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Health Week – Fitness Session

Campie Primary SchoolProspectus

2009/2010

Head Teacher: Ms P McCallSchool Address: 3 Stoneyhill Farm Road, Musselburgh, EH21 6QS. Tel: 0131 665 2045 Fax: 0131 665 0979

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CAMPIE PRIMARY SCHOOL

SECTION A - INTRODUCTION

Welcome The School’s Aims If There Is A Problem Useful Addresses Accuracy of Information

SECTION B - INFORMATION AND ORGANISATION

Basic Information The School Day The School Roll Enrolment Dress Attendance Targets Meals and Milk Transport Policy Transfer from Primary to Secondary Transferring Educational Data With Pupils Staffing

SECTION C - CARE OF CHILDREN

Playground Supervision Medical Care Behaviour & Discipline Professionals Visiting the School Health & Safety Arrangements for Occasional and Emergency Closure After School Care Club Employment of children Road Safety

SECTION D - PARENTAL AND COMMUNITY LINKS

Communication With Parents Parental Visits to School Reporting to Parents Parent Forum & Parent Council Community Links Letting Procedure School Travel Plan Disclaimer For All Leaflets/Publicity

Campie Primary School Prospectus 2009/20102

SECTION E - FINANCIAL INFORMATION

Per Capita Excursion Allowance School Fund School Board Funds School Costs

SECTION F - THE CURRICULUM

Curriculum and Assessment Sport and Outdoor Activities Home Learning Policy Assessment Records and Reports Support for Learning Motor Improvement Group Pupils with Additional Support Needs Consulting with Pupils Educational Excursions Primary Seven East Lothian Cultural Community Learning and Development Division

SECTION G – APPENDICES

APPENDIX 1 - Code of Good Practice in Resolving ConcernsAPPENDIX 2 - Standards of Behaviour at Campie Primary SchoolAPPENDIX 3 - The School Health ServiceAPPENDIX 4 - StaffingAPPENDIX 5 - Term dates and holidaysAPPENDIX 6 – Home Learning PolicyAPPENDIX 7 – Scottish Government Education and Training Department Attendance,

Running Costs and 5-14 Attainment FiguresAPPENDIX 8 - Frequently Asked QuestionsAPPENDIX 9 - Weekly MenusAPPENDIX 10 – School Outings – Information for ParentsAPPENDIX 11 – Absence phone number and procedureAPPENDIX 12 – Health Promotion/Confectionery policy/Golden Rules for Healthy SnacksAPPENDIX 13 – Catering – Insufficient Pupil FundsAPPENDIX 14 – Mobile Phones in SchoolAPPENDIX 15 – Sports Selection PolicyAPPENDIX 16 – Guidelines for Class Organisation at Campie Primary SchoolAPPENDIX 17 – Infectious diseases – exclusionsAPPENDIX 18 – Operation of Pupil Groups / Campie CouncilAPPENDIX 19 – Personal Learning Planning model


SECTION A – INTRODUCTION

CAMPIE PRIMARY SCHOOL3 Stoneyhill Farm RoadMUSSELBURGHEH21 6QS

Tel: 0131 665 2045 Fax: 0131 665 0979Email: [email protected] Website: http://edubuzz.org/blogs/campie

Dear Reader

A school booklet is meant to be clear and informative and I hope this one seems so to you. No booklet, however, can tell you all you want to know about a school. If you would like to ask questions, need further information or would just like a tour of the school, please do not hesitate to get in touch. I will be glad to help. We are proud of our school and would like to share it with you.

Yours sincerely

Head Teacher

CAMPIE PRIMARY SCHOOL AIMS

At Campie we are working actively to make progress with the following areas of school life:-creating a good ethos - a school which feels right

developing a broad and balanced curriculum

developing teaching and children’s learning

building pupil attainment

supporting pupils with difficulties

developing effective approaches for welfare and guidance

building a partnership with parents

using resources well

making links with the wider community

developing professionalism, planning and teamwork

developing a concern for quality

A fuller statement of these aims is available from the School Office.


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SECTION A – INTRODUCTION

IF THERE IS A PROBLEM

Most complaints can and should be resolved locally. If you have cause for concern, the first person to approach will normally be the Head Teacher. At Campie we are committed to trying to provide a good service and will listen carefully to any concerns. It is very rare for us not to be able to sort matters out and to reach agreement locally. The East Lothian Council document Resolving Complaints can be found in the Appendices, see Appendix One.

If you do want to contact a member of the Education Department the best first contact is:

Manager, Schools Support Division Derek Haywood 01620 827633

USEFUL ADDRESSES All based at Education & Children’s Services, John Muir House, Haddington, EH41 3HA

Acting Director of Education & Children’s Services Don Ledingham 01620 827596Acting Head of Education Maureen Jobson 01620 827572Acting Quality Improvement Manager, Teaching and Learning Sheila Ainslie 01620 827565Acting Quality Improvement Manager, Inclusion and Equality Marion Wood 01620 828116Business Manager Richard Parker 01620 827494Principal Inclusion and Equality Officer Fraser Parkinson 01620 827961Parental Involvement Act (Parent Forums/Councils) Val McIntyre 01620 827228Principal Psychologist Jenny Wilson 01620 827587Free School Meals & Clothing Grants and EMA’s,Pupil Placement, Home to School Transport Policy Fiona Brown 01620 827415Early Years Development Officer Ann Hume 01620 828787Education & Children’s Services Reception 01620 827631Head of Children’s Services Alan Ross 01620 827881Resource Team Manager (Children’s Services) Robert Swift 01620 827237Service Manager (Practice Teams) (Children’s Services) Sean Rafferty

& Chris Clark 01620 827881Integration Team (based at Randall House, Macmerry) Raymy Boyle 01620 829909Service Development Manager, Development Team(Planning) Gill McMillan 01620 829910School Lets Frances McInnes 01620 827811

ACCURACY OF INFORMATION

The information in this booklet was accurate at 15 December 2008. However, various aspects may change over the course of a year eg roll, staffing and resources.


SECTION B – INFORMATION AND ORGANISATION

BASIC INFORMATION

Campie School is situated on the west side of the River Esk and its catchment area is that part of Musselburgh on the west side of the river except for the area between the main road (A99) and the sea. Campie is a co-educational and non-denominational school.

The main building, opened in 1919, contains fifteen classrooms and a gymnasium. There is an open-plan wing, including a dining-room and kitchen, opened in 1973, which at present accommodates two classes. Recent building has added a library, computer suite, a lift, a third staircase, six new classrooms and a permanent home for the Support Base. The Support Base provides for up to eight children with a range of additional support needs. Children designated to the Support Base normally divide their time between the Support Base and a mainstream class.

The nursery is in a transportable unit within a fenced enclosure in the school playground with separate access from the remainder of the school. The Nursery accommodates 80 children in two groups of 40. A separate booklet is available which gives full information about Campie Nursery.

Provision is made in Campie Primary School for the education of girls and boys from five years old to twelve years old approximately. Children are grouped in classes from Primary 1 to Primary 7. The nursery class in school can take children from three years old until school age, although priority is given to four year olds.


SECTION B – INFORMATION AND ORGANISATION

P1 & P2 8.55am - 11.55am10.20am - 10.40am (BREAK)11.55am - 12.40pm (LUNCH)12.40pm - 2.50pm

P3 & P4 8.50am - 12.15pm10.50am - 11.10am (BREAK)12.15pm - 1.00pm (LUNCH)1.00pm - 3.20pm

P5 & P6 8.50am - 12.50pm10.50am - 11.10am (BREAK)12.50pm - 1.35pm (LUNCH)1.35pm - 3.20pm

P7 8.50am - 12.50pm10.20am - 10.40am (BREAK)12.50pm - 1.35pm (LUNCH)1.35pm - 3.20pm

P1 & P2 Friday dismissal 12.25pmP3 – P7 Friday dismissal 12.30pm

NURSERY DAY

AM 9.00am - 12noon MON & TUE9.00am - 12.15pm WED & THU

PM 1.00pm - 3.30pm MON – THU9.00am - 11.30am FRI

SCHOOL ROLL

The School roll in December 2008 was 518.



ENROLMENT - NURSERY

Parents of all pre-school children who wish their children to be considered for a place in the nursery class should fill in a form available from the school secretary. This should be done as soon as possible after the child’s second birthday. The school offers places on a date of application basis in the Spring preceding the child's pre-school year. Please note that enrolment of a child for the nursery class does not guarantee that the child will have a place in Primary 1.

ENROLMENT - P1 (DISTRICT/CATCHMENT)

Parents who live in the Campie area should enrol their child in the December of the year prior to that in which the child is due to start school. A child who attains the age of five years between 1 March in any year and the last day of the following February, is eligible for admission to primary school on the first day of the autumn term.

Parents should contact the school to learn when enrolment days will be or to make an alternative appointment. Information on enrolment days will also be sent home by way of the school and will be posted in the Nursery. A general announcement about P1 enrolment appears in the local press each year to alert parents to the fact that it is time to contact their local school.

ENROLMENT - P1 (NON-DISTRICT/CATCHMENT)

Parents wishing to place their children in a school other than their district school need to fill out a placing request form. Forms are available from district schools. Placing requests are dealt with by East Lothian Council and decisions notified to parents in the Spring.

ENROLMENT - OTHER THAN P1

Parents wishing to enrol an older child should come to the school office. District and non-district requests are handled by the school.

TRANSFER FROM PRIMARY TO SECONDARY SCHOOL

Pupils normally transfer from Campie School to Musselburgh Grammar School at the end of Primary Seven. Parents will be informed of the transfer arrangements by December of the pupil’s last year in primary school. Parents who do not wish their child to attend the local secondary may make a placing request for another school. Information is given about how to go about this. It should be noted that attendance at an associated primary does not mean transfer to the attached secondary.



DRESS CODE

At Campie we have worked hard to establish a dress code and almost all children at Campie now wear school dress. Our dress code is:

a Campie sweatshirt/maroon sweatshirt/maroon jersey a plain shirt or polo shirt preferably white plain skirts/trousers/jogging bottoms in grey, black, navy or maroon plain socks or tights in white, grey, black, navy or maroon sensible shoes (*Trainers are allowed at present) gym kit consisting of:

neat shorts plain T shirt (no slogan/logo) gym shoes. Light trainers can be worn to gym by older children but they must not be

the same shoes as outdoor wear. a light jacket * or blazer for summer a waterproof coat/jacket * plus hat and gloves for winter a school bag * a school tie is optional a summer dress, in any of the checks available, is also allowed.

* We understand that these items may have brand names/logos

P7 pupils may wear either the royal blue P7 sweatshirt or a standard maroon one. Almost all choose the special royal blue one.

We do not allow children to wear: denim clothes sports wear/leisure wear clothes with logos or designer names. Outdoor wear and bags are exceptions. (We would

much prefer trainers not to be expensive brands) clothes with team colours. This applies to outdoor wear and bags as well. high heeled or other unsuitable shoes. dangling earrings or any other jewellery which is unsafe

Please note that, for safety reasons, children are not allowed to wear jewellery for gym and girls with long hair are asked to tie it back. We also expect that all children will bring some sort of coat or jacket to school except in very settled summer weather.

ASSISTANCE WITH PROVISION OF CLOTHING AND FOOTWEAR

The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income Based Job Seekers Allowance or Income Support will automatically qualify for such a scheme. Other cases will be determined according to the personal circumstances of the family. Parents who wish to apply for the scheme should complete an application form which is available from the Education & Children’s Services, Pupil Support, Council Buildings, Haddington, EH41 3HA.



ATTENDANCEIt is important that pupils come to school on time. It is disruptive to the work of the class and the school if pupils arrive late, and it is poor training for later life.

Parents are responsible for ensuring that their child attends school regularly. The Child and Family Support Worker (Attendance), Heather Fleming, meets the Depute Head Teacher monthly to look at attendance and punctuality figures. Together they identify patterns which may be a concern. In the first instance a letter is sent home. This may be followed by a meeting. Mrs Fleming also makes home visits and follows through concerns with support and clear targets for improvement. In persistent cases a multi-agency meeting will take place and a family may be referred to the Children’s Reporter.

Phoning in of Absence

The school is running a system whereby parents phone children’s absence to an answer phone. Office staff match this information to registers and phone the parents of any child unaccounted for. For further details of this procedure see Appendix 11.

Family Holidays In Term Time

It is the responsibility of the school to make the decision on authorisation of family holidays during term time. Please note that almost all holidays in term time are recorded as unauthorised absence. This is a Scottish Government Education Department ruling. The following exceptional circumstances may merit authorisation of a family holiday during term time:

A family holiday judged to be important to the wellbeing and cohesion of the family, following serious or terminal illness, bereavement or other traumatic events.

Parental difficulty in obtaining leave where the employer has provided written evidence that it cannot accommodate leave during school holidays without serious consequences to the service provided.

Parents need to submit their requests for authorisation (on a form provided by school office) to Mrs Clarke, Depute Head Teacher in advance of the absence, along with the supporting evidence. Mrs Clarke will then consider the information presented and write to the parents informing them of her decision. If a parent does not submit their request on the form with supporting evidence from the employer, it will automatically be categorised as unauthorised absence and the parent informed of this.

Wherever possible, parents are urged to take holidays outwith term times to prevent children missing the work of their class. Holidays taken in August/September are particularly disruptive to children’s education. Please note that it is not our policy to give work for children who are on holiday, although a reading book may be provided. We endeavour to help children catch up on essentials when they return.



MEALS AND MILK

At Campie we are committed to principles of healthy eating. Elite Catering Services operates a cafeteria where pupils may purchase a range of cooked and cold food. Menus are available from the school secretary. Payment is made daily in the dining room. It is helpful if young children can have a purse on a shoulder strap or a wrist band in which to keep money. The cost of a school lunch is currently £1.60.

