is for all children and young people in
Edinburgh to enjoy their childhood and fulfil their
potential.
We believe that children and young people do best
when:
they are able to live safely and happily within
their own families with the right kind of
support as needed
they attend first class, inclusive schools and
early years settings which meet their needs
We will do all we can to strengthen support for
families, schools and communities to meet their
children's needs.
PARENT INFORMATION BOOKLET
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Our mission is to place children, young people and
families at the heart of our service and provide
support when it is needed throughout childhood
and the transition to adulthood.
PARENT INFORMATION BOOKLET
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A WARM WELCOME TO STOCKBRIDGE PRIMARY
SCHOOL
Dear Parents/Carers
This booklet has been created to provide you with
important information about our school, which I hope
you will find useful. To make our handbook easy to
use I have divided the information into five different
sections:- Page 10-SECTION ONE – Practical Information about
the School
Page 33 – SECTION TWO – Parental Involvement in
the School
Page 55 – SECTION THREE – School Curriculum
Page 82 - SECTION FOUR – Support for Pupils
Page 93 - SECTON FIVE – School Improvement
At Stockbridge we are proud of the very strong
partnership we enjoy with parents. We consider
communication with and involvement of parents
crucial when working towards providing the best all
round education for your child.
We look forward to working with you and your child.
Faye Calder-Kelly (Head Teacher)
PARENT INFORMATION BOOKLET
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STOCKBRIDGE-AN INTRODUCTION
Contact Details
Faye Calder-Kelly (Head Teacher)
Stockbridge Primary School
17 Hamilton Place
Edinburgh
0131 332 6109
www.stockbridgeprimaryschool.wordpress.com Follow us on Twitter - @ Stockbridge_ps
PARENT INFORMATION BOOKLET
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ABOUT THE SCHOOL
Stockbridge Primary is a City of Edinburgh local
authority school. We are a non- denominational school
and welcome children of all faiths or none, from ages
3 to 12. We are fortunate in enjoying extensive,
flexible facilities in traditional yet modernised
buildings. All class areas have interactive white
boards installed.
The main school is housed in a listed Victorian
building designed by award winning architect Rowan
Anderson. In addition to the 7 classrooms in the main
building there is a dining room/gym/assembly hall, a
Support for Learning base, an Early Years Base, a
Middle Years Base, Main School Office,
Administration Room, Head Teacher’s Office,
Management room, Resource room, Staff Room and
Kitchen.
A Georgian annexe accommodates our Nursery, 2
classrooms, Staff Office, and a General Purpose
room used for Drama, Music Cooking etc. This GP
space also houses a school run Breakfast Club and an
independent After School Club.
The school grounds include garden areas; picnic and
seating areas, a sound garden, a Multi Use Games
Area (MUGA), a trim trail, an adventure trail, a
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traversing wall as well as tarmac play areas.
ORGANISATION OF THE SCHOOL DAY
SCHOOL HOURS
Monday to Thursday
Mornings: P1 - P2 8.55 am. to 12.00 am.
P3 - P7 8.55 am. to 12.15 pm.
Afternoons: P1 - P2 1 pm. to 2.55 pm.
P3 - P7 1 pm. to 3.20 pm.
Fridays*
Morning: P1 - P2 8.55 am to 12.25 pm
P3 – P7 8.55 am to 12.30 pm
Note on Fridays all classes dismiss at 12.25 (P1/2) or
12.30pm (P3-7) to allow for staff development time.
There is a 15 minute morning break each day.
NURSERY HOURS
Mon-Fri a.m. class 8.30 am. to 11.40 am.
p.m. class 12.20 pm. to 3:30 pm.
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AGREED TERM DATES FOR SESSION 2017-2018
Autumn
Term starts Wednesday 16 August 2017
Mid-term holidays
Monday 18 September 2017, Autumn holiday
Monday 16 October - Monday 23 October 2017, mid term break
Term ends Friday 22 December 2017
Christmas holidays
Monday 25 December 2017 - Monday 8 January 2018
Spring
Term starts Tuesday 9 January 2018
Mid-term holidays
Monday 12 February - Friday 16 February 2018, mid term break
Term ends Thursday 29 March 2018
Easter holidays
Friday 30 March - Monday 16 April 2018
Summer
Term starts Tuesday 17 April 2018
Mid-term holidays
Monday 7 May 2018, May Day
Tuesday 8 May 2018, staff only day
Monday 21 May 2018, Victoria Day
Term ends Friday 29 June 2018
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SECTION 1 – PRACTICAL INFORMATION
ABOUT OUR SCHOOL
This section deals with the practical aspects of
your child’s attendance at our school. It provides
details on such things as:
travelling to and from school
school meals and milk
financial assistance with school clothing,
transport and school meals
school closures in an emergency or
unexpectedly for any reason
general supervision available for your child in
the morning and at lunchtime
wet weather details
how the school communicates with parents
what procedure to follow if you are not happy
about something.
This section provides you with some background
information on our school and our nursery. It tells
you how our school day and school year are made up
and how to contact the school if, for example, your
child is ill.
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Registration and enrolment
Should you wish to enrol in out nursery class our
School Administrator will explain enrolment
procedures and contact you with start dates and
times. If a place is available, children can begin in
the term following their third birthday.
The date for registration of new school entrants is
advertised in all local nurseries, in the local press and
on the council’s website www.edinburgh.gov.uk.
Registration for Primary One and First Year
Secondary takes place in November each year. Pupils
should be registered in only one school for their
catchment area. Parents will be provided with
information about the school, when they register
their child. Parents who want to send their child to
a school other than the catchment school must make
a placing request. Please refer to section four of
this handbook for more information on placing
requests.
Parents of pupils who have moved into the catchment
area or, who wish their child to transfer to the
school, should contact the school office for
information.
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Once a place is confirmed for your child in P1, you will
be invited to a series of social and curricular events
and your child will be invited to meet his/her teacher
and classmates before starting school.
Attendance and absence
It is the responsibility of parents of a child of school
age to make sure that their child is educated.
Absence from school is recorded as authorised, if it
has been approved by the Children and Families
Department, or as unauthorised, if it is unexplained
by the parent or not authorised (truancy).
Please let the school know by letter or phone if your
child is likely to be absent for some time, and give
your child a note on his or her return to school,
confirming the reason for absence. If there is no
explanation from a child’s parents, the absence will
be recorded as unauthorised.
A phone call in the early morning to school at the
beginning of an absence is ESSENTIAL as office
staff are required to attempt to make contact with
you should we not have a reason for the absence.
Please make every effort to avoid family holidays
during term time as this will disrupt your child’s
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education and reduces learning time. I can approve
absence from school for a family holiday in certain
extreme situations, for example, in traumatic
domestic circumstances where the holiday would
improve the cohesion and wellbeing of the family.
Please discuss your plans with me before the holiday.
If I cannot give permission before the holiday, it will
be recorded as unauthorised absence. I can authorise
a holiday if you can prove that work commitments
make a family holiday impossible during school holiday
times. Normally, your employer will need to provide
evidence of your work commitments. Absence
approved by me on this basis is regarded as
authorised absence.
Any requests for extended absence over two weeks
will be referred to the Senior Education Manager for
Inclusion who will decide if it will be recorded as
authorised or unauthorised leave.
Parents from minority ethnic religious communities
may request that their children be permitted to be
absent from school to celebrate recognised religious
events. Absence approved on this basis is regarded
as authorised absence. Extended leave can also be
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granted on request for families returning to their
country of origin for cultural or care reasons.
A supportive approach is taken to unexplained
absence. However the children and families
department has legal powers to write to, interview or
prosecute parents, or refer pupils to the Reporter to
the Children’s Panel, if necessary.
It is VERY important that children are punctual for
school. Lateness is recorded in two ways, late during
registration, up to 9:05, and late after that time; the
Scottish Government collects these statistics.
Persistent late coming may also result in referral to
the Education Welfare Officer.
School Uniform
Parents are asked to co-operate with the school in
encouraging the wearing of the school uniform.
Wearing school uniform contributes to a positive
school ethos and helps avoid discrimination and
reduces peer pressure to wear expensive designer
clothing. A school’s reputation can also be enhanced
in the local community by the wearing of school
uniform and school security will be improved, as it
will be easier to identify intruders.
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Parents and pupils voted in session 2004/05 to aim
for 100% wearing of uniform Monday to Thursday.
Parents voted to retain this uniform policy in 2011.
Friday is an optional ‘dress down’ day, unless children
are going on a school trip, when uniform will be
required. Parents and pupils can of course choose
uniform on Fridays.
School Uniform, consists of black blazer, grey or
black trousers/skirt/pinafore, white polo shirt, or
white shirts/blouses and red or black sweatshirts.
Black and yellow striped school ties and school blazer
badges are also available. P6 pupils design a special
sweatshirt to wear in P7.
All uniform items may be purchased directly either
from www.superlogo.com, or from our Fairtrade
supplier www.koolskools.co.uk
The appropriate clothing and footwear for PE is a T-
shirt, shorts and gym shoes with non-marking soles.
