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Dunblane High School Handbook 2020
Stirling Council Education Services 3rd Wolfcraig,
Stirling FK8 2LJ phone 01786 404040
email [email protected] stirling.gov.uk
Dunblane High School
Stirling Council – Schools, Learning & Education
Dunblane High School
Prospice Ultra Montes
2020
Head Teacher: Mr S MacKay B Ed. (Hons)
Old Doune Road | Dunblane FK15 9EW
Email [email protected]
Web www.dunblanehighschool.org.uk
Tel 01786 823823
Twitter @dunblanehs
Stirling Council
Schools, Learning & Education
Stirling Council Schools, Learning
and Education
Stirling Council is committed to working in partnership with our communities to deliver the best possible services for all who live and work in the Stirling area.
We have a clear focus on achieving the highest standards in our schools and nurseries so that the children, young people and citizens of Stirling benefit from first class services.
Education is key to every child’s future and enables us to create a fairer and more inclusive society, where our young people secure positive destinations when they leave school.
We attach great importance to lifelong learning, giving children the best possible start in life from nursery, through school, to life beyond school.
We want all children and young people growing up in Stirling to be: safe and happy; listened to and respected; engaging in a wide range of active learning opportunities; and achieving positive outcomes.
We will realise this ambition by putting children and young people first, promoting inclusion and delivering high quality services.
The needs of our children and young people will be best met by working effectively together with parents, carers and a range of partners. We want parents and carers to be involved in their children’s learning.
We look forward to working with you, as your child embarks on their transition to a new school.
Kevin Kelman Chief Operating Officer (People) & Chief Education Officer Stirling Council November 2019
Welcome F r o m the Head Teacher
Welcome to the Dunblane High School Handbook.
I hope that the information found within, gives you a clear indication of the standards and expectations we place on all our young people and that it also gives you a flavour of the fantastic and varied opportunities that are available for all our pupils.
We aim to provide the best possible learning environment for all young people to maximise their academic potential. This includes learning and teaching of the highest standard, rigorous tracking and monitoring to allow for early intervention, a curriculum that provides opportunity for creativity and skill development and self-evaluation practices and process which allow us to monitor impact of change and plan for improvement.
The academic performance of the young people of Dunblane High School continues to be of a very high standard. In the most recent Insight data produced by the Scottish Government (Sept 2019), pupils from Dunblane High School last year, out-performed their virtual comparator counterparts in almost all of the benchmarking analysis available.
We are very proud of our young people and their achievements. Their achievements were recognised in November 2019, when we received the accolade from the Sunday Times Newspaper of State School of the Year for Scotland 2019.
However, there is a great deal more to education in Dunblane High school than examination performance. We have a wide variety of experiences available to our young people in which they can participate over the course of the year. Some of these opportunities are highlighted in the handbook and they include a wide range of activities to enhance health & wellbeing, creativity and innovation, skill development and leadership.
We have many partnerships which greatly enhance the experiences and opportunities for all. Our partners include the Dunblane High School Parent Council, Dunblane Community Council, Dunblane Duke of Edinburgh Volunteers, Dunblane BID, Forth Valley College, the Youth Philanthropy Initiative, Active Stirling, Bridge of Allan and Dunblane Rotary, Randolph Hill and many more.
We believe that the key to success is to work collaboratively with all our parents, carers and partners, to ensure we provide excellence and equity for all our young people.
We have a very thorough and robust transition programme for our young people coming to Dunblane High School, where they have the opportunity to become familiar with the school, our staff and the opportunities available to them before they start in August.
I look forward to working closely with you at Dunblane High School.
Stuart MacKay Head Teacher
School V a l u e s
Over the course of the last session, we embarked on redefining our school values.
We surveyed the opinion of pupils, parents, staff and our school partners through the collaborative process, to ensure that everyone had their say on our collective values and to ensure that everyone felt empowered by the process. The result of this collaborative process was that our key school values from this session are as follows;
Respect, Responsibility, Perseverance, Fairness, Kindness
These key values are becoming embedded within our school and are part of our everyday discourse with young people. They have a prominent and visible position within our school and we are proud that these are the values that we have collectively chosen to represent how we conduct ourselves on a day-to-day basis.
Contents
Information about:
Chief Education Officer Foreword
Head Teacher Welcome
Attainment & Achievement
Our Reports to Parents
School Values Skill Development Scotland
Contents of our Brochure Dunblane High School in pictures
Our Staff School Excursion
Parents Council Skills for Life
Our Senior Leadership Team State School of the Year 2019
School Year Dates 2020 - 21 DHS in Pictures
Transition from Primary to Secondary
School Week
‘Just So’ – 2019 School Show
Enrolment Arrangements
Our School Uniform Statutory & Other Information:
Positive Behaviour Attendance
S1, S2 and S3 Broad General Education Ill - Health
Senior Phase Courses S4-S6 Child Protection
Pupil Support Clothing Grants
Homework and Study Inclusion/Insurance/School Meals
How Our Young People are Assessed Transport/Data/GIRFEC
School Badge/Drop off
Our Staff 2019 – 2020
Senior Leadership Team Principal Teachers
Head Teacher Mr Stuart MacKay Curriculum Pupil Support Depute Head Teacher Mrs Lesley Imrie Mr Stewart Adamson Mrs Fiona Cochrane Depute Head Teacher Mr Andrew Ritchie Miss Rosemary Gallagher Mr Kenny Davidson Depute Head Teacher Mr Martin Shaw Mr Ross McMaster Mr Chris Farrell Resource Manager Ms Leann MacFarlane Mrs Sandie Murray (0.5) Mrs Linsay MacMillan Mr Richard Noakes
Mr Daniel Smith (0.5) Mr Graeme Watson
Miss Amy Murney Louise Scott Mrs Ashley Williams(Mat)
Arts, Health & Wellbeing Humanities Maths, Science & Technology
Art Mr Tommy Wright Mr Michael McCallum
English Mrs Nicola Black (0.6) Mrs Fiona Cochrane (PT PS) Miss Jordan Cooper Miss Kendal Delaney Mrs Vicki Hambly Miss Abbie Mackenzie (PT C) Mrs Linsey Macmillan (0.8 - PTPS) Mr David Pickavance (0.6) Mrs Patricia Smith Mrs Diane Stevens (0.8)
Mathematics Mr Stewart Adamson (PT C) Mr Gavin Black Mr Stuart Brown Mrs Julia Calder (Temp) Mr John Junnor Mrs Laura Kennedy Mrs Karen MacMillan (0.5) Miss R Nicol (Probationer) Mrs Laura O’Donnell (Mat Leave)
Home Economics Mrs Linda Scoles
Geography Miss Laura Campbell (0.8) Mr James Denny Mrs Ashley Williams (PT PS)
Biology Mrs Dawn Gater (0.6) Mrs Louisa Hooks Mrs Carrie Leishman (Mat Leave) Miss Amy Murney (PT PS) Mr Nicki McKenzie
Music Mrs Christine Buchanan Mr Martin Cooper Mrs Alison Grant (0.6)
History/Modern Studies Dr Kieran German (Probationer) Mr Andrew Littlejohn Eirann McAulay (Probationer) Mrs Joyce McDougall Mrs Angela Stocker (0.8)
Business Management Miss Louise Burton Mrs Sandie Murray (0.5) Miss Lucy Page
PE Miss Emma Blackstock Mr Kenny Davidson (PT PS) Miss J Hinchliffe(Temp) Mrs Jill MacKay (0.8) Mr Colin Turnbull (Temp) Mr Graeme Watson (PT C)
Modern Languages Mrs Lynn Barrell (Temp) Miss Rosamond Harte Ms Celia Martin Mrs France Reid
Chemistry Mr Gary Connery Mrs Lesley Jackson Miss Elizabeth Johnston (Probationer) Mrs Jennifer Sutherland Mrs V Tierney (Temp) Mr Richard Webb (Temp)
Dunblane High
Staff List
2019/20 (cont.)
Support for Learning Mrs Kate Ferrie Mrs Jackie Hill (0.5) Mr Maurice Mardon (0.8) Mrs Diane Youngson
Religious Education Ms Pamela Kurilla (0.8) Mr Ross McMaster (PT C) Mrs Louise Scott (PT PS)
Computing Mrs Sandie Murray (0.5) (PT C) Mr Daniel Smith (0.5) (PT C)
Craft, Design & Technology Mr Kyle Henderson Mr Sandy Lunan Miss Sara Porter
Physics Mr Chris Farrell (PT PS) Miss Rosemary Gallagher (PT C) Miss Laura MacLaren
Support Staff
Administration Staff Mrs Brenda Austin Miss Christianna Burn Mrs Anne Copeland (Administrator) Mrs Lesley Wright
Support for Learning Assistants Ms Kitty Falzon (0.4) (Mon/Tue) Mrs Moira Gilfillan Ms Madeline Hall Mrs Anna Morrison (0.8 – Tue - Fri) Mrs Michelle Murray (HE Support) Mrs Tracy Perry Mrs Louise Sinclair (0.6) (Mon, Tue, Fri) Mrs Sharon Welsh (0.4) (Wed, Thu)
Technician Staff Dr Jane Bailey Mr Doug Harden Mrs Wendy Stoddart
FES Facilities Management Mr Tony Ivatt (Senior) Mr Colin Sherwood Mr Craig Tully
Music Tutors Mr Ross Baird – Guitar Mr Christopher Gibb – Bagpipes Ms Alex Goskirk – Voice Mrs Lesley McEwan – Woodwind Mr Drummond McNicol – Piano/Keyboard Mrs Fiona Morrison – Cello/ Bass Mrs Joanne Murtagh – Percussion Mr Alastair Orr - Brass Mrs Christine Swift – Violin
Catering Staff Mrs Jenny Hasell Mrs Jan McDonnell Mrs Margaret McKee Ms Anne-Marie Mayhew Ms Laura Morrison Mrs Mary Ellen Mrs Joanne Roxburgh Mr Scott Turpin
Dunblane High School Parent Council
Chair Lorraine Thompson
Vice Chair Vicki Sheridan
Treasurer Pauline Bell
Secretary Rolling responsibility
Community Shirley Lumsden
Ordinary Committee Members
Claire Clark Fiona Glen
Jen Marshall Lynne Ross
Staff Rep Rolling (From Family Learning School Improvement Group)
SLT Stuart MacKay plus DHT (Rota)
Our Parent Council is in place to support the communication and interaction between parents/carers and the school.
