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All educational establishments within West Dunbartonshire Council are members of a Local Learning Community (LLC). These LLC‟s are made up of one secondary school and its associated primary schools and include a number of Early Education and Childcare Centres and Partnership Nurseries. Clydebank High School is a member of the (Clydebank High Local 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 educational 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. Mr Young represents Clydebank High School on the Clydebank High LLC; however other members of staff may attend meetings in support of improvement work. The meeting is led by Mr Matthew Boyle Educational Services Manager who is assisted by the school‟s Quality Improvement Officer Mrs Susan Gray. Updates on the work of the LLC‟s will be made available through parent council meetings and through Standards and Quality reporting.
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Section 1
CONTACT DETAILS
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FOREWORD: Dear Parent/Guardian
The purpose of this handbook is to give you a clear picture of Clydebank High School. In it we have combined factual information with a flavour of the character of the school. I hope you will find the details we have provided useful.
Most of us find change difficult to cope with at times, but I hope that your child will find the transition from primary to secondary an exciting and enjoyable process. We will certainly do all that we can to achieve this and to help your child to settle quickly and happily into first year.
The staff expect high standards from all pupils and they work hard to provide opportunities to enable every child to achieve success. If you already have children at the school, you will know that we are committed to providing a high quality of teaching and learning, as well as a range of clubs and activities. Please encourage your child to join in the varied opportunities available.
I strongly believe that a close partnership between parents and the school is of a great benefit to the pupils and I look forward to working closely with you. In the meantime, if I can be of any further assistance to you, please do not hesitate to contact me at the school. Stewart Young
Head Teacher
@clydebankhigh
You can find out all you need to know about Clydebank High School by logging on to:
www.clydebankhigh.org.uk
You can also follow us on Twitter
Clydebank High School Handbook 2015/2016
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THE MANAGEMENT SENIOR MANAGEMENT TEAM
The management of the school, the policy making, the long-term planning and the day to day administration are in the hands of a Senior Management Team which is composed of the Head Teacher, 5 Depute Head Teachers and a Business Manager.
The Senior Management Team is: Head Teacher Mr S Young Depute Head (Arran House) Mrs H McLaughlin Depute Head (Bute House) Mrs M Rooney Depute Head (Cumbrae House) Mr J Hand Depute Head (Davaar House) Mr D Docherty Depute Head (Support Services) Mrs S Grumball Business Manager Mrs L Young
While the Head Teacher has overall responsibility for the management of the school, various duties and responsibilities are allocated to each member of the Senior Management
Team. Each Depute Head is in charge of a House group through which pupils progress from S1 – S6.
Mr S Young - Head Teacher
Mrs M Rooney Mr D Docherty
Mr J Hand Mrs H Mclaughlin Mrs L Young
Mrs S Grumball
Clydebank High School Handbook 2015/2016
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THE SCHOOL Name of school: Clydebank High School Address: Janetta Street Clydebank G81 3EJ
Telephone number: 0141 533 3000 Fax number: 0141 533 3039
E-mail: [email protected]
Website: www.clydebankhigh.org.uk
Description: Six year comprehensive Non-denominational Co-educational
Area served: Clydebank and surrounding area