Under the Council Committee for Education’s policy, children in attendance at schools under the management of the Authority are entitled to free school meals if their parents are in receipt of Income Support/Income Based Jobseeker’s Allowance or Child Tax Credit (with an annual income less than £15,575) from the Department of Social Security. Children attending certain special schools where eating skills and the midday meal are part of the educational programme also receive free meals. No other children are eligible for free school meals. Further information and an application form can be obtained from the school office or from the Department of Education and Children’s Services, Inclusion and Equality, John Muir House, Haddington, EH41 3HA.

Free milk is available to children in nursery education. Free milk is also available to children in primary schools if their parents are in receipt of Income Support/Income Based Jobseeker’s Allowance. It is available to all other children in education at favourable prices, currently 15p for one third of a pint. Children who do not wish to drink milk are allowed to bring a carton of juice or bottle of water to drink mid-morning. Fizzy drinks or cans should not be brought for mid morning use. Parents are requested not to send drinks in glass containers to school. Each child is advised to bring a plastic water bottle and is encouraged to drink water throughout the day. Water is available from central cooled sources.

Pupils who wish to bring packed lunches to school either eat in the dining room or in classrooms



TRANSPORT POLICY The Authority’s current policy is to pay the travelling expenses of those pupils attending the district school who live more than two miles from that school.

Bus passes are issued where public transport exists and contract transport is arranged where there is no suitable public transport. Where there are vacant seats on contract buses, these may be made available to pupils who are not normally entitled to free transport on a “grace and favour” basis but must be applied for each session. These can be withdrawn should the seat be required for pupils who qualify for this provision.

Travelling expenses are also met in the case of any pupil whom the Authority requires to attend a school other than the district school, if the pupil meets the distance qualification. Where appropriate free travel is provided for pupils receiving special education.

Consideration may also be given to requests for assistance with travel in exceptional circumstances, eg where the road between home and school is deemed dangerous by the Authority (through consultation with the Police Road Safety Department) and where there is no public transport available.

Parents who choose to send their children to a school other than the district school will not receive assistance in relation to travel to and from school.

East Lothian Council



STAFFING

At Campie at present there is a management team consisting of a Head Teacher, a Depute Head Teacher and two Principal Teachers. In addition to their overall management duties, the Depute and Principal Teachers have responsibility for overseeing the work of departments, curricular areas and areas of the school. Currently Mrs Clarke (Depute Head Teacher) has responsibility for Primary 4 to 7, Mr Wood (Principal Teacher) has responsibility for P2 and P3 and Mrs Baillie (Principal Teacher) has responsibility for Nursery and P1.

The school is currently divided into 17 primary classes, each one taught by a class teacher.

The P1 children work in a group structure with three teachers and an ASN auxiliary. They are organised into classes by Christmas of their P1 year.

Support for Learning is available every day to assist pupils in a range of learning situations.

Specialist teachers of music, art and physical education visit the school. There is a full-time secretary, three part-time clerical assistants and one part-time general auxiliary in the office. Campie also has a number of nursery nurses, ASN auxiliaries and classroom assistants and a full-time general auxiliary. Supervision at lunch time is undertaken by supervisors and other staff. There are two playground supervisors, who are supported in the playground by other staff and the Senior Management Team.

A list of the present school staff is shown in Appendix 4.

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education authorities and Scottish Government have collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus 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 Scottish Government itself.


WHAT PUPIL DATA IS COLLECTED AND TRANSFERRED

Data on each pupil is collected by schools, local authorities and the Scottish Government Education and Training Department. 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 Education and Training Department. 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. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. Data is held securely and no information on individual pupils can or would be published by the Scottish Government Education and Training Department.

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 our 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, Scottish Government, education authorities and other partners such as the SQA and Careers Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:

plan and deliver better policies for the benefit of all pupils, plan and deliver better policies for the benefit of specific groups of pupils, better understand some of the factors which influence pupil attainment and achievement, share good practice, target resources better.


DATA POLICY

The ScotXed programme aims to support schools and Local Authorities by supporting the collection, processing and dissemination of statistical information required for planning, management and monitoring of Scottish education services.

A subset of this information is passed to Scottish Government for research and National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be published by Scottish Government.

The individual data collected by Scottish Government is used for statistical and research purposes only. We hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.


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 uses of pupil data can be found on the ScotXed website (www.scotxed.net).Scottish Government works with a range of partners including HM Inspectorate of Education and the SQA. On occasion, we will make individual data available to partners and also academic institutions and organisations to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government.




CONCERNS

If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at [email protected] or write to The ScotXed Support Office, 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.


WANT MORE INFORMATION?

Further details about ScotXed are available on the ScotXed website, www.scotxed.net., which contains a section on ‘frequently asked questions’ at https://www.scotxed.net/jahia/Jahia/lang/en/pid/220.


ANTI-BULLYING

Campie has a full, and quite lengthy, Anti-Bullying Policy. This is part of East Lothian Council’s policy and procedures. Incidents are recorded as part of that policy. A copy of this policy is available from the school office. Children are taught to be assertive verbally and to tell adults when other children are troubling them. They are taught not to hit back while at school and we expect parents to support us with this approach which is essential within the school community. Where pupils have any concerns about anything which might be bullying they should contact their teacher or one of the Senior Management Team at once. There is also an organisation located at the Brunton Hall, Musselburgh called A.B.E.L. (Anti-Bullying in East Lothian) for parents to consult for advice.

ROAD SAFETY

In East Lothian there are currently almost 14,500 Nursery, Primary and Secondary school pupils. In 2002, 40 school age children were injured on East Lothian’s roads, eight seriously. On average 9 pupils are injured annually on journeys to and from school. Nearly 44% of all pedestrian casualties occurred (2002) to children in the 5-15 year age group. East Lothian Council working with Lothian and Borders Police and other agencies are committed to reducing the numbers and severity of road casualties. They have identified a number of important initiatives to help reduce the number of road casualties. These will require a notable change of behaviour by everybody, particularly from drivers in built-up areas.

These initiatives aim to reduce the number of car journeys to and from school by pupils, parents and staff to Encourage children to walk or cycle to school, thereby improving the safety for the pupil on the journey to school. Provide pupils and parents with appropriate training to allow them and their children to journey to and from school safely. Improve pedestrian safety in and around school. Raise awareness amongst pupils, parents and staff of the wider health and environmental problems associated with

increase care use. Improve the local environment for everyone by reducing pollution, congestion and addressing safety issues around the

school.

The school asks you to review your current or intended mode of travel to and from our school and consider whether or not it should be changed or modified to help the school, pupils, staff and other parents to achieve our aims and reduce the number of child casualties.(Statistical source: East Lothian Council – Road Safety Plan 2003-2006).



https://www.scotxed.net/jahia/Jahia/lang/en/pid/220

http://www.scotxed.net/


PLAYGROUND SUPERVISION

Our playground is a safe place where almost all children play well together almost all of the time. Two playground supervisors are employed at breaktime and at lunchtime. In addition management team members and other support staff are often on duty to help with supervision. During school intervals pupils are expected to obey the rules laid down to prevent them suffering accidental injury or causing difficulties for others.

Pupils are not permitted to play football or take part in dangerous or over-boisterous activities in the school playground.

Parents’ co-operation is particularly requested in ensuring that pupils do not leave the playground during the lunch hour except to go home for lunch.

Pupils should not enter or leave the school playground by the vehicle entrance leading to the car park.

Climbing on boundary walls and gates and on the electricity sub-station walls is highly dangerous and expressly forbidden.

Cycling is not permitted in the playground at any time except when pupils are having proficiency instruction.

In addition to the above rules we have Playground Aims produced by Campie children with the help of the Pupil Council. These are displayed on two notice boards in the playground.

MEDICAL CARE

Parents are asked not to send children who are already ill to school. Medical care in school is given by the school auxiliary who is a trained first aider. She is not allowed to administer medicine except on written instructions from parents. A form is available. Where medication is held by the school the responsibility to keep it up to date rests with parents. Great care is taken over children who are sick or hurt in school and parents are usually contacted on the occasions noted below:

head or face injury where there is a bump, bruise or cut palpable/visible injury to other parts of the body other than minor grazes or bruises illness which makes it inappropriate for a child to be in school eg bad headache, tummy pain,

sickness or fever anything causing distress which does not pass quickly

Parents are asked to supply up to date emergency contact information each August/September. This information is vital to us in our efforts to look after children effectively.

All members of staff who have agreed to be trained in the administration of specific drugs to pupils suffering from an epileptic seizure or a severe allergic reaction and who agree to apply specific drugs to those pupils will be covered by East Lothian's Public Liability Policy.

DISABLED ACCESS

Campie Primary School has two ramps leading to the front doors and two leading out from the dining hall. There is also a lift. Pupils with disabilities can access the very great majority of the building. Campie Primary School is deeply committed to meeting the needs of all pupils and will be creative and energetic in finding ways to support pupils with any disabilities.



PERSONAL AND SOCIAL DEVELOPMENT, BEHAVIOUR, DISCIPLINE

At Campie we invest a great deal of time in children’s personal and social development. We talk with them about expressing feelings, building relationships and taking personal responsibility for their actions. This work links to anti-bullying approaches and to behaviour management.

We expect our pupils to have a responsible attitude to standards of work, dress, speech, manners and behaviour both inside and outside school. Standards of behaviour and outcomes of behaviour used in school are attached in the Appendices section – see Appendix 2. The list of outcomes of behaviour in Appendix 2 gives a good indication of the way in which we try to be positive with children. It also shows how we approach poor behaviour. Where there is a concern about the standard of your child’s behaviour we will contact you. Our Code of Good Practice for Resolving Concerns (Appendix 1) outlines the ways in which we can best work together when this happens.

A range of sanctions and approaches are used to try to move behaviour forward. In particular we use a whole school behaviour management initiative called Golden Time which centres on a set of Golden Rules (see Appendix 2). Golden Time is the reward for keeping the Golden Rules. Golden Time of half an hour is given each week. The children select a pleasurable activity, from a list of options, for the half hour. If they have followed the Golden Rules during the week they will be given the full half hour. If rules are broken, time can be deducted. Staff aim to offer exciting and interesting activities each week at Golden Time so gradually the pupils will see that it is not to their advantage to break the rules and lose Golden Time. However, if time is lost, the child can negotiate with his/her teacher how to gain it back. Our policy on detention is included in Appendix 2.

TEAM TEACH

We pride ourselves in East Lothian on providing a safe learning environment for our pupils. Sometimes, some of our children may get anxious or agitated – we will do our best to help pupils to calm down using communication skills, distraction techniques and removing triggers where possible.

However, there may be times when children need more help to calm down - this may require staff physical support to ensure the pupil’s own safety, the safety of other pupils and staff, or that property is not seriously damaged. This can require physical interventions. In East Lothian Council, we have adopted the Team Teach approach to manage challenging behaviour. The Senior Management Team has been trained.

All incidents where children need to be held to help them to calm down are recorded in school and parents are informed as a matter of course. Children who are likely to need help in this way will have an individual Behaviour Management Plan that will be discussed with you and consistently followed by all school staff. We will also ask you to share this information with other people/agencies supporting your son/daughter, e.g. transport, respite, link family, etc. If you have any questions about how we manage behaviour at school, or about the Team Teach approach please contact the Head Teacher.



EXCLUSION OF PUPILS FROM SCHOOL ATTENDANCE FOR DISCIPLINARY REASONS

East Lothian Council, Department of Education and Children’s Services acknowledges the vital partnership between schools and parents for support, behaviour and guidance of pupils.

Pupils’ views must be taken into account in accordance with the principles of the UN Convention 1989 and the Children (Scotland) Act 1995 provides for the rights and responsibilities for pupils to be exercised in accordance with the age, maturity and understanding of the pupil.

In implementing the Council’s guidelines (Exclusion of Pupils from School Attendance for Disciplinary Reasons. Draft) and procedures Head Teachers and other Agencies must take into account the child’s best interests. The education and welfare of the individual pupil has to be given the highest priority in any balance the head Teacher requires to make between the needs and safety of the school as a whole and the needs of individual pupils.

Primary Head Teachers should seek advice on Exclusions from the Director of Education and Children’s Services and should consult with other agencies, or Psychological Services as appropriate.

The Council is committed to supporting the Head Teacher in doing everything possible to ensure good behaviour and effective attendance at school. Where there is indiscipline, Head Teachers must use all means at their disposal to bring about improvements in behaviour and this must include extensive contact with parents and other agencies, seeking their support.

Two criteria will be used to judge indiscipline; whether the effective education of the pupil is possible given the indiscipline, and whether the level of disruption to the education of other pupils is such that serious action must be taken to prevent this.

East Lothian Council(Circular Feb 1999)

Campie School does occasionally exclude children but we see this as a last resort and only do so either in very unusual situations or after many other interventions have been tried.

CHILD PROTECTION PROCEDURES

Edinburgh and the Lothians and Borders, including East Lothian Council, have reviewed and re-issued the “Inter-Agency Child Protection procedures”. The procedures promote a high level of inter-agency co-operation when working with children who may be in need of protection. Training is available for all staff in East Lothian council to ensure that their skill and commitment is used effectively in identifying and protecting children who have been abused or may be at risk of abuse. The procedures further encourage the partnership that exists between Social Work, Education, Health and the Police in East Lothian and help towards building a partnership with parents in carrying out our duties and responsibilities to East Lothian children and young people.


At Campie the Child Protection Officer is P McCall, Head Teacher.