The Parent Council is tasked to:
· Work in partnership with the school to create a welcoming school community.
· Encourage links between the school and its’ pupils, parents/carers and the wider community.
· Develop and engage in activities which support the education and welfare of the pupils.
· Report actions taken to the Parent Forum.
· Receive reports from the Head Teacher.
· Encourage participation of all parents/carers and pupils in fundraising for the enhancements of the school and the community.
· Deal with issues that have a bearing on the school, or potential bearing, upon the whole school. Concerns or queries about children as individuals should be addressed to the relevant member of school staff.
Recent involvement/achievements:
· Encouraging the development of better communication links between the school and parents/carers.
· Taking part in the selection of senior staff to the school.
· Raising the profile of the Parent Council.
· Holding and supporting fundraising events and initiatives.
· An ongoing subcommittee working on building strong relationships between the school and the community.
· An ongoing subcommittee working with the school on careers advice for pupils.
We are always looking for ways to build on these achievements. If you would like to become involved, or have an issue/idea you would like us to discuss, please get in touch by email, at [email protected] For updates and information you can also “like” us on Facebook at “Dunblane High School Parent Council”
•
How Parent Councils can make the difference
Parents and Schools as Partners
There are lots of ways in which the school, parents, families and the
community can work together to give our young people the best possible
education. Schools are most effective when they develop positive
relationships with parents and the community they serve.
Giving parents a voice
The Scottish Schools (Parental Involvement) Act 2006 gives parents the
right to receive information about their children’s education and to be
represented and have their views expressed through the Parent Council.
Learning begins (and continues) at home
Parents and families are children’s first teachers and continue to make
a difference to children’s learning as they grow older.
More information can also be found on the Parentzone website at www.parentzonescotland.gov.uk.
Careers Fair 2019 – Annual event held in June for parents and pupils in S2-S6. Organised by the Parent Council with Parents/friends on each stall giving an overview of their profession.
Senior Leadership Team 2019 – 2020 Mr Stuart MacKay – Head Teacher
Strategic Planning Raising Achievement Staffing & Recruitment Community Liaison Local Authority Liaison Regional Improvement Collaborative (RIC) Liaison Scottish Government Liaison Parent Council Whole School Improvement Plan Key Priorities from SIP – 2 & 4 School Calendar(With SNC) SNC Co-chair Overview of School Policies S&Q Report; School Handbook Overview of Resource Management PEF Allocation (with AR) PRD/PU of relevant staff Insight – Increasing Post School Destinations
Faculty Link – English and Modern Languages
Mrs Lesley Imrie – Depute Head Teacher Whole School Timetable Insight – Percentage of Leavers Attaining Literacy & Numeracy Key Priorities from SIP – 1 & 5 Profiling, Reporting, Monitoring, Tracking and Intervention for S2 & S3 Whole School DMR (with LM) School Options – All Years Whole School Curriculum – BGE Health & Safety (with JA) Totality of the Curriculum (Trips & excursions) SNC Awards Policy (MARA) & Awards Ceremony Whole School Events & Parents Evs (with LM) Parent Council (Rota) Placing Requests & Enrolments for S2 & S3 PRD/PU of relevant staff Absence Cover Arrangements (with LM)
Faculty Link – Maths/Arts, Health & Wellbeing Year Head – S2 & S3
Mr Martin Shaw – Depute Head Teacher SQA & School Examinations/National Tests Insight – Improving Attainment for All Key Priorities from SIP – 5 & 4 Profiling, Reporting, Monitoring, Tracking and Intervention for S4 & S5 Whole School Self-Evaluation Whole School Quality Assurance CLPL & PRD Overview Whole School Curriculum – Senior Phase In-service Day Programme Probationer Teachers & Students Duke of Edinburgh Programme Link Whole School Learning & Teaching Policy Whole School ICT & SEEMIS School Website/Twitter Placing Requests & Enrolments for S4 & S5 PRD/PU of relevant staff Parent Council (Rota)
Faculty Link – Social Subjects & RME/Science/Technologies Year Head – S4 & S5
Mr Andrew Ritchie – Depute Head Teacher Child Protection Co-ordinator Overview of all Placing Requests & Enrolments Whole School Pupil Support S1-6 Insight – Attainment versus Deprivation Key Priorities from SIP – 3 & 2 Support for Learning Chaplains Team Profiling, Reporting, Monitoring, Tracking and Intervention for S1 & S6 ASL Act & GIRFEC and associated Partner Agencies SLA Management and Deployment UCAS PEF & Cost of School Day Positive Relationship Policy/Restorative Practice Primary Transition PRD/PU of relevant staff Parent Council (Rota)
Faculty Link – Support for Pupils Team Year Head – S1 & S6
Miss Leann Macfarlane – School Resource Officer Management of Information Systems HR & Absence Management Coordination Financial Management Facilities & Resources Management Health and Safety Absence Cover Arrangements (with LI) Whole School Events (With LI) Management of Support Staff (excluding SLAs) PRD – Support Staff Statistical Returns GLOW Co-ordinator Liaison with FES, Catering & Cleaning Services SNC (School Calendar with SM) Yearbook link Parent Pay School Timetable Support School Travel Plan
School Year 2020 – 2021
2020/2021 School Dates (For Pupils)
Autumn Term
Autumn Term Starts
Wednesday 19th August
Autumn Term Ends
Friday 9th October
Winter Term
Winter Term Starts
Monday 19th October
Winter Term Ends
Wednesday 23rd December
Spring Term
Spring Term Starts
Thursday 7th January
Local Holiday
Monday 15th February – Friday 19th February
Spring Term Ends
Thursday 1st April
Summer Term
Summer Term Starts
Monday 19th April
Local Holiday
Monday 3rd May & Thursday 6th May
Summer Term Ends
Friday 25th June
Transition from Primary to Secondary
Catchment Area
Dunblane High School is a Stirling Council school serving the City of Dunblane. We take pupils
from 3 primary schools. These are:
Dunblane PS; Newton PS; St Mary’s PS
With our partner primaries we aim to develop a strong partnership in three main groups:
1. Young People
The move from primary to secondary school is an important event for our pupils. We at
Dunblane High School wish to make the move as untroubled and smooth as we can. The
transition process starts no later than September of P7,
when all our P7 pupils spend 2 consecutive days at
Dunblane High School before enjoying a 3 day outdoor
residential at Dalguise. The Principal Teacher of Pupil
Support for that year group, who is likely to be the key
adult once they transition to Dunblane High School, will
attend Dalguise to get to know the young people and
develop relationships.
During the 2nd term (October – December), P7 pupils
will attend DHS for a variety of team building events,
Social Dancing practice and a P& Christmas Ceilidh.
After Christmas, each young person spends four
afternoons at Dunblane High as part of their Broad
General Education, taking part in 2 separate subject
areas each visit. During this term, staff from DHS also
take part in a series of visits to the primary schools
during which the P7 pupils have the chance to possibly meet their Pupil Support
Registration Teacher, their learning support teacher, their Principal Teacher Pupil Support, the
Head Teacher and some current S1 pupils, all of whom are able to answer questions, reassure
and allay any worries or anxieties.
In May/June, P7 pupils spend three full days of induction at the High School following a full
timetable of classes. P7 pupils take part in these lessons in their S1 classes giving them the
opportunity to meet their classmates and make new friends.
P7 pupils also are invited to attend after school sports clubs
during the Summer term.
Young people who require an enhanced level of support
for the transition from primary to secondary are invited to
also join the Enhanced Transition Group which meets
regularly at the High School with learning support
specialist staff.
2. Parents/Carers
Parents of P7 pupils are warmly invited to attend the Parents’ Information Evening which
takes place in September at Dunblane High School, prior to the Dalguise excursion.
In June, we hold a formal transition evening for Parents/Carers to give practical
information just prior to the children transferring to Dunblane High School. We also
arrange a tour of the school for parents on this evening.
3. Teachers
The relevant teaching staff in the Dunblane Learning Community meet regularly to discuss
transition arrangements and the setting up of projects involving Primary and Secondary.
Teachers from both sectors regularly exchange information with the Principal Teacher Pupil
Support and the Learning Support Teacher. Background information and details of courses
taught and materials used are discussed including any relevant data on for example,
attainment information in Maths and English [including SNSA data], in order to ensure a
smooth transfer from primary to secondary. Information about the particular strengths and
weaknesses and any additional support needs are also exchanged. We thus try to ensure that
we have a clear picture of each pupil’s individual strengths, aptitudes, special talents or
difficulties prior to them joining Dunblane High. In this way we hope to be well prepared to
help each young person to settle and to provide continuity with the work done in primary
school.