Current roll: S1 – 235 S2 – 226 S3 – 218 S4 – 238 S5 – 220 S6 – 136
Likely intake for future years (excluding placing requests) 2015 = 218 2016 = 214
Clydebank High School Handbook 2015/2016
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STAFF LIST
Clydebank High School Handbook 2015/2016
SMT Mr S Young
Mrs S Grumball
Mrs M Rooney
Mrs H McLaughlin
Mr J Hand
Mr D Docherty
Ms L Young
Art Mr S Borland
Mrs E Gormley
Mrs J McGoldrick
Mrs J Reilly
Ms M Neilson
Mrs G Fletcher
Biology Mrs T Bain
Mrs M Cowan
Mrs C Burns
Mrs A Davie
Bus. Studies
Mrs C Russell
Mr T Barrie
Mrs D O'Neill
Ms S Lees
Chem Mr M Hunter
Dr G Simpson
Ms K Thumath
Mrs T George
Mrs J Curtis
Comp Mrs F Sabba
Mrs C Lumsden
Mr E Anderson
Ms M Dornan
Eng-
lish
Mrs A Thorn
Mr S Inglis
Miss S Lockhart
Mrs E Smith
Mrs LJ Konstantinou
Ms D Mathieson
Mrs D R-Quinn
Mrs S Ryan
Miss Y Young
Mrs M Pimley
Ms P Paterson
Geog Mrs L McNiven
Mr R Bradley
Mrs L Conway
History Mrs A McGuffie
Ms J Irvine
Mr P Hamilton
RE Mr B Stansfield
Mrs C MacKenzie
Home
Ec
Ms J Nicolson
Mrs L Farrell
Mrs J Macrae
Maths Mrs Ciaran Shannon
Mr J Cairns
Miss F Haxton
Mrs L Prentice
Miss K McCairns
Mr D McInnes
Mrs C McIntyre
Ms T Wallace
Mr G Tripney
Mr J Dobbin
Mod Lang
Ms M McFadyen
Mrs J Chappelle
Mr J Moore
Mrs C Lopez
Mrs M Gordon
Miss E Prowse
Mod-ern Stud-ies
Mr P Carson
Mrs E Tindal
Mr G Glen
Ms N Strang
Music Mr M Kelly
Ms C McCormick
Ms E Hunter
Mr C Pugh
Mrs L Hawthorn
PE Mr N Chudleigh
Mr G Rae
Mrs M Banks
Mrs K Dunlop
Miss K MacColl
Miss C Smith
Mr C Jewell
Phys-
ics
Mr M Wood
Mr A Fraser
Mr S Hamill
Miss E McCombe
Tech Mr R Dickson
Mr D Paton
Mr J McClements
Mr T Manley
Mr W Reid
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SMT REMITS
Clydebank High School Handbook 2015/2016
Remit 1 : S Young – Strategic Development
Remit 2 : M Rooney – Professional Learning Community Development
Remit 3 : S Grumball – Support For Pupils
Remit 4 : J Hand – Ethos
Remit 5 : H McLaughlin – Lifelong Learning
Remit 6 : D Docherty – Learning & Teaching
Remit 7 : L Young – Resources
Year Group/House Responsibilities
M Rooney S2/Bute J Hand S4/Cumbrae
D Docherty S3/Davaar H McLaughlin S1/Arran
S Grumball S5-6/Eriskay
Departmental Links
M Rooney Geography, History, Modern Studies, RE
D Docherty Art, Music, PE
S Grumball English, Support Services
J Hand Biology, Chemistry, Physics
H McLaughlin Business Studies, Computing, Home Economics, Technical
S Young Mathematics, Modern Languages
All DHTs Year Group Responsibilities
Preparation and dissemination of year group information
Assemblies and liaison with Chaplains
Organisation of procedures for pupils reports
Tracking and monitoring of pupil progress
Parental liaison and arrangements for parents‟ evenings
House Teams
Arran H McLaughlin & T George & G Rae
Bute M Rooney & S Inglis & K Thumath
Cumbrae J Hand & J Curtis & D Paton
Davaar D Docherty & T Bain & K McCairns
High Tariff S Grumball & W McInally & L Simpson
MCMC Coordinator/High Tariff Team G Simpson
Behaviour Support L Simpson, W McInally
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PASTORAL CARE / DHT CONTACT
Clydebank High School Handbook 2015/2016
This partnership between the home and school is vital in ensuring that we give our young people the best possible start in life.
There is nothing more confusing to a child or young person than mixed messages so parents/carers and teaching staff must work closely together to deliver the same messages i.e. the importance of attendance, timekeeping, uniform, excellent behaviour and 100% effort.
Nothing less than the very highest standards will do. Without them our young people will not be competitive in the real world when they come to look for a job or university/college place.
A crucial part of this partnership is clear lines of communication. There may well be times when you want to contact us for advice or for information or simply to discuss your child. In these situations you need to know who to call.