These are necessary for health and safety reasons
and your co-operation is requested to ensure that
pupils are equipped to participate in the PE lessons.
Football colours are not permitted as they can lead to incidents of rivalry.
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For safety reasons, the wearing of all jewellery to
school is discouraged. If pupils with pierced ears
must wear earrings they should be of the stud and
not the dangling or hooped variety.
Please ensure that all items of clothing are clearly
labelled, particularly ties, sweatshirts and PE
equipment, which are often lost.
Items of clothing, which have been found within the
school, are kept in a lost property cupboard in the
main entrance where they can be claimed by pupils
and parents until the end of each term. Please help us
by ensuring that pupils do not bring valuable or
expensive items of clothing to school.
If you have any queries regarding the school’s dress
code, please contact the school office.
Footwear and Clothing Grants
Grants for footwear and clothing for children are
available to parents receiving:
Child Tax Credit, but not working tax credit,
with an annual income of less than £ 15,860
Income Support
Jobseekers Allowance [income-based]
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support under Par V1 of the Immigration &
Asylum Act 1999
Income related element of Employment and
Support Allowance
Information on free school meals and clothing grants
is available on the www.edinburgh.gov.uk website.
Applications for free school meals and clothing
grants can be made by contacting Grants, Awards and
Placements, Business Centre 1:1 Waverley Court, 4
East Market Street, Edinburgh, EH8 8BG
Mobile Phones
The benefits of mobile phones are recognised. Many
young people and their parents regard them as an
essential means of communication. Mobile phones can
continue to be brought into schools however the
following limitations will apply in our school –
Mobile phones must be switched off at all times
during the school day and kept in school bags or
in a jacket pocket.
The taking of photos using phones is strictly
forbidden at any time within the school grounds.
The school does not accept any liability for loss
or damage. Phones are brought into school at
the individual’s risk.
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School Meals
Menus offer healthy and tasty meal options while
reflecting the Scottish Government food and drink
legal requirements for school lunches. Special diets
and allergies are usually accommodated subject to
consultation with parent/guardian and catering
services. Please contact the School to be advised of
the current price. Menu plans are available on the
school website.
Parents are asked to make weekly payments and a
record of meal choices by a WEDNESDAY. Payments
should be made using the ParentPay system.
Packed lunches are also accommodated in the dining
area. P4-7 children are allowed to eat lunch at our
picnic benches. Pupils are encouraged to bring
healthy packed lunches which use minimal packaging.
Glass bottles and fizzy drinks are not permitted.
Please note that children who take school or packed
lunches may not leave the playground, except with
written permission from parents, and the permission
of the Head Teacher.
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Free School Meals
Currently the Scottish Government provides all P1-3
pupils with the option of a free school meal. This
must also be ordered weekly to allow for adequate
catering.
Some families of children from P4-P7 may be eligible
for free school meals. Application forms are available
from the school office. The forms have to be
completed by the parent along with supporting
documentation as detailed on the application form.
An application is required for every school session.
Milk
Free milk will be available to all children in nursery
education and to children of primary school age
whose parents are in receipt of Income Support. Any
other child of primary school age at primary and
special school may be provided with milk at a reduced
cost. Milk order letters are issued at the start of
the year.
Healthy Snacks /Fruit
As an accredited Health Promoting School (Level 3)
we encourage healthy eating and healthy snacks.
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Travel to and from School
All children are encouraged to travel to school by
foot, scooter or bike. P3 are trained in the ‘Ready-
Steady-Bike’ programme and P6 pupils are trained in
Cycling Proficiency each year. The school has scooter
and bike racks. Children are forbidden from riding
their bike or scooter within the school grounds and
asked to walk their scooter or bike to the rack.
Scooters and bikes are left at their owner’s risk and
should be securely locked at all times.
Parents are requested, when dropping off/collecting
children from school not to park near the pedestrian
exit or in any location, which causes an obstruction,
and to take care not to restrict the view of the
School Crossing Patrol. Parents are not allowed to
bring vehicles into the school grounds at any time.
General Supervision
Before and after school the playground is not
supervised by school staff, therefore pupils should
not arrive at school until as near to the school start
time as possible. During intervals support staff
supervise the children. A known adult must collect
children from P1-P3 and all children may play after
school with their parent’s permission. Please note
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that through discussion with the Parent Council it has
been agreed that any ball games should not
commence before 3.45pm Monday to Friday and
1.00pm on a Friday to allow parents and children time
to leave the grounds safely. Please note children not
following these rules will be requested to stop and
may have balls confiscated. The primary 7 children act as prefects for classes
during wet playtimes. P6 undertake playground
buddies training annually with our Active Sports
coordinator. This includes how to teach younger
children how to play games and how to mediate in
‘disputes’. School Security
The safety and security of pupils and staff when
attending or working in a school is of the utmost
importance to us. We use a number of security
measures including a visitors’ book, badges and
escorts, while visitors are within the school building.
Normally, anyone calling at a school for any reason
will be asked to report to the school office. The
school staff then can make the necessary
arrangements for the visit.
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Please do not ask children to open doors to allow you
to enter the building. ALL VISITORS SHOULD
REPORT TO THE MAIN SCHOOL OFFICE ON
ARRIVAL.
Unexpected Closures
In the event of an emergency, such as a power cut or
severe weather, that prevents schools from opening
in the morning or results in an early closure, a range
of communications channels are used to let parent
know. We will text all parents signed up to ParentMail
communication.
In addition, announcements will be made on Radio
Forth (Forth 1 and Forth 2) and via the Council's
corporate Twitter account
www.twitter.com/Edinburgh_CC and Facebook page
www.facebook.com/edinburghcouncil. If many schools
are affected, or the situation is likely to be
prolonged, then the Council's website
www.edinburgh.gov.uk will also be used.
Equality
Edinburgh Council has published an Equality Scheme,
which can be viewed on the council’s website. This
outlines the duties that the Council is required to
undertake to tackle discrimination, prevent
harassment and ensure our work promotes equality.
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The Council is committed to eliminating
discrimination on the grounds of race, gender,
disability, sexual orientation, religion/belief, age,
marriage or civil partnership, transgender status or
pregnancy/maternity.
Our cluster Equality and Anti-Bullying policy is
available on our school website.
English as an Additional Language
The Children & Families Department provides a
support service of teachers of English as an
additional language. The teachers visit schools to
work with those bilingual pupils who require
assistance in developing English language skills.
Complaints, Comments and Suggestions Procedure
We all hope that you will be completely satisfied with
your child's education and we encourage feedback on
our services from parents and pupils. We are,
therefore, interested in feedback of all kinds,
whether it be compliments, suggestions or
complaints.
Minor queries or questions should be raised with your
child’s class teacher or the School Administrator.
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If you want to register a comment of any type about
our school you can do this by writing, e-mailing,
telephoning or making an appointment to see
someone. All feedback is welcome and keeps us in
touch.
If, in particular, you have a complaint about the
school, please let us know. It is better that these
things are shared openly and resolved fairly, rather
than being allowed to damage the relationship
between the family and the school. There will be no
negative consequences arising from making a
complaint and we will deal with the issue as
confidentially as possible.
There are some things which you should take note of
in relation to making a complaint:
Please make any complaints initially to the Head
Teacher. This makes sure that the school knows
what is going on and has an opportunity to
respond and resolve the issue.
We will try to respond as quickly as possible, but
often issues are complex and we need time to
investigate.
If you are still unhappy with the service or with
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our response then you will have the right to take
the matter further and contact Advice and
Conciliation [0131 469 3233].
If you are still unhappy after the further
investigation and reply you can take the matter
up with the Scottish Public Services Ombudsman,
our reply will include the contact details.
Health and Safety
Within the general policy laid down by The City of
Edinburgh Council, the Children & Families
Department has prepared and has continuing
development of, safety policy statements for all
areas of its responsibility in accordance with the
Health and Safety at Work Act 1974. School staff
are fully instructed in their responsibilities in this
respect, and safety regulations apply to all aspects
of school life, both on and off the premises. It is
expected that pupils will behave responsibly and
comply with all safety requirements. The support of
parents/carers in promoting good practice in health
and safety matters is of great importance to the
school.
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Road Safety
In collaboration with the Police Scotland the school
provides instruction to children on Road Safety,
through an annual Road Safety focus. Parents are
asked to make sure that their children are aware of
the safest route to school and that they use the
services of the school crossing guides.
Fire Drills
Regular termly Fire Drills are carried out. Visitors to
school must sign in and read procedures. These are
posted in the Main Office and on the back of all
classroom doors. Should the fire alarm sound all
visitors should leave the building by the nearest Fire
Exit and assemble in the large Playground and await
instructions from staff.
School Health Service
A team of specialist Health Service and Children and
Families Department staff work together to provide
a service throughout your child’s years at primary
and secondary school. A planned programme is put
into place to make sure that they benefit as much as
possible from all that school has to offer, and to help
prepare for life after leaving school. The School
Health Service is part of the Community Child Health
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Service and has direct links with those who carry out
health checks on children before they start school.