A relevant member of the Dunblane High School Leadership team will attend Staged Intervention
meetings of pupils in P7 as appropriate.
School Uniform
Our school uniform, developed after consultation with our Pupil Councils and parents, is central to our
community identity and our success. The uniform is representative of belonging and valuing our community,
of being part of a place that sets the highest expectations of those who wear it.
The benefits of a formal school uniform are well recognised. Wearing the school uniform:
UNIFORM FOR S1-5
Blue DHS badged blazer; white school shirt; DHS striped S1-S3/S4&S5 plain blue tie;
DHS logo’d blue knitwear; black school trousers or skirt.
UNIFORM FOR S6
Black DHS badged blazer with blue
braiding; white school shirt; black DHS tie;
DHS logo blue knitwear, black school
trousers or skirt. Only formal school shirts
(with top buttons) should be purchased
for school.
This year we have allowed (following
pupil council feedback) pupils to wear a
black jumper or Cardigan (non-branded)
during the winter months.
Shoes must be black and formal.
Dress Code for PE
Pupils are encouraged to take part in appropriate sports clothing in which
they feel comfortable. There are a range of items available from our PE
Clothing supplier, alternatively appropriate T-shirt, Jumper, shorts,
joggers, trainers are required.
Unacceptable Dress
There are forms of dress which are unacceptable in school, such as jeans or leggings or trainers. All outdoor garments must be removed when in the school building.
School Bag
Pupils should be provided with a strong school bag of suitable size in order to carry various equipment
which they will need over the course of the day/week
Care of school equipment, such as text books and chrome books are the individual pupil’s responsibility
and compensation would be required for loss or willful damage to school property.
• indicates a sense of pride and identification with the school;
• helps pupils form or enhance positive attitudes to school and school work;
• protects our young people from the damaging impact of social distinction and ‘competitive’ dressing;
• promotes the school’s identity in the community;
• assists staff in the task of supervising pupils.
• plays a vital role in the safety of all our young people by allowing staff to identify visitors to the school.
School Week
In 2018, we undertook a significant collaborative process to determine the best timings for the school day at Dunblane High School. All young people, parents/carers and school staff had the opportunity to have their say on what the school day timings should look like. The result of this collaborative process is a follows.
Monday & Tuesday
PSR 09.00 – 09.10 10 mins
Period 1 09.10 – 10.00 50 mins
Period 2 10.00 – 10.50 50 mins
Interval 10.50 – 11.05 15 mins
Period 3 11.05 – 11.55 50 mins
Period 4 11.55 – 12.45 50 mins
Period 5 12.45 – 13.35 50 mins
Lunch 13.35 – 14.15 40 mins
Period 6 14.15 – 15.05 50 mins
Period 7 15.05 – 15.55 50 mins
Wednesday, Thursday & Friday
PSR 09.00 – 09.10 10 mins
Period 1 09.10 – 10.00 50 mins
Period 2 10.00 – 10.50 50 mins
Interval 10.50 – 11.05 15 mins
Period 3 11.05 – 11.55 50 mins
Period 4 11.55 – 12.45 50 mins
Lunch 12.45 – 13.25 40 mins
Period 5 13.25 – 14.15 50 mins
Period 6 14.15 – 15.05 50 mins
Positive Behaviour
The continued promotion of positive engagement and behaviour within the school is essential for young people to
maximise their potential. At Dunblane High School we endeavor to ensure that we;
build positive relationships with pupils
model the good behaviour that is expected of pupils
deal calmly, firmly and restoratively with inappropriate or disruptive behaviour
provide clear information for teachers, pupils and support staff about the school approach to promoting positive
behaviour across the school.
involve parents at an early stage.
provide tracking and monitoring information that can be used to support interventions with individual pupils.
It is important for all staff to monitor the effort and behaviour of the young people in our school. Merits and de-merits
are used as a tracking and monitoring tool to support interventions to ensure that all pupils are engaged and
contributing to the culture of our school. Interventions are always supportive, restorative and solution focused. Teachers
will make a professional judgement and make informed decisions based on the best interests of the pupil and ensuring
equity.
Within each faculty, Principal Teachers of Curriculum (PTC) and staff will promote positive behaviour and use a range of
strategies to deal with indiscipline in the first instance. Dialogue with Principal Teachers of Pupil Support (PTPS) about
concerns and interventions is essential to allow PTPS to monitor the engagement of pupils across their subjects. Merits,
de-merits and referrals provide an easily accessible and ongoing record of behaviour in classrooms. All staff are
responsible for monitoring merits and de-merits. Fairness should underpin the allocation of merits and de-merits and
conversations involving staff and pupils. Staff should look towards maintaining consistency with regards to the giving of
merits or demerits and these should be issued based on individual strengths and development needs.
Parents will be contacted as appropriate, if there is a need to work more closely in partnership to support a child with
their decision making.
Conduct at Dunblane High School
In Dunblane High School, young people are expected to:
Attend school regularly
Come to school on time
Take care of their own health and safety and not jeopardise the health and safety of others
Show respect for teachers, other members of staff, other pupils and visitors
Keep the school clean and tidy and take proper care of books, jotters and materials
Behave reasonably at all times in and around school and on the way to / from school
Accept the authority of all staff
Wear the school uniform
Do their very best at all times
Our young people and teachers, who were consulted, agreed the following Merits and De-merits.
De-merits Lack of Effort Issued when a pupil has not given the effort that they are capable of
despite being made aware that they are not working to the best of their
ability.
Removed from Class Issued when a young person has had to be removed from the class due
to severe indiscipline to work elsewhere for the remainder of a lesson.
I.e. back of a senior class.
Poor Cooperation Issued for disruptive behaviour including low level disruption, which
continues.
No Equipment Issued when a young person does not have all the resources that they
need for a lesson.
Homework Issued when the class teacher has concerns around homework not being
completed.
Late to Class Issued when a young person arrives late to class without an acceptable
explanation.
Merits and Demerits are monitored frequently and will form
discussion between staff and young people. Parents/carers
will be contacted if there are concerns around this
information.
Dunblane High School Merit and De-merit List
Merits Effort Issued when a pupil is fully focused, alert
and on task during each lesson that week.
Perseverance Issued when a pupil continues with a task or
tasks that they find difficult. Is willing to try
their best, especially when challenged.
Achievement Issued when a pupil produces a very good
piece of work in class during the lesson or
over a series of lessons.
Leadership Issued when a pupil displays leadership skills
during the course of the lesson or over a
series of lessons. They may take the lead in
group work or an activity. They may consider
the views of others and allow others to have
their voice heard.
Kindness Issued when a pupil puts others before
themselves and/or helps or supports
someone in class to succeed.
Responsibility Issued when a pupil can work independently
and show initiative without teacher
supervision.
S1, S2 and S3 Broad General Education The broad general education [BGE] from S1-3 covers the 8 key curriculum areas through 4 different
contexts for learning. Ethos and life of the school, Curriculum areas and subjects, interdisciplinary
learning and wider opportunities for personal achievement.
This ‘totality of learning’ means the school strives to give all experiences that develop important
skills for life, learning and work. The threads that runs through all our learning contexts are:
Pupils in S1-S3 will follow a curriculum which covers 8 main curricular areas;
Every child and young person is entitled to expect their education to provide them with:
• A curriculum which is coherent from 3 to 18
• A broad general education, including well planned experiences and outcomes across all curriculum areas from
early years through to S3
• A senior phase of education after S3 which provides opportunities to obtain qualifications as well as to develop the
four capacities.
From 2020, following a collaborative process, we have formalised the opportunity for there to be some
personalization and choice for young people within the BGE as they move into S3. Pupils will have the opportunity
to specialize slightly by making some options which will see them continue with English, Maths and 9 other subjects
in S3, as well as the core subjects of Physical Education, Religious & Moral Education and Personal Health and Social
Education.
Senior Phase Courses Fourth Year
All S4 students take courses leading to the new National Qualifications in English and Maths as well as core
Religious and Moral Education (RME) and core PE. In addition almost all S4 will take another 5 courses leading
to new National Qualifications.
The vast majority of our S4 therefore, will take 7 National 5 courses (SCQF Level 5). All National 5
courses involve an external examination.
Students whose progress suggests they will not be successful at National 5 may be presented for
National or National 3. National 4 and National 3 are internally assessed following SQA Moderation
and do not involve students taking any external exams. S4 students with additional support needs,
may follow a curriculum individually tailored to their needs. Examples of a typical curriculum for a
fourth year student taking 7 courses at National 5 might be:
Scottish Credit & Qualifications Framework
SCQF Level School/College College/University – Higher
Education Workplace
12 Doctorates SVQ 5
11 Masters
10 Honours Degree
Graduate Diploma/Certificate*
9 Ordinary Degree
Graduate Diploma/Certificate*
8 Higher National Diploma
Diploma in Higher Education SVQ 4
7 Advanced Higher
Higher National Certificate Certificate of Higher Education
6 Higher
SVQ 3 – MA or FA
5 National 5– Skills for Work Awards 5
SVQ 2
4 National 4– Skills for Work Awards 4
National Cert./National Progression
Awards
SVQ 1
3 National 3– Skills for Work Awards 3
2 National 2
1 National 1
English Maths Biology Chemistry Physics History French
Fifth Year All S5 students take 5 courses leading to SQA Highers or National Qualifications.