SECTION C - CARE OF CHILDREN PROFESSIONALS VISITING THE SCHOOL Schools can call on professionals from a number of different agencies/services for help and advice. These include:

Educational PsychologistsOutreach TeachersSchool DoctorSchool NurseSocial WorkersSpeech TherapistsOccupational TherapistsPersonnel from Department of Child and Family Mental Health, Royal Hospital for Sick ChildrenOfficers within the Inclusion and Equality DivisionIntegration Team Workers

Formal referral to any of these agencies will only take place with the consent of parents/guardians. However, there will be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. At Campie we have set up a School Liaison Group which will undertake this work. We will always inform parents if their child is to be discussed at the School Liaison Group and will invite parents to attend or give feedback where this is preferred. The purpose of School Liaison Group meetings is to consider strategies to help pupils who are having difficulties in school. These meetings are understood to be strictly confidential.

HEALTH AND SAFETY“The Education and Children’s Services Department has prepared statements of safety policy 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 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 in promoting good practice in health and safety matters if of great importance to the school”


SecurityCampie requires all parents to report to the school office and sign in before going to a classroom or through the building. Security labels are used. Security doors are in operation throughout the school and pupils are trained how to use them. The Head Teacher has overall responsibility for Health and Safety. She operates a risk assessment approach and takes action in any situation in which she assesses a risk as being significant e.g. conduct of visitors on site, building issues, IT security. The school undertakes regular fire drills and Health and Safety checks.

Overall GoalCampie is committed to working to improve the health and well being of the whole school community. We are currently registered with the Healthy Schools programme (and were accredited at Stage Two in 2007/2008 and are working towards Stage 3). Our current Health Promotion/Confectionery Policy is attached in Appendix 12.

School MealsPart of our work centres around providing healthy school meals. A sample menu is attached in Appendix 9. Where a child has special dietary needs, parents are asked to let the school know. The school has moved towards healthy snack/healthy packed lunch policies. 92% of parents, who responded to the survey, indicated support for this in November 2006. Our Golden Rules for Healthy Snacks is attached in Appendix 12.



BAD WEATHER

When the weather is inclement, parents are requested not to send pupils to school earlier than ten minutes before the school is due to open. Class teachers do not undertake before-school supervision. Promoted staff take children in when the weather is severe and provide supervision as best they can. However, this takes them from other duties and is not ideal. Please note that Campie After School Club operates before school although not on a casual basis. See below.

ARRANGEMENTS FOR OCCASIONAL AND EMERGENCY CLOSURE

It is very occasionally necessary to close the school at short notice during winter months. Please note that children are either released to their own parents/emergency contacts, taken home or kept in school. No children will be released to adults, other than those mentioned. No children will be released and allowed to go home by themselves without permission from parents.

Information about emergency closures is usually released by Radio Forth , telephone calls and word of mouth. In the event of the school having to close at the start of the school day, all unescorted children who arrive at school will be retained until an appropriate adult is contacted. Please make sure your child understands this and does not run home alone before reporting in. He/she could run home to an empty house. Details of emergency closure arrangements are issued annually in the Autumn.

AFTER SCHOOL CARE CLUB

Campie has an After School Club which runs each day on which the school is open to pupils. The hours are 2.50pm until 5.45pm (Monday to Thursday) and 12.30pm until 5.45pm (Fridays). The After School Club is also open between 8.00am and 9.00am in the mornings. The Club runs on in-service days and holidays. Details are available from Fiona McNeill, the Club’s Administrator on 0131 665 1748. Parents wishing to speak to Sharon Lees, playleader should telephone the After School Club between 2.30pm and 5.45pm on 0131 665 1748.

Campie Primary School and Campie After School Club work closely together and share some facilities. The After School Club has excellent accommodation in four temporary units in the school playground.

EMPLOYMENT OF CHILDREN

Children under the statutory school leaving age can only be employed within their term of the bye-laws on the Employment of Children. These regulations do not permit the employment of children under 13 years of age, and for those over the age there are limits on the hours and type of employment which are allowed. Parents and employers must both complete an application form for an employment permit before the employment begins. Further details can be obtained from the Department of Education and Children’s Services (Pupil Support). East Lothian Council


SECTION D – PARENTAL AND COMMUNITY LINKS

COMMUNICATION WITH PARENTS

The children (Scotland) Act 1995 amended the definition of "parent" in the Education (Scotland) Act 1980 to "Parent includes guardian or any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person".

Effective communication between school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils' records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision making. The above definition may also give others rights.

Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent(s) with whom the pupil resides will automatically receive all communications from the school. If a parent lives away from the family home they will, when the school is first informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child's education. If no reply is received it will be assumed that they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including copies of reports and notification of Parents' Meetings. The parent with whom the pupil resides will be informed that this is happening.

The school is dependent on the parent with whom the pupil resides supplying the appropriate information ie the address of the parent not living in the family home, details of Court proceedings prohibiting that parent's involvement in the child's education or any other relevant documentation.

Parents/Guardians should note that children can only be collected from school by the parent. If someone else is to collect the pupil the school should be informed in advance.




COMMUNICATION WITH PARENTS

At Campie we try to keep in close touch with parents. A number of mechanisms are used:

regular newsletters from the Head Teacher occasional newsletters/broadsheets celebrating the work of the children. prompt response to any letter or phone call from parents use of pro-formas, slips and reminders for regular routines such as milk money, dress code

reminders, absence information reminders informal early contact between staff and parents by way of reading records and the parents'

slot on homework sheets planners which enable parents and teachers to rehearse areas for discussion at Parents’

Evening. letters home in connection with children joining or leaving support groups, if appropriate. phone calls where a child is sick, hurt, distressed or has suffered damage to belongings phone calls over concerns meetings with parents over any concerns raised by parents or the school – see Appendix 1. Educational Evenings

Meetings for P1 parents in September. Learning at Campie Nursery for Nursery parents – October/November.

Open Days –see below.

PARENTAL VISITS TO SCHOOL

Arrangements for parents to visit the school to see their children’s work and discuss their progress with class teachers are usually made twice per year. In November there are two parents' consultation sessions (one twilight and one between 6.00pm - 9.00pm) This is repeated in March. Appointments are made to suit parents and separate appointments can be made where parents’ circumstances make this preferable. Parents have the opportunity to flag up any issues they wish to raise. In addition each year group now has an Open Day based on a successful project which allows parents the chance to visit during the day to see their children at work.

Parents are most welcome to contact the school at any time if they want to talk about concerns of any kind. It is always helpful if prior notice of a visit can be given by telephone to enable suitable arrangements to be made for the supervision of the class, should we need to involve a teacher in any discussion. However, if this isn’t possible, please just come in and we will do our best to see you. We almost always manage somehow. All parents must call at the office first and may not go directly to the classrooms. This is in the interest of security and safety of all children.

The Nursery parents’ consultation is in March for pre school children and in May for anti pre school children. The Nursery has two education evenings, one in October and one in April.

REPORTS

A written report is sent home with pupils in term three. Parents may request a meeting to follow up the written report.

Nursery written reports are sent home around the same time as P1-P7 reports.


SECTION D – PARENTAL AND COMMUNITY LINKSPARENT FORUM and PARENT COUNCIL

The Scottish Parliament passed a new law called the Scottish Schools (Parental Involvement) Act 2006 to encourage and support more parents to become involved in their children’s education.

The main aims of the Act are to:

Help parents become more involved with their child’s education and learning. Welcome parents as active participants in the life of the school. Provide easier ways for parents to express their views and wishes.

To help achieve these aims, all parents will automatically be members of the Parent Forum at their child’s school and will be entitled to have a say in what happens at the school. As a member of the Parent Forum parents will have a say in selecting the Parent Council (the representative body) to work on behalf of all parents at the school.

The role of the Parent Council is to: Support the school in its work with pupils. Represent the views of all parents. Encourage links between the school, parents, pupils, pre-school groups and the wider community. Report back to the Parent Forum.

Campie’s Parent Council started work in Autumn 2007. For more information on the Parental Involvement Act or to find out about parents as partners in their children’s learning please contact the school or the Department of Education and Children’s Services or visit the Parentzone website on www.parentzonescotland.gov.uk.

CURRENT PARENT COUNCIL MEMBERS

Parent Members:

Miss Alison GilliesMrs Jacquie McNallyMrs Morag CairneyMrs Rosemary TaylorMrs Gillian InnesMrs Judith HunterMrs Anne ShepherdMr David WilkieMrs Holly KildayMrs Lorraine McKayMrs Gaynor AllenMrs Faith Brennan


http://www.parentzonescotland.gov.uk/


COMMUNITY LINKS

At Campie we keep in close touch with other local schools, with the community police, with various agencies eg Social Work and with the wider education community.

In our inspection report January 2008, it was noted how the school’s partnership with the local community was excellent.

The report detailed how effectively the school worked with other schools in the cluster and authority. Additionally, it was noted how successful staff had been in developing links with business, heritage and environment organisation in order to enhance pupils’ learning experiences e.g. Eskmills, Community Council and John Muir trust. We also involve children in helping others eg by distributing Harvest gifts. Parents and grandparents are invited to school performances. Charity events take place each year. A charity policy ensures that a range of beneficiaries is chosen.

LETTING PROCEDURES

Campie Primary School premises may be hired for the needs of youth organisations and other suitable groups. Lets at Campie Primary School are usually on Monday, Tuesday and Wednesday evenings. Interested parties should contact Frances McInnes at East Lothian Council on 01620 827811.

SCHOOL TRAVEL PLAN

A school travel plan which has been drawn up by staff, parents and pupils is available from the school office.

DISCLAIMER FOR ALL LEAFLETS/PUBLICITY

Disclaimer for All leaflets/Publicity

We are often asked to hand out useful leaflets by organisations wishing to publicise events or services. We are happy to do this but have taken legal advice as to whether or not this practice seems to give school support to organisations about which the school knows little or nothing. The Council lawyers have given us the following wording to cover all such distributions.

“Campie Primary School accepts no responsibility or liability in connection with services provided by these external or third parties.”

This wording will appear in the big annual school newsletter in September and in the school booklet as of next year but is current as of this point.


SECTION E - FINANCIAL INFORMATION

PER CAPITA ALLOWANCE

This money is given to the school by East Lothian Council to cover the cost of books, jotters, equipment, administration supplies and many other things. The Head Teacher, in consultation with staff, decides how this money will be spent.

EXCURSION ALLOWANCE

This money is usually given to the school by East Lothian Council to help cover the cost of school trips. Parental contributions help as well. These can always be waived in case of hardship and anyone in difficulties should talk to the Head Teacher who will do her best to help.

SCHOOL FUND

This is the school’s money which it raises itself by eg selling school photographs. The School Fund is also the pay-in-pay-out bank account for much school business. We use School Fund money to buy various educational items and to supplement the excursion allowance. The School Fund is audited each year by a parent with auditing experience. She has no other links with the School Fund.

SCHOOL COSTS

Please see Appendix 7.



CURRICULUM AND ASSESSMENT

The 5-14 programme currently forms the basis of the primary school curriculum in Scotland although this is now under review. A series of documents provided by The Scottish Office Education and Industry Department which are the basis of the 5-14 programme inform all teaching, learning and assessment in schools.

The curriculum followed by pupils at Campie includes Language, Mathematics, Environmental Studies including Outdoor Education, Health, ICT, Art and Design, Music, Drama, Physical Education, Religious and Moral Education and Personal and Social Development. It should be borne in mind that, for various reasons, changes in methods and content may occur from time to time and lead to amendment of the following description of the curriculum.

A Curriculum for Excellence

At the time of writing (December 2008) we are involved in the transition between the 5-14 and the Curriculum for Excellence. Although this Curriculum is in early stages of development, we are making progress towards many aspects of it. The following statement gives an indication of what ‘The Curriculum for Excellence’ is about.

‘A Curriculum for Excellence’ provides explicit statements of the aims of education in Scotland, concepts which have long been implicit. In summary, the purposes of education are to enable all young people to become:

successful learners confident individuals responsible citizens effective contributors

The development of these capacities, attributes and capabilities lies at the heart of work on curriculum renewal.

Methods

Teaching and learning at Campie follows a cycle whereby teachers assess children's needs, plan work accordingly, teach, assess learning, identify next steps and plan again. Teaching can be to class groups, groups, sets (see Maths) or on an individual basis depending on which best suits the situation and the needs of the pupils. Observation, day to day assessment, assessment tasks and National Assessments are used to check and confirm pupils' learning.

In 2007 Campie had a very successful HMIE visit and report. As a result of the visit we are currently developing some key themes across the school. These are:

Collaborative working Questioning Challenge Pace Time, space and organisation Choice and independence Contexts

Staff are making good progress with developing these themes within their classes.



Methods

Campie is continuing to work hard to develop formative assessment and personal learning planning. Formative assessment and personal learning planning are about engaging children in ongoing discussion about learning based on clearly understood targets and feedback. Currently we are focusing on a range of formative assessment strategies particularly questioning and SMART target work (SPECIFIC; MEASURABLE; ACHIEVABLE/APPROPRIATE/AVAILABLE to learners: Learners are ACCOUNTABLE; RECORDED: TIMED). Children are also being encouraged to work on PACE on their learning journey. A flavour of these aspects can be gleaned from models in Appendix 20.

Language

In the early stages spoken English is particularly important and pupils are encouraged to communicate clearly, express new ideas and acquire the necessary vocabulary to discuss and develop their work.

Early reading activities seek to encourage an interest in the printed word through the reading and telling of stories. Children are encouraged from the earliest stages to read a range of fiction and non-fiction books. The reading scheme used in the Infant Department is The Oxford Reading Tree (Oxford University Press).

Pupils in P1 are involved in Early Intervention activities which help develop skills in literacy and numeracy.

Children at Campie move on from ORT as soon as they are able and start to read from a wide range of novels available in school. Non-fiction text is also studied, often as part of Environmental Studies work. Children are taught to recognise a wide variety of genre and to observe how writers develop their craft.

At each stage the necessary skills of spelling, punctuation, language structure and handwriting are developed. Writing forms an important part of this development and pupils have opportunities for personal writing, functional writing, and imaginative writing of many kinds. Children are taught how to plan their work and how to take notes linked to specific, progressive structure. Over time staff work to help children make their writing structured, coherent, explicit and correct.

