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Kilpatrick School

School Handbook

Session 2017-2018

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Contents

Statement of Commitment 3

Introduction by Head Teacher 4

The School 6

Local Learning Communities 7

School Vision, Values and Aims 8

Community Statements 9

History and Accommodation 10

Leadership Team 12

Staff List 14

The School Year 16

The School Day 17

Enrolment and Transition Stages 18

The Curriculum across the School 20

Kilpatrick Early Years Service – KEYS 21

The Primary Department 23

The Secondary Department 26

Provision for Pupils with Autistic Spectrum Disorder (ASD) 28

School Improvement Planning 29

Monitoring of Attainment 29

Assessment, Reporting and Recording 30

Tracking and Reporting 31

Equal Opportunities and Social Justice 32

Pupil Support Structure 33

Homework 34

Positive Behaviour Strategy 34

Anti-Bullying Policy 35

Educational Visits 36

School Transport 37

Home-School Links 37

Extra-Curricular Activities 38

The School in the Community 41

Spiritual, Moral, Social and Cultural Values 41

Medical, Health Care and Therapy Service 42

Attendance at School 43

Clothing and Uniform 45

Meals 46

Information in Emergencies 46

Mobile Phones 47

Data Protection Act 1984 47

Photography/Video 47

The Friends of Kilpatrick 48

Important Addresses 49

Glossary 50

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West Dunbartonshire Council

Department of Education and Leisure Services

Statement of Commitment

Opportunity through Learning

Every person has the right to be educated in a climate in which

individuality is recognised and in which everyone feels valued. We

are committed to working in partnership with you to provide

education of the highest quality.

Learning for Life

We will work together to ensure that everyone in our community is

valued and has the opportunity to learn for life and to achieve their

potential.

Vision: To enable everyone in West Dunbartonshire to become:

Successful Learners

Confident Individuals

Responsible Citizens

Effective Contributors

To achieve our vision, we will:

Create and deliver courses, activities and events which will motivate

and excite learners

Develop innovative ways to support learning

Value diversity, promote equal opportunities and foster inclusion

Promote partnership and community participation

Value achievement and celebrate success

Continually reflect on and aim to improve the quality of our services

All authorities are required by law to issue a copy of the school

handbook incorporating current policies and practices of both the

Council and the school to certain parents in December each year for

their use as appropriate.

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Dear Parent/Carer

I would like to take this opportunity to welcome you and your child

to Kilpatrick School. I hope this handbook gives you much of the

essential day to day information that you need as well as illustrating

the vision and the values that we possess and prize here at

Kilpatrick School.

Kilpatrick School is a specialist establishment providing education

from birth to 18 years of age for children and young people with

additional support needs. This makes us truly, an all through school.

Kilpatrick Early Years’ Service (KEYS) offers sessions for babies

and children from 0-3 years of age. Our school also has Primary and

Secondary classes.

Some of our children, in both KEYS and our Primary classes have

shared placements with their local mainstream Nurseries and

Primary Schools.

In the Senior Phase of Secondary (S4-6) our pupils benefit from

both our in-house vocational programme and our vocational

opportunities delivered in partnership with West College Scotland at

their Clydebank College campus.

Our new school building was opened in November of 2016 and joined

with the existing Primary building to form our new school campus

which is set within our picturesque and leafy school grounds. Our

purpose-built school includes many outstanding facilities such as our

adventure play park, our outdoor all-weather pitch, our hydrotherapy

pool, our hospitality kitchen and shop, our technical workshop and

science laboratory, sensory and light rooms and our classrooms

resourced with state of the art information and communication

technology.

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Our teaching and support staff are committed to providing the best

possible learning opportunities and experiences for our children and

young people and work tirelessly as a team to do so.

We work in partnership with many other agencies and organisations

to ensure that we strive every day to get it right for the children

and young people here at Kilpatrick School. Parents are of course a

vital part of the ‘team’ around every child and young person and I

look forward to developing positive relationships with you over the

years that your child attends Kilpatrick School.

Our school has a thriving parent council (Friends of Kilpatrick) and

all parents and carers are welcome to attend all meetings and

support the many highly successful fundraising events that they

regularly organise here at our school.

Rest assured that we endeavour to make sure that all our children

and young people are safe, happy, achieving, nurtured, active and

respected and that they are provided with opportunities to be

responsible and included whilst pupils in our school.

If you require any further information or ever have any concerns,

the door is always open here at Kilpatrick School. Please never

hesitate to get in touch either by telephone, email or by coming in to

meet with us.

Yours Sincerely

Louise McMahon

Head Teacher

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The School

Name of School Kilpatrick School

Address Mountblow Road

Dalmuir

Clydebank

G81 4SW.

Telephone number 01389804430 (School office)

01389 875618 (Medical Room)

E-mail https://sites.google.com/a/ourcloud.buzz/kilpatrick-school/home

Website Address www.kilpatrick.org.uk

Description A school for pupils with additional

support needs, some of which may be

physical, sensory, behavioural or medical.

The school is inter-denominational and

co-educational consisting of Early

Years, Primary and Secondary to S6.

Area served Entire West Dunbartonshire area.

Possible School Roll 150

Current School Roll 145

Keys Roll 13 (sessional) Parents should note that the working capacity of the school may vary

dependent upon the number of pupils at each stage and the way in which

classes are organised.

Community Facilities A gymnasium, a heated training pool,

assembly hall and other rooms are

available on request.

Applications to: Central Letting Unit

West Dunbartonshire Council

Garshake Road

Dumbarton

G82 3PU

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Local Learning Communities

All educational establishments within West

Dunbartonshire Council are members of a Local Learning

Community (LLC). These LLCs are made up of one

Secondary School and it’s associated Primary Schools and

include a number of Early Education and Childcare

Centresand Partnership Nurseries. Kilpatrick School is a

member of the Clydebank High Learning Community.

The five Learning Communities in West Dunbartonshire

have been established as part of West Dunbartonshire’s

educational improvement strategy. This strategy has a

clear focus to raise educatyional aspirations, achievement

and attainment of all pupils while improving the skills and

knowledge of all staff involved in the education of children

and young people.

Ms Louise McMahon represents Kilpatrick School on the

Clydebank High School LLC; however other members of

staff may attend meetings in support of improvement

work. The Clydebank High School LLC is led by Matthew

Boyle Educational Services Manager who is assisted by the

schools Quality Improvement Officer Susan Gray.

Updates on the work of the LLCs will be made available

through parent council meetings and through Standards

and Quality reporting.

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School Vision, Values and Aims

Vision: A school family of confident, happy

learners

Values: Respect, teamwork, honesty, kindness,

health, hard work

Aims: We aim to always be the best we can

We aim to treat each other with respect

We aim to show kindness, helpfulness,

honesty and to be caring to one another

throughout our school day

We aim to achieve our goals through

effective team work.

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Community Statements

Our school enjoys excellent links with both parents/guardians and

the wider community, the following are some quotes from

parents/carers and school partners:

“Internally the school has a wonderful feel to it. Very welcoming

indeed”

Visiting Registered Nurse.

“I was made to feel so welcome, the atmosphere was very relaxing,

what a lovely school. Children and staff all very friendly” Prospective

parent.

“Thank you so much for making our visit such fun, everyone was very

welcoming” Lennox Nursery School

“My child is extremely happy at school. I always feel informed,

involved and valued in my child’s education. I would feel more than

comfortable approaching his teacher with any concerns/questions”

Parent

“Everyone is so welcoming in the school and you are informed of all

plans for your child’s development or any problems that arise and

discussed and solutions are put in place.”