The vast majority of our S5 will begin their fifth year pathway studying 5 Highers, but some might
have a mixture of Highers and National 5’s or indeed, might be attending Forth Valley College to
undertake a course from a range of options provided in partnership between the college and the
school. In most subjects, a National 5 is a pre-requisite before embarking on a Higher course, the
exception to this being if a young person wishes to ‘crash’ a subject in S5 or S6 and their prior attainment
from across other subjects suggests that the most appropriate level for them would be Higher. S5 students with
additional support needs may follow a curriculum individually tailored to their pathway. Examples
of courses followed by typical fifth year students taking 5 Highers might be:
English French Spanish History Business Management
or
English Maths Biology Chemistry Physics
or
Maths Chemistry Physics Computing Graphic Communication
Sixth Year All S6 students must take a minimum of 3 full courses
leading to SQA Advanced Highers, Highers or National
Qualifications.
Students in S6 have the opportunity to take the
Scottish Baccalaureate in Science or Languages. The
vast majority of our S6 will also choose from a
range of ‘Elective’ courses and activities designed
to provide them with opportunities for personal
development (including leadership skills) and
service to the school and wider community. In
recent years these electives have proved popular
and highly successful. In 2019, as a result of pupil
feedback, we introduced an S6 Study Hub (pictured
opposite). This has proved popular for our S6
students during Personal Study time.
Examples of courses followed by typical sixth year
students taking 3 SQA Advanced Highers or Highers
might be:
AH English AH French AH Spanish Personal Study Elective
or
HG English AH Maths AH Physics Elective Study Personal Study
or
HG Maths HG Computing HG Engineering Elective Personal Study
Pupil Support We are committed to the education of the
whole child and recognise that each child has
intellectual, moral, physical and social needs. In
order to meet these needs we believe that we
must provide the best possible conditions for
learning for all our pupils. A school ethos based
on our key values of respect, responsibility,
perseverance, kindness and fairness is central
to our approach to Pupil Support. We believe
that learning is a collective as well as an
individual responsibility and that all members of
our school community are responsible for their
own achievements and contribute to the
achievement of others. It is essential to have
Pupil Support structures which exemplify and
embody our philosophy of valuing all pupils as
individuals and as members of the community of
Dunblane High School.
Year Group Structure The Pupil Support structure at Dunblane High School is year group based, since the key
experiences of young people at secondary school – their curriculum and their assessment -
are year- group based. Our system integrates pastoral care and support for learning in an
attempt to provide a holistic approach to supporting individual pupils. Peer group issues
which can impact on the progress of pupils are addressed by teams of Pupil Support Teachers
within our year-group horizontal system. With a strong emphasis on pro-active methods
which anticipate the support our pupils will require, the approaches adopted by our Pupil
Support team acknowledge the fact that all young people need support some, if not all of
the time, during their school career. The year group teams are comprised of the Depute
Head Teacher (DHT), Principal Teacher Pupil Support (PT PS), Support for Learning Teacher
(SFL), Support for Learning Assistant(s) (SLA) and Pupil Support and Registration (PSR)
teachers. Also linking with each year group is a school Chaplain. As each year group moves
up the school, the year group team moves up with them, other than the DHT.
Principal Teachers of Pupil Support (PTPS) Principal Teachers of Pupil Support each have responsibility for one-year group. They work
with the relevant DHT Year Head in relation to routine pupil support issues for their year
group and with the DHT with overall responsibility for Pupil Support (Mr Ritchie)
particularly in relation to pupils on stage 2-4 of staged intervention and interagency
support. Each PTPS is responsible for one-year group and leads a team of PSR teachers each of
whom has a PSR class. The PTPS has responsibility for the pastoral care and development of
the pupils in his/her year group, ensuring that appropriate support for learning is available
as required and where necessary identifying pupils for whom additional assessment
arrangements may be required.
Pupil Support and Registration (PSR) Teachers Our young people meet their Pupil Support and Registration (PSR) Teacher every morning
for 10 minutes. Working in year group teams each led by a Principal Teacher of Pupil
Support who reports to a Depute Head, our PSR teachers actively promote good
relationships between teachers and pupils and between pupils themselves. PSR teachers are
managed by one PTPS for each year group. PSR teachers actively monitor merits and
demerits and engage their young people in conversation in relation to this.
Support for Learning Assistants (SLAs) A Support for Learning Assistant (SLA) is allocated to each year group team as resources
permit. SLAs are deployed to support pupils with identified needs.
Support for Learning Within our Pupil Support Faculty we have specialists and other staff with additional
qualifications in this area. Pupils of all abilities may experience learning difficulties at one
time or another in their school careers so support for learning is available for all who may need
it. This support is provided in a variety of ways eg a Learning Support specialist teacher from
the PS team may go into a subject class to support pupils alongside the subject teacher; two
subject teachers may work together with the one class to support pupils; individual/small
groups of pupils may be extracted for specialist help with particular learning difficulties.
Pupils with a Child Plan will have specific provision tailored to their needs. These are
specifically monitored in relation to the agreed targets included in their respective plans. This
includes regular meetings with parents and support agencies as well as contact with subject
teachers.
Special curricular provision is made for specific pupils according to individual need. This might
include specially modified curriculum within school or arrangements with colleges and/or
employers or with Stirling’s Secondary Support Service or indeed a combination any of these
elements.
Who to contact Please do not hesitate to get in touch if there is something causing concern. Our Pupil
Support Team meets frequently to monitor progress, attendance and timekeeping - they in
turn will contact you to discuss both matters for concern and praise.
Principal Teachers Pupil Support should be the first and main point of contact when
parents are contacting the school.
Homework and Study
Dunblane High School believes that regular, effective homework is an important part of our school
day.
Parents are asked to discuss formal and informal homework regularly. As a general rule pupils from
every year group should have homework on a weekly basis, either prescribed written work or reading
and revision.
The main purposes of homework:
Broad General Education: S1-3
The amount of homework varies in length, nature and frequency depending on the subject.
Parents who feel that their child is receiving too much or too little homework should contact
the relevant PTPS.
Senior Phase: S4
The amount of homework increases in S4. The amount of homework / study time per subject per
week will be in proportion to the number of periods the subject has on the timetable and will
be issued where meaningful.
Senior Phase: S5 & 6
The amount of
homework increases
in S5/6 once more.
Parents should note
that we expect
pupils, especially in
S4-6, to take
personal
responsibility for
their own learning
by
reading/reviewing/
re-writing material
covered in class.
They should do this
whether or not the
teacher directs them
each day.
• to develop good study habits and a sense of personal discipline
• to develop areas of interest which can be followed up in later life and become a leisure pursuit it
allows parents to see, help and become involved in the young people’s work.
• to reinforce work done in the class
1
2
.
How our young people are assessed
In Dunblane HS we use a range of measures to assess our pupils. In S1-S3 the focus in the Broad
General Education is on Formative Assessment.
WHAT IS FORMATIVE ASSESSMENT?
Formative assessment involves a range of strategies designed to give both pupil and
teacher feedback about pupils’ understanding of elements of their learning in courses.
Formative assessment builds an understanding of a pupils learning as a continuum, so that the
pupil has ownership of their achievements and development priorities. It rests primarily on
the teacher and pupil’s relationship underpinned by feedback – oral and written. It is opposed
to summative assessment (a final test) that rests on the assignment of grades which checks the
amount of the learning that has taken place.
Formative assessment monitors and supports progress and provides feedback on pupil strengths
and weaknesses.
The four keys to formative assessment are:
1 pupils’ understanding the outcome they are to achieve;
2 pupils’ knowing what they have to produce as evidence of success criteria;
3 using good quality questions and other engagement strategies to probe and promote
more thinking;
4 specific feedback that allows students to correct conceptual errors and allows teachers to
modify their instructional activities.
Formative assessment is designed to guide a pupil learning and is not used to obtain grades, though
research evidence indicates that using formative assessment improves performance and
enhances grades.
Scottish National Standardised Assessments
The Scottish Government have introduced standardised assessment across all primary and secondary
schools for literacy and numeracy. This will provide the authority with data that can be used for
statistical analysis. The assessments measure both developed ability and curriculum attainment, but
are not to be used for reporting purposes.
Our Internal Examinations
Formal practice of the rigour required for SQA Exam success is part of the Dunblane High School
senior phase experience. Our young people in S4, 5 and 6 follow a Prelim exam timetable and sit a
diet of internal exams. We feel that this gives our young people experience of exams in a formal
setting and an opportunity to pace their work and study. The results of these exams give parents,
young people and teachers an indication of the likelihood of success in SQA courses. Our formal
Prelim examinations take place in January.
Attainment & Achievement
SQA Examinations 2018-19 – Senior Phase In academic session 2018/19, pupils continued to achieve very impressive results in SQA examinations. Over the course of the last session, we received recognition for our SQA performances via the league tables, in the national press. Although the detail of the league tables is a very narrow analysis of a school, it is nonetheless gratifying to be consistently considered as one of Scotland’s highest achieving secondary schools.
The information which follows, initially looks at traditional breadth and depth measures, before utilising INSIGHT data (Sept 2019 release) to give a rounded picture of Dunblane High School.
Traditional Key Measures
2018/19 – this is the seventh year in succession that in at least one such measure, a new record for the school has been set. The SQA results in 2018/19 were, in several areas, the best we have on record.