Many different services are provided. The staff
involved make every effort to work closely with
parents/carers and with others who are caring for
your child, both at school and in other branches of
the Health Service. Some of the services, e.g.
testing for vision, hearing or speech, are provided to
all children on a routine basis to discover which
children may need further tests. Parents/carers are
not necessarily notified at the time of these
screening tests and any parent who does not want a
child to be included should notify the school at the
beginning of the session. Naturally, if treatment is
thought to be required the child’s parents/carers will
be informed and consent requested. The School
Health Team takes the issue of maintaining
confidentiality seriously at all times.
Some of the staff concerned and the parts they play
are as follows:- School Nurses are involved with
health promotion and education, prevention of ill
health, immunisation, health surveillance and
screening. The School Doctor is made aware of any
possible problems and parents/carers and the family
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doctor are informed if any further action is
considered necessary. A Health Assistant may help
the School Nurse. The School Nurse acts as an
important link between home and school. She visits
the school and liaises with the teachers to find out
whether any pupil has a health need that requires to
be addressed. The School Nurse can link with other
members of the health team, in the community or in
hospital, concerned with a child’s health. The School
Nurse reviews the notes of all children in Primary 1,
4, 7 and Senior 3 as well as those of all new entrants.
An information booklet about the School Health
Service is issued to all Primary 1 pupils and any new
pupils coming from outside the Edinburgh area.
The School Nurse will be pleased to see you and your
child at a mutually convenient time if you are
concerned about his/her health or general progress
at school.
With your consent, the School Health Service Staff
also carry out immunisations to protect against
various diseases.
The Audiometric Team normally checks children’s
hearing on a number of occasions before the age of
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13/14 years. The School Health Team will be told if
your child seems to have a hearing problem and they
will inform parents/carers and GPs as necessary.
The Speech and Language Therapist can provide
assessment and, if necessary, treatment if you, a
teacher or the School Doctor feels that your child
may have a speech or language problem.
Any enquiries concerning the provision of dental
services should be made to:
The Director of the Community Dental Service, 16
Duncan Street, Edinburgh, EH9 1SR (Tel. 0131 667-
7114).
We hope that the School Health Service can,
together with yourselves, contribute to your child’s
overall well-being and development. Please do not
hesitate to arrange through the Head Teacher to see
the School Nurse should you require any further
information".
Accident and Emergency Procedures
In order that the school may deal effectively with
any emergency it is essential that the school is
notified, in writing, of all changes of address, places
and times of work, telephone numbers and emergency
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contacts, as soon as they are known. An information
sheet is issued for this purpose.
Should a child have an accident which requires more
than ‘First Aid’ the following procedures will operate:
1) contact parents (as per information sheet – see
above).
If contact cannot be made –
2) contact emergency contact.
3) If neither of these contacts can be made
immediately a promoted member of staff will
take the child either to the Minor Injuries Clinic
at the Western General Hospital or the Royal
Hospital for Sick Children’s Accident Emergency
Department and wait until a parent or other
responsible person arrives.
If the child becomes ill during the day the following
procedures operate:
1) an attempt is made to contact parents – if that
fails
2) an attempt is made to contact emergency
contact.
3) If the school is unable to contact either, the
child will be kept in school, being made as
comfortable as possible.
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Parents should be aware that the school does not
have the facilities or staff to cope with children who
are unwell.
Medicine Administration
For safety reasons members of staff are forbidden
to dispense medicines/drugs on their own initiative.
Should pupils require medication during the school
day parents should arrange to speak to a member of
the Senior Leadership Team. They will be required to
complete a Permission to Dispense Medication form
which will outline dosage and whether it is a short or
long term medical need.
Head Lice
Head lice are spread through head to head contact at
home, while playing or in school. Regular wet combing
of your child’s hair weekly; using a head lice
detection comb and conditioner is the best way to
catch this possible problem at an early stage.
The only way to be sure that your child has head lice
is to find a live louse. If you find live lice, get the
correct lotion from your doctor, health visitor or
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pharmacist. Shampoos and other treatments are not
effective.
One treatment is two applications of the treatment
lotion, seven days apart. If this is not followed then
re-infection is likely.
Advise family members and close friends that your
child has head lice and that they should check their
own hair. Only treat if live lice are found. Don’t be
shy about advising others of this possible problem
because you would likely tell family and friends about
other infections that might affect them.
You should inform the school so that we can send out
a general reminder about prevention and detection of
head lice.
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SECTION TWO – PARENTAL INVOLVEMENT IN
THE SCHOOL
Parental involvement is very important, as we know
it helps children do better in school. This section
contains information about how parents can be
involved in supporting learning at home as part of
a home – school partnership.
You can also find out more about the ethos of our
school, what our values are and our aspirations for
our pupils including how we celebrate pupil success,
and links we have with partner organisations and
the wider local, national and international
community.
Lastly, it includes information on our Parent
School Association and Parent Council, how to
contact them and how parents can get involved in
the life and work of the school.
Our Vision
At Stockbridge the school community will strive to
enable everyone to become successful learners,
effective contributors, responsible citizens and
confident individuals.
Parents and visitors and inspectors comment on the
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very positive ethos of our school.
“Well behaved and polite children who learn and
achieve well. A safe, caring, supportive and inclusive
environment.” HMIE, August 2009
Our Values
We are always learning
We give time to listen, think and talk.
We are all given the chance to do our best.
We treat everyone as we wish to be treated.
We value and respect our school community and
care for others and the world we belong to.
Our Aims
Curriculum
To ensure a broad and balanced curriculum that
provides young people with the best possible learning
opportunities and experiences.
Attainment
To ensure that all pupils are able to realise their full
potential through the promotion and recognition of
achievement and excellence.
Learning and Teaching
To provide the highest quality of learning and
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teaching experiences that enable pupils to enjoy
their education and develop positive attitudes
towards learning.
Support for Pupils
To provide effective support systems for all pupils
which promote personal and social development and
underpin academic achievement.
Ethos
To provide a welcoming, safe and caring environment
in which each pupil is valued and supported.
Resource Management
To improve the quality of learning and teaching
through the effective organisation and management
of resources.
Management and Leadership
To ensure that the school’s promoted staff provide
high quality leadership, management and support.
Professional Development
To improve the quality of educational experiences
through a programme of continuing professional
development for all staff.
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Partnership
To build and maintain effective partnerships between
the school and its parent body, external support
agencies and its wider community.
Learning for Life
To equip pupils with the foundation skills, attitudes
and expectations required to prosper in a changing
society and to encourage creativity and ambition.
Learning Environment
To ensure all pupils are able to experience a calm,
positive and safe learning environment that promotes
good behaviour, self-discipline and respect for
others.
Health
To actively promote healthy attitudes and behaviours
in the whole school community.
Promoting Positive Behaviour
It is hoped that self-discipline will be the key to a
proper code of conduct and this only comes about
from mutual trust and respect.
Staff and pupils have agreed a positive behaviour
policy within the school. A positive approach to
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discipline is in place and there is a set of rules called
the “Golden Rules” which are followed throughout the
school.
OUR GOLDEN RULES
Be gentle
Be kind and helpful
Work hard
Look after property
Listen to people
Be honest
Class Positive Behaviour Agreements
Every class will discuss and agree a ‘class positive
behaviour agreement’, or Class Charter in the first
week of every academic year. A behaviour
agreement is fundamentally a shared understanding
between staff and pupils about fair, safe, reasonable
expected behaviour within the classroom.
Every pupil in the class and any staff working within
the class will sign the class agreement. The class
agreement will be sent home for parents/carers to
discuss with their child, sign and return to school.
Motivating and Rewarding Positive Behaviour -
Weekly Achievement Awards
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Each week class teachers will nominate and celebrate
the achievement of at least one member of the class.
Certificates that describe their achievement will be
presented in assembly. All class teachers will keep a
record of the achievements to ensure that all pupils
are recognised for at least one achievement in each
academic year.
Motivating and Rewarding Positive Behaviour -
Merit System
All members of staff reward children with Merit’s
for demonstrating behaviours linked to the 4
capacities. The children will be given an individual
merit in the form of a merit sticker; which will be
visually displayed on their personal merit chart.
RED = successful learners
GREEN = confident individuals
BLUE = effective contributors
YELLOW = responsible citizens.
The Merits are collated and exchanged for a
certificate. Bronze and Silver Certificates are given
out in class, Gold Certificates will be awarded in an
Assembly.
28 Merits = a bronze certificate.
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56 Merits = a silver certificate.
112 Merits = a gold certificate
Motivating and Rewarding Positive Behaviour -
House Points
All pupils will belong to a ‘House’. All staff will award
house points in the form of ‘gold credits’ to pupils
who are exhibiting positive behaviour in line with the
school values. On receipt of a house point pupils will
place their gold credit in their house ‘jar’ in their
classroom. House captains will collect their house
gold credits on a Friday and update their house total
(this will be visually displayed).
The house with the greatest number of house points
will be rewarded with a termly house ‘reward’. There
will also be a reward for the house with the greatest
number of house points over the year. (See policy
statement on the organisation of houses).