Children are encouraged to be active listeners and to develop skills in talking which take account of purpose and audience. Self and peer assessment is developed in this area of language.

Health

The school’s Health Education programme is based on 5-14 guidelines and features three main strands. These are Physical Health; Emotional Health; Social Health. A progressive programme of topics is used and covers the following broad areas;- Drug Education; Sex Education; Safety Education; The Healthy Body and Health and Our Environment.

Expressive Arts

The Expressive Arts encompass Art and Design, Drama, Music and Physical Education. These subjects are taught throughout the school by the class teachers, assisted by specialist teachers in Music and Physical Education. A guitar instructor teaches selected pupils from P5-7 on one day per week. Brass instruction is also available for selected pupils starting in P5. See Sports and Outdoor Activities.


SECTION F - THE CURRICULUMMathematics

The East Lothian Core mathematics programme used at Campie for pupils from P1 to P7 is based on 5-14 attainment targets, as opposed to any one particular mathematics scheme, and seeks to develop children’s interest in, and liking for, mathematics through understanding, interactive approaches, practical work and the application of skills in real contexts.

Work in mathematics is categorised under the headings Number, Money and Measure; Shape, Position and Movement; Data Handling; Problem Solving and Enquiry. Mental calculation is given high importance.

A wide range of concrete materials, maths games and construction equipment is used to assist individual pupils, as required. Calculators are used as appropriate and in line with the requirements of the core programme. The use of ICT to support work in mathematics is encouraged.

At Campie P4 - P7 are "set" for maths. Setting is the process by which ability groups are formed across year groups, to enable teachers to work with pupils of similar ability more directly, with a focus on appropriate pace and challenge, relevant to the group. Setting often involves moving room to be taught by a different teacher. Children are taught early about how to minimise any disruption and this works well.

As part of our transition to ‘A Curriculum for Excellence’, Campie is involved in a Musselburgh Cluster project based on the Numeracy area of ‘money’. Each teacher engages with the numeracy outcomes and experiences to help develop with their class a short project where money is experienced in context. At the time of writing (December 2008) there is already evidence that this is a very worthwhile project.

Environmental Studies

Under this umbrella heading are grouped Science, Social Subjects and Technology.

Science teaching is based on the Renfrewshire Council package of topics which has been adopted by all East Lothian Schools. Science is taught under three main headings. These are Earth and Space; Living Things and the Processes of Life; Energy and Forces. There is an emphasis on investigative and practical approaches to learning in this area of the curriculum. In P7 there are additional activities set which provide links to secondary science teaching and learning.

Social subjects are taught under three main headings. These are People in the Past; People and Place; People In Society. A coherent and progressive programme of topics under each heading is available for each year group. These help develop the knowledge, understanding, skills and attitudes necessary in this area of the curriculum. The emphasis is on broadening out the pupils’ understanding from their own situation/community to the wider world. Visits are made to many places of interest in the course of Environmental Studies work.

In technology at least two projects are carried out at each year stage, based on Rude Mechanicals Primary Technology projects.

Environmental Studies programmes provide a medium for the teaching and learning of a wide range of skills and ideas including finding; reading; selecting, organising and recording information; presenting; report writing; discussions; image and creative work. Pupils learn to investigate, observe and record


scientifically; use maps; compare sources and types of evidence; use IT and study documents and photographs.


SECTION F - THE CURRICULUMInformation Technology

The term Information Technology describes the various forms of technology used to collect, store, organise, process, present and communicate information.

At Campie children learn about I.T. and through I.T. While it is important to learn the skills in using the technologies, importance is also placed on using the equipment to help them apply the skills learned to support work across the curriculum. The key elements of ICT teaching are Using the Technology; Creating and Presenting; Collecting and Analysing; Searching and Researching; Communication and Collaboration; Controlling and Modelling; Developing Informal Attitudes.

Within school pupils have opportunities to use computers, scanners, digital cameras, video recorders, video camera, radio and television, listening centres and games consoles. The school is well resourced in all of the above areas and recognises the need to keep abreast of the rapid changes which take place in this field. The school has a purpose designed computer suite in addition to classroom computers.

In 2007/2008 we installed interactive whiteboards in each of the classrooms. The whiteboard allows teacher present information in an exciting way and bring their lessons to life. They not only allow for the effective display of information; images and video, they have interactive qualities which mean that both teachers and pupils can participate actively in lessons by moving objects; drawing; annotating and selecting relevant information. Children are very motivated and engaged by the use of this resource. We currently have a range of software and resources to use with the whiteboard.

Religious and Moral Education

Religious and Moral Education is taught throughout the school.

Children are taught about Christianity and also about other world religions, in particular Judaism and Islam. In addition they are encouraged to explore their own thoughts on spiritual matters.

The key elements of teaching in R&ME are the same for all religions studied. These are Celebrations, Festivals, Ceremonies and Customs; Sacred Writings, Stories and Key Figures; Beliefs; Sacred Places, Worship and Symbols; Moral Values and Attitudes.

In addition an area of work entitled Personal Search allows children to explore their own thoughts and to make their own responses under the headings The National World; Relationships and Moral Values; Ultimate Questions.

Religious observance takes the form of assemblies and services which develop religious, spiritual or moral themes. Belief in a Christian God is not taken for granted and efforts are made to allow for freedom of conscience.

Parents who wish to withdraw their children from religious education or observance should let the Head Teacher know.

At Campie we aim to build multi-cultural awareness and to help children feel part of a varied world community. All incidents of racism in our school are treated seriously and are referred to the Head Teacher. The Head Teacher talks with all children involved to build understanding. Where a problem continues the Head Teacher gets in touch with parents.

The School Chaplain is Rev Alison McDonald, North Esk Church. Musselburgh cluster plans to develop a team of faith visitors.



Education for Citizenship

Education for Citizenship has the aim of developing in pupils a capability for citizenship. This is centred around four key learning outcomes which are Knowledge and Understanding; Skills and Competencies; Values and Dispositions; Creativity and Enterprise. The contexts through which work in this area are carried out are Participation by Young People in Decision Making; Studies Within Specific Curricular Areas; Cross Curricular Studies and Activities; Working with the Community.

The emphasis in all work in this area is on encouraging pupils to be active citizens from the early years onwards, e.g. through charity work; caring for the environment; serving on a committee or Pupil Council; helping others etc.

It is an aspect of school life which permeates the curriculum in many, many ways and much emphasis is placed on it at Campie.

Enterprise In Education

Enterprise in Education is based on a programme designed by the Scottish Government, called Determined to Succeed, which encourages a greater sense of enterprise amongst Scotland’s young people. It is about providing opportunities and experiences across the curriculum which support the development of capable and confident learners who are enterprising in attitude and approach. In the course of their learning in this area pupils will develop a better understanding of themselves and the world of work; a can do attitude; a sense of achievement and a determination to succeed.

At Campie we apply enterprising approaches in al aspects of our work. We have devised a framework for Enterprise in Education which allows for progression between Nursery and P7 in the knowledge and understanding, skills and attitudes required in the area of work, which permeates and enhances the curriculum.

Pupils at all stages of the school will be given experience each year of enterprise activities which will involve them in decision making and creativity in solving problems. In the course of Nursery – P3 and P4-7 at least one major enterprise project will be undertaken. In addition, pupils will learn about the world of work and business in an age appropriate way.

Charity Work

The school undertakes one major charity event a year. We operate on a cycle to ensure that we target a different kind of charity each year e.g.

1. A children’s charity 3. A charity for the disabled2. A charity for old people 4. A third world charity/international charity

However we are currently considering establishing a bit of sustained charity work centred in an African context and linked to the school curriculum.

P7 Children research and choose their own charity each year and organise their own fundraising events.


SECTION F – THE CURRICULUM

International Education

At Campie we are gradually building up a range of ways in which the international dimension and global awareness can be incorporated into the curriculum. Currently there are good activities related to learning about e.g. the European Union. International charities feature in the school’s fundraising policy and learning about other countries and their people feature in the school’s Environmental Studies and Religious and Moral Education programmes.

Sport and Outdoor Activities

In addition to the PE curriculum offered by our specialist teacher and class teachers, a range of sporting opportunities and activities are offered. Our school has made very good progress in enabling pupils the opportunity to experience two hours per week.

Sports Development Officers currently deliver volleyball, basketball and rugby. Activities on offer can alter slightly from year to year and the school can also access golf and bowls.

Each Cluster school has an Active Schools Co-ordinator who organises some in-school and after school sports opportunities e.g. Mini Kickers, Hip-Hop, Football, Basketball, Basic Moves, Tops Sports, Golf, Judo, Boxercise, Athletics. Primary Four children receive swimming instruction at Musselburgh Swimming Pool. In addition, special sessions are arranged for pupils who attend the Support Base.

Class teachers are encouraged to offer brain breaks in class time, where the children move about or go outside for a short period.

The school has playing space in the playground for some team games and has permission to use Olivebank football ground for organised games. East Lothian Council has developed Olivebank and we are using the refurbished facilities.

East Lothian Council has a range of interschool events and Campie children regularly take part in these.

The school has a wide and varied outdoor education programme, linked primarily to the Environmental Studies programme. In particular this focuses on developing knowledge of the immediate local area and wider Lothians.

Each year P7 children have a residential week at Lagganlia Outdoor Centre near Aviemore. It is usual for a wide range of outdoor activities to be available eg canoeing, archery and harnessed tree climbing. In addition P7 do a hill walk to the top of Lammerlaw each year.



Home Learning Policy

Throughout the school home learning is set regularly. This may take the form of revision of classwork, preparation, or, especially in senior classes, individual assignments requiring pupils to work on their own initiative. Home learning is given out weekly on a home learning sheet so that parents can see clearly what children are being asked to do. There is a slot which teachers use to give parents useful information on tasks or other class matters and a space for notes from parents.

Home learning will never be excessive and has an important part to play in training children to work independently. It also enables parents to be aware of some of the activities carried out by their children in school. It is hoped that all parents will co-operate fully with the school in ensuring that home learning is duly performed. Their interest in this matter will be valuable to pupils and much appreciated by teachers.

A handout on home learning is given in Appendix 6 and is sent home each August. This handout also gives details to parents of the main things that will be learned each year.

We relate some home learning tasks to focus weeks in school e.g. Citizenship, St Andrew’s day, science, transport, Health and Eco Schools. The tasks will be carried out two weeks prior to each focus week. We also involve pupils more in the choice and shaping of home learning activities.

Each child also has a copy of Advice to Parents on Home Learning and Notes for Children, attached. See Appendix 6.



ASSESSMENT, RECORDS AND REPORTS

At Campie assessments are carried out on the basis that assessment is for learning:

The purposes of assessment are to support learning and teaching; to measure achievement and progress; to measure against attainment standards; to provide feedback to pupils, parents and teachers; to identify early, those making only fair or unsatisfactory progress; to identify early, able pupils and others not operating at their best; to support transition; to inform decisions, choices and action; and to support the school’s Staged Assessment and Intervention process.

At Campie different types of assessments are carried out – some daily, based on observation of what children write, say and do in their day to day tasks. This is called formative assessment. Some assessments are carried out at less regular intervals – diagnostic assessment which is closer look assessment undertaken to find out the specifics of what a child can or can’t do; summative assessment, which is an end of block check e.g. after an Environmental Studies topic, or a National Assessment in Reading, Writing or Maths; referenced assessments are carried out occasionally e.g. at P7 in Maths, where pupils are tested against samples of the pupil population so that results are statistically reliable. This is useful to a secondary school which is taking children from a number of schools at S1. We currently have PIPs (performance indicators in primary schools) at P1 and P5, other stages will follow. Additionally all teaching staff have been trained in MR Tracker (maths recovery). Teachers are using the training to help them identify areas where pupils are having difficulty with number assessment information. They will then use a range of strategies to help these pupils improve.

Assessment records are kept as evidence beyond their natural life in the classroom only as required, usually for pupils who are not making expected progress or who are identified by staff as a cause for concern. Where this happens action is taken and careful records kept.

Pupil records and reports are sent to the secondary school or other primary schools which the child might subsequently attend. A brief transfer report is sent to other primary schools. Liaison meetings take place with staff from Musselburgh Grammar School and other secondaries.



ASSESSMENT, RECORDS AND REPORTS

National Assessment arrangements are such that all pupils are tested in Reading, Writing and Mathematics when the teacher’s own assessment indicates that they have achieved the attainment targets at one level of 5-14 and are ready to move on to the next level. The 5-14 levels are:

THE LEVELS OF ATTAINMENT

SCHOOL STANDARD GRADE ——————LEAVING AGE

∆ Working beyond Level E││ LEVEL E ———————— Most pupils will achieve this level by│ the end of S2│ Working towards│ Level E targets││ LEVEL D ———————— Most pupils will achieve this level by

PROGRESS the end of P7THROUGH Working towardsSCHOOL Level D targets

││ LEVEL C ———————— Most pupils will achieve this level in the│ course of P4-P6│ Working towards│ Level C targets││ LEVEL B ———————— Most pupils will achieve this level by the│ end of P4│ Working towards│ Level B targets││ LEVEL A ———————— Most pupils will achieve this level│ sometimes in the course of P1-P3

STARTING SCHOOL ————————Working towardsLevel A targets

Reports are written to parents in June each year. Parents are sent a copy of each report and asked to return a tear-off slip confirming that they have received it. Comments from parents on the report are invited on this slip. At Campie we try hard to produce written reports of high quality.



Support For Learning

A Support for Learning teacher is available each day to assist pupils with learning, both in the classroom setting and in small groups. She acts as consultant to teachers on a wide range of learning and teaching strategies and approaches, to cater for children who find aspects of learning difficult and for those who are very able. While a significant proportion of her time focuses on support with literacy, she also helps with numeracy as required. The Support for Learning teacher also has a role in helping with Additional Support Needs routines across the school.