S4 • The percentage of young people gaining 5 or more awards at SCQF level 5 is – at 84% (the highest on record)
• The percentage of young people gaining 5 or more awards at SCQF level 4 is – at 90%
The percentage of young people gaining 3 or more awards at SCQF level 3 is – at 98
S5
•The percentage of young people gaining 5 or more awards at SCQF level 6 is – at 44%
• The percentage of young people gaining 3 or more awards at SCQF level 6 is – at 71%
• The percentage of young people gaining 1 or more awards at SCQF level 6 is – at 88%
(highest on record)
In session 2018/19, the percentage of S5 who gained 1+ Higher was the highest on record. 44% of
our young people achieving 5 Higher qualifications in S5 is also above our 5 year average and is the
2nd highest in the last 5 years.
Below is a table displaying the traditional breadth and depth measures over the last 5 years.
5 Year Averages at Key Measures - 5@5 & 5@6
Measure 2015 2016 2017 2018 2019
By end of S4
% 5+ @ Level 5 71 80 79 80 84
Averages 79
By end of S5
% 5+ @ Level 6 35 38 52 43 44
Averages 42
Our Reports to Parents
We are constantly reflecting on how best we report progress to parents. Currently, we have 3
formal communications with parents over the course of the calendar year. This consists of a
Parents Evening, an Interim report where we communicate your child’s effort in each class and a
formal written report, where we give a full account of your child’s progress and next steps. The
full report and the interim report is digitally accessible through the Eduporting portal. When the
reports are accessible, we communicate the individual access code to parents.
The Reporting Calendar for 2019/20 is as follows.
Reporting Calendar 2019-20
Year Interim Report Final Report Parents’ Evening
S1 20/12 12/05 09/10
S2 20/12 28/04 26/09
S3 20/09 15/11 26/02
S4 20/09 7/02 21/11
S5/6 4/10 14/02 04/12 & 12/12
In addition, parents are encouraged to arrange an interview with the PT Pupil Support Teacher in the first
instance or member of the SLT (appropriate ear Head), if there is any cause for concern. In all cases the first
point of contact for parents is the PT Pupil Support. It is advisable, if possible, to phone and arrange a mutually
acceptable interview time
Methods of Communication
When we require to contact parents’ en mass, our preferred method is via email. We use the email contact
details from Parent Pay and I would ask that you are all registered with Parent Pay so that you do not miss
important communication.
The school website (www.dunblanehighschool.org.uk) is also a useful source of information and includes a section where you can find for example the Parents’ Calendar with important dates for the whole session. The school website also has links to other sites including the Head Teacher’s blog which is posted every Friday detailing information on events that week and future events. The school website also has the school twitter link.
Text messages and ‘tweets’ will also be used to publicise school activities as appropriate.
Skill Development Scotland
VOCATIONAL GUIDANCE
Vocational or careers advice is part of the Personal, Social & Health Education programme in the school during years 1-6. Amanda Barr, our Careers Adviser, is available every week in school. Her visits are coordinated with the Careers Education programme. Career planning assistance can then be provided in a number of different ways:- • A short session with the Careers Adviser on a one-to-one basis to answer questions or provide signposting. • A more in-depth session with the Careers Adviser, along with other pupils. • Help to access information on the internet. Amanda is based in our Pupil Support Centre two days every week and pupils can request to meet with her should they have any career related questions. Links are maintained with universities and colleges of further education and university or college liaison officers visit the school annually, to give information and advice to pupils. In September of each year, S4, S5 and S6 pupils have the opportunity to go to a higher education convention. Information about university and college open days is also passed to pupils as appropriate.
ARKWRIGHT SCHOLARSHIP
The Arkwright Scholarship Trust is a registered charity that administers the most prestigious scholarship scheme of its
type in the UK. They identify, inspire and nurture future leaders in Engineering and Technical Design. They do this by
awarding Arkwright Engineering Scholarships, through a rigorous selection process, to high-calibre students in S4.
Their Engineering Scholarships support students through their Highers and encourages them to pursue Engineering or
Technical Design at university or through higher-level apprenticeships.
In 2018/19 we had three successful Arkwright scholars. Pictured below receiving their certificates are Gonza
Montenegro, Felix Sowerby & Morgan Francis.
School Excursions
As ever, our staff arranged a series of enriching wider
educational experiences for pupils throughout the year.
During 2018-19, there were a number of residential trips,
including trips abroad. Below are some of the excursions
which took place last session. As you would expect there were
a whole range of day excursions organized by teaching staff. These
included trips to Glasgow Science Centre, Stirling Castle, Stirling
University, Dynamic Earth, Aberdour beach and many, many more.
Excursion Destination Date Purpose Length Pupils Staff
London Feb 2019 Drama 5 days 26 3
France/Belgium May 2019 Battlefields 6 days 77 7
Trossachs June 2019 Horticulture 3 days 10 2
Madrid June 2019 Art and Culture 6 days 50 5
London June 2019 English 5 days 54 6
China July 2019 Language & Culture 14 days 10 1
Dominica June/July 2019 Operation Wallacea 16 days 16 2
French Exchange
In session 2018/19, we established a link with a school on the outskirts of Paris. In October 2019, we welcomed
20 young people and two teachers from Notre Dame Des Missions School.
Our visitors spent one week staying with families of Dunblane and
experienced many of our famous tourist attractions, as well as sampling
Scottish Education and a Scottish Ceilidh.
We look forward to June 2020, when our young people will take part in the
reciprocal visit.
Skills for Life
The DHS Skills Course aims to provide essential support and guidance towards improving the skills and attributes necessary to sustain
positive destinations for our young people. The course provides flexibility in seeking and developing skills for education, life and work.
Each pupil in the Skills Programme is assigned a staff mentor who supports the young person to explore their future options and help them with applications and references.
As well as working towards a an SQA Employability Award, the young people have the
opportunity to undertake a range of outdoor learning, voluntary work , practical activities such as cooking and many more, whilst developing relationships and having fun. The course has been offered to S4 pupils to this point, but such has been the success, it is hoped that we will offer this opportunity to pupils in S3 too, in the near future
Dunblane High School – State Sch
State School of the Year 2019 01 Dunblane High School has been named Scottish State Secondary School of the Year by the Sunday Times.
The Stirling Council-run school
has been recognised with the
honour in Parent Power, The
Sunday Times Schools Guide,
published in The Sunday Times.
It is the second time the school
has been given the title after it
scooped the award in 2005.
A key part of the school’s success
is the number of young people
reaching positive destinations
after school, which includes
further education, vocational
courses, modern apprenticeships,
work-based training and
employment.
In 2018, 92% of students left equipped with five or more National 5s, while 76% boasted five or more Highers and
27% gained two or more Advanced Highers.
Alastair McCall, editor of The Sunday Times Schools Guide, Parent Power, said: “Many school records were broken
when the examination results were opened at Dunblane High last summer.
“More children went on to university than ever before, and a stellar set of results at Advanced Higher, Higher and
National 5 have lifted the school to second place in our state school rankings.
“Children achieve at the top end of expectations in an atmosphere where excellence is encouraged, but also where
achievement and hard work is recognised, both inside the classroom and out.
“This second success for Dunblane High as Sunday Times Scottish State Secondary School of the Year is thoroughly
deserved and recognises the outstanding efforts of staff and students alike.”
The rankings in the Scottish state secondary school table are determined by the proportion of students achieving five
or more Higher passes in 2018 (which is given a double weighting), and the proportions gaining five or more National
5 qualifications and two or more Advanced Highers.
Stuart McKay, Headteacher at Dunblane High School said: “We are delighted to have received this accolade for the
second time.
“The award is testament to the partnership and collaboration between the staff within our learning community, the
parents and carers of our young people, our many partners that provide support and opportunities, and Stirling
Council.
“At Dunblane High School we are very proud of the academic achievement of our young people, however, there is far
more to Dunblane than academic excellence. Of equal importance is that our young people leave Dunblane High
School with the values and skills which allows them to be happy, confident and to make a positive difference to their
community and to our society as a whole.”
Kevin Kelman, Stirling Council’s Chief Officer for People said: “I would like to congratulate the talented and
enthusiastic young people at Dunblane High, as well as its dedicated staff and the wider community whose support is
so vital. (Article from Sunday Times 24th November 2019)
DHS in Pictures
DHS in Pictures
School Show – ‘Just So’
In June 2019, more than 100 young people were involved in the production of the School Show, ‘Just So’, based on short stories by Rudyard Kipling.
Stirling Council Schools, Learning and Education
Enrolment Arrangements : Primary & Secondary School Education in 2020 The 2020/2021 school year starts on 19 August 2020. This is the only date for beginning school education for that year. All children who are five years old on or before 19 August 2020 are of school age and must start their primary school education on 19 August 2020, children who are five years old between 19 August 2020 and 28 February 2021 may start their primary school education on 19 August 2020. If your child is starting their primary school education in August 2020 you must enroll him/her at their catchment school by 24 January 2020. Details of school catchment areas and further information on our enrolment procedures can be found by visiting our website www.stirling.gov.uk or by contacting us on 01786 233185. As part of the enrolment process we check the residency of all parents wishing to enroll their child at their catchment school, please bring your child’s birth certificate, child benefit book/award letter, tax credit award letter, two recent household utility bills and a recent council tax bill with you when you enroll your child. The list of dates when schools are enrolling pupils will be available on our website www.stirling.gov.uk from 2 December 2019. Gaelic Medium Provision is available at Riverside Primary School, Forrest Road, Stirling tell: 01786 474128 email:
[email protected] . Any parent wishing to enroll their child in our gaelic medium provision should contact the school for
further information.