Motivating and Rewarding Positive Behaviour -
Golden Time
Golden time is ‘reward time’ in which children can
make choices about how they spend their time. Each
year we divide up the weeks into class golden time or
whole school golden time. Each class has a range of
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‘special games and activities’ from which the children
can choose.
On weeks in which it is whole school golden time the
children will choose from a range of activities across
mixed year groups. Examples of the types of
activities on offer are outside play, basketball, craft
and scootering.
Children are entitled to 30 minutes golden time each
week on a Friday.
Children who keep all their Golden Time within any
week will be rewarded with an individual Star sticker.
When they have collected 4 stars they can cash them
in for a Responsible Citizen sticker for their Merit
Award Certificate.
Managing Inappropriate Behaviour
The Golden Rules apply at all times (including
excursions and after-school activities). When
children break these rules they understand that
there are consequences and they need to take
responsibility for their actions. All staff understand
that there must be consistency in the manner in
which these consequences are applied
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In the playground –
Playground staff may also issue a yellow ‘Positive
Choices’ slip for children exhibiting exemplary
behaviour.
If a pupil breaks a golden rule they will be given a verbal WARNING. All
staff will use the same language to communicate the warning. Staff will
refer to the warning as ‘Warning 1’ with Nursery – P2 children. If the
behaviour continues they will be given ‘Warning 2’. P3-7 pupils will only be
given one warning. Adults will discuss positive choices and strategies to
support the child in making a positive choice. (see strategies section).
Staff may give the child a ‘Time Out’ in a quiet area of the playground.
(see strategies section).
If the negative behaviour persists, the playground staff will communicate
this to the class teacher by issuing a red Negative Choices slip with a short
description of which rule was broken. This will also result in the loss of 5
minutes of Golden Time.
If the child continues to exhibit the negative behaviour or exhibits any of
the behaviours in section 10 they will immediately be removed from the
playground for ‘Time Out’ outside the staffroom and will be referred to a
member of the SLT.
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In the classroom -
All children start the week with 30 mins ‘Golden
Time’. This will be displayed on the wall.
By following the golden
rules they will achieve 30
minutes ‘Golden Time’ on a
Friday 11.45 – 12.15am.
If a child breaks a golden rule they will be
given a verbal WARNING. All staff will use
the same language to communicate the warning.
Staff will refer to the warning as ‘Warning 1’
with Nursery – P2 children. If the behaviour
continues they will be given ‘Warning 2’. P3-7
pupils will only be given one warning. Adults will
discuss positive choices and strategies to
support the child in making a positive choice
(see strategies section).
If a child continues to break a golden rule
they will lose 5 mins from their golden
time. This will be displayed visually. They
will be given the opportunity to earn this
back by the end of the day unless they
have exhibited a behaviour listed in
section 10.
If they continue to break the
same rule they will lose an
additional 5 mins (10 mins in
total). Should this happen
they should be sent to the
designated buddy classroom
for 15 mins to reflect upon
their behaviour and complete a
reflection sheet (they should
be accompanied by a peer). A
letter will be sent home
informing the parent and where
appropriate inviting them to
meet with the teacher.
If the same child breaks a
different rule they should be
given a WARNING.
If they continue to break the rule they should
lose an additional 5 mins (10 mins in total).
Should this happen they should be sent to the
buddy classroom for 15 mins to reflect upon
their behaviour and complete a reflection sheet
(they should be accompanied by a peer). A letter
will be sent home informing the parent and where
appropriate inviting them to meet with the teacher.
If a child loses 15 mins or more
of Golden Time a member of
the SLT should be informed.
They will speak with the child and
agree actions to be taken. This
may include; meeting with the
parent or the setting up of an
individualised support plan.
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Contact is made with parents if persistent problems
with behaviour present themselves and we will make
every effort to work closely with parents to find
solutions. This may include seeking advice/support
from outside agencies such as the School Educational
Psychologist. If misbehaviour continues to persist, it
may be that the Head Teacher will instigate a
reduced timetable or issue an exclusion as laid down
in City of Edinburgh Council Policy. The school would
always aim to do everything in its power and use
various resources before invoking such a far-
reaching procedure.
The school aims to have a reputation for being a
happy and secure place where children and adults
treat one another with respect and tolerance. Our
positive behaviour policy gives a very clear structure
as to what will happen on any occasion when
misbehaviour occurs.
Our Positive Behaviour Policy can be found in full on
our school website.
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Respect Me – (Anti-Bullying)
All pupils and staff have the right to feel happy, safe
and included. Our shared values of mutual respect
between staff and pupils, and high expectations of
success within a caring and supportive environment,
form the basis of our positive school ethos.
We are committed to equality of opportunity for all
and we work actively towards eliminating all forms of
discrimination or lack of respect.
Staff and children are involved in on-going work to
prevent disrespectful and discriminatory behaviours.
This includes posters, assemblies and focus weeks.
All staff and children are clear about the actions
that should be taken to investigate incidents and
support the individuals involved
Whilst many believe that children who bully must be
punished for their behaviour, it is widely accepted
that this type of response can at times be
ineffective, dangerous, breed resentment and can
make the situation worse. Punishment can make a
person resentful instead of reflective. Children who
bully must be given the opportunity to hear about and
face up to the pain, hurt, distress and anger they
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have caused to others. Punishment does not help to
restore relationships and can result in further
retaliation.
Whilst the school will take appropriate action, it is
also important that all parents involved, work with
the school to resolve the problems in the best
interests of their child or young person. When home
and school work in partnership, children respond
positively.
Parental Involvement in the Life of the School
We welcome parental involvement as research has
shown that when parents are involved children do
better in school.
The school aims to keep parents as well informed as
possible. It is essential that two-way communication
exists and flourishes. A school newsletter is sent
home regularly. Copies of newsletters etc can also be
found on the school website -
www.stockbridgeprimaryschool.wordpress.com
At the beginning of each term, parents will receive a
class newsletter from their child’s class teacher
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detailing the curriculum, homework expectations and
any class excursions.
All parents are invited to school early in September
to meet the class teacher and hear about the
curriculum for that year. In October parents are
invited to visit the school to discuss their child's
targets and progress with the class teacher.
Following a period of trialling On Line Learning
Journals across a number of stages over the past two
years and overwhelmingly positive feedback from
parents we have decided to roll out their use across
all stages. This will enable parents to regularly have
an insight into their child’s learning across different
curricular areas. A record of discussion between
pupils and staff on their progress and next steps will
be published on the Learning Journals in December.
There will be a further opportunity for
parent/teacher consultation in March/April. Final end
of year comments from class teachers will be
published on the Learning Journals in June.
Parents are encouraged to volunteer their time and
skills within the school through supporting Ready,
Steady, Learn in infant classes, accompanying trips,
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helping in classes or supporting golden time activities
etc.
Parents are frequently invited to share the children’s
learning through visiting classrooms and attending
class assemblies and whole school events.
All children have a home school learning journal and
parents are encouraged to use this to communicate
any queries/concerns with class teachers. We aim to
have an open door policy and welcome parental
feedback and suggestions.
As an eco-school we are keen to communicate with
parents using ParentMail an electronic communication
system. This enables us to send out regular updates
by email and text alerts when needed. Parents are
asked to ensure that contact details are kept up to
date to ensure efficient communication between
school and home.
Parent Council
Parent Councils are the formal representative body
for parents / carers with children attending school.
Parent Councils are different in each school to enable
them to meet the needs of parents / carers locally.
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Parents are welcomed to be:
involved with their child’s education and learning;
active participants in the life of the school;
express their views on school education generally
and work in partnership with their children's
schools.
All parents / carers are automatically members of
the Parent Forum at their child’s school. As a
member of the Parent Forum all parents can expect
to –
receive information about the school and its
activities;
hear about what partnership with parents means
in our school;
be invited to be involved in ways and times that
suit you;
identify issues you want the Parent Council, to
work on with the school;
be asked your opinion by the Parent Council on
issues relating to the school and the education it
provides;
work in partnership with staff;
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take part in the life of the school in whatever
way possible.
The Parent Forum decides how their representatives
on the Parent Council are chosen and how the Parent
Council operates. Parents / carers are encouraged to
volunteer or put themselves forward to be chosen as
representatives of the Parent Council if they wish.
The main aims of the Parent Council are:
To support the school in its work with pupils
To represent the views of parents
To promote contact between the school, parents,
pupils, providers of nursery education and the
community
To report to the Parent Forum
To be involved in the appointment of senior
promoted staff.
The current Parent Council is co-chaired by Catriona
Thomson and Alix Macdonald. Photos of each year
group representative and their contact details can be
found on the Parent Council noticeboard outside the
school office. The Parent Council can be contacted on
For more information on parental involvement or to
find out about parents as partners in their children’s
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learning, please contact the school or visit the
Parentzone website at
www.parentzonescotland.gov.uk.
The Parent School Association (PSA)
The PSA is a separate organisation to the Parent
Council. They organise a wonderful calendar of social
and fundraising events.
The PSA are always looking for parents willing to
volunteer their time to support fundraising and extra
curricular activities.