Parent

“I find the home/school diary a wonderful tool. I feel confident

that any notes or concerns I have are addressed. Plus I have a clear

picture of how my child is making progress, being able to share our

knowledge is invaluable.”

Parent

“I feel the school meets all of my child’s needs. She feels very

involved and thoroughly enjoys attending Kilpatrick School.”

Parent

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History and Accommodation

Kilpatrick School, situated on the outskirts of Clydebank, was

established in 1996 when West Dunbartonshire Council merged the

two existing Special Schools, Auchentoshan School and Mountblow

School.

Kilpatrick School is for pupils with a range of additional support

needs, some significant, which can include physical, sensory or

medical difficulties.

Kilpatrick School is dedicated to meeting the needs of all our pupils

by enabling, encouraging and empowering them to reach their full

potential. We do this through the provision of consistently high-

quality learning and teaching and a broad and well-balanced

curriculum which allows for flexible and progressive learner journeys

for all our children and young people.

Our new school building was opened in November of 2016 and joined

with the existing Primary building to form our new Kilpatrick School

campus which is set within our picturesque and leafy school grounds.

Our purpose-built school includes many outstanding facilities such as

our adventure play park, our outdoor all-weather pitch, our

hydrotherapy pool, our hospitality kitchen and shop, our technical

workshop and science laboratory, multi-sensory and light rooms, our

soft play and ball pool and our teaching classrooms resourced with

state of the art information and communication technology.

In addition to our teaching classrooms our school is equipped with

two support bases where we can best meet the needs of our children

and young people with the most complex medical needs.

We also have multiple bases specifically designed to fully meet the

needs of our children and young people with Autism.

We meet the needs of many of our pupils in partnership with the

community health team including speech and language therapists,

physiotherapists, occupational therapists and specialist paediatric

nurses, who regularly visit our school and provide advice and training

to our staff.

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We also work very closely with our partners in Social Work and a

team of Educational Psychologists to ensure that we are planning

effectively for all our young people.

A process of continuous professional learning and staff development

enables our teaching and support staff to develop and maintain the

skills that they require to ensure that we are getting it right for

every child here at Kilpatrick School.

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LeadershipTeam

Head Teacher Ms. Louise McMahon

Remit: Overall responsibility for the leadership and management of

the school, with specific responsibility for areas such as School

Improvement Plan, Standards and Quality, monitoring of whole

school targets, Promoting Positive Behaviour, Curriculum, Child

Protection, Health and Safety, Service Level Agreements, Highly

Dependent Learners and Parent Council.

Depute Head Teacher-Secondary Mr. S. Skivington(Acting)

Remit: Responsibility for the leadership and management of the

Secondary Department, with specific responsibility for such areas

as Requisition, RMS, Management of Resources (s), Timetabling,

Promoting Positive Behaviour, SQA Co-ordinator, Staff cover

(teaching/non teaching Secondary), Monitoring Language and

Mathematics, ICT Co-ordinator, ASD Provision (Secondary).

Depute Head Teacher- Primary Mrs E. Dixon

Remit: Responsibility for the leadership and management of the

Primary Department, with specific responsibility for such areas as

Staff Development, monitoring of Learning and Teaching,

Improvement planning, Staff Cover (teaching/non- teaching

Primary), Promoting Positive Behaviour, Curriculum overview and

development, Health and Wellbeing Education, Assemblies,

Enterprise in Education, Health Promoting School, Educational

Excursions, Transport, Yearly Diary, ASD Provision (Primary), Co–

ordinate work experience/ students/ volunteers.

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Principal Teacher (Primary) Miss J. Boyce

Remit: Shared responsibility for Leadership and Management of the

Primary Department, Promoting Positive Behavior, Flexibility in the

Curriculum/Curriculum Development, residential stays (primary),

timetabling of sensory areas, deputise for DHT (Primary)

Principal Teacher (Secondary) Mr. E. Roberts(Acting)

Remit: Independent Travellers, Liaison with Careers Officer/

College, Co-ordinate work experience, E.M.A., Staff Handbook,

Flexibility in the Curriculum/Curriculum Development, Promoting

Positive Behaviour Post school transitions, deputise for DHT

( Secondary).

Depute Head of Centre KEYS Mrs H. Galloway

Curriculum overview KEYS, shared responsibility for the leadership

and management of KEYS, self-evaluation/monitoring and evaluation

of KEYS, timetabling places KEYS, liaise with client groups and client

representatives.

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Staff List

Teaching Staff (Primary / Secondary Departments)

Mrs K. Abbott Mrs E. McIlree

Mrs. T. Coughlan Mrs N. McLauchlan

Miss M.Daly Mrs S. Murphy

Miss A. Doherty Mrs L. Murray

Mrs. M. Dick Miss C. O’Brien

Mrs. L. Foster Mrs M. O’Reilly

Mrs D. Gardner Mrs. C. Reith

Miss J. Gorman Mr A. Rimar

Mrs L. Johnstone Miss S. Roarty

Mrs B. Keita Miss M. Sandison

Ms A. Kubiak Maj Mrs E. Slavin

Mr A Kyle Mrs V. Stewart

Mrs. J. Little Mrs S. Torbet

Mrs. T. Lipsett Mrs S.Whyte

Mr C. Lloyd Mr BB. Wong

Mrs M. McGovern

Supply Teachers

The school also accesses a small team of

regular supply teachers as required.

Instructors EE&CC Officers

Mrs. D. Boyd Mrs. L. Ellis

Ms. D. Conarty Mrs. E. Davidson

Mrs. P. Gilfillan

Mrs. K. McGeachie

Mrs. D. McCorrisken

Miss K. Wallace

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Learning Assistants Administration

(Primary and Secondary)

Ms. K. Bourke Ms. S. Henderson

Miss K. Boyle Mrs. Y. MacLean

Mrs. D. Braid Mrs. I. MacMillan

Mrs.H. Campbell Mrs. A. Smith

Mr D. Courtney Mrs. I. Voy

Miss J. Coyne

Mrs M. Davenport Ancillary

Mrs. L. Docherty

Mrs. E. Duffy Mr G. Bacchetti

Mrs T. Duggan Ms K. Dickie

Miss L. Gallacher Mrs L. Logan

Mrs. L. Gallacher Miss K. McDermott

Mrs. A. Geegan Mr R. Sinclair

Mrs L. Gow Ms. M. Sweeney

Miss L. Gray Mrs M. Wright

Mrs. A. Hegarty

Mrs J. Hislop Catering

Miss G. Massey

Mrs. M. Muirhead Mrs A. Campbell

Miss H. Macarthur Miss S. Lyle

Mrs M. McAulay Mrs J. Matchett

Mrs. G. McCool Ms J. McDonald

Mrs C. McDonald Mrs S. Rennie

Ms J McGlashan Miss T. Nicol

Mr. R. McGrath

Ms A. Mclean Pool Attendant

Miss A McMillan

Mrs C. McWilliams Stacey Donnachie

Miss J. Newcome

Mrs C. Nugent Number of teaching staff – 32.1

Mrs J. Ramsay Number of instructors - 6

Mrs. R. Sandhu Number of EE&CC Officers - 3

Mrs A. Scott Number of admin/clerical – 2.34

Mrs M. Shiach Number of learning assistants – 37.25

Mr A. Sichi Number of pool attendants - 0.75

Mr A. Symington

Mrs I. Tevendale

School Nursing Staff

Ms C. McDaid

Mrs L. McGuinnigle

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The School Year 2017 - 2018

West Dunbartonshire Council

Educational Services

School Holiday Arrangements

Incorporating Local Holidays and In-Service Days

Return Date for Teachers Monday 14 August 2017

Return Date for pupils Wednesday 16 August 2017

September weekend Friday 22nd September and

Monday 25th September

Inservice Day Friday 13th October

First Mid-term Monday 16 to Friday 20th October

(inclusive)