Notice to Parents and Guardians of Children due to Transfer from Primary to Secondary School
Children currently in P7 will transfer from primary to secondary education in August 2020. You will receive notification of transfer arrangements through your primary school and your child will be automatically enrolled in their catchment secondary school. Should you wish your child to attend a secondary school that is not their catchment school a placing request must be submitted. Placing Requests for Session 2020/2021
In accordance with the Education (Scotland) Act 1980 as amended, Stirling Council hereby informs parents or guardians who wish to make a placing request for the school session 2020-2021, to do so in writing by no later than 15 March 2020. Your right applies to a request that your child be placed in a school other than the school which normally serves the area in which you live. It applies to a primary school or, where appropriate, the transfer to a secondary school, including a school providing for children with additional support needs. You can apply online at http://my.stirling.gov.uk/cakeforms/view/placingrequestapplicationform or, alternatively, application forms and guidelines are available from Schools, Learning and Education, Wolfcraig, Dumbarton Road, Stirling on 01786 233185. It is essential that you enroll your child at the school that serves your local area even if you are making a placing request for
another school.
Please note that if your placing request is successful school transport will not be provided for your child. Schools Information - Information on local authority schools in Stirling Council is available on our website www.stirling.gov.uk or
by contacting us on 01786 233185. Parents wishing to apply for enrolment to Our Lady’s RC Primary School, St Mary’s RC
Primary School, St Margaret’s RC Primary School, St Mary’s Episcopal Primary School and St Modan’s High School should
contact the school to discuss enrolment policy. Details are also available on the Council website www.stirling.gov.uk
Statutory and Other Information
1. Attendance It is important that the school and parents work together to achieve good attendance as there is a strong link between good attendance and achievement. The school aims to encourage attendance by creating a welcoming and supporting ethos. If there are difficulties with your child’s attendance, the school will contact you to discuss ways of resolving this.
If your child is unable to attend school due to illness or for any other reason, we ask that parents should notify the school as early as possible in the school day.
Regular attendance scans are undertaken by the management team. When a child’s attendance drops below 90%, parents will be notified by letter and asked to come in to talk to the Headteacher about how best to support your child’s progress.
Persistent late coming also causes regular interruptions for some classes. It disrupts learning and teaching not only for the latecomer but for the whole class.
At no time during the school day should a child be removed by a parent from the school without informing the staff of the school. This includes lunchtime “disappearances”. If a child is reported missing we will try to contact the parents or we will ask for help from the emergency contact or neighbours. If we fail to locate the child the Police will be informed. Please help us to keep your child safe. Poor attendance falls into the Council’s Staged Intervention Framework and action will be taken to address patterns of poor attendance.
2. Family Holidays During
Term Time
Parents should also give careful consideration to the impact on a child’s education of taking holidays during term time. All schools are required to record attendance and absence of pupils and report on these figures to parents, the Council and the Scottish Government.
The Scottish Government’s guidance – Included, Engaged and Involved: Attendance in Scottish Schools - issued to all local authorities in December 2007 provides guidance on how attendance and absence at school is recorded. This document clarifies that the majority of family holidays taken during term time will be categorised as unauthorised absence and that schools may only authorise a family holiday during term time under very exceptional circumstances.
Pupils Who Become Ill Procedures
a) Pupils who complain of feeling unwell during
class time will be sent to the School Office or
Medical Room. A school First Aider will decide
on appropriate action such as:
• the pupil should be accommodated in the
Medical Room until able to return to class;
• the pupil should receive first aid;
• the pupil should be sent home;
b) If a pupil arrives at the School Office/ Medical
Room to find that the First Aider is
unavailable the pupil should report to a Pupil
Support teacher or a member of the SLT who
will decide upon which action to take.
c) Any pupil who becomes ill outwith class time
should report to the Medical Room or School
Office. If the pupil is too ill to do this he/she
should go to the nearest teacher or in the case
of younger pupils to a senior pupil, who will
contact the first aider or office
• the pupil needs medical attention and
should be taken to hospital.
d) When a child needs to be sent home the
following steps will be taken:
• the First Aider will contact the parent or
emergency contact. She will also contact
the child’s PT Pupil Support;
• if the child’s PT Pupil Support is not readily
available, the first aider should contact the
appropriate DHT;
• the First Aider will inform the appropriate
PSR;
No child will be sent home unless the parent
or emergency contact has agreed that the child
should travel. If a child has to be taken to
hospital he/she will be accompanied by a First
Aider or a member of staff. A parent or
emergency contact will be informed as soon
as possible.
e) Medication required by certain pupils will be
kept in the Medical Room and an arrangement
made for the pupil to take the medication at
an appropriate time.
3. The Issuing of Medication in School
Procedures
Medication is supplied by a parent to the school.
It should be delivered by the parent but if it is
brought by the pupil the parent will be contacted
and advised of the local authority guidelines i.e.
the school requires written permission with the
medication - special form (MED 1) must be
completed by the parent/guardian.
Any unused medication should be collected by
the parent. If any medication remains uncollected
it will be disposed of by means recommended by
the Community Health Department. If any aspect
of existing medication is changed, another form is
required. Where any difficulty arises in the course
of any of these procedures the matter should be
referred to a P T Pupil Support/SLT.
4. Substance Abuse
All instances of suspected substance abuse will
be reported immediately to a member of the SLT.
Pupils who are on school premises will be
interviewed by a member of the SLT and if
possible their PT Pupil Support Teacher. If
necessary the First Aider will ascertain whether
the pupil requires medical attention or not. If so
procedures governing pupils who take ill at
school will be followed.
• Parents will be contacted as soon as possible
and invited to come to the school to meet
with SLT and Pupil Support.
• Other agencies will be alerted as required i.e.
Police, Social Work, Psychological Services.
The above procedures will also apply to incidents
of substance abuse outwith the school which it is
felt have the potential to impact on pupils in
school.
• All medication is kept in locked storage in
the medical room. It is easily accessible and
clearly labelled in alphabetical order.
• In serious instances of substance abuse the
Authority will be informed and advice
sought according to the individual
circumstances.
• The welfare of other pupils will be taken into
account at all stages with support provided
as required.
• the pupil or the First Aider should sign out
the pupil in the “Permission to Leave
School” log.
• Pupils will be offered continuing support by
the appropriate Pupil Support staff.
• Containers must be clearly marked on the
label with the pupil’s name and the dosage,
frequency and duration of the medication.
A Record Card will then be issued for the
pupil concerned. This card will be completed
each time the medication is issued. The
person issuing medication will complete and
sign the card.
5. School Health Service School Health Service
The Forth Valley NHS has a statutory obligation to provide a health service for all school-age children in the Stirling Council area. The aim of the service is to make sure that all children are in the best possible health to benefit from their education and to provide the education service with advice and support about the spread of infections and the promotion of good health.
Parents/carers will be given the opportunity to meet the named nurse for the school when their child starts school in Primary 1. This will involve parents completing a health questionnaire for their child. The nurse may make contact with parents/carers based on the information provided by them. Teachers and parents/carers are encouraged to report any concern about hearing, especially in primary one pupils. Hearing is no longer part of the routine checks done in school.
If you have any concerns with your child’s health which may affect their education, an appointment can be arranged with your named nurse (contact details below). School staff, with parents’ permission, can request an appointment with the named nurse at any time. The named nurse will also liaise closely with the Team Leader who has overall responsibility for primary school children.
The community pediatric doctor will see children at their clinic who have additional support needs or who have any significant ongoing medical or developmental conditions affecting their education.
School staff and parents can contact the named nurse if they have any health concerns regarding children which may affect their educational needs. The nurse will then offer a Health assessment in school or in the child’s home.
All children within P1 will receive a toothbrush, toothpaste and leaflet- "Make your smile count". A dentist from the Salaried Dental Service will carry out a dental inspection of your child in P1 and again in P7. Dental treatment can be offered to those children unable to register with a general dental practitioner through the Salaried Dental Service.
The School Health Service can be contacted at:
Area Community Child Health Department
Stirling Royal Infirmary
Livilands
Stirling FK8 2AU
Telephone: 01786 434150
Infectious Diseases
Colds, flu and gastro-enteritis are the most common infections affecting children of school age. It is important that you keep your child off school in the early stages of flu and while they still have diarrhoea. Children who have had diarrhoea should stay off school for 48hrs after the last episode of diarrhoea. It is also important that your child understands how to prevent picking up and spreading such infections. You will be able to get further advice about good health from your named school nurse or staff in your Health Centre or GP Practice.
For advice about early detection and treatment for other infectious diseases e.g. chickenpox and mumps please consult your GP or School Nurse.
Head Lice
Head lice are spread through head to head contact. This can happen at home, in the community, or in school. Regular combing of your child’s hair using a head lice detection comb is the best way to catch this possible problem at an early stage.
The only way to be sure that your child has head lice is to find a live louse. If you find live lice, you need to get the correct lotion from your doctor, health visitor or pharmacist. The instructions need to be followed carefully. If this is not done then re-infection is likely.
If lice are found, all family members and close friends of your child should be checked. Treatment should only be applied if live lice are found. Products used for treating head lice must be ones that can be left in the hair for 12 hrs, this treatment requires to be repeated after 7 days. You should advise others of this possible problem in the same way as you would tell family and friends about other infections which might affect them.
Further advice can be obtained from the Health Board. A head lice leaflet is available in all schools and health centres.
6. Child Protection All children in Scotland have the right to be protected from abuse or neglect. Schools and nurseries play an important role in the prevention of abuse and neglect through creating and maintaining safe learning environments and teaching children and young people about staying safe from harm and how to speak up if they have worries or concerns. Schools and nurseries have identified child protection coordinators with a remit to promote safeguarding and a responsibility to act when aware of a child protection concern.