Please contact the Chair of the PSA through the
school office or leave a message in the PSA mailbox
(outside the school office) should you want to find
out more information about the role of the PSA.
Alternatively you can e-mail them at
The Scottish Parent Teacher Council is the national
organisation for PTAs, PSAs and PAs in Scotland,
Parent Councils can join too, and it runs an
independent helpline service for all parents.
The National Parent Forum of Scotland has been set
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up to give Parent Councils and parents an opportunity
to discuss and raise educational issues of mutual
interest or concerns at a national level.
Stockbridge Breakfast Club
The breakfast club runs daily from 7.50-8.50. There
are spaces for 20 children. The Club is currently run
by one of our PSAs and a parent with Childcare
Qualifications and managed by our Business Manager.
We do not receive a budget for running this club and
we have to cover the cost of breakfast, materials
and wages, therefore parents have to pay for a whole
week to ensure we can be financially viable. The
current cost is £10 for the week. Should you be
interested in using this facility please complete an
application form at the School Office.
Stockbridge After School Club
This club is not run by the school but is based in the
school annexe building. The aim of this club is to
provide daily care facilities for children after school
hours until 5.30 p.m. Membership is open to children
of parents in full time work or education. The
management committee consists of 5 parents. A
charge is made per week to cover costs of materials
and Play Leader(s) wages. Applications to the club
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can be passed on from the school to the Management
Committee.
Contact 0131 332 9494 for more information.
Pupil Involvement – Our Community Groups
All children (Primary 1-7) are members of a
Community Group. These groups ensure all children
play a role in the wider life of our school.
Our Community Groups consist of –
Rights Knights: this groups meets to discuss any
ideas pupils have regarding how we can improve
awareness of and adherence to the UN
Convention on the Rights of the Child.
Healthy Heroes: this group is working on how we
can improve our playground and further develop
health and wellbeing within the school.
Eco Warriors: this group is working on how we
can reduce our global footprint and work with
Eco Schools Scotland. It is also working on
reducing litter in the school and local
environment and is responsible for the upkeep of
our school garden.
Global Giants: this group is working on further
developing our children as Global Citizens, our
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links with Malawi and positive links with the local
community.
Our Community Groups meet twice a term.
Houses
All children are members of a house. We have 4
houses:
Clarence
Raeburn
Inverleith
Henderson
Siblings are members of the same house.
We hold House Captain Elections and the children
nominate 2 Primary 7 children to be their House
Captains. We have 4 Organised House Events
throughout the year. Children can earn ‘gold credits’
for their house during these events. They can also
earn them throughout the year for displaying
behaviour which reflects our school vision and values.
Each term the house with the most ‘house credits’ is
awarded the house cup and an extra playtime. The
House which wins the cup the most times throughout
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the year; is awarded the House Trophy in our end of
year assembly.
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SECTION THREE – THE CURRICULUM
This section describes how the curriculum is
planned and delivered in our school including the
range of subjects and subject areas your child will
be learning. It also includes information on how
pupils develop skills for learning, life and work,
including literacy, numeracy and health and
wellbeing in and out of the classroom.
As well as giving you information about the
statutory curriculum requirements we have
included details on sports and outdoor activities
available to pupils and the range of facilities
available within the school. Details of how parents
will be informed about sensitive aspects of
learning e.g. relationships, sexual health,
parenthood and drugs awareness are included as
well as information about religious instruction and
observance and arrangements for parents who wish
to exercise their right to withdraw their child.
Curriculum for Excellence
Bringing learning to life and life to learning -
Curriculum for Excellence has now been introduced
across Scotland for all 3-18 year olds – wherever
they learn. It aims to raise standards, prepare our
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children for a future they do not yet know and equip
them for jobs of tomorrow in a fast changing world.
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 each transition 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 the development of literacy and numeracy from
Early Level through to Senior Phase.
It develops skills for learning, life and work, bringing
real life into the classroom, making learning relevant
and helping young people apply lessons to their life
beyond the classroom. It links knowledge in one
subject area to another helping make connections in
their learning. It develops skills; which can enable
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children to think for themselves, make sound
judgements, challenge, enquire and find solutions.
There is an entitlement to personal support to help
young people fulfil their potential and make the most
of their opportunities with additional support
wherever that’s needed. There is 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.
Ultimately, Curriculum for Excellence aims 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.
Our Curriculum
At Stockbridge our curriculum is designed to develop
4 capacities in all our children.
Successful Learners
Confident Individuals
Effective Contributors
Responsible Citizens
The 8 curriculum areas Language and Literacy, Maths
and Numeracy, Health & Well Being, Social Studies,
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Expressive Arts, Religious & Moral Education,
Science & Technologies are taught within the 4
contexts for learning.
Discrete subject areas.
Inter-disciplinary Learning.
Opportunities for wider achievement
Ethos and the wider life of the school
Language and Literacy
Language is developed through a programme of work
involving listening, talking, reading and writing.
Opportunities are sought to encourage and celebrate
children’s achievement in all aspects of language
work. For example; entering writing competitions,
display of writing in class, creating booklets for
younger readers, performances of poetry and plays
to name but a few.
Beginning in nursery, teachers create a rich language
environment. Literacy skills are taught through a
multi sensory approach. Parents are invited to school
to hear about our literacy programme in detail and a
support pack has been created to guide parents in
helping with homework at this crucial stage. Learning
assistants are assigned to P1 and P2 for literacy
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support.
In school, the emphasis in our teaching of reading is
on achieving a balance between developing strategies
for decoding text and the search for meaning. We
teach reading in a systematic, structured way.
Each class has it’s own library and children can
choose from a wide range of fiction and information
books. We also have an annual Book Fair and author/
storyteller visits are arranged regularly. We have
close links with the local library next door.
In written language the children are encouraged to
write fluently and effectively for a range of
purposes. Pupils are introduced to different styles of
writing and are encouraged to self and peer assess
their writing. The necessary skills of spelling,
punctuation, language structure and cursive
handwriting are taught in a systematic way.
1 + 2 Languages
All children are now expected to have exposure to 2
foreign languages. In Stockbridge all children from
Nursery to P7 will have weekly exposure to French.
Learners in P5, P6 and 7 will have weekly French
lessons. During the course of the year all children
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from P1-P7 will also have a block of teaching in
Mandarin.
Mathematics and Numeracy
Mathematics plays an important role in our lives. It
is used in everyday activities such as buying, keeping
time and playing games. We must equip children with
the knowledge of how to go about this.
Children enter school as active thinkers, having
already experienced mathematics informally, doing
things in order, enjoying patterns and so on. They
may even have some grasp of numbers, shape,
direction, measuring, sorting and sharing.
At school we provide a structure through which
children can progress from where they are,
developing skills, understanding concepts and learning
facts and techniques.
Staff plan for the following aspects:
Number, Money and Measurement
Shape, Position and Movement
Information Handling
Problem Solving and Mental Maths
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An essential feature is the opportunity to see how
mathematics relates to the real world. This gives
children the opportunity to use their skills in a
practical way and allows the teacher to assess if the
child can use the appropriate operation for a given
task. Children may run a fund raising activity,
compile data on a traffic audit, keep accounts of an
enterprise fund, plan and design for an area of the
playground – all activities where there is a purpose
and relevance.
In 2016-17 we introduced “Stockbridge Counts” a
programme which takes place at all stages for 10-15
minutes at the start of every Maths lesson to
improve mental maths. The whole school focus on one
mental mathematical agility skill at a time. This
provides the opportunity for learners to practise
skills, discuss alternative mental methods and be
shown how to use effective approaches. Time is
spent discussing how answers have been reached and
pupils are asked to demonstrate and explain their
thinking.
Problem solving tasks involve the children in group
activities of co-operation where a strategy has to be
found to solve a particular problem. This engages the
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children in challenges; which foster thinking skills
and qualities of determination and perseverance.
Social Studies
Through social studies, children and young people
develop their understanding of the world by learning
about other people and their values, in different
times, places and circumstances. The social studies
experiences and outcomes are structured under
three main organisers, which are delivered through a
series of topics from Nursery – P7.
People, past events and societies
People, place and environment
People in society, economy and business
Educational visits are encouraged which link to these
studies whenever possible, and the class teacher will
base much of the teaching around these visits. It is
important that the children attend and that consent
forms giving permission to do so are returned to
school in good time.
Parent helpers are vital to the organisation of
educational visits and requests will be made for your
services from time to time.
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Links with our local community and local residents
enrich studies of the Stockbridge area. Outings are
frequently organised to enhance class work, for
instance to the zoo, local museums and galleries,
theatres, the Book Festival, outdoor centres and the
Botanical Gardens.
Sciences
Science is an important part of our heritage and we
use its applications every day in our lives at work, at
leisure and in the home. The key concepts have been
clearly identified using five organisers:
Planet Earth
Forces, electricity and waves
Biological systems
Materials
Topical science
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The experiences and outcomes in science provide
opportunities for children and young people to
develop and practise inquiry and investigative skills
and analytical thinking skills. Children will be given
opportunities to plan and design experiments,
observe, collect, measure and record evidence and
present their findings. This involves them thinking
creatively and critically and drawing conclusions
based on reliable scientific evidence.