Generally speaking, your first point of contact should be your child‟s Pastoral Care teacher who has responsibility for his/her welfare e.g. you might want to report illness, explain absences or share a problem. If you are unsure who your child‟s Pastoral Care teacher is, please note the correct name from this list:
1A1 Mr G Rae
1A2 Mr G Rae
1B1 Mr S Inglis
1B2 Ms K Thumath
1C1 Mr D Paton
1C2 Mr J Curtis
1D1 Ms T Bain
1D2 Miss K McCairns
2A1 Mr G Rae
2A2 Mrs T George
2B1 Mr S Inglis
2B2 Ms K Thumath
2C1 Mr D Paton
2C2 Mrs J Curtis
2D1 Ms T Bain
2D2 Miss K McCairns
3A1 Mrs T George
3A2 Mr G Rae
3B1 Mr S Inglis
3B2 Ms K Thumath
3C1 Mrs L Mitchell
3C2 Mrs J Curtis
3D1 Miss K McCairns
3D2 Ms T Bain
SA1 Mrs T George
SA2 Mrs T George
SA3 Mrs T George
SA4 Mrs W McInally
SA5 Mrs W McInally/ Mr G Rae
SA6 Mrs W McInally/ Mr G Rae
SB1 Mr S Inglis
SB2 Mr S Inglis
SB3 Ms K Thumath
SB4 Ms K Thumath
SB5 Ms K Thumath
SB6 Mr S Inglis
SC1 Mr D Paton
SC2 Mr D Paton
SC3 Mrs L Simpson
SC4 Mrs J Curtis
SC5 Mrs J Curtis
SD1 Mrs T Bain
SD2 Mrs T Bain
SD3 Miss K McCairns
SD4 Dr G Simpson
SD5 Miss K McCairns
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INFORMATION IN EMERGENCIES We make every effort to maintain a full education service, on some occasions circumstances arise which may lead to disruption. We may be affected, for example, by 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 in touch with you by using letters, Parent Call, notices in local shops and community centres, announcements in local churches and in the press and on local radio. It is normal practice within West Dunbartonshire Council to operate a help line when emergencies arise. Details will be made available when an occasion arises.
Clydebank High School Handbook 2015/2016
EMERGENCY CLOSURE PROCEDURES
1. As far as possible with input from DHTs, the Head Teacher takes the decision to close the school.
2. 2 text messages are sent to parents: (a) “CHS is closing at [10am] today” (b) “Supervision of pupils will continue as necessary until 3.50pm “ 3. The same message is put on the school website. 4. Classes are brought down by their class teacher to the assembly hall, corridor by corridor, to be addressed by the Head Teacher. 5. Pupils are told that: (a) the school is closing because of …. (b) they must phone their parent/carer to confirm that they can make their way home or to an agreed place (or the school can do this, if necessary) (c) they must make their way home without delay and take care on treacherous pavements and roads (d) they must wait in the dining hall if they are unable to leave (immediately) (e) there will be an update of the situation on the school website, the WDC website and the Radio Clyde website 6. If the situation demands a quick evacuation, the above can be done via the school‟s tannoy system. 7. Once it is clear that only a few or no pupils are left in the building in need of supervision, staff are informed by their line manager of the arrangements that apply to them. 8. Staff know to check the school website, the WDC website and the Radio Clyde website for updates. There is also a cascade system of passing on information during a closure, namely: SMT > PTs > departmental colleagues.
Please note also the following 2 points from WDC:
1. “The expectation for staff is that, if an individual establishment requires to close for pupils, then staff would either continue to work within the school, if the school was accessible and appropriate accommodation is available or, if the school is closed for a full day or more, would report to another education establishment within WDC”. 2. “Should all schools be required to close, and police advice is that only essential travel should be under taken, staff will only be required to report to their place of work if it is decided that there is a business need for them to do so”.
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Section 2
SCHOOL ETHOS
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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.
To enable everyone in West Dunbartonshire to become:
Successful learners
Confident individuals
Responsible citizens
Effective contributors
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
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CLYDEBANK HIGH SCHOOL’S VALUES:
We promote the core values of the school among our students, staff, parents, and other partners and they are central to the relationships at the heart of the learning community of Clydebank High School.
Our Core Values are:
Respect Tolerance Honesty Peace Commitment
By following these values we will continue to build a learning community at the heart of the town of Clydebank that values all members of that community equally, challenges all to achieve their best and equips our young people with the skills needed to take their place in a modern Scotland and in the wider global community.