If you are concerned a child or young person is at risk of abuse or neglect, you can contact school, police or phone children’s services on 01786 471177.
7. Clothing Grants Some families may be eligible for clothing grants. Application forms can be obtained from Stirling Council, telephone 01786 233210 or downloaded from the Council website at https://www.stirling.gov.uk/clothinggrantsmealsema. Please take your completed application form, along with the documents requested, to your nearest local office, or Customer First, Port Street, Stirling or post to Stirling Council, Teith House, Kerse Road, Stirling, FK7 7QA.
.
8. Complaints You can complain in person, by phone, email or by letter. We regard a complaint as any expression or dissatisfaction about our action or lack of action, or about the standard of service provided by us or on our behalf.
Who can complain? Anyone can complain who is the parent or legal guardian of a child or a person authorised to complain on his/her behalf. For example, a child’s grandparent who is not the legal guardian needs authority from the child’s parent or guardian. This would normally mean a note to show that the person responsible for the child has agreed.
What can’t I complain about?
Here are some things we can’t deal with through our complaints procedure:
A routine first time request for a service or action – e.g. informing the school that your child told you she is being bullied and asking them to resolve this.
Requests for compensation from the Council.
Things that are covered by a right of appeal, e.g. exclusion from school which has its own statutory process. In these cases we will give you information and advice to help you.
You have 6 months to make a complaint after the event that you want to complain about takes place. If you first learn of the issue about which you want to complain after this point, you have a further 6 months to complain. In exceptional circumstances the Service may investigate matters more than a year old, but it is not obliged to do so. We have 2 stage complaints procedure.
Stage One – frontline resolution In the first instance, please complain to your child’s school or nursery, telling them as much as you can about the complaint, what has gone wrong and what you want them to do to resolve the matter. A senior member of staff, either the Headteacher or depute head, will be responsible for looking into complaints. Heads are senior managers with a high level of responsibility for your child’s learning and welfare and are able to look into most matters. However, the Headteacher may refer the Stage One complaint to Schools, Learning and Education centrally, e.g. if it is about the conduct of the Headteacher or too complex to be dealt with at front-line service level. The school or nursery will give you our decision at Stage One within 5 working days or fewer unless there are exceptional circumstances. If we need further time, we will ask you to agree an extension of up to 5 further days. If the Stage One complaint has been referred to Schools, Learning and Education centrally your response will come from there.
Stage Two – investigation If you are dissatisfied with your Stage One response you can move to Stage Two. Stage Two deals with 2 types of complaints: those not resolved at Stage One and those not appropriate for Stage One, for example the conduct of a Headteacher or those too complex for a Headteacher to deal with. To move to Stage Two, you should email [email protected], or you can ask the Headteacher of the school or nursery to move the complaint to Stage Two on your behalf.
When using Stage Two:
We will acknowledge your complaint within 3 working days.
You will be contacted by the Investigating Officer for your complaint, who will usually meet you to confirm: the detail of your complaint, what you want to achieve, and if your expectations are achievable. In some cases, e.g. your complaint has been made in writing and is clear, there may be no need to meet. It is helpful if you present any evidence that you can offer in support of your complaint, e.g. contact details for witnesses, reports from other professionals, etc. if appropriate.
We will write to you confirming the details of your complaint, what you want to achieve, and what the investigation can cover.
We will give you a full, written response to the complaint as soon as possible and within 20 working days. If our investigation takes longer than 20 working days we will agree revised time limits with you and keep you updated on progress.
After we have fully investigated your Stage Two complaint, if you are still dissatisfied with our decision or the way we dealt with your complaint you can ask the Scottish Public Services Ombudsman (SPSO) to look at it.
The SPSO cannot normally look at:
A complaint that has not completed our complaints procedure.
Events that happened or you became aware of, more than a year ago.
9. Equalities Everyone deserves to be treated equally, fairly and without prejudice. Educational establishments create inclusive cultures by working in partnership with the wider community to agree positive values, by promoting and celebrating diversity and through delivering appropriate learning opportunities within their curriculum.
Schools and nurseries operate within Stirling Council’s duty under the Equality Act (2010) to:
Eliminate discrimination, harassment and victimisation.
Advance equality of opportunity between people by removing or minimising disadvantage, meeting the needs of particular groups which are different from the needs of others and encouraging participation in public life.
Foster good relations by tackling prejudice and promoting understanding.
The Equality Act 2010 identifies 9 protected characteristics from discrimination, harassment or victimisation:
age
disability
gender reassignment
marriage or civil partnership (in employment only)
pregnancy and maternity
race
religion or belief
sex
sexual orientation. Schools and nurseries have a duty to report prejudice based incidents.
Anti-bullying and Positive Relationships Approaches to anti bullying reflect Getting it Right for Every Child and recognise that bullying impacts on wellbeing. In order to thrive and achieve their full potential, children and young people need learning environments which are safe, nurturing, respectful and free from fear, abuse and discrimination. All education establishments operate within Stirling’s Approach to Respect for All: Preventing and Challenging Bullying Behaviours and will, in consultation with wider communities, create establishment specific anti bullying policy.
10. Inclusion
Additional Support Needs All children get help with their learning.
A child is said to have ‘additional support needs’ if they need more, or different, support from what is normally provided in schools or nurseries for children of the same age.
The Education (Additional support for Learning) (Scotland) Act 2004 (as amended 2009) created the term additional support needs and explains the duties on education authorities to support children and young people’s learning.
A child or young person may have additional support needs for lots of reasons including:
A physical disability
Being a young carer
Changing school a lot
Being bullied
Having a communication difficulty
Being looked after by the local authority
Having a long term illness
Staged Intervention is the process used to identify, assess and plan to meet a child’s needs. Every school and nursery has a Pupil Support Co-ordinator with responsibility for ensuring appropriate support for children with additional support needs. For most children the support they require is provided from school, for example, differentiated materials, additional time, movement programmes, and support groups. Some pupils with more complex needs may be referred to ASN Outreach or other partner agencies to provide more enhanced interventions. Agreed actions will be recorded and reviewed during staged intervention meetings in collaboration with the child, family and staff. Where there are more than one agency supporting a child and this is significant and long lasting, a Coordinated Support Plan may be developed. If you have concerns about your child, in the first instance, contact your school. More information is available on the website or by contacting ASN and Wellbeing Team.
Independent Advice Enquire are a Scottish advice service providing help and information. All advice given is independent and impartial. Contact the Enquire Helpline on 0345 123 2303. Enquire also has two websites, one for parents, carers and professionals, https://enquire.org.uk/, and one for children and young people, https://enquire.org.uk/advice-young-people/. Let's Talk ASN helps parents of children with additional support needs who may require support in relation to a dispute or potential dispute with an education authority. The service can be used by anyone who has a right to make a reference to the Additional Support Needs Tribunals for Scotland. My Rights, My Say is a children's service which provides advice and information, advocacy support, legal representation and a service to seek children's views independently about their support.
11. Insurance Information
1 Public Liability
Stirling Council has Public Liability Insurance in respect of claims against the Council for bodily injury to any person or for loss or damage to any person’s property for which the Council is legally liable. Negligence or failure to fulfil a statutory obligation on the part of the Council or its employees resulting in injury, loss or damage to property must be established.
Pupils’ Property
Each session, unfortunately but inevitably, pupils’ property is lost, damaged or stolen in school. Parents should be aware of the following points:
a. Parents’ house contents policy may give some measure of cover for personal effects of family members.
b. It is suggested that parents may wish to consider taking out additional individual personal cover.
c. Pupils should be encouraged not to being valuables to school.
The general rule is that pupils bring property to school at their own risk. There may be situations where the school accepts responsibility for pupils’ property, but otherwise the Council is not responsible if property is lost, damaged or
stolen in school.
2 Personal Accident/Travel Cover – Educational Excursions The Council has arranged insurance cover for Educational Excursions organised by the Council.
A brief summary of the cover is as follows:
Persons Covered: Organisers, participants, members, employees and others on excursions or trips organised by or under the auspices of the Council.
When Covered: While participating in any Activity organised by or on behalf of the Council beyond the limit of the school grounds.
If you require further information please contact the Council’s Insurance Team on 01786. 233437.
12. School Meals
School Meals Lunches are provided every day for children and young people in all schools. All food and drink provided meets national requirements for nutritional standards as well as guidance aimed at encouraging uptake and removing the stigma attached to free school meals. Meals are provided by the Council’s catering service. Menus are seasonal and are changed twice a year, spring/summer and autumn/winter. All recipes are analysed to make sure that they provide a healthy and well-balanced meal. The catering service tries to suit the majority of tastes by offering choices which include a daily vegetarian option as well as a range of packed lunches. Children having packed lunches are supervised. We encourage parents to ensure home packed lunches are healthy and do not contain fizzy drinks, sweets and nuts. Pupils and their parents have opportunities to provide feedback and have a say about the content of future menus and the catering service is committed to introducing new products and to promoting healthy food choices.