Christmas/New Year Thursday 21st December to

Friday 5th January (inclusive)

2018 Return to school Monday 8th January 2018

Second Mid-term Monday 12 th and Tuesday 13th

February

Inservice Day Wednesday 14th February

Spring Holiday Friday 30th March-Friday 13th

April (inclusive)

Return to school Monday 16th April

May Day Monday 7th May

May Weekend Friday 25th and Monday 28th May

School Closes for Summer Thursday 28th June

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The School Day

Pupils attend school between 9.00am and 3.00pm each day (Primary) and

3.30pm (Secondary). Interval is 10.50am- 11.05am and lunch is between

12.45- 1.30pm. The development of life skills are an important part of the

Primary Health and Wellbeing programme. This area of the curriculum,

therefore, begins from mid-day for primary pupils, with instruction and

supervision in personal hygiene, making choices, and eating and drinking.

The Primary Department has their own timetable with access to subject

specialists (e.g. Art, Music, P.E) and other school facilities (structured

play, soft play, ball pool, multi-sensory room and adventure park) when

appropriate.

The Secondary Department operates a six period day, with

registration/guidance at the beginning and end of each day for 10

minutes.

Registration 09.00 - 09.10

Period 1 09.10 - 10.00

Period 2 10.00 - 10.50

Break 10.50 – 11.05

Period 3 11.05 - 11.55

Period 4 11.55 - 12.45

Lunch 12.45 - 13.30

Period 5 13.30 - 14.25

Period 6 14.25 - 15.20

Guidance 15.20 - 15.30

Registration Sessions

The purpose of the guidance session in the morning is to prepare the

young people for the new day – creating a positive start. Staff can assess

if any pupils may have potential difficulties with the day ahead. At the

end of the day, it is time for congratulations on the conclusion of a

successful day or to allow a debriefing session if there have been

difficulties. This allows the pupil to have a fresh start for the next day.

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Enrolment

All parents are welcome to visit the school, on an informal basis, before

seeking or being offered a place at any stage in the school. Parents are

asked to contact the Head Teacher by telephone to arrange an

appointment.

Before a pupil is enrolled in the school, an educational psychologist will

already have been in contact with the parents and discussed the

suitability of the placement with them.

Parents should note that they can contact the school at any time, should

they require advice on any matters relating to enrolment, transition and

transfer.

Transition Stages within Kilpatrick School

There are key points of transfer within the school. These are:

Early Years – Primary

Primary – Secondary

Leavers Transfers

Statutory review meetings with parents, carers and professionals

involved from all relevant agencies are held at these times. The pupil’s

educational psychologist will be able to advice on necessary procedures.

Transition from Early Years Establishments or Mainstream Primaries

To ensure success in the transition stage, information and arrangements

are fully discussed with parents\carers at planning meetings prior to the

pupil starting school. Parents are also invited in to meet relevant staff

and visit the primary or secondary department. Induction days are

organised through the Spring and Summer terms for all the new starts in

August.

Transition from the Primary Department to the Secondary

Department

Pupils are normally transferred between the ages of 11 yrs 6 months and

12 yrs 6 months, so that they can have the opportunity to complete at

least 4 years of secondary education. Parents will be informed of the

arrangements no later than December of the year preceding the date of

transfer at the start of the new session. Information and arrangements

for pupils transferring from primary to secondary are fully discussed at

the Transition Review. This enables sufficient time to fully prepare pupils

for their secondary education. A transition programme, undertaken in

Primary 7, prepares our pupils for the secondary department.

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Leavers Transitions

Senior pupils work with outside agencies and are prepared for leaving

school through a transition programme implemented in S3 -S6.

Profiling

A profile is a snapshot of a child's or young person’s best achievements at

a given point in time. Profiles are primarily aimed at learners and their

parents, and draw together a range of information about a child's or

young person’s learning. It is one of the ways in which a learner’s

achievements can be recognised.

In Kilpatrick School profiles are produced at the key points of transition

in learning of P7 and S3. Producing profiles at P7 emphasises learners'

achievements as they complete their primary education and helps with

the transition into secondary school. S3 marks the end of young people's

broad general education phase and is a time when they are choosing their

future learning paths for the senior phase

Profiling increases pupils’ self-esteem, improves motivation, and thereby

improves learning. In so doing, it is integral to the overall Curriculum for

Excellence aims of raising attainment, reducing the achievement gap and

preparing for the future.

Completing the profile gives learners an opportunity to articulate their

learning and achievements to others.

provide learners with a reflective summary statement of

achievement as they move from primary school into secondary

school, or from S3 into the senior phase

provide learners with a summary of achievements to help them plan

for future learning and development

publicly recognise progress in learning

challenge, motivate and support all children and young people to

achieve their best

build learners’ skills and capabilities to reflect on their learning

support and inform transition.

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The Curriculum Across the School

West Dunbartonshire Council’s priority for Curriculum for Excellence is

to ensure effective teaching and learning.

Curriculum for Excellence enables professionals to teach subjects

creatively, to work together across the school and with other schools, to

share best practice and explore learning together.

Curriculum for Excellence balances the importance of knowledge and

skills. It also provides new ways of assessing progress and ensuring

children achieve their potential.

In line with all other schools in West Dunbartonshire, Kilpatrick School

implements the Curriculum for Excellence.

In Kilpatrick School, the learner is at the centre of the curriculum. The

purpose of the curriculum is aimed at producing:

confident individuals

successful learners

responsible citizens

effective contributors

Children and young people are entitled to experience:

A curriculum which is coherent from 3 – 18,

A broad general education from early years through to S3,

A senior phase after S3 which provides opportunity to obtain

qualifications, as well as to continue to develop the 4 Capacities,

Opportunities for developing skills for learning, skills for life and

skills for work with a continuous focus on literacy, numeracy and

health and wellbeing,

Personal support,

Support in moving into positive and sustained destinations beyond

school.

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Kilpatrick Early Years Service – KEYS

Kilpatrick Early Years Service is a pre-school provision for children with

significant additional support needs, KEYS is part of Kilpatrick School.

The staff comprises of a DHOC, 2 early years workers and 1 learning

assistants. Nursing provision is available if required.

Aims of KEYS:

To work in partnership with parents / carers and the team around

the child to provide a supportive service

To help parents develop skills and strategies to support their child,

and to provide advice on resources

To provide a safe and secure environment for the children in our

care

To provide equipment and a suitable environment to meet a child’s

physical and developmental needs

To liaise with Early Education and Childcare Centres (EECC) and

Early Stages Teachers / Class Teachers to ease the transition to

nursery / school

The following services are provided:

KEYS Club – a drop-in facility for parents / carers and children

under 3 with identified needs

Sessions in KEYS for children with significant additional support

needs whose care requirements cannot be met in mainstream

establishments

Outreach support to EECC for children, under 3, with additional

support needs who have a placement

Children are referred in writing from the Community Child Health

Services to Education Services via Psychological Services. A Pre-ScAT

(Pre-School Assessment Team) meeting is convened and attended by

parents and appropriate professionals. This meeting will discuss the needs

of and the appropriate provision for the child.