Examples of small group work which are covered from time to time as needs dictate are fine motor skills, memory skills and organisational skills groups. Decisions about which children will work with the Support for Learning teaching are taken in consultation with class teachers and the Depute Headteacher who monitors attainment patterns and information across the school. The usual pattern is that time limited blocks of work will be undertaken with particular children and progress reviewed and evaluated at the end of the block.

Motor Improvement Groups

Motor Improvement Groups operate at Campie to meet the needs of children with difficulties in the area of balance, movement, manipulation and body/space awareness. They also help build self-esteem. Children are selected by school staff and the consent of parents is sought. Pupils usually thoroughly enjoy these groups which work in the gym with PE staff and Classroom Assistants. Fine motor groups operate for children who have particular difficulties with activities such as handwriting.



Pupils With Additional Support Needs

The Council has a policy of promoting the inclusion of pupils with additional needs including pupils with significant additional needs..All East Lothian schools offer a range of supports for children and young people with additional support needs. There are a number of additional services within the Authority that offer enhanced support to pupils with additional support needs.

Provision and resources are accessed through the local authority’s processes of resource allocation and Staged Assessment and Intervention, in consultation with professionals, the child or young person and their family.


Additional Support Needs Act 2004

The ASL Act 2004 is implemented within East Lothian Schools. The act promotes that:

involvement of children and young people with additional support needs in the decision making process. the view of the child will be recorded in the Co-ordinated Support Plan. the child or young person should play key part and should have a supporter available. (see Code of Practice). expects children and/or young people to attend or have opportunity to put their views to Tribunals.

A range of provision is available within Musselburgh Burgh Primary School to meet the learning and development needs of children with significant language and/or communication difficulties. A range of provision is available from outreach staff who work with pupils with literacy difficulties. English as an additional language, who have long term absence due to illness, visual or hearing impairment and pre-school pupils with additional support needs. For primary schools, each cluster has a Principal Teacher available to offer advice regarding the teaching of pupils considered who have exceptional needs and three Cluster Team Co-ordinators (each one operating across two clusters) can provide information, advice or support to individual schools/teachers in respect of Support for Learning issues. Each of the six secondary schools in East Lothian offers enhanced provision for young people with significant additional support needs. East Lothian Inclusion Service (ELIS) offers a range of provision for children and young people with social, emotional and behavioural difficulties.

For pupils with Additional Support Needs schools receive a budget for all predictable needs for their school. This is based on school roll and free meal entitlement. Thereafter additional funding is given to meet the needs of any child identified as having exceptional needs. Clear criteria operate against which all cases of possible exceptionality are judged. Cluster and authority moderation panels decide which children meet criteria. Criteria are available to any parent on request.




Accessibility Strategy And Disability Discrimination Action

Campie has good disabled access.

We are committed to ensuring that our school community is one in which:

we respect the rights of each individual. we care for each other and value the diversity which exists among people. we strive to meet the learning needs of all people. we provide equal opportunities regardless of disability, gender, race, religion, sexuality, personal

circumstances or social class. we work to ensure that our expectations, attitudes and practices do not prevent any child from

reaching their potential. we aim to enhance our pupils’ self-esteem and self-confidence by working positively to challenge

and reduce any bias, stereotyping or experiences which undermine our pupils’ identities. we aim to make our children citizens of a changing world which they will grow up to change further,

making the world a fairer, more equal and better place. we give good information that everyone can understand.

Campie Support Base

Campie has a Support Base for children designated with exceptional Additional Support Needs. It is staffed by a class teacher, two ASN auxiliaries, a classroom assistant and an auxiliary. The Base can take a maximum of eight children who move between the Base and a mainstream class according to need. The Support Base has a classroom, a sensory room and a disabled showerroom/toilet. It is situated in the centre of the school. The allocation of places to the Support Base is made through Cluster and Authority Moderation panels and a Specialist Panel.

Consulting With Pupils

In line with the requirements of the Children (Scotland) Act 1995 and key elements of the National Priorities for Education, Campie is developing its range of opportunities for children to be involved in decision making. A model of current pupil groups is given in Appendix 13.


SECTION F – THE CURRICULUM Educational Excursions

Educational Excursions are designed and planned in accordance with the East Lothian Council’s comprehensive guidelines.

At Campie we take pupils on a wide range of excursions linked particularly to our Environmental Studies programme. Please note that, because of Health and Safety issues, staff must be able to rely on the behaviour of pupils. Where this is in doubt, the Head Teacher may not allow particular pupils to leave the school premises. It is school policy that any child who lets the school down by showing poor behaviour on an outing, will miss the next outing. Other aspects of learning and teaching connected with the outing will, of course, still be available to the pupil. All important aspects of the organisation of outings is outlined in a set of notes for parents and one for children, to enable the smooth and safe running of each outing. See Appendix 10.

Primary Seven

At Campie Primary Seven pupils are given extra responsibilities. They wear a different sweatshirt to mark them out as older, more responsible, pupils. P7 pupils help younger children in the playground, at wet breaks and with reading activities. P7 do some of their own fundraising and run their own charity events. They have a week's residential experience each year, usually late September/October/November. They are given a range of jobs around the school which support the work of staff and the school in general. Transition arrangements with secondary are well developed and a range of cluster events are held throughout the session to prepare the P7s for the move to S1.



East Lothian Cultural, Community Learning And Development Division

Cultural Services can facilitate enhanced learning opportunities for children through provision of and support of:

School Library Service Instrumental Music Tuition Drama provision/Theatre Educational visits in Museums/projects Study Support and After School Activities Sport

The Service is committed to facilitating access to the widest range of creative and learning opportunities and supports a broad range of information services and access.



SECTION G - APPENDICES

APPENDIX 1

EAST LOTHIAN COUNCIL – RESOLVING ISSUES – PARENTS AND SCHOOLS WORKING IN PARTNERSHIP



APPENDIX 1

EAST LOTHIAN COUNCIL - RESOLVING ISSUES – PARENTS AND SCHOOLS WORKING IN PARTNERSHIP



APPENDIX 2

STANDARDS OF BEHAVIOUR AT CAMPIE PRIMARY SCHOOL

Please Remember Campie’s Standard of Classroom Behaviour

You must obey class rules such as not shouting out or staying in your seat.

You must do your own work and do it well.

You must allow other children to work.

You must treat other children with respect.

You must treat your classroom, school property and other people’s property with respect.

You must co-operate with systems such as bringing homework in on time and remembering gym kit.

You must treat your teacher with respect. She/he deserves it. She/he is an adult with a job to do. She/he is there to help you.

We have a set of more simple Golden Rules to help us remember those things more easily:

1. Do be gentle – Don’t hurt anyone2. Do be kind and helpful – Don’t hurt anyone’s feelings3. Do work hard – Don’t waste time4. Do look after property – Don’t waste or damage things5. Do listen to people – Don’t interrupt6. Do be honest – Don’t cover up the truth



APPENDIX 2

PLEASE REMEMBER CAMPIE’S STANDARD OF PUBLIC BEHAVIOUR

Behaviour inside the building is different from playground behaviour.

You must walk inside the building rather than run.

Lines and individuals must move about the building quietly. Other people are trying to work.

You must wait and stand back when it will help others pass easily. It is helpful to hold doors open for others.

You must obey the lunchtime rules. Remember to take everything with you when you go to lunch. You cannot go back to your classroom. You are not allowed back into the building after lunch except to go to the toilet – by the right route.

You must obey the lunch time staff and treat them with respect.

Thank you.



APPENDIX 2

Outcomes of Good Behaviour

Your teacher will tell you what was right and why it was right. She/he will praise you for meeting Campie’s standards.

Your teacher will show she/he is pleased. She/he may smile, use a happy voice or praise you.

Your teacher may:

let you do something special at Golden Time. give you a smiley face or a stamper. have a special talk with you. make a note in her/his log and let you read it. set a target for you so that you can do even better. Give you House points (The School Houses are Dalrymple, Moray and

Carlyle).

You will probably have success in your work.

The people at home will be pleased with you.

You will probably feel good about yourself.

Extra Outcomes

Your teacher may share your success with Mrs Clarke/Ms McCall. You may be allowed to show them your work or tell them what you did.

You may win extra stickers, certificates or merit notes. You can share these with the people at home.

Your name and your success may go in a special class book. Your success may be celebrated beyond your class at an assembly or on a display

board.



APPENDIX 2

Outcomes of Wrong Behaviour

Your teacher will tell you what was wrong and why it was wrong. She/he will remind you about Campie’s standards and Golden Rules.

Your teacher will show she/he is not pleased. She/he may frown, use a cross voice or give you a row.

Your teacher may give you a warning card: move your seat to help you work better. ask you to do a task again and do it better. have a personal talk with you. make a note in her/his log and let you read it. set a target for you to try to help you do better. give you an extra task to do. not let you have a nice thing (e.g. you may lose Golden Time). give you time out somewhere else so that you can work better or calm down.

You may have problems with your work.

The people at home will be disappointed with you.

You may not feel good about yourself

Extra Outcomes

Your teacher may discuss your behaviour Ms McCall/Mrs Clarke. You may miss break or lunchtime. You may lose house points. Your teacher or Ms McCall/Mrs Clarke may phone home. Someone from home may come to talk to your teacher and Ms McCall/Mrs Clarke. Mrs Clarke may talk to Ms McCall. You may have an Individual Behaviour Plan which you, someone at home and Ms

McCall will sign.



APPENDIX 2

Use of Detention as a Sanction – Policy Statement

The position at Campie Primary School is that detention does serve as a sanction as part of the school’s policy and procedures on discipline and will continue to be used carefully and fairly when this is deemed appropriate by the Senior Management Team.

A covering letter, will be sent out to parents at the start of a session explaining the circumstances in which detention will be used as a sanction and how they as parents will be informed, should their child be involved at any time.

Key Points

Detention may only be given by the Senior Management Team.

Any detention given will be intimated to parents, either before or after the fact, by means of a detention slip carried home via pupil post.

Detention will be given for breaches of class, playground or general school rules where deemed appropriate by the Senior Management Team.

Class Teachers should not detain children at breaks to complete unfinished work/homework. Please refer problems of this nature to the Depute Head Teacher who may decide to detain for this reason, in particular circumstances.



APPENDIX 3

The School Health Service

Throughout your child’s years at primary and secondary school, a team of specialist Health Service and Education staff will be seeing him/her as part of a planned programme to make sure that he/she benefits as much as possible from all that the school has to offer, and to help prepare him/her for life after leaving school. The School Health Service is part of the Community Child Health Service and has direct links with those who carry out health checks of children before they start school.

Many different services are provided. The issue of maintaining confidentiality is taken seriously by the School Health Team at all times. The staff involved make every effort to work closely with parents and with others who are caring for your child, both at school and in branches of the Health Service.

Since August 2000 there has been a change in the School Nurse Programme for Vision Screening carried out in Secondary Schools. The Lothian University Hospital NHS Trust change affects routine vision screening of all pupils at S3 level. This decision has been made by the Vision Link Group at Community Child Health following a Study of S3 vision screening which showed that very few cases of vision defects were picked up on screening and most of those were of a minor nature which did not affect their vision. The School Nurse will still be offering vision screening at S3 to those pupils where there are concerns about their vision, and those who meet the selection criteria.

Parents are not notified of these screening tests at the time of 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 will be informed and consent requested.

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 attention of School Doctor is drawn to any possible problems and parents and the family doctor are informed if any further action is considered necessary.

The School Nurse may be helped by a Health Assistant. The School Nurse acts as an important link between home and school. She visits the school regularly and liaises with teachers to find out whether any pupils have a health need medical 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 Nurse reviews the notes of all children in Primaries 1, 4,7 and S3 as well as those of all new entrants.

An information booklet about the School Health Service is issued to all Primary One pupils and any new pupils coming from outwith the Lothian area.




APPENDIX 3

The School Health Service

Parents are also asked to complete a health questionnaire about their child in Primary 1, 7 and S3 and asked if they would like their child to have a medical consultation with the School Doctor. The School Doctor is trained in community paediatrics and is part of a team of doctors, including a consultant community paediatrician, for your area. In addition, the doctor may ask for your consent to examine your child if his/her medical records are incomplete or if the doctor particularly wishes to check his/her medical records are incomplete or if the doctor particularly wishes to check on his/her progress. You will be invited to be present at any medical examination and keep informed if the school doctor wishes to see your child again or thinks that he/she should be seen by your family doctor or a specialist in paediatrics. You can, if you wish, arrange for your family doctor to undertake the examinations instead of the school doctor but you may be charged a fee for this. In secondary schools the school doctor may consider whether any special information should be provided for the Careers Service.

The school doctor 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 doctor also carries out immunisations to protect against various diseases:

Age 12-14: Testing for resistance to tuberculosis and immunisations (BCG) where required.

Age 14-15: Booster immunisation against tetanus and polio.

The audiometric team, who check children’s hearing, will not visit the school to check pupils hearing. Instead they will provide a local clinic based, appointment only service for all school aged children requiring a hearing assessment. These include:

- All children who are due to have a routine re-test as a result of being found to have a hearing loss at a previous test in school or as a pre-school child.

- All school age children newly referred for assessment, either Primary 1 or other years.- The school medical officer will inform schools of the result of any assessment.

The speech and language therapist can provide assessment and, if necessary treatment, if you, a teacher, your GP or the school doctor feels that your child may have a speech or language problem.

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 doctor or school nurse if you want any more information.