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OUR VISION: Our vision for Clydebank High School is to work continuously to develop a community of people committed to academic and personal excellence and to maximise the potential of all students in the school. We do this through the provision of dynamic and challenging educational opportunities and active learning experiences for all. This is done in a caring, inclusive and safe community. Pupils are encouraged to work in a manner which promotes mutual respect for their peers and others within the multi-cultural society in which they live. Clydebank High School also works to develop close links with parents and other partners to enhance and continually improve the work of the school. Learning within the school community is personalised according to need. Difference and diversity are valued and young people are prepared to become Successful Learners, Confident Individuals, Effective Contributors and the Responsible Citizens of the future. Everything will be done to ensure the greatest impact on learners and learning in the school.
Clydebank High School Handbook 2015/2016
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EQUAL OPPORTUNITIES AND SOCIAL JUSTICE The school seeks to provide the opportunity for all pupils to fulfil their potential. In S1- S3 pupils follow a broad general education under the national Curriculum For Excellence. Register classes are mixed in terms of gender, race and ability. There is access for all pupils to the course options in S4 provided that they have achieved pre-entry requirements. Pupils are encouraged to choose subjects which reflect their strengths and which will allow them to maximise their achievement in school. Parents are encouraged to be actively involved in all aspects of their child‟s course choices throughout their school career.
SPIRITUAL, SOCIAL, CULTURAL AND MORAL VALUES
Each year group has its own Assembly held during morning registration once a week. A number of Assemblies are attended by a member of the Chaplaincy team. Each Chaplain is allocated a different year group. Extended Assemblies are held for each year group at Christmas and Easter. Other extended Assemblies are held to support the school‟s values, Commitment, Honesty, Peace, Respect, Tolerance, in some way. At regular intervals throughout the session, year group Assemblies are replaced by House Assemblies led by the House Depute Head and Pastoral Care Staff. Assembly is also used as an opportunity to keep pupils informed of school activities. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements are considered. Appropriate requests are granted on not more than three occasions in any one school session and the pupil noted as an authorised absentee in the register. All pupils experience Religious Education classes which centre on living in a plural society.
Clydebank High School Handbook 2015/2016
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SCHOOL COMMUNITY LINKS Clydebank High School is committed to developing and extending the links it has with the community it serves. The school has the support of an active and committed Parent Council drawn from the local community. In addition to involving parents in working with the school to promote attainment we encourage an exchange of activity between school and the community. Where numbers permit, adult students can join senior classes for SQA National
Courses and Units or quite simply for interest and enjoyment. All school leavers undertake a work experience placement. This is supported by the
industrial and business community in and around Clydebank. The school supports a wide variety of charities. There are regular activities and
events run to raise money to support charities. The School premises are extensively used for clubs from the community in the evenings and at weekends.
Clydebank High School Handbook 2015/2016
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PREVENTION OF BULLYING POLICY
“All Clydebank High School pupils are entitled to be educated in a supportive, positive
atmosphere in which they are able to achieve their potential without concerns about
physical or emotional pressure”.
In Clydebank High School we emphasise the following principles in our policy and approach towards the prevention of bullying:
Clear messages must be given that bullying in any form is not acceptable. Parents and young people must be reassured that the school is taking the
mater of bullying seriously and is dealing with bullying effectively. A partnership should be developed with parents in dealing with bullying across
the school. A climate of openness should be established in the way that issues and
incidents of bullying are addressed.
These principles support the ethos of Clydebank High School which is firmly based on:
equality of opportunity mutual respect and co-operation.
STRATEGIES FOR DEALING WITH BULLYING ENCOURAGE THE REPORTING OF BULLYING
Clydebank High School: ensures that pupils know to whom they can speak about any aspect of bullying provides opportunities for pupils to communicate concerns about bullying ensures that all pupils know how important it is to report any bullying they have
witnessed encourages parents to contact the school by phone or email if you have any
concerns involves the Campus Police when appropriate eg Cyberbullying.