KEYS staff members work collaboratively with parents / carers and

professionals who are involved in the child’s development and welfare.

KEYS Club is open for play sessions on a Wednesday morning from 10am

to 11.30am. Parents remain on the premises and can participate in

activities. They also have the opportunity to meet with other parents in

an informal setting over tea /coffee.

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Home visits – These can be arranged by KEYS staff and can be

undertaken jointly with professionals from other agencies to advise on

developmental / behavioural issues and resources.

Healthy Eating – KEYS follows a healthy eating policy. Healthy snacks are

encouraged where appropriate and lunch menus are available to view.

Medication – The school nurse will administer any required medication.

Only prescribed medication with the child’s name and dosage in print can

be given.

KEYS can access the following facilities available in the primary

Department:

A well-equipped playroom

Sensory room

Ball pool

Swimming pool

Adventure park

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The Primary Department

Aims:- To meet the needs of all pupils through an individualised curriculum

following the Curriculum for Excellence Guidelines

To facilitate effective learning and teaching through a wide range

of experiences, strategies and resources.

To create an ethos where all pupils feel valued, and value

themselves and others.

To work in partnership with parents / carers to support the pupil’s

learning and development.

The Primary Department caters for pupils with a wide range of additional

support needs, some of whom may also have Autism Spectrum Disorder.

Pupils’ needs are addressed using a wide range of communication methods

which include Boardmaker symbols, BIGmacks/sequencers and other

inclusive technology, and Makaton. The curriculum and strategies used are

wide and varied to take account of pupils’ needs. Pupils engage in a range

of practical and sensory activities, active learning and outdoor learning

experiences to enhance their development.

The primary curriculum is also designed to teach and develop the skills of

literacy and numeracy, and is taught through the Experiences and

Outcomes of a Curriculum for Excellence.

Literacy and English: The areas covered are:

Listening and Talking

Reading

Writing

Numeracy: The areas covered are:

Number. Money and Measure

Information handling

Shape, position and movement

Oxford Reading Tree and Heinemann Active Maths are used to provide a

balanced approach to the learning and teaching of literacy and numeracy.

Other resources and approaches are also used dependent on the

individual needs of each pupil. Great emphasis is placed on interactive and

active learning in all areas of the curriculum. Pupils also develop their

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skills when accessing the community and engaging in outdoor learning

activities.

Expressive Arts: The areas covered are:

Art and Design

Dance

Drama

Music

All pupils experience Interdisciplinary Learning which enables them to

learn and further develop skills associated with other areas of the

curriculum such as Language, Mathematics and Expressive Arts.

Topic areas, reflecting the needs, progression and interest of each class,

are also chosen, planned, delivered and evaluated each term.

Technologies: The areas covered are:

Technological developments in society, including Eco Schools

ICT to enhance learning

Business contexts, including Enterprise

The use of ICT is an integral part of education. All classes have a range

of software covering many of the curricular areas and these are used to

enhance teaching and learning. All classrooms have interactive

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whiteboards, which are used across the curriculum. Clicker 6 and

Boardmaker programmes are used to develop language and communication

skills. These programmes have been introduced in the transition reviews

to enable pupil involvement.

Health Education and Wellbeing: The areas covered are:

Mental, Emotional, Social and Physical wellbeing

Planning for choices and change

Physical Education, Physical Activity and Sport

Food and Health

Substance Misuse

Relationships, Sexual Health and Parenthood

Parents and carers will be consulted at all stages prior to any programme

of sexual health and relationships education being implemented, and will

have the right to withdraw their child from these lessons following

discussion with the Headteacher.

Parents / carers are kept informed about the health and personal safety

programme for the school and information leaflets are sent home when

available. Pupils also have targets set in their Individual Educational

Programmes for Health and Wellbeing.

The school strives to ensure that children and young people are

respected and listened to, and that they are taught how to keep

themselves safe.

Religious and Moral Education: Areas covered are:

Christianity

World Religions

Development of Beliefs and Values

Religious and Moral Education encourages pupils towards a consistent set

of beliefs, values, attitudes, and practices. These are reinforced at our

weekly assemblies.

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The Secondary Department

Aims:-

To meet the needs of the young people through an individualised

curriculum following the Curriculum for Excellence Guidelines

To prepare our young people for life after school

To ensure that our young people feel valued, and value themselves

and others.

The pupils in the Secondary Department work in small mixed ability

classes with a maximum of ten pupils in each class. This allows for a high

degree of individualisation, enabling teachers to provide a high level of

personal instruction. Pupils are given the opportunity to work at their own

pace and within their own ability level.

Our pupils on the autism spectrum work in Autism Spectrum Disorder

bases with a high level of staffing using TEACCH methodology. They also

access specialist teachers but are accompanied by class staff.

A similar approach is used for our pupils with more complex needs: they

too work in their base with additional staff and access specialist teachers

as appropriate. We use a wide range of methods of communication in

these classes to meet the needs of our young people including

Boardmaker symbols, BIGmacks/sequencers and other inclusive

technology, and Makaton. We also have access to MOON if required. At

times, some personal and social issues are discussed in discrete girls and

boys groupings.

Within Curriculum for Excellence the curricular areas are:

Languages Sciences

Expressive arts Technologies

Mathematics Social Studies

Health and wellbeing Religious and moral education

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Some curricular areas are the responsibility of all staff, namely:

health and wellbeing across learning

literacy across learning

numeracy across learning

The curriculum comprises statements of experiences and outcomes which

describe national expectations of learning and progression through

curriculum levels, during the period from early years to the end of S3,

when pupils enter the ‘Senior Phase’.

To minimise the number of teachers that first and second year pupils

have in one day, and in line with the new guidelines, literacy, numeracy,

health and wellbeing are taught by one teacher. The emphasis in the first

two years in the secondary department is on each pupil as an individual

learner moving at his/her own pace to continue to develop the mastery of

the basic skills acquired in primary school. We continue and enhance the

work already started, as detailed in the Primary Department section.

We are very proud of continued developments in ICT ensuring access to

appropriate technology both for communication and learning, We use a

range of high-tech and low-tech hardware / software to allow the young

people optimum access to new technology.

From S3 onwards, we start to offer a limited number of subject options.

We also begin courses which lead to accreditation at Access 1, 2 and 3

and National 1, 2 and 3 under the Scottish Credit and Qualifications

Framework (SCQF). The Framework helps people of all ages and

circumstances to access the education and training that is appropriate to

them over their lifetime. Learning at Access and National level is

continually assessed by the school and does not involve an exam. This

means that, as of the August of your young person’s S4 year, they will

receive a statement of their attainments. This will continue until they

leave school.

Generally, and after discussion with parents, in S4, our young people

attend College for a ‘taster’ session. This is usually one morning per week.

In S5 and S6 we focus heavily on preparation for leaving school. We work

closely with Skill Development Scotland (SDS, formerly Careers Service)

in order to secure positive destinations for our young people at this

28

particularly important transition point. Where appropriate, we offer

work experience tasters, help with independent travel, general life skills

etc.

S5 and S6 pupils have the option to access a residential stay at Bendrigg,

an Outdoor Adventure Centre in Cumbria, assuming our fundraising

efforts are successful.

Provision for Pupils with Autism Spectrum

Disorder

Pupils on the autism spectrum are taught, as much as possible, within age

appropriate classes in Kilpatrick School. However, some pupils require a

low stimulus environment with a high staff: pupil ratio to ensure that

targets set are achieved through sensitive 1 to 1 teaching, mainly using

the TEACCH approach along side sensory teaching approaches.