SECTION G - APPENDICESAPPENDIX 4

CLASS ROOM TEACHER 2008/2009 TEACHER 2007/2008

Nursery Team Nursery Miss G Lendrum/Miss A Clark Miss I Allan/ Miss P QuinlanMrs L Welsh/Miss J Dunlop Miss A Clark/Miss J Dunlop

P1 Open Plan Mrs M Inglis New IntakeP1 Open Plan Mrs J Dickson New IntakeP1 Open Plan Miss K Macnaughton New Intake

P2A L/NB2 Mrs I WalkerP2B L/NB3 Mr S Wood/Miss Z Porter

P3A 4 Mrs M Di RolloP3B 3 Mrs K Colver/ Mrs L MacleanP3C 1 Mrs I Pensom

P4A 11 Mrs G Bain Mrs K Colver/Mrs L MacleanP4B 12 Ms H Alcock Miss Napier

P5A 9 Mrs D Slight Mrs D SlightP5B 10 Miss L Napier Miss D Munro

P6A 15 Mrs M RoyP6B 14 Miss T CollinsP6/7 5 Miss D Munro

P7A U/NB1 Mrs I Baillie/Miss E HolliganP7B U/NB3 Miss A MacFarlane

Head Teacher Ms P McCall School Secretary Mrs P FraserDepute Head Teacher Mrs C Clarke Clerical Assistants: Mrs D Johnston

Mrs S McKennaMrs T Greig

Principal Teachers: Mrs I BaillieMr S Wood General Auxiliary Mrs C Rae

Release Cover Mrs H Hill Classroom Assistants: Mrs L BorthwickMrs R Haldane Mrs C Robinson

Mrs P HarperRecorder Instructor Mrs M Hall Mrs L McLeodGuitar Instructor Mr A CoadyBrass Instructor Mr S ReevesMusic Teacher Miss K IrelandPE Teacher Mrs J JeffreyOutdoor Education Teacher Mrs F StarkArt Teacher Vacancy Playground Supervisors: Mrs L Borthwick

Mrs A Rayfield

Support for Learning Team: Support Base Teacher Miss M McGregor Lunchtime Supervisors: Mrs L McCardle Learning Support Teacher Miss J Leyland Miss D Robson ASN Auxiliary Mrs A Riding ASN Auxiliary Mrs M Paton Janitor Mr T Thomson ASN Auxiliary Mrs P Doig Mr R Luke ASN Auxiliary Mrs K Graham ASN Auxiliary Vacancy Teaching Staff 30 ASN Auxiliary (P1) Ms J Lord Instructors 3

Janitors 2Classroom Assistants 4

Nursery Nurses: Nursery Nurses 3 Nursery Miss A Clark ASN & Other Auxiliaries 7 Nursery Miss J Dunlop Office 4 Nursery Mrs L Welsh PGS & Lunch Staff 4 TOTAL STAFF 57



APPENDIX 5EAST LOTHIAN COUNCIL

Department of Education & Children’s Services

SCHOOL SESSION DATES – 2009/2010

Staff Pupils

TERM 1

Staff Resume Monday 17 August 2009 (In-service Day 1)Tuesday 18 August 2009 (In-service Day 2)Wednesday 19 August 2009 Pupils Resume (Start of Term 1)

Staff Break Friday 18 September 2009 Pupils BreakAutumn Holiday Monday 21 September 2009 Staff Resume Tuesday 22 September 2009 Pupils ResumeStaff Break Friday 16 October 2009 Pupils BreakStaff Resume Monday 26 October 2009 (In-service Day 3) Tuesday 27 October 2009 Pupils ResumeStaff Break

= 86 days

Tuesday 22 December 2009 Pupils Break

= 83 days

(End of Term 1)

TERM 2

Staff Resume Tuesday 5 January 2010 (In-Service Day 4)Pupils Resume Wednesday 6 January 2010Staff Break Friday 12 February 2010 Pupils BreakStaff Resume Monday 22 February 2010 Pupils ResumeStaff Break

= 58 days

Thursday 1 April 2010 Pupils Break

= 57 days

(End of Term 2)

Good Friday Easter Monday

Friday 2 April 2010Monday 5 April 2010

TERM 3

Staff Resume Tuesday 20 April 2010 Pupils ResumeMay Day Holiday Monday 3 May 2010 May Day HolidayStaff Resume Tuesday 4 May 2010 Pupils ResumeVictoria Day Monday 17 May 2010 Victoria DayStaff Resume Tuesday 18 May 2010 (In-service Day 5)

Wednesday 19 May 2010 Pupils ResumeStaff Break

= 51 days

Total – 195 days

Thursday 1 July 2010 Pupils Break

= 50 days

Total – 190 days

(End of Term 3)


SECTION G – APPENDICESAPPENDIX 6

HOME LEARNING AT CAMPIE SCHOOL - ADVICE TO PARENTS Home Learning is an important element in consolidating/extending learning and enhancing the curriculum for children. It is also a vital

aspect of the partnership between home and school and as such parents should contact the school if any aspect of home learning presents any difficulties.

At Campie we have a full home learning policy which is available to parents from the school office. The gist, however, is contained in this brief advice paper.

All children at Campie will engage in home learning activities with the exception of children at the start of P.1.

In P1 & 2 home learning is mainly in the form of reading given once or twice a week. Other types of activities, relevant to work going on in class or related to a particular school focus, may also be given.

In P3 - 7, home learning related to class work is in the form of an instruction sheet given out on a Tuesday for completion by the next Monday. Work is mostly done in a jotter.

P3 - 7 have written and reading activities each week. The only exceptions to this are: short weeks of three days or less (work will be given in 4 day weeks); the first week of the spring term in January and the summer term in April; the last week of term before October, Christmas and Easter holidays and the last two weeks of the summer term. No work will be given over the main holiday periods. Reading only activities may be given in short weeks when written work is not, but there will be no formal reading work given over the main holiday periods.

In 08/09 12 of the available home learning weeks will be devoted to home learning activities based on a particular school focus. In these weeks reading only will continue to be done. The other weeks will be devoted to class work-based activities.

Spelling activities will now only be done up to and including P4 classes.

In 08/09 P5 – 7 will not be asked to complete home learning projects due to the trial of school focus-based home learning activities.

Where children are set for maths, work in this area is provided by the maths set teacher. It is essential that this is returned as requested by the teacher, as the content is often discussed in the maths class.

In the second part of the P7 year, class teachers will cease to chase up home learning activities which are not handed in, or are late. This is in line with the approach taken at secondary, where the pupils are encouraged to take more responsibility for their own learning. It is hoped that all pupils in P7 will take this responsibility seriously and continue to complete work as requested by their teachers.

Parents are asked to help in the following ways: Help children to spread the work throughout the week. Organise a quiet time and place Make sure that work is begun well before bedtime Supervise to see that a proper effort is made Help with any basic queries and errors, eg, a few spelling words or punctuation points or a request to help look something up in a

dictionary or reference book. Help by testing - in as friendly and positive a way as possible! Spelling is best tested by asking the child to write the word.

Tables and other facts are best tested orally. Sign the work to show that the child has made a good effort. Pen a brief note of any difficulties, upsets or unusual circumstances on the jotter. Don’t persevere with work if the child is upset. Read with/to infant children every night.

We would ask parents:- Not to let children spend too long on home learning activities. Over the course of a week P5-7 children should spend no more

than 2 hours and P3-4 children an hour. Not to let work go on too long on any one night. Not to try to teach what the child does not understand or actually correct the work. The teacher will undertake both of these tasks.

The teacher will be very grateful, however, if you can pen the brief note suggested above when you can see that your child doesn’t understand something.

Please contact the school in the event of concerns about home learning. We’ll be happy to help.



APPENDIX 7ATTENDANCE AND ABSENCE

Absence recorded (2006/2007)

Average number of halfdays absence per pupil

Absence recorded (2007/2008) Average number of half days absence per pupil

Absence School 14.1 13.9Absence Education Authority 16.0 15.0Absence National 18.0 18.6

ATTENDANCE AND ABSENCE FOR SCHOOL YEAR 2007/2008

SCHOOL: Campie Primary School Id No: 210 - 5550122Stage

P1 P2 P3 P4 P5 P6 P7 P1-7Total Number ofPossible Attendances(Pupil Half Days)

17,351 25,034 19,805 18,549 23,725 23,037 24,355 151,856

Percentage Authorised Absences

3.3 3.2 2.8 3.8 2.9 2.8 3.1 3.1

Percentage Unauthorised Absences

1.0 0.9 0.9 0.9 1.3 1.0 0.5 0.9

Education Authority : East LothianStage


335,921 360,344 355,305 372,453 362,466 363,580 388,614 2,538,663


3.9 3.3 3.0 2.9 3.0 3.0 2.9 3.1


0.7 0.8 0.7 0.8 1.0 0.9 0.7 0.8

NATIONAL DATAStage


18,444,479 19,145,177 19,526,465 20,669,987 21,017,565 21,092,362 21,092,362 139,837,358


4.3 4.1 3.8 3.8 3.7 3.7 3.8 3.9


0.9 1.0 1.0 1.0 1.0 1.0 1.0 1.0



APPENDIX 7

BUDGETED RUNNING COSTS AND ATTAINMENT LEVELS

BUDGETED RUNNING COSTS FOR FINANCIAL YEAR 2008/2009

School – Campie Primary School

School Roll at September 2007 449

Total School Running Costs at April 2008 (£) 1,603,402

Cost per Pupil (£) 3,571

Education Authority – East Lothian Council

School Roll at September 2007 7,451

Total School Running Costs at April 2008 (£) 29,084,759


National Data

School Roll at September 2007 372,265

Total School Running Costs at April 2008 (£) 1,352,956,701


5-14 ATTAINMENT LEVELS

Level of performance

(June 2007) % P3, P4, P6 and P7

roll attaining or exceeding minimum

5-14 levels for their stage

Present level of performance

(June 2008) % P3, P4, P6 and P7

roll attaining or exceeding minimum

5-14 levels for their stage

Reading School 86.9 90.4Reading Education Authority 81.3 81.7Writing School 80.4 87.3Writing Education Authority 73.8 71.8

Mathematics School 79.6 85.7Mathematics Education Authority 81.8 81.8

The Scottish Schools online website www.scottishschoolsonline.gov.uk is now available, which parents should find useful.


http://www.scottishschoolsonline.gov.uk/


APPENDIX 8

FREQUENTLY ASKED QUESTIONS

HOW ARE LUNCHES SUPERVISED?

All P1 and P2 children eat lunch in the Dining Hall. During P1 and P2 lunches there are between three and six adults supervising depending on circumstances.

P3-P7 children eat school lunches in the Dining Hall at two different times. There are between two and four adults present.

P4-P6 children each packed lunches in class groups in classrooms. There are between two and four adults available to move between rooms supervising and wiping tables.

Children eating packed lunches in classrooms have access to food rubbish bins.

Children are encouraged to eat at a sensible rate so that they can get some outside playtime.

Staff refer any problems around eating or behaviour to Depute Head Teacher.

HOW IS THE PLAYGROUND SUPERVISED?

The playground is a safe one with almost no places where Playground Supervisors cannot easily see what children are doing.

Children play in groups. At break P1, P2 and P7 have break together. P7 are expected to help care for younger children (but not to pet them.) P3-P6 play together at break. At lunch P1 and P2 play together, P3 and P4 play together and P5-P7 play together. The timing of the different lunches ensures that groups move easily in and out of the building. There is some overlap between groups but this does not usually cause any difficulty.

Two Playground Supervisors, supported by other staff, are in the playground at breaks and the Depute Head Teacher is there at lunch.

The role of the Playground Supervisors is to keep the gate i.e. questioning all adults coming in and checking all children going out; to support vulnerable children; to encourage independent play; to encourage independent resolution of disputes; to help manage any angry or upset situations; to observe patterns of play and let Depute Head Teacher know of any problems; to give Class Teachers and the Depute Head Teacher feedback on any specific problems daily. The Playground Supervisors are experienced and skilled. They are good at knowing when to intervene and when to let children resolve matters themselves. They have to make many judgements daily about when to intervene and about what is serious and what isn’t. They are very often right but, naturally, not always, given the number of children and the number of interactions they have with them.



Playground Supervisors see a great deal of what goes on in the playground but they can’t see everything. What we are sure about is that they see any patterns of behaviour.

Playground Supervisors often talk to each other to pass on information about individual children and about patterns of play. This does not mean they are not doing their job.

A school playground can look alarming. It is fast, loud and there is a fair amount of rough and tumble. Playground Supervisors and the Depute Head Teacher who observe it daily know that almost all play is within reasonable bounds and a useful part of children’s development.

When children do overstep the boundaries they are cautioned, given time out, sent into the building or put on detention depending on the seriousness of the problem.

The auxiliary is on duty during all breaks to see to any bumped knees etc. All head bumps are checked by two adults.

WHAT PLAYGROUND ACTIVITIES ARE THERE FOR CHILDREN?

P7 are encouraged to play games with P1 and P2 at break.

The Depute Head Teacher takes P7 children to Olivebank during fine weather in the summer months – Olivebank fixtures permitting.

The ‘gate garden’ area has benches and sea/sand markings for imaginative play.

The ‘quiet garden’ has benches with games inlaid. Other resources are also available on a rota.

Children are welcome to bring small play equipment which can be played with in a quiet corner e.g. jacks; cards to swap; beanbags.

Games, grids, a compass and snakes have been painted on the playground near the office door. Children can use this area to play a range of games such as peevers.

Each year group has an equipment bag which contains items such as balls, hoops and ropes. Every class is timetabled to use an area of the playground to use this equipment.

We have chalk boards which can be used in conjunction with the equipment bag.


SECTION G – APPENDICESHOW MUCH P.E. DO THE CHILDREN GET?

Each child in the school receives as near as possible to two hours P.E. each week.

The school hall is used by the PE Specialist Wednesday – Friday and by other staff Monday and Tuesday. On Mondays and Tuesdays the hall is used for class PE and visiting activities e.g. theatre groups, sports development work. Space is also needed for Motor Improvement Group which runs daily for children with motor development needs.