MAINTAINING AWARENESS Clydebank High School:
conducts bullying surveys; analyses and responds to findings displays pupils‟ anti-bullying posters and poems discusses anti-bullying with P7 as part of primary/secondary liaison regularly highlights anti-bullying as an issue at school assemblies features anti-bullying items in school newsletter and magazines uses 6th Year buddies to be a visible presence in school, listens to issues about
bullying raised at pupil voice focus groups.
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LINKING THE FORMAL AND INFORMAL CURRICULUM Clydebank High School:
deals with bullying issues through work in Social Education
uses opportunities in all curricular areas to promote a positive anti-bullying ethos.
Stresses respect for all through the Saltire on display throughout the school SUPPORTING BULLIED CHILDREN Clydebank High School:
has developed systems for early identification of vulnerable pupils
links Pastoral Care teachers to bullied pupils to provide immediate and appropriate support
acknowledges the distress of the bullied pupils
assures the victims of bullying that they are not to blame
provides additional support through a Buddy system and group work.
provides a quiet area in Pupil and Family Support for our most vulnerable pupils CHANGING THE BULLYING BEHAVIOUR Clydebank High School:
makes pupils who are bullies accountable for their behaviour and informs their parents
has developed sanctions which enable pupils to think about their misbehaviour
helps children to be aware of alternative positive choices and solutions.
uses restorative justice/mediation meetings where appropriate DEALING WITH PROBLEM AREAS AND TIMES Clydebank High School:
encourages a positive climate in and around the school
identifies sources of problems e.g. queues at lunchtime
has improved supervision at break times all round the school
provides alternative activities at lunchtime e.g. clubs
uses CCTV to cover any areas of concern THE COMMUNICATION OF POLICY AND STRATEGY Clydebank High School:
ensures that pupils, and their parents, know what to expect if they are bullied or are caught bullying
ensures that everyone in the school knows what to do if they come across bullying
ensures that new members of staff are introduced to the school‟s approach to bullying
refers to its anti-bullying strategy in the school handbook and on the website
ensures that there are designated staff with clear roles and responsibilities with respect to the anti-bullying strategy
has clear procedures in place to follow up bullying incidents. MONITORING AND EVALUATION Clydebank High School:
monitors and evaluates the effectiveness of its anti-bullying strategy
has implemented a systematic approach to checking and analysing the level of bullying incidents in the bullying log every six months
ensures that staff, parents and pupils are involved in reviewing and evaluating the anti-bullying strategy
includes checks on problems which occur while pupils are travelling to and from school by responding and involving the Campus Police Officer
provides feedback to staff, pupils and parents based on the information gathered in the monitoring and evaluating of its strategy.
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SCHOOL UNIFORM The agreed clothing for Clydebank High School is:
Blazer White shirt or blouse School tie (available from the school office) Black trousers or skirt Plain black jumper or sweatshirt (available from the school office)
Pupils attending schools within West Dunbartonshire Council are strongly encouraged to wear a school uniform and an appropriate PE kit, excluding football or rugby tops. 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 builds a sense of identity and belonging to the school gives pupils an equality of appearance thereby discouraging competition
The forms of dress which 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, sportswear
made of flammable material and body piercings/jewellery for PE and sport could cause damage to flooring carry advertising, particularly for alcohol or tobacco could be used to inflict damage on other pupils or to be used by other to do so are valuable or expensive items of clothing or jewellery which present a security issue
for the school
The colour scheme and certain items of dress that comprise an individual school‟s uniform should be determined, through a consultation process which is appropriate to each school. This consultation process should involve pupils, parents and staff. A range of options for this uniform may be considered including, for example, different items of clothing for summer, or for different year groups such as S5 and S6.