Staff in the Autism bases work with speech and language therapists and

occupational therapists to develop strategies to support pupils in their

learning.

Photographs, symbols and visual timetables are used with pupils.

Specific targets are set for each pupil in liaison with class teams, speech

and language therapist, and other relevant personnel.

Pupils with ASD access relevant areas of the school e.g. soft play,

structured play, ball pool, sensory garden, swimming pool and adventure

play park. They also participate in regular community visits to facilitate

development of life skills.

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Monitoring of Attainment

During the session 2016 – 2017 the following results were achieved:

39 candidates were put forward for Scottish Credit and Qualifications

Framework awards.

379 awards were made;

173 at National 1,

198 at National 2,

4 at National 3.

4 Course awards at National 2

School Improvement Plan

School development Planning enables schools to review their practice and

determine areas for improvement.

At Kilpatrick School, current areas of improvement are:

Establishing a baseline

Nurture

Literacy and Family Learning

Raising Attainment in Literacy and English

Raising Attainment in Numeracy and Maths

Health and Wellbeing

Outdoor Learning

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Assessment, Reporting and Recording

The Education (Additional Support for Learning)(Scotland) Acts 2004 and

2009 aim to support any pupil who, for whatever reason, requires

additional support, long or short term, in order to learn and to work to

their full potential.

Further information can be obtained on all aspects of additional support

needs from West Dunbartonshire Council’s website at:

http://www.wdcweb.info/education-and-learning/additional-support-

needs

Kilpatrick School, through a policy of continuous assessment, aims to

support every pupil’s learning and keep their needs under constant review.

Continuous assessment is enables us to provide programmes of learning

which are suited to each child’s stage of development in key areas of the

curriculum. Staff constantly monitor and assess pupil progress through

observation and oral feedback.

A key feature of assessment is formative assessment. Formative

assessment is the teacher and pupil working together to support learning.

We aim to provide appropriate and effective feedback to pupils and

actively involve them in their learning.

The school, as part of planning and assessment, adopted a policy on target

setting for all pupils. Long term targets are set annually and are regularly

updated using short term targets/ next steps. The progress made within

target setting forms the basis of the pupil’s annual review report.

Parents and other agencies involved are invited to the review. Statutory

reviews involving Psychological Services, parents, carers, school staff and

other agencies take place at key points of transition. (See paragraphs on

Enrolment and Transition). If a pupil is identified as requiring a “Co-ordinated Support Plan” (CSP),

this will be fully discussed with parents at the review. Currently 8 pupils

from Kilpatrick School have Co-ordinated Support Plans.

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Tracking

Self evaluation is a key feature in teaching and learning. Both staff and

children engage in self and peer evaluations to continually inform and

improve standards across the school. Pupils are encouraged to evaluate

their performance through discussion and questionnaires. Forward Plans

are evaluated each term and pupil progress is regularly tracked through

targets by the class teacher and ELT.

Reporting

During the academic year, parents will receive information regarding

their child’s progress through Progress Reports sent home. They will also

have the opportunity to attend two Parents’ Meetings. Parents will be

allocated appointment times to meet with their child’s teacher. There is

also the opportunity to arrange appointment times with subject

specialists as well as physiotherapists and speech and language

therapists.

The Head Teacher and staff are available to discuss any child’s progress,

and parents are welcome to telephone the Head Teacher to arrange a

suitable appointment in the course of the session.

Your child’s report will tell you about your child’s progress throughout the

year. It will include information and teacher comments about:

The breadth of learning your child has experienced within

curricular areas

The level of challenge planned for you child to ensure achievement

of full potential and appropriate support

How well your child can apply learning in new and unfamiliar

contexts

32

Equal Opportunities and Social Justice

Kilpatrick School is committed to supporting the achievement of every

person in the school, to enable them to fulfil their potential and to

develop as learners with dignity and self-respect. The school is

committed to challenging racism, sexism and any other form of

discrimination.

Kilpatrick School aims to develop as a learning community where everyone

is accepted and valued, and to prepare our pupils to be tolerant, humane

and just citizens in our society.

In line with West Dunbartonshire Council policy, the school will respond

clearly and swiftly to any incidents of racial/sexual harassment or abuse.

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Pupil Support Structure

In Kilpatrick School we aim to get it right for every child (GIRFEC). Our

approach is to support pupils with all aspects of their learning and to

ensure that parents and pupils access support from different agencies

out with education such as health, social work and the wider community

groups associated with supporting vulnerable pupils. We aim to work and

communicate successfully with parents to ensure our pupils have maximum

support.

Further information on (GIRFEC) is available from www.west-

dunbarton.gov.uk/education-and-learning/schhols/additionalsupportneeds

Kilpatrick School provides a positive and safe environment which actively

promotes pupil welfare and development. Within the school, each member

of staff is regarded as having a crucial role in the care and welfare of all

pupils. Pupils, in both Primary and Secondary Departments, are made

aware of health and personal safety issues through appropriate

programmes of work in the curriculum for Health and Wellbeing. Targets

are also set for all pupils in this area taking into account the GIRFEC

indicators; safe, healthy, achieving, nurtured, active, respected,

responsible, included (SHANARRI).

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Further information on SHANARRI is available from

http://www.scotland.gov.uk/gettingitright

All staff members in the school are required to be aware of child

protection issues and are provided with regular information on Child

Protection Policy and Procedures. The school maintains close working

relationships with all other relevant agencies to ensure appropriate

information is shared and that professionals from various agencies work

collaboratively for the wellbeing of the children and young people.

All staff members have a responsibility to report in writing concerns

regarding the welfare or safety of a child or young person to the head

teacher.

If the head teacher, or the person deputising for the head teacher, is of

the view that there may be grounds for concern, they will immediately

contact the duty senior social worker and advise them of the

circumstances.

Homework Homework will vary depending on the needs of individual pupil. We

encourage parents to participate in the learning process by spending a

short time engaging with your child with any suggested activity or

homework. Examples of activities you can do with your child are reading

together, playing games, shopping, setting the table or simply encouraging

your child to talk about their day at school.

Positive Behaviour Strategy

The relationship between pupils and teacher is similar to that between

the child and his or her own parents / carers, requiring mutual

consideration.

The school aims to develop excellent relationships between staff and

pupils, as good discipline is essential in developing a sound base for

learning and teaching. The school is dedicated to Promoting Positive

Behaviour. A points system for older pupils and reward stickers and

35

badges for younger learners help develop a positive attitude within the

school.

The class teacher deals with minor incidents as part of his/her classroom

management. Procedures are in place should more serious incidents occur,

resulting in a member of the Senior Management Team being involved.

Each incident is handled swiftly yet compassionately, and pupils are

supported until the matter is resolved.

Occasionally, if there is a persistent difficulty, parents may be asked to

visit the school to discuss their child’s behaviour.

On a few rare occasions pupil indiscipline has resulted in exclusion from

school for a period of time. This allows the situation to calm down, and

the pupil returns with a fresh start.

Anti-Bullying Policy

Kilpatrick School aims to create an atmosphere where everyone is valued

and feels safe. All pupils will be able to learn in a supportive, safe and

caring environment.

The school gives clear and consistent messages to everyone that bullying

is a very serious issue and will be dealt with accordingly.

Every opportunity is used to promote an anti-bullying ethos throughout

the school. Awareness of bullying issues is raised through the use of

visual displays, assemblies, daily input from class and registration

teachers, and links within the formal and informal curriculum.