P4 to P7 have a time with the P.E. Specialist each week on a Wednesday or Thursday. Nursery to P3 rotate having P.E. on a Friday morning. Each class at this stage will have P.E. at least every third week. All class teachers try to ensure two hours quality P.E. with or without the help of the P.E. specialist or visiting development officers.

Other activities which promote physical/sporting activity which take place include:

o Playground games for all stageso Infant children’s Basic Moveso P3 - local nature walkso P4 – swimming lessons, rugbyo Support Base – swimming lessonso P5 - basketball, club golfo P6 - volleyball, hillwalking – Arthurs’ Seat, rugbyo P7 - rugby, hillwalking – Lammerlaw, Lagganlia weeko P6 & P7 children represent the school in East Lothian for swimming gala, basketball, cross

country, athletics.

Sports days take place for Nursery, P1-P2, P3-P4 and P5-P6. P7 take part with Cluster schools in an Outdoor Day of sporting events.

It is also school policy for staff to take children out to the playground or to use the classroom for short refresher bursts of physical activity.

The above activities are planned and organised with careful reference to the need to balance the curriculum according to current advice to schools. We also need to take account of the various spaces available. The gym hall, the dining hall, the playground, Olivebank Football Grounds, Musselburgh Sports Centre, Stoneyhill Community Centre and other East Lothian sporting venues are all used.

HOW IS THE SCHOOL WEBSITE RUN?

Our website address is now: http://edubuzz.org/blogs/campie. We have changed our website to a format used by many of the schools in East Lothian. We have a website team in place in school where staff and parents can contribute. Several classes have their own sites which are linked to the school website. The Parent Council has a site which can either be accessed through the Campie website or directly at: http://edubuzz.org/blogs/campieparentcouncil.


SECTION G – APPENDICESWHAT EXTRA-CURRICULAR ACTIVITIES ARE THERE FOR CHILDREN?

As at December 2008 we have the following extra curricular activities.

Football P6 & P7 Mr HarroldChoir P6 & P7 Mrs Bain & Miss IrelandRecorder P5-P7 Mrs HallScottish Country Dancing P6 & P7 Mrs JeffreyAthletics P6 & P7 Mrs JeffreyBoxercise P7 Miss CollinsGirls football P5-P7 ) Active SchoolsMini Kickers P1-P2 ) Active SchoolsFootball P3 & P4 ) Active SchoolsHip Hop Street Dance P3 & P4 ) Active SchoolsBasic Moves P2 ) Active SchoolsTop Sport Athletics P3-P5 ) Active SchoolsAthletics P5 ) Active SchoolsCricket P5 ) Active SchoolsFrench P2-P4 C Wyeth

I AM NOT A PRACTISING CHRISTIAN WHAT HAPPENS ABOUT BELIEF IN RELIGIOUS AND MORAL EDUCATION? CAN I WITHDRAW MY CHILD?

Campie has an R&ME programme based on national guidelines. It teaches children about Christianity, Judaism and Islam and also about the personal search to find spiritual meaning in life and answers to some of life’s great questions. The issue of belief is not linked to the study of the three religious and it is made clear to children that they are not being asked to believe any of the articles of faith linked to Christianity, Judaism or Islam. Belief is a part of the Personal Search and Ultimate Questions strands of R&ME 5-14 but it is the search for belief within a range of possible spiritual, moral and religious approaches that children are being asked to think about on a personal basis. It is also made clear to children that learning and singing some Christian hymns and attending North Esk Church once a year with the school are cultural activities as well as religious ones. Again belief is not required.

Children may be withdrawn from both R&ME classes and from any religious observance activities on parental request.

I AM A PRACTISING CHRISTIAN. HOW IS HALLOWEEN HANDLED IN SCHOOL? I AM CONCERNED ABOUT WITCHCRAFT.

Staff are asked to handle Halloween:o as one festival among many.o as a traditional part of Scottish Culture with roots going back a long way.o by being careful not to let things get beyond the mild and pleasantly scary level.o by using Halloween to discuss and explore differences between fact and fantasy.o by discussing belief and allowing choice about activities.o by being aware that some parents take witchcraft seriously and being careful not to

promote it.


SECTION G – APPENDICESAPPENDIX 9 WEEKLY MENUS



APPENDIX 10

SCHOOL OUTINGS – INFORMATION FOR PARENTS

In order that parents, teachers and pupils can work together to ensure the smooth and safe running of school outings, we ask that you note the points listed below.

Local area outings are covered by one general permission slip, issued to, and completed by parents at the start of each school year. However your child’s class teacher will let you know in plenty time if a local area outing is taking place.

All other outings require two forms to be completed – a Council emergency contact / medical form which is issued each term and a school permission slip which is issued for each outing. These are sent home via pupil post. The teacher will keep a record of forms issued and returned.

These permission forms will be sent out at least two weeks before the date of the outing, other than in exceptional circumstances eg. where a good opportunity arises, from which a class would really benefit; where team selection for a sporting event delays forms.

The forms should be returned to the teacher two days prior to the day of the outing, or earlier if possible. Where forms have not been returned by this deadline, the teacher will phone to ask you to return them the following day. As you can imagine we want to keep the number of calls made to a minimum.

NB NO CALLS WILL BE MADE ABOUT MISSING FORMS ON THE DAY OF THE OUTING . For reasons of health and safety, if the forms have not been returned by this point, the child will not be permitted to go on the outing. Verbal permission will no longer be taken by the school for outings.

If your child has been absent in the run up to an outing, the teacher will phone you to let you know that the outing is to take place. If you are sure your child will be back at school and able to attend, the teacher will arrange with you a means of getting the forms e.g. via a friend of your child or you collecting the forms in person from the school. The forms should then be returned to school at least two days prior to the outing date.

Children usually require to have a packed lunch when they are going on an outing. This information will be contained on the school permission form.

If your child is entitled to free school meals, he/she can collect a packed lunch from the school kitchen on the morning of the outing, unless you prefer to provide the packed lunch yourself.



APPENDIX 10

SCHOOL OUTINGS – INFORMATION FOR PARENTS

Clothing requirements are listed on the school permission form. Please try to ensure that your child comes appropriately dressed, depending on the outing. (You would be surprised how many come without things they really need to have eg. a jacket, on a day that will be spent mostly outside. We always say to the children that they can easily take a garment off if they are too hot but they can’t put on a garment that they haven’t taken with them, if it turns out to be really cold! )

If your child takes medication at school, the teacher will take this on the outing. Please remind your child to ask the teacher about it - this is a shared responsibility on the day.

Children who take inhalers for asthma etc. are responsible for these themselves and they must be sure to be carrying what they need on the day. PLEASE NOTE THAT IF THE MEDICAL FORM SUBMITTED STATES THAT YOUR CHILD USES AN INHALER IT MUST BE BROUGHT WITH THEM ON THE OUTING. YOUR CHILD WILL NOT BE PERMITTED TO ATTEND THE OUTING WITHOUT IT AND INHALERS CANNOT BE BORROWED OR SHARED WITH ANOTHER CHILD. NO CALLS WILL BE MADE ON THE DAY OF AN OUTING ABOUT INHALERS WHICH HAVE BEEN FORGOTTEN.

Please provide your child with sun screen if you deem this to be appropriate. It is the child’s responsibility to apply this, although very young children may be given some assistance. Often a better solution is to provide suitable clothing e.g. long sleeved t shirt and sun hat.

Behaviour must be very good on school outings. Please discuss this with your child prior to any outing he/she goes on. Please note that where a child’s behaviour on an outing has been poor, especially in terms of health and safety, they may miss the next outing if this is deemed necessary. You will be informed if this is the case.

If you have any concerns about an outing, or would like more information, please contact the school as early as possible and we’ll be happy to help.

Thank you for your support in this important area.



APPENDIX 11

PHONING IN OF ABSENCE PROCEDURE

We undertake this procedure at the request of the parental organisations in order to help parents safeguard their children between home and school.

It is the parents’/carers’ responsibility to phone the school. Phoning absence in does not mean we do not need an absence note. We still need one so that your child’s

absence is not marked ‘unexplained’. Parents are asked to phone the following mobile number anytime until 9.15a.m.

07721 922504 A message should then be left on the answer phone. The message should clearly state the child’s name and

class. The reason and likely length of the absence should also be given.

Parents are asked not to phone the school landlines. These are in constant use before school in order to manage staffing issues. It is also important to note that there are no office staff on duty before 8.30am. The Head Teacher is in school early but is involved in many duties, often involving meetings with members of staff. The landline rings in her office until 8.30am and absence calls will interrupt meetings.

After 9.15am the office staff will match registers and phone messages and will phone parents and carers of children who are not accounted for. All reasonable steps will be taken to make contact. Please make sure that we have up to date phone numbers for yourself and for your emergency contacts.

Parents are asked to use common sense about how many calls to make about an absence. If it is clear on Monday that the child will be off all week, please say so in one phone call. Where it is not clear how long the absence will last, take it day by day.



Health Promotion/Confectionery Policy

As part of How Good Is Our School HMIE has published Hungry for Success: Benchmarks for Success. There are some pointers in this towards how a healthy school should handle the tricky business of sweets and confectionary. Examples of very good practice are given and some are listed below:

“Where pupils are given rewards, appropriate items, such as fruit, stationery and sports equipment are used which are consistent with health promotion messages….Foods containing high fat, sugar or salt are not actively promoted in the dining room…….Where the school operates additional services such as a breakfast club or tuckshop, these support the consistent messages being promoted…. The school regularly promotes healthy eating to parents and pupils…. The School Board and/or PTA takes an interest in matters relating to school food provision. The school is using rigorous approaches to regularly evaluate school means and general policy on food in schools”.

Given the above we have revised our sweets/confectionary policy. Staff agreed this at the start of session 06/07. We have agreed:

that we will not give sweets or crisps as rewards or presents e.g. at ends of term. that we will strike appropriate balances between the need to be consistent about a health

promotion message and the need to recognise culturally based celebrations e.g. we will change our party food to ice cream and drinks, muffins and flapjacks and so on; we will ask children to make items from a given list for bake sales; we will not encourage sweet eating by allowing the spending of money at events such as the pantomime.

we will try to use additive free products in school. we will also purchase fair trade products for school hospitality purposes.

The only exception we will make will be around the additional support needs of individual children e.g. sugary snacks for diabetes and sweets used as part of a carefully considered and managed positive behaviour plan for an individual with exceptional difficulties.

This policy was endorsed by the Parent Council in January 2008. The compromise agreed with the former PTA around parent run events will continue to be used. The leader of the Events and Fund-Raising sub-group will be accountable to the Parent Council for making corporate decisions.

We will also ask parents to support our policy by not handing in class presents of sweets to celebrate their child’s birthday.



Golden Rules for Healthy Snacks

Do Don’t

Do bring crisps if you want to on Monday and Friday.

Don’t bring crisps on Tuesday, Wednesday or Thursday. These are crisp free days at Campie.

Do try to choose low fat crisps. Don’t choose high fat crisps.

If you are in P1 or P2 do use your free fruit as your snack.

Don’t bring another snack – you don’t need it.

Do bring or buy fruit as your snack. Do choose snack with high fruit content e.g. a raisin muffin.

Do look at the content of your snack. Choose snacks which are low in fat, low in sugar and low in salt. Do talk about labels with your teacher and class at snack time.

Don’t choose high fat, high sugar, high salt snacks. These are bad for you and should only be occasional treats.

Do avoid E numbers. Don’t choose snacks with lots of E numbers.

Do choose snacks with oats and wholemeal flour content. Complex carbs keep hunger pangs away for longer and are good for you.

Don’t think “I don’t like that.” Give it a try. Your tastes change as you grow up. Keep trying things.

Do think about packaging. Try to choose snacks which do not have lots of packaging e.g. an apple.

Don’t think it is all right to buy a cellophane wrapped snack, inside a foil wrapper, inside a box.



APPENDIX 13

Facilities Management – Catering - Insufficient Pupil Funds

Weekly Procedures

If a pupil requires a lunch due to insufficient funds the procedures to follow are:-

The child should obtain an Insufficient Pupil Funds form from the school office. The form should be completed by the school office and signed off by the head teacher/nominated person. The form must be handed to the Catering Supervisor in return for a free lunch. The office should keep a copy and a third copy goes to the child to take home. The child should bring the money back next day and pay at the school office. Once we have payment, this will be recorded and the child will be given a receipt.

Once a week the school office will update the Catering Supervisor on which debts have been paid and which have not. The school office will record payments.

Unpaid Debts

If a debt is not being paid the school will use some reminder techniques

Week 1 The child gets an Insufficient Pupil Funds form home.

Week 2 Another Insufficient Pupil Funds form is given to the child if the debt is under 50p. If it is over 50p an Insufficient Pupil Funds form is posted second class, annotated as necessary. Where the family has other debts, photocopies of any other forms already sent are included.

Week 3 A short letter from the school asking pleasantly for the debt to be settled forthwith is sent. This letter is flagged with an URGENT red sticker.

Depending of family circumstances the Head Teacher might also ring at some point.

Once a debt has not been paid for four weeks from the date on which the funds were insufficient the Catering Supervisor and the office liaise to agree facts and to jointly sign off the Insufficient Pupil Fund form. The school office sends a copy to Finance and the Catering Supervisor sends a copy to the School Catering Manager. They both also retain copies for reference. Parents will then be invoiced by East Lothian Council.



APPENDIX 14

Mobile Phones in School

We would like to remind you of the school’s policy around mobile phones being brought to school by pupils.

Mobiles may only be brought by pupils following a written request from a parent. Forms are available from the school office.

There are two reasons for which a request to bring a mobile may be granted: Where a parent needs to make contact with a child outwith the school day. For a particular health and safety reason, to be outlined on the request form.