Parents receiving income support, job seekers allowance (income-based), housing benefit or council tax rebate will normally be entitled to monetary grants to assist with clothing and uniform. Those in receipt of working tax credit with an exemption certificate from NHS costs and an income of £14,600 or less will also normally be entitled to such a grant. Approval of any requests for such grants made by parents in different circumstances are at the discretion of the Director of Educational Services. Application forms may be obtained from schools and from area registration offices or the Educational Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools) West Dunbartonshire Council is concerned at the level of claims being received regarding the loss of pupil‟s clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessarily expensive articles of clothing are
Clydebank High School Handbook 2015/2016
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PROMOTING POSITIVE BEHAVIOUR The school places a high priority on the creation of an atmosphere of good teaching and learning. We place an emphasis on hard work, organisation, orderliness and good manners. By encouragement and by setting the standards of discipline required to support a good learning environment we encourage self-discipline and a desire for learning in every pupil. Each pupil is given a copy of the school rules at the start of each session. The relationship between teacher and pupil should be similar to that of parent and child. It is a relationship which requires mutual respect and understanding. A school has to be more strictly organised that a home and the structure of discipline is therefore more formally laid out. Breaches of school rules my involved any one of the following sanctions:- verbal warning parental alert demerits removal from class to work elsewhere detention period by period conduct reports referral to senior staff letters to parents exclusion from class/school in the interest of others Exclusion from school is a sanction of final resort when a pupil has failed to comply with reasonable school standards of conduct. In law parents are held to be responsible for a pupil‟s non-attendance as a result of exclusion. The school does not accept bullying in any form and has a formal policy for the prevention of bullying. Pupils or parents who have concerns about any bullying issues should contact the Head teacher or a senior member of staff. The school operates a „Buddy‟ system where senior pupils accept direct responsibility for monitoring the welfare of First Year pupils. The good name of the school is the responsibility of all pupils and good behaviour is expected at all times both within and outwith the school. Parents have an important part to play in supporting and helping maintain the ethos of good learning and discipline. To support parents, staff in school notify them at an early stage of any concerns about their child‟s progress in school. If difficulties with pupil conduct persist parents are invited into school to meet with the appropriate staff to discuss the issue. The school believes that staff, parents and pupils working together is the most effective way of ensuring good discipline.
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RAISING ATTAINMENT The school is committed to doing the best we can to ensure every child is given the opportunity to achieve his/her potential. Initiatives throughout the school include the following: Broad General Education (S1-S3) :
Staff have high expectations of all pupils in all areas of their school life – class work,
homework, effort, behaviour.
Staff set pupils challenging targets.
Departments have the opportunity to set classes by ability.
Teachers share good practice in their teaching.
Pupils‟ work is put on display in classrooms and corridors.
All teachers display in their classrooms the standards needed to achieve success in
their subject.
Staff praise pupils, as appropriate
Staff encourage a positive attitude through a system of rewards
Pupils have regular opportunities to talk about their learning through Pupil Voice
meetings throughout the school.
Pupils are encouraged to take on responsibilities and make a positive contribution to the
life and ethos of the school.
Homework is encouraged to raise academic standards. The school issues a guide
outlining the type and frequency of homework used by each department.
Pupils make their first subject choice at the end of S1, thus increasing their contact with
subjects that they like and feel confident in. Senior Phase (S4-S6) :
Pupils and parents sign an Agreement to show that they will meet the school‟s expectations
Teachers monitor pupil progress and SQA presentation levels rigorously
SQA Alerts are sent out to give parents early warnings of concern
SQA markers events are organised throughout the year.
Pupils are offered an exhaustive range of Supported Study and mentoring opportunities,
both at lunch times and after school.
Peer support is organised to help youngsters in need
Pupils are given practical study support.
Homework is organised through websites and blog notes.
Motivational speakers encourage pupil engagement.
The school has increased the range of courses on offer to engage all pupils e.g. Duke
Of Edinburgh
The school uses consortium arrangements and Clydebank College to enhance the
curriculum and deliver additional courses.
The school re-introduced a Careers Convention to help pupils understand their
careers options earlier on and the importance of certain subjects and grades.
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Section 3
PARENTAL INVOLVEMENT
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HOMEWORK
Recent research has shown that one of the main factors in determining the success of a school is the school‟s attitude to homework. This Homework Policy is a part of Clydebank High School‟s overall approach to Learning and Teaching. Homework is an important part of each pupil‟s education and a valuable contributor towards our school‟s stated aim of maximising each pupil‟s performance. Principles of homework A homework policy will be successful if the following principles apply: homework is an integral part of the Learning and Teaching process homework tasks should be related to the abilities and needs of individual pupils homework tasks should be varied homework tasks should be explained clearly and pupils should know what is required
and when it is to be completed effective and prompt feedback should be given, where appropriate heads of department have a key role in the implementation, monitoring and evaluation
of homework within their department the beneficial results of homework depend on an effective partnership between pupils,
parents and teachers.