Kilpatrick School offers individual support to the victims of bullying.

Making bullies aware of their actions and rewarding positive behaviour

can result in the reduction of bullying behaviour.

Strategies for dealing with bullying incidents are regularly monitored and

evaluated. Incidents of bullying are recorded and will be sent to the

directorate when required using an existing school reporting system.

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Educational Visits

At Kilpatrick School educational visits are seen as an integral part of

school life. As part of the aim to provide a broad and balanced

curriculum, educational visits:-

have a stated educational purpose

provide children with first hand experiences

enhance learning opportunities

develop personal and social skills

enhance topic plans

are in line with forward plans and targets

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The school has a mini bus which is used to enhance pupils’ learning with

visits and outings within the local and wider environment. Local authority

buses are used on a weekly basis for pupils to access the community,

swimming, college etc.

There is a very detailed planning and preparation procedure for any

outing, and this is managed by a member of the Leadership team. Risk

assessments are carried out prior to educational outings taking place.

Once details are confirmed, a letter is sent out to parents/carers, and

their permission is sought. Staff, organising the visit, take a list of

emergency contacts (Form EV5) and any medication required by individual

pupils.

School Transport

Most of our pupils travel on the authority buses provided by West

Dunbartonshire Council. A bus escort travels with the pupils to help

ensure their safety.

It is the parent’s responsibility to ensure that their child is ready for the

‘pick up’ time and collected at the ‘drop off’ time. It is also the parent’s

responsibility to encourage their child to behave in a safe and acceptable

manner while boarding, travelling in, and alighting from the vehicle.

38

Taxis and escorts are also provided, primarily, to transfer pupils who are

on split placements with mainstream establishments.

Travel arrangements are agreed and organised when a pupil is offered a

placement in Kilpatrick School. Senior pupils access an independent travel

programme to enable them to travel independently to school by public

transport.

Home-School Links

Kilpatrick School aims to work closely with parents and greatly values

their input into school life. On a daily/weekly basis, all children in the

Primary Department and some pupils in the Secondary have a home-school

diary, which gives parents an insight into their child’s day at school.

Teachers welcome feedback from parents in these diaries. This is helpful

in encouraging pupils to talk about their favourite pastimes and activities

at home.

Information to parents is sent home regularly regarding events and

holiday notices. A school newsletter is also published regularly,

commenting on pupil achievements, extra curricular activities and

forthcoming fundraising events.

In addition to formal Parents’ Meetings, progress reports and pupil

reviews, the school invites parents to end of term assemblies and

concerts. Parents are then invited to have tea/coffee and have the

opportunity to chat informally with other parents and staff.

Parents are encouraged to help the school by supporting the activities

and events organised by Friends of Kilpatrick.

Extra-Curricular Activities

Kilpatrick School offers pupils a variety of extra-curricular activities.

The main aims are fun and enjoyment, but a great many pupils gain

confidence and raise their self-esteem by taking part.

Some of these activities include:

Residential stays,

Swimming galas,

Sport festivals,

After School Club,

Lunchtime Clubs.

39

Parental involvement in extra-curricular activities is always encouraged

and greatly appreciated.

Music The Music Department has sound beam and switches which enable all

pupils to actively participate in performances. The sound beam can

interlink and enrich any topic. Parents are invited to end of term

performances to watch their children perform.

Eco Schools Through the medium of inter-disciplinary learning, pupils in both Primary

and Secondary Departments have been involved in a multitude of

40

activities under the banner of Eco Schools, from litter picking to creating

log piles, planting vegetables and herbs to developing an orchard.

In the light of these and many more eco activities, the school has

recently been awarded its second Green Flag. The pupils link their eco

activities to other curricular areas e.g. social subjects, health and

wellbeing, literacy and numeracy, ensuring coherence and progression

through all ages and stages

Pupil Council The pupil council is made up of pupils representing all stages of the

secondary department and representation from the primary department.

The pupil council meets regularly and this allows for pupils views and

opinions to be shared with school staff.

Enterprise Enterprise activities are embedded in the curriculum from P1 to S6.

Including their involvement in the school’s ‘Reduce, Re-use, Recycle’

programme, primary pupils also have Enterprise planned in their termly

topics. These opportunities develop skills for learning, skills for life and

skills for work; major elements in a Curriculum for Excellence.

In the secondary department there are many opportunities for pupils to

participate in enterprising activities; working in one of our two cafes,

growing fruit and vegetables in our garden and running our workshop.

41

In recent years the school has been awarded an award for waste

minimisation and the Motorola Award for Excellence in Enterprise

Education. We are currently working with the Social Enterprise Academy

and The Co-operative Education trust with the aim of further developing

our social enterprise and hopefully achieving the Social Enterprise

Academy Award.

The Kilpatrick shop has traditionally been self funding. We continue to

be so but have benefitted greatly this year from the card making

machine sponsored by The Friends of Kilpatrick. At the end of the school

year, profits will be shared between all pupils who have contributed to

the success of our enterprise. This year we are also raising funds for the

work of Awamu in Uganda, (www.awamu.co.uk), an organisation which

works to improve the health and education of vulnerable children in

Uganda.

Enterprise activities throughout the school have made a major

contribution to the enhanced self-esteem of our pupils, promoting

personalisation and choice, teamwork and personal achievement.

The School café and shop are both open to the public on a Friday morning.

The School in the Community

Kilpatrick School is well known in the local area and considerable effort is

made by staff to include pupils in local community facilities. Most

secondary pupils have the opportunity to regularly use the pool and other

amenities at the Playdrome in Clydebank. ‘Access the community’ trips

are organised for small group of pupils, where they can develop important

personal and social skills in a variety of contexts such as the local

supermarket and library.

42

Senior pupils run a weekly café, which is open to the public.

Local churches, businesses and industry regularly donate money to funds

in the school. The school encourages links with the Community Police and

many other agencies.

Spiritual, Moral, Social and Cultural Values

Religious observance is a statutory requirement in all Scottish schools

and Kilpatrick School’s arrangements are as follows:

The school welcomes and appreciates visits from chaplains of all

denomonations in the Clydebank/Dumbarton/Vale of Leven areas,

Primary assemblies take place weekly

Secondary pupils have short weekly assemblies and a full assembly

takes place on the last Wednesday of the month

At Kilpatrick School, religious observance is inclusive, allowing pupils from

various religious backgrounds or none, to participate equally and to gain

something from the activity. Chaplains are an invaluable source of

pastoral care for our school community and where possible are involved

with staff in Harvest, Christmas, Easter, and Summer Services.

Parents have the right to withdraw their children from religious

observance. (SOED Circular 6/91) and (Education (Scotland) Act 1980).

Parents from ethnic minority religious communities may request that

their child be permitted to be absent from school in order to celebrate

recognised religious events. Only written requests detailing the proposed

arrangements will be considered. Appropriate requests will be granted on

not more than three occasions in any school session and the pupil noted as

an authorised absentee on the register.

Medical, Health Care and Therapy Services

Children are routinely examined shortly after entry to school and at

intervals thereafter throughout their school life. Other medical

examinations may take place at the special request of school or parents.

This will be organised by the school nurse. Parents should attend these

examinations where possible. The nurse arranges all medical

examinations.