Technologies
Learning about technologies is essential to prepare
our children for life and work in the future. Learning
takes place through looking at Technological
developments in society, using Digital Technologies to
enhance learning, Business contexts, Food, Textiles
and Craft, Design, Engineering and Graphics.
Health and Wellbeing
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. Learning
through health and wellbeing enables children and
young people to:
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Make informed decisions in order to improve
their mental, emotional, social and physical
wellbeing
Experience challenge and enjoyment
Experience positive aspects of healthy living and
activity for themselves
Apply their mental, emotional, social and physical
skills to pursue a healthy lifestyle
Make a successful move to the next stage of
education or work
Establish a pattern of health and wellbeing which
will be sustained into adult life, and which will
help to promote the health and wellbeing of the
next generation of Scottish children.
The experiences and outcomes in health and
wellbeing reflect our holistic approach to promoting
health and wellbeing of all children and young people.
They are consistent with the United Nations
Convention on the Rights of the Child, which sets out
the right for all children and young people to have
access to appropriate health services and to have
their health and wellbeing promoted.
The experiences and outcomes are structured into
the following organisers:
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Mental, emotional, social and physical wellbeing
Planning for choices and changes
Physical education, physical activity and sport
Food and health
Substance misuse
Relationships, sexual health and parenthood
Children are entitled to two hours of physical
education every week. Most children will have weekly
P.E. lessons with our specialist teacher and also 2
lessons with their class teacher. Children are asked
to have a t-shirt, shorts and gym shoes to change
into at school every day.
P4-5 pupils go to Glenogle Swimming Pool for
swimming lessons and P6 and 7 pupils have a series of
skiing lessons at ‘Hillend’. We invite a number of
Sports Development Officers into school each year.
Last year, for instance, P6 and P7 pupils enjoyed
rugby and cricket. We work closely with our Active
Schools coordinator.
The benefits of healthy foods and balanced diets are
emphasised and provision of a healthy snack and
lunchbox is encouraged!
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A parent information evening is held annually in the
Autumn Term to inform parents of the content
covered within our Relationships, Sexual Health and
Parenthood, Substance Misuse and Personal Safety
curriculum. Parents are given the opportunity to view
resources used and ask questions about how these
issues will be explored.
We are accredited Health Promoting School level 3.
Religious and Moral Education
Learning through religious and moral education
enables me 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
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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. (Extracted from Principle and Practice:
religious and moral education, Education
Scotland)
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The Education (Scotland) Act 1980 continues to
impose a statutory duty on local authorities to
provide religious education in Scottish schools
The Secretary of State has issued regulatory advice that makes clear that religious and moral education has a fundamental place in the normal school curriculum. Parents have a statutory right to withdraw their children from Religious and Moral Education (RME) and may contact the Head teacher to discuss this. The school makes suitable alternative arrangements for those children whose parents have requested their child be removed from RME so that they are not disadvantaged as a result of this choice.
Time for Reflection at Stockbridge
Time for reflection / religious observance is a
statutory requirement (Education Scotland Act 1980)
and is part of the Curriculum for Excellence (CfE). In
2005 the Scottish Government defined it as
“community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community” In 2011 the Scottish Government clarified their
position regarding the provision of religious
observance in Scottish Schools in a letter to all Head
Teachers where they stated that:
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Scotland is a society with a longstanding Christian tradition. However, Scotland has for many generations also been home to many who have other faith and belief traditions, never more so than at present. This trend is likely to continue as Scotland remains a country where people from other communities are welcomed and we expect Scotland to become increasingly diverse in the range of faith and belief traditions represented. Religious observance needs to be developed in a way which reflects and understands diversity. It should be sensitive to our traditions and origins and should seek to reflect these but it must equally be sensitive to individual spiritual needs and beliefs, whether these come from a faith or non-faith perspective. This letter also acknowledged that whilst the Act
uses the term religious observance schools may feel a
different name for the events that meet these
requirements will be more appropriate to their
context and culture. It noted that in a non-
denominational school, such as Stockbridge, the use
of the title “Time for Reflection’ might be
appropriate.
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Time for Reflection
provides opportunities for the school community
to express and celebrate values which are
considered common human values
gives the school community time to reflect upon
a variety of traditions and viewpoints as well as
other stimuli such as literature, art and music;
provides opportunities for the community to
reflect upon values, beliefs, commitments and
hopes which are explicit in being human.
(extracted from CfE briefing16. November 2014)
Stockbridge Primary is non-denominational and
organised acts of worship do not take place within
the school. Weekly assemblies provide ‘Time for
Reflection’ from topics such as Friendships, Respect
and Building Resilience, to sharing learning around
Global issues, projects and class news as well as
celebrating successes from both inside and outside
of school.
The Religious Observance Review Group concluded
that…..” Where, as in most non-denominational schools, there is a diversity of beliefs and practice, the Review Group believes that the appropriate context for an organised act of worship is within the
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informal curriculum as part of a range of activities offered for example by religions, non-religious groups, chaplains and other faith leaders.” In Stockbridge we sometimes share learning about
some religious festivals such as Christmas, Diwali, Eid
or Holi for example and people of faith may
occasionally lead these assemblies. However, content
is discussed in advance with the Head Teacher to
ensure it is appropriate. Parents should note there is
a statutory provision for parents to withdraw
children from participation in religious observance. If
you wish to exercise this right you should contact
the Head Teacher to discuss arrangements further.
Details of assemblies will subsequently be added to
the school website for your information.
A special Christmas assembly and an End of Year
Reflection and Celebration Assembly, to which
parents are invited, are held in Stockbridge Church,
Saxe Coburg Street and may be attended by the
Minister.
Religious & Moral Education (RME) at Stockbridge
Stockbridge Primary School is a non-denominational
school. We welcome children and families of all faiths
and of none. At Stockbridge Primary School we
believe that in order for children to be tolerant and
respectful of difference they first have to learn
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what those differences are. A programme of
Religious and Moral Education begins in our Nursery,
when children are introduced to a variety of religious
and ethnic festivals and learn the nursery code of
conduct and how to co-operate with each other.
We try to lead our children to an understanding of
the codes of behaviour that govern our society
irrespective of belief or indeed non-belief. We follow
a course of study which investigates a range of
religious beliefs, which are meaningful in the lives of
individuals and groups within a multicultural society,
to better foster understanding and tolerance.
Within the school community, pupils are given
increasing experience of being responsible and this is
extended to consideration of local and global
contexts e.g. rules and laws, responding to charities
and world issues and looking at the UN Convention of
the Rights of the Child. Learners study aspects of
all major world faiths. We welcome parents and
carers to visit the school to provide information on
their own belief systems and values. Examples last
year included the Hindu Festival of Colours/ Holi and
discussion on Christian Easter traditions. We also
work with members of the community and relevant
external organisations such as The Gurdwara in Leith,
The Mosque at Southside and Stockbridge Parish
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Church in Saxe Coburg Street.
At Stockbridge the main areas of study for each
stage are:
STAGE THEMES
Primary 1 Harvest
Birth of Jesus
(Christian)
Raksha Bandhan (Hindu)
Primary 2 Chinese / Lunar New
Year
Easter Traditions
(Various)
Guru Nanak (Sikh)
Primary 3 Birth of Buddha
(Buddhist)
Eid-ul-fitr (Muslim)
Jesus as a Gift
(Christian)
Primary 4 Harvest Succoth
(Jewish)
Places of Worship
(Various)
Christmas as a Festival
of Light (Various)
Primary 5 Finding out about World
Hunger
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Key Figures (Various)
Personal Sacrifice
Primary 6 Faith in Action (Various)
Religious Writings
(Various)
Zakah and Muslim Aid
(Muslim)
Primary 7 Festival and
Celebrations (Various)
Creation (Various)
Personal Passport
However, it should be noted that as planning is
responsive to children’s interests these themes
may be replaced with alternative ones as
appropriate.
Expressive Arts
Music, Art and Design, Drama and Dance form a very
important part of the curriculum. We are constantly
looking to develop individual talent and allow all
children the opportunity to express themselves
through the full range of Expressive Arts.
In music the children are encouraged to make use of
both tuned and un-tuned instruments. All P4 children
are tested using the Bentley Test and as a result
some children are offered violin tuition from P4.
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Children have a further opportunity to learn a brass
instrument from P6. Teachers make use of a range of
resources to compliment the work of the music, art
and drama specialists.
Global Citizenship
Throughout all our learning we aim to provide
opportunities for our learners to become effective
Global Citzens. We promote the United Nations
Global Goals for Sustainability and are a Rights
Respecting School. We have a link with a partner
school in Malawi and all learners engage in shared
learning with our partner school throughout the year.
Active Learning
Curriculum for Excellence emphasises the value of an
active learning approach. In the early years, children
will have a range of learning experiences that include
planned and purposeful play and stimulating learning
which engages and challenges children’s thinking using
real life and imaginary situations. As children
progress through school they continue to be involved
in active learning experiences; which are engaging and
give them ownership of their own learning.