All mobiles brought to school must be handed in to the school office first thing in the morning and collected at the end of the day.

Phones may not be taken to or kept in classrooms. Phones should be clearly marked with the pupil’s name. Many phones are exactly the same and the

office does not have time to keep track of which phone belongs to whom. Phones are brought to school at the owner’s own risk.



APPENDIX 15

Sports Selection Policy

Throughout the selection process we should bear in mind the idea that, while what we are engaged in is linked to the real world of sport, it isn’t yet the real world of sport. In a school situation young children are involved and sometimes real sporting approaches won’t apply. Very occasionally even the rules below may be altered by the D.H.T. or H.T. in consultation with the P.E. specialist.

Attendance at training for competitive events will be by invitation linked to skill level. The selector will take all appropriate and practicable steps to gather knowledge of children’s skill level for particular events. Should there be spare places other children would be welcome

When teams are selected for competitive events two criteria only will be used:

skill level sportsmanship reliability

These criteria should be clearly explained to children from the start by the P.E. specialist and reinforced by the class teacher.

Where selections are made on skill, selector can say how hard it was/how many good players etc but should give no further information. The “ref’s” decision is then final.

Where selections are made on grounds of sportsmanship i.e. a child is not chosen because he/she is unreliable, the child should be told that in a private discussion away from the rest of the children. A clear explanation should be given. Reference should be made to warnings given (N.B. warnings must be given) and to recent specific examples.

Behaviour Issues Linked To Selection

It is not in the school’s interests to have children behave badly at sporting events. However there are tricky issues involved and selection judgements must be made with care.

Poor sportsmanship and bad behaviour are different. Sportsmanship is usually about:

team playing and showing team responsibility fair treatment of others in a sports situation not being aggressive in a sports situation accepting sports discipline e.g. listening to briefings, taking instruction, turning up reliably,

bringing kit accepting decisions made by referees and organisers. congratulating and showing respect to team mates and the opposition.



APPENDIX 15

Sports Selection Policy Bad behaviour is usually about:

disruption to class work poor attitude in general in P.E. poor attitude in general elsewhere

The P.E. specialist makes decisions about children not being selected for poor sportsmanship based on clear evidence – see above. For safety’s sake she must double check this with the D.H.T./H.T. in case there is a wider picture.

All decisions about a child not representing the school because of bad behaviour at P.E. or elsewhere must go through the D.H.T or H.T. The distinction between poor sportsmanship and bad behaviour can be difficult to judge. Bad behaviour can become poor sportsmanship e.g. if team playing or sports discipline are compromised. Where there is any doubt about what is poor sportsmanship and bad behaviour the P.E. specialist should consult the D.H.T. or H.T. A discussion between them will usually help make an appropriate decision.

Absence While turning up reliably is part of good sportsmanship, due allowance must be made for children

who have been absent for good reasons and who have kept the P.E. specialist informed. Only when absence clearly affects skill level and/or team work should it be a factor. This must be explained to children. The P.E. specialist may be able to make special arrangements to get permission slips home to absent children but is not obliged to do so.

Festivals When an event is not competitive the school will want other selection criteria used i.e.:

the need to share good learning experiences around PSD factors the need to observe equality and fairness criteria

Again the P.E. specialist should liaise with school staff – class teachers, P.T.s and the D.H.T. or H.T. over this.

Where an event isn’t strictly competitive but where children will feel more confident if their skill level is high e.g. a festival of athletics at Loretto we will tend to select as for competitive events.

Reserves When reserves accompany a team, the member of staff in charge should make sure that the

reserves have jobs to do and are included. Being a reserve is also a training situation and reserves should see it as such and pay close attention to the game.



APPENDIX 16

Guidelines for Class Organisation at Campie Primary School

Campie policy on class organisation is based on ELC policy which is available from the school office.

At Campie we organise or reorganise classes for the following reasons: to set classes up in P1. to create an annual class structure which makes best use of our staffing allocation. This allocation comes from

ELC and is based on our overall roll. sometimes to give P7 a differently organised summer term. occasionally to reorganise existing classes where we feel that the balance within them does not provide an

acceptable learning environment.

We organise P1 into classes by Christmas of their P1 year. Except in exceptional circumstances and except for re-jigging P7 in the summer term, all other organisations take place in the summer term for the following August.

Composite classes are created, in line with ELC advice, on the grounds of age. Thus a P5/6 class will contain the oldest P5 and the youngest P6 pupils.

In exceptional circumstances or where a composite class may result in an unfortunate grouping e.g. in terms of number or gender the Head Teacher will exercise some judgement about the organisation. She will also discuss her organisation with ELC.

When classes other than composites are drawn up, a range of factors are considered e.g.: learning needs personal social development factors including behaviour additional support needs gender house numbers

Friendship on its own is not seen as a main factor. However we do our best to meet all additional support needs around personal social development and to see that each child has sufficient social support to be comfortable to learn.

Parents are made aware of all forthcoming organisations/re-organisations and the reasons why they are necessary. A period of time is given during which parents may let the school know of any placement requests and, especially, of any additional support needs e.g. around family circumstances. Once all information is gathered together the Head Teacher makes up classes to best meet the needs of all. She will try to meet requests but will give priority to additional support needs and other factors such as gender.

Parents are notified of their child’s placement individually. Class lists are not published but the Head Teacher is happy to give some names over the phone in order to help parents talk the new class over with their child.

Once placements are public the Head Teacher has virtually no room to manoeuvre and changes will not usually be possible. We ask parents to accept this and to work constructively within the family to help their child adjust to the new situation.



APPENDIX 16

Guidelines for Class Organisation at Campie Primary School (continued)

Once new classes are formed we do everything we can in school to help children adjust e.g. talking to them about accepting change, keeping old friends and making new ones and the importance of a

community meeting the needs of all. letting children rehearse their new classes in June working to build relationships in August.

Experience has shown that almost all children settle quickly and well within new classes. Where parents don’t think this is happening they are asked to let the Head Teacher know so that the school can provide extra support.

The school very occasionally moves individual children between classes during the year to help meet particular needs. Parents are always consulted and the decision to move the child is almost always a shared one.

East Lothian Council delegates the task of organising classes to the Head Teacher. Where the Head Teacher has followed ELC policy and practice the Council will back her judgement. Where a parent thinks the Head Teacher has not acted properly i.e. has not followed policy and good practice within ELC they should let her know and she will help them raise the issue with the Head of Education.



APPENDIX 17

Infectious Diseases – Exclusions

There is a very full list of advice for schools about which diseases require children to be absent from school for a period. You can always phone school staff to ask for advice from this list.

We are including a selection of the more common diseases and the recommended period of absence.

DISEASE PERIOD OF ABSENCE FOR CHILD

ADVICE FOR CONTACTS

Chickenpox Until spots are dry e.g. 7 days. Pregnant women should see G.P.

Gastroenteritis Until clinically recovered and diarrhoea has stopped for 48 hours.

None.

German Measles

4 days from onset of rash. Pregnant women should see G.P.

Headlice Until treated. Treat whole family to be safe.

Impetigo Until lesions heal. None.

Ringworm Until 48 hours after treatment started.

Families should be checked.

Scabies Until treated. Until treated.

Threadworm No exclusion but should be treated promptly.

Household contacts should be treated promptly.

Warts None if warts/verrucae are covered.

None.

Whooping cough

Until clinically recovered and 21 days from onset of cough.

None.



APPENDIX 18

Operation of Pupil Groups

The School now has a range of different pupil groups in operation and it is important that everyone is clear about how it is decided which pupils sit on these groups.

There are three categories of group:

those which require application forms to be completed before names of suitable candidates go into the hat for selection.

those where membership comes from pupils showing interest for an existing group and teachers ensure fair selection.

those where pupils have an idea for something and wish to put a group together.

Groups selected by application form followed by names in the hat.

These are the School Council; House Captains; Eco Committee and Recycling Monitors. Pupils who wish to be considered, complete an application form and hand it in to their teacher. The selection will be made across the year group/or class by names of suitable candidates

names going into the hat. No pupil can sit on the School Council at the same time as being a House Captain. A pupil can sit on the School Council twice between P4-7* and twice between P1-7 as a House

Captain, but not at the same time. *(A child who is on the School Council in P1-3, may serve twice between P4-7 because the contribution is minimal in P1-3).

Membership coming from pupil interest and teacher management.

Real care is needed here to ensure that all pupils are given a fair chance of being selected for groups. Decisions should centre primarily on PSD factors, where there would be a positive impact on confidence/self esteem.

Pupil ideas

All pupils who have an idea for a group e.g. The Tidy Team, should be referred to the Senior Management Team.

While we want to encourage entrepreneurship, we cannot have endless groups springing up, especially where time out of class is involved.

The Senior Management Team will try to make good decisions in terms of what would be useful to the school/would benefit the pupils involved.

In general the make up of Pupil/School Groups should change annually to allow as many children as possible to gain experience. Where necessary some overlap can be allowed so that experienced members help new members get up and running. However most input each year should be from new members.



APPENDIX 19 Developing Campie in Teams StructureNotes: The main pupil groups will meet before

school 8.30am-9.15am. Other groups will meet during the school day. Staff are asked to facilitate time.

Twice a year Campie Council will receive reports from all team leaders and all classes on progress made. A display will be mounted for all to read. Reports will be compiled for December and April and will be collated for the Standards and Quality report.

Extra Curricular Development

Steve Wood Extra-curricular and playground pupil

consultation. Active Schools and Ashley Oswald. Playground Teams and Playground

Staff. Playground Activities and Playground

Staff.

Ethos Development CAMPIE COUNCIL Health and Eco Schools Development

Cathy Clarke Alicia MacFarlane Irene Baillie House Captains. Wet Break Teams. Morning Helpers. Empty Slot + Lynda McLeod. P1/P7 Buddy Teams.

JRSO Irene Baillie Library monitors and Linda Borthwick.

Health and Eco Schools Committee and Moira Roy and Irene Baillie (Courtyard).

Recycling monitors and P6 staff. Garden Gang and plant watering and Pam

Harper. Monkey monitors and Cathy Robinson.


Ownership and Action

All Staff and Children

Circle Time. Support for all parts of Campie Council and

school development work.

SECTION G – APPENDICESAPPENDIX 20It’s Your Learning. Tell us through discussion and surveys. Tell us about anything you really want to be able to

do. Challenge yourself …… to do what? Make choices e.g. between a selection of novels

at the same readability level. Take part in planning work e.g. help your teacher

plan your project.

Know What You’re Learning Long Term goals in learning for all – A Curriculum

for Excellence. Share learning intentions (L/I). Set class, group and individual goals.


Personal LearningPlanning

at

Campie Primary School

Useful Ways of Learning

Wrong today is right tomorrow. Take part in a challenge e.g. Maths Challenge. Try before you ask. Always ask for a spelling

with a try already done. Use a known strategy e.g. Look, Cover, Write,

Check or “try a simpler case”. Use a reference tool. Proof read your work and use a correction

code. Use checking tricks e.g. add to check subtraction. Use think, pair, share. Try talking partners. Use models, diagrams and note-taking.

Talking With Your Teacher

Signal what you understand and what you don’t. Use wait time to frame answers and questions. Give fat answers. Ask fat questions. Play your part – be active in lessons and during

feedback. Share a language with your teacher – key words,

key expressions, key ideas, codes. Talk together – in person or on paper. Reply to

your teacher’s comments. Agree goals and next steps (N/S).

How Are You Doing?

Keep long term goals in mind Use learning intentions to measure how well you are

doing. Use DIY (self) assessment. Use help a friend (peer) assessment. Use your own expert. Make the best use of your

teacher’s feedback. Use what you say, write, think and do to judge how

well you have learnt. Assessment is for moving on. Get clear on next

steps and go for it. Make a record of your learning.


It’s Your Learning.

Tell us through discussion and surveys. Tell us about anything you really want to be able to

do. Challenge yourself …… to do what? Make choices e.g. between a selection of novels

at the same readability level. Take part in planning work e.g. help your teacher

plan your project.

Know What You’re Learning

Long Term goals in learning for all – A Curriculumfor Excellence.

Share learning intentions (L/I). Set class, group and individual goals.

Useful Ways of Learning

Wrong today is right tomorrow. Take part in a challenge e.g. Maths Challenge. Try before you ask. Always ask for a spelling

with a try already done. Use a known strategy e.g. Look, Cover, Write,

Check or “try a simpler case”. Use a reference tool.

Talking With Your Teacher

Signal what you understand and what you don’t. Use Wait Time to frame answers and questions. Give fat answers. Ask fat questions. Play your part – be active in lessons and during

feedback. Share a language with your teacher – key words,

How Are You Doing?

Keep long term goals in mind Use learning intentions to measure how well you are

doing. Use DIY (self) assessment. Use help a friend (peer) assessment. Use your own expert. Make the best use of your

teacher’s feedback.


Name............................

Proof read your work and use a correction code.

Use checking tricks e.g. add to check subtraction. Use think, pair, share. Try talking partners. Use models, diagrams and note-taking.

key expressions, key ideas, codes. Talk together – in person or on paper. Reply to

your teacher’s comments. Agree goals and next steps (N/S).

Use what you say, write, think and do to judge howwell you have learnt.

Assessment is for moving on. Get clear on nextsteps and go for it.

Make a record of your learning.


SECTION G – APPENDICESAPPENDIX 20 PACE On Your Learning Journey

Setting out:

Be clear where you’re going Take a map to guide you – a target, a Learning Intention or Success Criteria Know how long your journey should take and your ETA (estimated time of arrival)

On the Road:

Get moving and cover the distance Rest and recuperate sometimes Re-fuel regularly Check progress against your map Check progress against ETA

Are you where youBeware of Hazards: wanted to be?

Are you on time? Rushing or dawdling Stopping and starting Resting too long Forgetting the route Wasting time on detours Getting into bother


Start

Finish

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