There are nurses and a health care assistant based in the school. After

entry, an admission pack specific to the needs of the child will be

43

completed. Any information regarding the child’s health should be

directed to the school nurse. Parents can talk in confidence with the

school nurse about any issues relating to their child’s health. Parents are

asked to advise the school nurse of any medical requirements. The nurse

addresses special medical needs of children either directly or by training

relevant members of staff.

Parents are asked to note that any medications to be given must be

prescribed by a GP or Hospital Doctor and must be accompanied by

relevant child information. Any medications must be delivered to the

nurse via the escort – not placed in the child’s bag. Medication should

come with written guidelines and be signed by parent or guardian.

Should a child take ill, every effort is made to contact the parent or

named emergency contact. If the illness or accident is very serious, a

school staff member will take the pupil straight to hospital, and the

parent will be asked to join them there.

There are annual vaccination programmes available for primary and

secondary children; these include immunisation against diphtheria,

tetanus, poliomyelitis, hepatitis, meningitis and HPV.

Speech and Language Therapists support the school. The Speech and

Language Therapist will consult with teaching staff and parents and

advise on therapy needs involving eating, drinking, language development

and alternative and augmentative forms of communication.

Attendance at School

Section 30 of the 1980 Education Act lays a duty on every parent of a

child of ‘school age’ to ensure that their child attends school regularly.

Attendance must be recorded twice a day, morning and afternoon.

Regulation 7 of the Education (School and Placing Information) (Scotland)

Amendment, Etc, Regulations 1993 requires each child’s absence from

school to be recorded in the school register as authorised that this is

approved by the authority, or unauthorised that is unexplained by the

parent (truancy) or temporarily excluded from school.

Parents are asked to inform the school by telephoning, letter or via the

bus/taxi escort, if their child is absent from school. On return to school

44

parents are asked to give their child a note confirming reason for their

absence.

The school uses attendance monitoring procedures which alert the

parents of a child’s un-notified absence. Parents, therefore, have a

responsibility to notify the school on the first morning of an absence and

to provide the school with up to date contact information.

The Policies for Parents document “Achievement through Attendance”,

available to all parents from their child’s school and the council website,

outlines the importance of good attendance.

The Scottish Government has now issued guidance to all local authorities

indicating that family holidays taken during term time should be

categorised as unauthorised absence. Only in very exceptional

circumstances will it be possible for the Head Teacher, with the approval

of the local authority, to authorise a family holiday during term time.

Clearly with no explanation from the parent the absence is unauthorised.

A School Attendance Officer can investigate unexplained absences and

the authority has the power to write to, interview or prosecute parents,

or refer pupils to the Reporter of the Children’s Hearings.

Clothing and Uniform

Pupils attending schools within West Dunbartonshire Council are strongly

encouraged to wear a school uniform. Our contact with parents in recent

years has also made us aware that the vast majority are in favour of

uniform. The wearing of school uniform helps promote the identity of the

school in the local community and helps create an ethos of sharing and

pride in the school.

Most people tend to form opinions about a school by the appearance and

behaviour of the pupils. West Dunbartonshire Council supports the

wearing of the uniform in all of its schools because it:

improves school security by making it easier to identify intruders

45

builds a sense of identity and belonging to the school

gives pupils an equality of appearance thereby discouraging

competition

is cheaper to buy than other clothing which pupils may wear

encourages school discipline and a work ethic amongst pupils

The forms of dress that are unacceptable in school are items of clothing

which:

potentially encourage faction (such as football colours)

could cause offence (such as anti-religious symbolism or political

slogans)

could cause health and safety difficulties, such as loose fitting

clothing, dangling earrings, sportswear made of flammable material.

could cause damage to flooring

carry advertising particularly for alcohol or tobacco

could be used to inflict damage on other pupils or be used by others to

do so

are valuable or expensive items of clothing or jewellery which present

a security issue for the school

Some pupils may be eligible for a clothing grant. Parents can ask at the

school office or they can access information on the council website,

www.west-dunbarton.gov.uk/education-and-learning/schools .

Alternatively, you can complete the application over the telephone by

calling the Customer Contact Centre on 01389 738282.

Appendix 1 of our handbook has a copy of the application form for your

information.

The agreed uniform for Kilpatrick School is:

White shirt or blue polo shirt with school crest

46

Navy blue jogging trousers / black trousers

Navy blue sweatshirt with school crest

School tie is available

All of these items are available to order from the school office or

through the Tesco website (smaller sizes only). Order forms and price

lists are available on request.

We ask that all items of uniform be clearly marked or labelled with the

pupil’s name and class to ensure that is does not get lost.

Meals

Kilpatrick School follows the School’s (Health Promotion and Nutrition)

(Scotland) Act. Meals are prepared in the school kitchen and are served

cafeteria style. Copies of menus and prices are available and a cashless

system has been successfully introduced in the secondary department.

Pupils and parents have pictorial menus issued to help them in their choice

of food.

There is a School Nutrition Action Group that monitors lunches and the

Healthy Tuck-shop. Pupils are encouraged to choose healthy meal options.

Fruit and milk are provided daily for primary classes and parents are

asked to encourage their child to eat and drink these regularly. Special

diets are available on request in liaison with the dietician. Parents can

47

send in a packed lunch for their child, and guidance is available on healthy

packed lunches. Staff members are available to help those pupils who

require assistance with eating and drinking. Pupils are supervised at all

times. Pupils, parents and staff are regularly consulted on their views

about healthy eating at Kilpatrick.

Please note that Kilpatrick School is a nut-free zone due to staff and

pupil allergies.

Information and application forms for free school meals may be obtained

from the www.west-dunbarton.gov.uk/education-and-learning/schools or

by calling the Customer Contact Centre on 01389 738282.

Information in Emergencies

We make every effort to maintain a full educational service, but on some

occasions circumstances arise which lead to disruption. Schools may be

affected by, for example, severe weather, temporary interruption of

transport, power failures or difficulties of fuel supply. In such cases we

shall do all we can to let you know about the details of closure or re-

opening. We shall keep you in touch by using letters, notices in local

shops and community centres, announcements in local churches and

announcements in the press, local radio and social media sites. It is

normal practice within West Dunbartonshire Council to operate a help

line when emergencies arise. Details will be made available when the

occasion arises.

Mobile Phones

It is school policy that any mobile phones brought into school by pupils

should be deposited at the school office on arrival and collected at the

end of the day. Under no circumstances should video or audio recording

be undertaken by pupils using mobile phones.

Data Protection Act 1984

Information on parents and guardians is stored on a computer system and

may be used for teaching, registration, assessment and other

administrative duties. The information is protected by the Data

48

Protection Act 1984 and may only be disclosed in accordance with the

Codes of Practice. For further information please contact the school.

Photography/ Video

In line with Council Policy no photography of individuals is permitted on

council premises where there is a reasonable expectation of privacy

without their consent or, in the case of children under the age of 12

years, the consent of their parents/guardians. Parents/guardians will be

asked to give written permission on an annual basis for their child to be

photographed or videoed for specific purposes related to the life and

work of the school and the education service.

The Friends of Kilpatrick

The parent council, The Friends of Kilpatrick, was set up to allow

parents, relatives, friends and school staff to form a broad based

association which would help raise funds for specific projects and events

for pupils during the school year.

Meetings are held on a regular basis to discuss fund raising, events and

outings. Numerous fund raising events have taken place including filling

Smartie tubes with 20p, car boot sales, Fun Day and Themed Nights.

Every pupil at Kilpatrick School benefits from the hard-work and

contributions made by The Friends of Kilpatrick.

49

The Friends of Kilpatrick are always keen to welcome new members. All

parents and carers are welcome to join The Friends Of Kilpatrick.