At Stockbridge we take account of the children’s
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individual personality, learning styles and
preferences when planning and delivering the
curriculum. Teachers endeavour to actively involve
children in their learning. Targets are set for and by
the pupils. Learning intentions are shared with the
children and children agree success criteria for their
learning. The children are involved in discussions
about what and how they learn at the beginning of
each topic. Children work individually, with partners
and in groups at various times in order to provide
both support and challenge for their learning.
Home Learning
We have a clearly defined policy on home learning, a
copy of which will be distributed to you on an annual
basis.
Pupils are regularly given home learning to support
their learning and to encourage them to become more
organised and self-supporting in their learning. We
also consider, however, that children who have
worked hard in school, need to relax and pursue
other interests.
With this in mind, home learning in the early stages
should not exceed 15 - 20 minutes, and may be
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around 30 minutes for senior pupils. We would stress
the value of parents spending time talking, playing
games, reading books and sharing outings with their
children.
P1-P7 pupils have a home school learning journal to
keep a record of homework tasks and for parents to
communicate any issues/concerns to class teachers.
Children will have reading, spelling and maths tasks
every week. Sometimes the tasks will consolidate
work being done in class, for example, learning a
multiplication table, a practical measurement
exercise or a spelling pattern. Often pupils will be
asked to carry out some research, for example, to
find information needed for a class survey or
project. The latter might involve the use of
reference books or library skills.
In addition, our Learning Support Teacher and violin
/ brass instructors may set appropriate home
learning for individual pupils.
Any concern about home learning can be discussed
with the Head Teacher. Parents are encouraged to
help pupils with their home learning as a means of
keeping them up to date with the work of the class
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and the child’s progress and to promote partnership
between the school and parents. Home learning
provides an opportunity to consolidate what has been
learned in class, and makes you aware of what your
child is learning and provides you with a useful
discussion starter. Home learning is also an integral
part of schoolwork. Parental interest and co-
operation in ensuring home learning is undertaken, is
appreciated.
Extra Curricular Activities
We host a tremendous range of Extra Curricular
Activities at Stockbridge, Dance, Gymnastics,
Knitting, Judo, Football, Drama, Art, Spanish - to
name a few!
A calendar of activities is sent out each term and you
can sign your child up for any number of activities.
Active Schools
The fundamental aim of Active Schools is to give
school-aged children the tools, motivation and the
opportunities to be more active throughout their
school years and into adulthood. These opportunities
are available before, during and after school, as well
as in the wider community. For further information
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contact the Active Schools Coordinator Cat
McCready on [email protected]
Assessment
As pupils progress through our school, teachers use a
range of assessment strategies, including
Assessment is for Learning strategies as well as
setting tests. Pupils are also involved in assessing
their own progress and developing their next steps.
Whenever possible teachers will discuss the outcome
of assessment with pupils in order to identify the
next steps in learning. Self and peer assessment is
used throughout our school.
Children work with teachers to set personal and
group learning targets in maths, language and health
and wellbeing. These are reviewed in September,
December, March and June and shared with parents.
Primary 1 will be assessed upon entry to school using
the City of Edinburgh Baseline Assessment.
Standardised tests in Maths, Language and Spelling
are administered annually to P1-7, and the results can
help to inform the formation of class groups and
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children to be offered Support for Learning.
In addition, screening tests, with further diagnostic
testing where appropriate, are administered, usually
by our Support for Learning teacher.
We recognise that all pupils do not develop and
progress at the same rate and, therefore, we use
both group and individual methods to ensure that all
pupils are given appropriate instruction and the
opportunity to succeed. Please contact the school as
soon as possible if you have any concerns about your
child’s progress.
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SECTION FOUR – SUPPORT FOR PUPILS
This section gives information about how pupils’
additional support needs will be identified and
addressed and the types of specialist services
provided within our school.
Getting It Right for Every Child
Taking care of our children's well-being and making
sure they are alright - even before they are born -
helps us ensure the most positive outcomes for them
later in life. It gives them the potential to grow up
ready to succeed and play their part in society. Our
school adopts the Getting it Right for Every Child
(GIRFEC) in Edinburgh approach to give the right
help to children, young people and families, when they
need it from a joined up multi agency team.
GIRFEC aims to improve outcomes for all children
and young people. It promotes a shared approach
that:
builds solutions with and around children and
families
enables children to get the help they need when
they need it
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supports a positive shift in culture, systems and
practice
involves working together to make things better
GIRFEC is the foundation for work with all children
and young people, including adult services where
parents are involved. It builds on universal health and
education services, and is embedded in the
developing early years and youth frameworks.
Developments in the universal services of health and
education, such as Better Health Better Care and
Curriculum for Excellence, are identifying what needs
to be done in those particular areas to improve
outcomes for children.
Protecting Children and Young People
We place a high priority on the well-being and safety
of our pupils. To this end we have in place a personal
safety programme to give pupils knowledge and life
skills to keep them safe from all forms of abuse. This
programme is called “Keeping Myself Safe”. Where
we have concerns about the possible abuse of a child
we are required to follow the Edinburgh and the
Lothian’s Inter-Agency Child Protection Procedures
which set out the specific duties and responsibilities
towards the child and their parents/carers.
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Additional Support Needs
As with all local authority schools in Scotland, this
school operates under the terms of the Additional
Support for Learning Act (2009) and its
accompanying Code of Practice. Further details of
the policies and procedures can be found on
Edinburgh Council website at
www.edinburgh.gov.uk/InOnTheAct
In on the Act - Supporting children and young
people with additional support needs provides the
following information
specified by the Education (additional Support for Learning) (Scotland) Act 2009 which includes – (a) the authority’s policy in relation to provision for additional support needs, (b) the arrangements made by the authority in making appropriate arrangement for keeping under consideration the additional support needs of each such child and young person and the particular additional support needs of the children and young persons so identified. c) the other opportunities available under this Act for the identification of children and young persons who - have additional support needs,
require, or would require, a co-ordinated support plan,
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the role of parents, children and young persons in the arrangements referred to in paragraph (b),
d) the mediation services provided e) the officer or officers of the authority from whom parents of children having additional support needs, and young persons having such needs, can obtain advice and further information about provision for such needs.
We are an inclusive school; which recognises that all
children are individual and as such have different
learning journeys. Our role is to ensure that the
right type of support is offered when needed.
Support for pupils could consist of offering
additional challenge as well as supporting those pupils
who may be facing barriers to learning.
Specialist help is provided in the form of a part time
Learning Support Teacher, who in consultation with
the class teachers constructs programmes of work to
support pupils’ learning. She supports children both
in the classroom situation and by withdrawing them
for tuition, when appropriate. Provision may also be
made for very able and gifted children. Additional
support is also provided through the Educational
Psychologist, who consults with and advises parents
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and teachers. There is provision for pupils with
specific needs in, for example, Speech and Language,
Occupational Therapy and for pupils for whom
English is an Additional Language (EAL).
The Authority has a policy promoting the inclusion of
pupils with additional needs including pupils with
significant additional needs. Additional support may
be given to the school to enable us to support the
needs of pupils with additional needs.
An annual audit of additional needs is carried out and
this informs the allocation of resources to school.
If you feel that your child has an additional support
need you should make an appointment to speak with
your child’s class teacher or the Head Teacher.
Parents, carers and children with additional support
needs can also seek independent advice and support
through:
Enquire: www.enquire.org.uk, 0845 123 2303
Scottish Independent Advocacy Alliance,
www.siaa.org.uk, 0131 260 5380
Take Note: National Advocacy Service for Additional
Support Needs (Barnados in association with the
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Scottish Child Law Centre) www.sclc.org.uk, 0131 667
6633.
Sensitive Aspects of Learning
All children are taught about relationships and sexual
health, parenthood and drugs awareness at a time
that is age appropriate. We hold a parent workshop
annually for parents of pupils in P4-7. In this
workshop we give an overview of our Sexual Health
curriculum, Living and Growing’ and our personal
safety curriculum “Keeping Myself Safe” and provide
an opportunity for parents to look at the resources
used and ask questions.
Transitions – Moving to a New School or Leaving
School
Nursery class provision
The school's nursery class provides 40 morning and
40 afternoon places for children aged 3 - 5 years.
Nursery class provision is non-denominational. This
means that all nurseries are open to children and
parents of all religions and beliefs.
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Placement in the nursery class does not guarantee a
place in the primary school.
Transfer from nursery to primary
Before leaving nursery, a transfer of information
record for each child will be prepared by nursery
staff to ensure a smooth transition and continuity of
education for the child transferring to primary. All
children moving into P1 are invited to attend a range
of transition events and staff make every effort to
visit all children within their nursery setting.
Primary School Admissions
Starting school is a very important milestone both
for children and their parents. The vast majority of
our parents choose their local, catchment school and
we plan our education provision to ensure we can
provide places for new pupils at their catchment
school. In the run-up to November's registration
week for the new Primary 1 intake we offer an
opportunity for parents to visit the school. You can
speak to staff and learners to find out more about
the school first-hand. You can see how the school
runs; discuss the curriculum and their priorities as
well as seeing recent examples of pupils' work on
display. All of this will help you understand the
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school's unique character and give you an insight into
the learning environment that your child could enjoy
there. All of our schools within Edinburgh offer a
high quality educational experience.