Stirling Council achieved the Silver Food for Life Catering Mark in March 2014. This guarantees that all menus are prepared using non GM ingredients, are 75% freshly prepared, use only free range eggs, avoid additives and trans fats with meat and poultry sourced in a way that ensures animal welfare is taken care of. All milk provided to the children to drink or within their meals is organic. More information about the standard can be found at http://www.sacert.org/catering. Menus and current prices can be viewed on the Council’s website at http://my.stirling.gov.uk/services/education-and-learning/schools/schools-catering. Medically prescribed diets can be catered for and parents should contact the head teacher to discuss any special dietary requirements. The Catering Service can also provide a healthy packed lunch for school trips. Some families may be eligible for free school meals. An application form is available from the school or can be printed from the Council’s website at: https://my.stirling.gov.uk/services/education-and-learning/schools/school-grants. This form should be completed and returned to Customer First, Port Street, Stirling or post to Stirling Council, Teith House, Kerse Road, Stirling FK7 7QA
13. Transport Stirling Council provides free transport to children who live more than two miles from their catchment school, or where there is no safe walking route available. Further information is available on the Stirling Council website at: https://my.stirling.gov.uk/services/education-and-learning/schools/schools-travel-and-trips.
14. Unexpected Closures While schools have contingency planning in place to cope with a number of circumstances, sometimes it is necessary to close schools or amend the normal school day. e.g., storm damage, power cut. In the event of this happening, we have to ensure school record of parents’ place of employment and childcare arrangements are up to date. Please make sure we have an emergency contact telephone number and address. We will issue an annual update form to check the accuracy of contact details and other information held by the school. Please make sure your child knows who to go to if you are not at home.
15. Register of Personal Data Data Protection laws say that the Council must be transparent about how we process personal data. This Register of Data Processing sets out the Council’s activities that involve the collection and use of personal information and the reason why we can process your information lawfully.
Privacy Notice For each activity, we publish a Privacy Notice setting out how personal data is used. We are legally obliged to safeguard public funds so we are required to verify and check your details internally for fraud prevention. We may share this information with other public bodies (and also receive information from these other bodies) for fraud checking purposes. We are also legally obliged to share certain data with other public bodies, such as HMRC and will do so where the law requires this. We will also generally comply with requests for specific information from other regulatory and law enforcement bodies where this is necessary and appropriate. Your information is also analysed internally to help us improve our services. This is covered in our Fraud Privacy statement. Privacy Notices are available on the Council website, https://www.stirling.gov.uk/council-democracy/access-to-information/register-of-personal-data-processing-privacy-notice/.
Annual Data Check On an annual basis schools request that parents and carers update the information that they hold for administrative purposes. It is important that this information contains up to date details as the school may use it in the event of an emergency. This information is also used to submit secondary school pupils for SQA examinations. When you receive an Annual Data Check you should make any corrections or additions in pen and return to your child's school. If you move address or change your mobile phone number please remember to notify the school. Pupil record information is used in accordance with the Council's Data Protection Notification.
Transferring Educational Data about Pupils The Scottish Government and its partners collect and use information about pupils in schools (e.g. the number and characteristics of pupils, their attendance, absence and exclusions, their attainment and their destination when leaving school) to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us.
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 Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results.
Accurate and up-to-date data allows us to:
Plan and deliver better policies for the benefit of all pupils.
Plan and deliver better policies for the benefit of specific groups of pupils.
Better understand some of the factors which influence pupil attainment and achievement.
Share good practice.
Target resources better.
Enhance the quality of research to improve the lives of young people in Scotland.
Data Policy Information about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce 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 made publicly available by Scottish Government. The individual data about pupils in schools collected by Scottish Government through statistical surveys is used only for the statistical and research purposes for which it is collected.
Your Data Protection Rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (2018). 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 note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website (http://www.gov.scot/Topics/Statistics/ScotXed). Pupil names and addresses (other than postcode) are never collected in any ScotXed statistical survey. Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we may make individual data available to partners such as the National Registers of Scotland to carry out research relating to the national population census and also to academic institutions and organisations to carry out additional research and statistical analysis which helps inform policy development and contributes to improving outcomes for Scotland’s people. In order to carry out this research to support better decisions, policy making and practice, data may be linked to information from other sources. Further information on Scottish Government’s use of data can be found here (https://www.gov.scot/Topics/Statistics/ScotXed/SchoolEducation/ESPrivacyNotices). Any sharing or linkage of data will be done under the strict control of Scottish Government, and will be
consistent with our data policy and the National Data Linkage Guiding Principles. This 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 or linkage of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.
Concerns If you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at [email protected] or write to Education Analytical Services, Area 2D, Victoria Quay, Leith, EH6 6QQ.
Getting it Right for Every Child This is the national approach to supporting and working with all children and young people in Scotland. It puts the rights and wellbeing of children and young people at the heart of the services that support them. Staged Intervention approach is in line with the principles of GIRFEC.
Key elements of GIRFEC are:
Wellbeing
Child’s Plan
Named Person
Wellbeing
To help with a common understanding of what wellbeing means, it is broken into 8 wellbeing indicators:
Every child and young person should be SAFE, HEALTHY, ACTIVE, NURTURED, ACHIEVING, RESPECTED, RESPONSIBLE, INCLUDED.
Child’s Plan The Children and Young People (Scotland) Act 2014 ensures a single planning framework, Child’s Plan, will be available for children who require extra support that is not generally available to address a child or young person’s needs and improve their wellbeing. The Child’s Plan is part of the GIRFEC approach to promote, support and safeguard the wellbeing of children and young people. The Scottish Government is working with Parliament to agree a timetable to enable commencement in 2018. Stirling educational establishments have long established staged intervention procedures which provide appropriate and proportionate assessment, planning and review to ensure children and young people have their individualised needs met. Further information is detailed in Staged Intervention Guidance.
Our School Badge
Our school badge was registered with the Lord Lyon
by the first Head Teacher Mr John McCarron in 1974
when Dunblane High School was first opened as a six
year comprehensive high school. Our badge closely
mirrors that of the City of Dunblane. The badge has
two sides to it: the left hand side refers to St Blane
after whom the town of Dunblane (literally ‘fort of
Blane’) is named. He was born on the Isle of Bute and
although the date of his birth is unknown, he died on 10
August 590AD and was made a Saint exactly 10 years
later on 10 August 1000AD. St. Blane was popular in
Scotland. His monastery at Dunblane became the site
of the Dunblane Cathedral and there was a church of
St. Blane in Dumfries and another at Kilblane. The ruins
of his church at Kingarth, Bute, where his remains were
buried, are still standing and form an object of great
interest to historians as well as being one of Scotland’s
major historical tourist attractions
The left hand or ‘green’ side of our school badge refers to St Blane – the crown is a celestial crown to
indicate his sainthood; the chevrons indicate civic or public service and ‘flaming’ fingers refer to an
ancient myth which told of how St Blane was able to light torches and candles from his fingertips.
The right hand or ‘red’ side of our school badge is, like the civic crest of Dunblane, dedicated to St.
Lawrence (225-258). Tradition holds that St Lawrence was “grilled” to death by the Romans, hence
the blue ‘gridiron’ on the badge. The floral pattern indicates youth and hope. Tradition also holds that
Lawrence joked about this saying something along the lines of, “You can turn me over ... I’m done on
this side”. For this reason he is known as the patron saint of comedians. His feast day is 10 August. In
medieval Scotland the feast of St Lawrence seems to have been a major annual event perhaps on the
scale of Christmas. Thus when Blane died on this great feast day it was felt necessary to
commemorate both saints on the civic crest and thus on the school badge. The red colour signifies
fortitude or courage and the book suggests both the bible and learning.
Our school motto ‘Prospice Ultra Montes’ or ‘Look Beyond the Mountains’ indicates that the young
people of Dunblane High School should aspire to greater things, be open to possibilities over the
‘immediate horizon’ and widen their ambitions. It also indicates the value of altruism ‘look beyond
your immediate surroundings’ and duty to others along with the importance of selflessly embracing
the ‘greater good’.
Security System & Drop Off Zone
The main student entrance will be secure at all times except for the following times:
Entry for staff and visitors is via the main entrance and access for visitors is controlled during the day
by Office Reception staff.
All staff are issued with a fob/reader card which allows entry by the main entrance.
All external doors and other areas of
the school are monitored 24 hours a
day by the security system.
While we encourage pupils to walk to
school where possible, we recognise
that, on occasion,
parents may wish to drive their children to school. There is an official “drop off zone” on the
approach to the school where parents are able to stop safely and allow pupils a safe exit from
cars.
Parents should then make use of the roundabout in order to turn and exit the school grounds.
To assist in pupil health and safety, parents are requested not to enter the carpark in order
to reduce traffic at times when pupils will be walking in this area.
Digital Learning
Digital Learning
Digital Tools for Learning and Teaching In Stirling Council schools and nurseries, we use a variety of digital tools for learning and teaching, to share information about the life of the school, communicate with parents and carers, and to celebrate success. Use of many of these tools requires sharing some personal data about your child with the providers of the services. This may include, for example, children’s names, classes and photographs. For some services, we will need your consent to share personal data.
Core Digital Services Across Stirling Council, we use Glow and Google’s G Suite for Education for learning and teaching. Data is shared with these services under the legal basis of public task - use of these services is deemed essential for learning and teaching, and we have legal agreements in place with both Education Scotland and Google to ensure that personal data is kept safe (see our Privacy Notices for our use of these services). Likewise, Seemis is used to securely manage children and young people’s personal data, including sensitive category data (such as information about their health). This data sharing is also done under the legal basis of public task, and appropriate agreements are in place to ensure the data is securely managed.
Digital Services Requiring Consent For other processes involving digital tools, we will seek consent of parents/carers and the young people themselves when they are aged 12 and over.
Open Close
Start of school day 0815 0900
Interval 1050 1105
Lunch Break 1335/1245 1415/1325
End of school day 1555/1505 1605/1515