Interested parents and friends should contact the school.

Chairperson Vacant

Secretary Ms. Davina Conarty

Minute Secretary Mrs E McAdam

Treasurer Mrs. J.A. Fletcher

Committee Ms C Purcell

Mrs. E. Bowman

Mrs H. Lynch

Mrs B. Keita

Mrs. E. McAdam

Important Addresses

West Dunbartonshire Council

Education and Cultural Services

Council Offices

Garshake Road

DUMBARTON

G82 3PU.

Local Councillors - The school covers the entire West Dunbartonshire

area. Should parents wish to contact their local councillor, the name

address and contact telephone number can be obtained from the above

address.

50

West Dunbartonshire Council

Department of Health and Social Work

Area Offices:

Vale of Leven Dumbarton Clydebank

Mitchell Way Bruce Street Council Offices

ALEXANDRIA DUMBARTON Roseberry Place

CLYDEBANK

Other Useful Address:

Enable National Autistic Society

146 Argyll Street 109 Hope St

Glasgow Glasgow

G2 8BL G2 6LL

Although this information is correct at time of printing, there could be

changes affecting any of the matters dealt with in this document: -

(a) before the commencement or during the course of the school year in

question;

(b) In relation to subsequent school years.

Glossary

Admission Pack information held by the school nurse, specific to child’s

medical/nursing needs.

Admission Procedure Process whereby a pupil is admitted to school with all

relevant information acquired e.g. pre-school reports, etc.

Alternative Communication Form of communication other than speech e.g. use of

Technological devices.

Assessment process to determine pupil’s progress

Augmentative Communication A form of communication which enhances speech e.g.

Makaton –a sign or symbol form of communication, which

is used alongside speech.

51

Autism Spectrum Disorder The range of abilities and needs for pupils with autism.

Access Levels Part of the Higher Still curriculum and assessment

framework for older pupils.

Curriculum The range of subjects and skills taught within the

context of a school day. E.g. language, maths etc.

Challenging Behaviour Behaviour that is a barrier to the child’s learning.

Differentiated Materials and resources that are carefully matched

to address the specific needs of individual pupils.

Early education and child Formerly known as nursery nurse.

Care officer (EE&CC)

Elaborated Curriculum An enhanced curriculum for pupils, often with severe and

complex needs, who are achieving skills at an earlier

developmental stage.

Enrolment The procedure whereby a pupil is admitted to school.

Enterprise Pupils involvement in running a small school-based

business.

Extra-Curricular Activities Clubs and activities available in the school in addition to

curricular based subjects.

Facilities Assistant The job title formally known as janitor.

Friends of Kilpatrick An association of friends, parents and staff involved in

fundraising ventures for the school.

Guidance Advice and support for pupils in the Secondary

Department, led by designated teachers.

HWB Health and Wellbeing

Hydrotherapy Physiotherapy treatment in the swimming pool.

I.E.P’s Individual Educational Plan

Light Sensory Room A multisensory environment with lights, sounds, textures

which can be interactive or used as a relaxation room.

Low Stimulus Room An environment designed to suit needs of pupils with

autism.

Newsletter A regular news, views and information sheet for parents,

pupils and friends

Option Choices Subject choices made by pupils in the Secondary

Department from S3 onward

Promoting Positive Behaviour A scheme operating within the school, this employs a

series of rewards for positive behaviour, while supporting

pupils with more challenging behaviours.

52

Psychological Service The service delivered by educational psychologists,

offering advice on placement, child development and

assessment.

Reviews Annual meetings to discuss pupil’s progress/ needs in

school. Attended by parents, teachers and other

professionals e.g. nurse, physiotherapist, speech and

language therapist, social worker, etc.

School Nutrition A committee of school and catering staff

Action Group developing healthy eating within the school.

Soft Play Room An area with soft matting and climbing areas, including a

ball pool, where pupils can move freely and have fun.

Structured Play Area An area with a selection of play opportunities, creative,

imaginative and sensory, where younger pupils are

supported in their play to encourage communication and

social skills.

Subject Specialists Teachers in the Secondary Department assigned to teach

specific subjects e.g. Art, Music, and P.E. etc.

Target Setting Government initiative to specify learning and teaching for

pupils with additional support needs.

Transfer The process of moving from one department of the school

to another e.g. primary to secondary transfer.

Transition The period before transfer, where pupils are introduced

to the next stage of school. For pupils with severe and

complex needs the period of transition can be extended

to take account of the specific needs of pupils.

Appendix 1

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Clothing Grant/Free School Meal Application Form

Application for Free School Meals & Clothing Grant 2014/15 If your child attends a West Dunbartonshire School you may be entitled to free school meals and a clothing grant. If you think you will qualify, please complete this form making sure the benefit you receive is clearly identified and ensure you sign the declaration.

The Clothing Grant is £50.00 per child and payment will be made by BACS (directly into your bank account). The first payments should be made in June

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and you should receive your payment within 2 weeks of your application being processed. Only one clothing grant will be paid for any pupil during a school year. If you have any queries regarding a clothing grant or free school meals please telephone our contact centre on 01389 738282. Name of parent / legal guardian

First Name National Insurance Number

Surname

Name of partner / spouse

First Name National Insurance Number

Surname

If you do not have a National Insurance Number and are an Asylum Seeker, please tick the box

Address

Tel No:

Mobile No:

For payment directly into your bank account, please complete the following: Account Holders Name

Account Number Sort Code

Name & Address of Bank

N.B. BACS payments cannot be made to post office accounts. If you have a post office account or would prefer payment by cheque, tick here

List all child (ren) for whom you wish to apply (including children 16 years or over)

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Surname First Name Male/Female Date of Birth (DD/MM/YYYY)

Name of School/Nursery Attended from August 2013

Clothing Grants will not be paid for children who will be 16 years old between 1 March and 30 September (children of school leaving age), until they return to school in the new session. However you should include these children on your application. I am in receipt of the following benefit(s) (please tick ALL relevant):

Tick Entitlement To

Income Support School Meals & Clothing Grant

Jobseekers Allowance (income based) School Meals & Clothing Grant

Pension Credit School Meals & Clothing Grant

Employment and Support Allowance (income related)

School Meals & Clothing Grant

Housing and/or Council Tax Benefit Clothing Grant

Maximum Working and Child Tax Credit with income less than £6,420

School Meals & Clothing Grant

Working Tax Credit with a gross annual income of £15,276

Clothing Grant

Child Tax Credit ONLY with income less than £16,190

School Meals

Support under Part VI of the Immigration & Asylum Act 1999

School Meals & Clothing Grant

Declaration

I declare that the information provided by me is a true and accurate statement of my circumstances and that I have not withheld any facts. I agree that the Department for Work & Pensions can give you information about my benefit entitlement so that my application can be processed.

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I understand that if my application for free school meals is successful and my circumstances change, I must report this. Signed Date

Completed forms can be posted or returned to:

Housing Benefit Section Council Offices Garshake Road Dumbarton G82 3PU Opening hours: 9.00am – 4.00pm Mon – Thursday 9.00am -3.30pm Friday

Housing Benefit Section Council Offices Roseberry Place Clydebank G81 1TG Opening hours: 9.00am – 4.30pm Mon – Thursday 9.00am – 4.00pm Friday

Housing Office Mitchell Way Alexandria G83 0LW Opening hours: 8.30am - 4.15pm Mon, Tues, Wed, Fri 9.30am - 4.15pm Thursday