Primary to Secondary Transfer
Visits to our local secondary school are organised
before the summer holidays and children from other
catchment schools who will be attending the same
secondary school will have the opportunity to meet
and get to know each other and their teachers. While
the children are participating in classroom activities
and meeting their class teacher, parents will have an
opportunity to view the school and are given a brief
explanation of school life.
If you wish your child to attend a secondary school
other than the catchment denominational or non-
denominational secondary school for your home
address, you will be required to make a Placing
Request as detailed in the Placing Request section
below.
You do not need to submit a Placing Request if you
want your child to transfer from a non-
denominational secondary school or vice-versa at the
primary to secondary transfer stage, as long as the
intended secondary school is still the catchment
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school for your home address. Parents of children
who are planning to change from denominational to
non-denominational or vice-versa between primary
and secondary school should ensure that both the
primary school and the intended secondary school
know what is to happen.
Our Catchment Secondary School – Contact Details
Broughton High School
29 East Fettes Avenue
EH4 1EG
0131 332 7801
www.broughton.edin.sch.uk
Placing Requests
As a parent, you have the right to make a Placing
Request for your child(ren) to be educated in a
school other than the local school.
If you would prefer that your child start P1 or S1 at
another school instead of one of the catchment
schools, you have to make a placing request. You can
get an application form at any nursery or primary
school in the city from mid November. Forms must
be returned to: Grants, Awards and Placements, The
City of Edinburgh Council, Level 1.1 Waverley Court, 4
East Market Street, Edinburgh, EH8 8BG by 24
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December. If you apply for a place after this date,
your request will be considered but if you apply after
15 March places in your chosen school may no longer
be available.
All parents have the right to make a request for a
place for their child in another school. The Council
must grant these requests where possible. When
there are more places available in a school than there
are placing requests for that school, then all the
requests are usually granted. If the school you
specify has more requests than available places, then
each case is examined individually. Whatever you
write on your application form is taken into account,
so it is important that you include relevant details on
the form.
In recent years, as the primary school rolls have
increased there has been a decrease in the number
of places available for children living outside the
catchment area and this has resulted in high numbers
of placing request being refused.
You should also note that a successful Placing
Request for one child does not guarantee a
successful one for another child. It may be,
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therefore, that a parent could end up with children
at different schools.
All children must also be enrolled at the catchment
area school on the appropriate Enrolment Form whilst
awaiting the outcome of their Placing Request
Application.
Transport for Placing Requests
If a Placing Request is successful, parents will be
responsible for the safety and transportation costs
of their child to and from their chosen school.
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SECTION FIVE – SCHOOL IMPROVEMENT
The section gives you an overview of the main
achievements of the school within the last 12
months and performance information relating to
literacy, numeracy and health and wellbeing.
Raising Attainment
Monitoring performance and using the resulting
information to secure improvement is an important
part of the work of head teachers, school staff and
officers within Children and Families.
Standards and Quality Report and School
Improvement Plan
Every year each school publishes a Standards and
Quality report which highlights the school’s major
achievements. This document is published in full on
the school website along with a short overview for
parents.
Transferring Educational Data about Pupils
The Scottish Government – Education and Training
has asked that the undernoted advice be included in
our school brochures.
Education authorities and the Scottish Government
collected data about pupils on paper forms for many
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years. We now work together with schools to
transfer data electronically through the ScotXed
programme. Thus the Scottish Government 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.
What pupil data is collected and transferred?
Data on each pupil is collected by schools, local
authorities and the Scottish Government.
The data collected and transferred covers areas
such as date of birth, Scottish Candidate Number
(SCN), postcode, registration for free-school meals,
whether a pupil is looked after by his/her local
authority, additional support needs including
disability and English as an Additional Language
(EAL), and attendance, absence and exclusions from
school. The SCN acts as the unique pupil identifier.
Pupil names and addresses are not passed to the
Scottish Government. Your postcode is the only part
of your address that is transferred for statistical
purposes, and postcodes are grouped to identify
‘localities’ rather than specific addresses. Data is
held securely and no information on individual pupils
can or would be published by the Scottish
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Government.
Providing national identity and ethnic background
data is entirely voluntary. You can choose the ‘not
disclosed’ option if you do not want to provide this
data. However, we hope that the explanations
contained in this message and on the ScotXed
website will help you understand the importance of
providing the data.
Why do we need your data?
In order to make the best decisions about how to
improve our education service, the Scottish
Government, education authorities and other
partners such as the Scottish Qualifications
Authority and Skills Development Scotland need
accurate, up-to-date data about our pupils. We are
keen to help all our pupils do well in all aspects of
school life and achieve better examination results.
Accurate and up-to-date data allows us to:
plan and deliver better policies for the benefit
of all pupils
plan and deliver better policies for the benefit
of specific groups of pupils
better understand some of the factors which
influence pupil attainment and achievement
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share good practice
target resources better.
Your data protection rights
The collection, transfer, processing and sharing of
ScotXed data is done in accordance with the Data
Protection Act (1998). We also comply with the
National Statistics Code of Practice requirements
and other legislation related to safeguarding the
confidentiality of data. The Data Protection Act
gives you the right to know how we will use your data.
This message can give only a brief description of how
we use data. Fuller details of the use of pupil data
can be found on the ScotXed website
(www.scotxed.net).
The Scottish Government works with a range of
partners including Education Scotland and the SQA.
On occasion, we will make individual data available to
partners and also academic institutions to carry out
research and statistical analysis. In addition, we will
provide our partners with information they need in
order to fulfil their official responsibilities. Any
sharing of data will be done under the strict control
of the Scottish Government, which will ensure that
no individual level data will be made public as a result
of the data sharing and that these data will not be
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used to take any actions in respect of an individual.
Decisions on the sharing of data will be taken in
consultation with colleagues within and outwith the
Scottish Government.
Concerns
If you have any concerns about the ScotXed data
collections you can email the Senior Statistician,
[email protected] or write to The ScotXed
Support Office, Area 1B, Victoria Quay, Leith, EH6
6QQ. Alternative versions of this page are available,
on request from the ScotXed Support Office, in
other languages, audio tape, braille and large print.
Websites - You may find the following websites
useful.
www.edinburgh.gov.uk- contains information for
parents and information on Edinburgh schools.
http://www.parentzonescotland.gov.uk- parents
can find out about everything from school term
dates to exam results. This site also offers
information for pre-5 and post school. It also
lists relevant publications for parents and
provides hyper-links to other useful
organisations.
www.hmie.gov.uk - parents can access school and
local authority inspection reports and find out
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more about the work of Education Scotland.
http://www.scottishschoolsonline.gov.uk - parents
can find out about individual schools. They can
choose a school and select what type of
information they need such as Education
Scotland reports, exam results, stay on rates
and free school meal entitlement.
http://www.childline.org.uk/Explore/Bullying/Page
s/Bullyinginfo.aspx - contains information for
parents and children on varying forms of bullying
and provides help for parents and children who
are affected by bullying.
http://www.respectme.org.uk/ - Scotland’s anti-
bullying service. Contains information for parents
and children on varying forms of bullying and
provides help for parents and children who are
affected by bullying
http://www.educationscotland.org.uk/ - provides
information and advice for parents as well as
support and resources for education in Scotland
http://www.equalityhumanrights.com/ - contains
information for everyone on equality laws within
the government and local authorities.
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Glossary –
CFE - Curriculum for Excellence
ASN – Additional Support Needs
ASL – Additional Support for Learning
SQA – Scottish Qualifications Authority
FOI – Freedom of Information
HT/PT – Head Teacher/Principal Teacher
CLD – Community Learning and Development
GIRFEC – Getting it Right for Every Child
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PARENT FEEDBACK
Please take a few minutes to fill in and return the
questionnaire on this page. Your feedback will help
us improve the handbook next year.
Tell us what you think
Your feedback will help us to improve our
handbook.
Did you find Please tick
the handbook useful? Yes No
the information you
expected?
Yes No
the handbook easy to use? Yes No
Please tell us how we can improve the handbook
next year.
PARENT INFORMATION BOOKLET
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Thank you for filling in the questionnaire. Your
views are appreciated. Please return this
questionnaire to: [email protected]
Throughout this handbook the term ‘parent’ has the
meaning attributed in the Standards in Scotland's
Schools Act 2000 and the Scottish Schools (Parental
Involvement) Act 2006. This includes grandparents,
carer or anyone else who has parental responsibility
for the child.
I hope you find all of the above information helpful
and self-explanatory. If you have any queries about
any of the information contained in this handbook, or
indeed about any aspect of our school, please do not
hesitate to contact me.
Amanda Burton
Acting Head Teacher
Stockbridge Primary School
The information in this school handbook is
considered to be correct at the time of
publication (October 2016), However please note
there may be some inaccuracies by the start of
term in August 2017.
PARENT INFORMATION BOOKLET
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