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HOMEWORK
Purposes of homework The varied purposes of homework, which should be clearly understood by pupils, parents and staff, are as follows:
to encourage pupils to take responsibility for their own learning to consolidate previous learning to reinforce classwork to provide opportunities for individualised work to develop effective study skills, such as planning ahead to encourage pupils to make use of additional resources and to develop research skills to help pupils, parents and teachers monitor the effectiveness of Learning and
Teaching to create opportunities for home-school dialogue
Organisation of homework Every pupil is issued with a Homework Diary Planner at the beginning of each session. This is used to enter agreed dates for the completion of homework tasks. Subject departments provide a statement of the homework issued for each course. Teachers allow sufficient time for the completion of homework tasks. This helps pupils to plan the completion of different homework tasks on time. For an extended piece of work – eg a project, teachers will be responsible for producing reminders on a period by period basis. Teachers log each occasion a pupil fails to submit homework. A referral system operates on the non-completion of homework. Parents are asked to read and sign their child‟s Homework Diary Planner weekly. (S1/S2 only)
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ASSESSMENT POLICY Pupils are assessed by means of continuous assessment, in accordance with Curriculum for Excellence guidelines. In this way the pupils‟ progress is carefully monitored throughout the session. A full report card and a tracking report are issued each session. These give parents an indication of the levels of achievement reached by their child. In S4-S6 pupils are assessed by means of both formal examinations and continuous assessment in preparation for the National Qualifications. A full report card and an interim report are issued each session. Parents‟ Nights are held regularly throughout the session in order to provide an opportunity for parents to come to the school to discuss their child‟s progress. It is important that parents should take the opportunity to attend on these nights so that the school and parents work together for the good of each child. If a parent is unable to attend a Parents‟ Night, he/she is invited to make an appointment with his/her child‟s Pastoral Care teacher to discuss the pupil‟s progress. At Clydebank High School we strongly believe that a partnership between parents and teachers will benefit our pupils.
REPORTING TO PARENTS
Each subject report issued indicates, amongst other things, the level of attainment achieved by the pupil in a number of skill areas, his/her attitude to work and the number of attendances. While the skills tested vary from subject to subject, the basic format of these reports is the same. Reports are issued using the following timescale: (although this is subject to change) September S1 Tracking Reports October S3 Tracking Reports, S4 Tracking Reports, S2 Full Reports November S5/6 Tracking Reports, January S4 Full Reports February S2 Tracking Reports, S5/6 Tracking Reports March S3 Full Reports May S1 Full Reports, Progress monitoring letters are sent to parents of pupils in S2/S3 in autumn, advising parents of their children‟s general progress. In S1 progress is reported in the autumn by means of a progress report card. S4/S6 pupils are monitored on a monthly basis. Early Warning letters are sent where the school feels that pupils are under-achieving or making insufficient effort. In all cases, Pastoral Care staff retain copies of report cards and are responsible for overseeing the progress of each pupil. In addition to individual comments from class teachers, the Pastoral Care teacher writes an overall comment on each pupil‟s performance.
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PARENTS’ EVENINGS The school places a high value on regular contact with parents and Parents‟ nights are held for each year group as follows:
Parents of P7 during the month of May Parents of S1 during the month of February Parents of S2 during the month of May Parents of S3 during the month of January Parents of S4 during the month of March Parents of S5/S6 during the month of September
If parents wish to contact Pastoral Care Staff or Senior Staff, they should make an appointment by telephone or by letter. If an urgent matter arises, please do not hesitate to contact the school. Information Evenings are also held in the school. These give explanations of systems in the school and are opportunities to consult with parents and involve them in decisions affecting their children. These include:
October/November P7 General Information Evenings in all primary schools
January S4/5 course choice May S1 course choice
May P7 transfer from primary to secondary school
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THE PARENT COUNCIL The Scottish Schools (parental involvement) Act 2006 requires that: a) Local Authorities prepare a strategy which must cover their duties under the Act
during the transition year 2006/7 and which sets out their policies on parental involvement.
b) Every parent is automatically a member of the Parent Forum for his/her child‟s school, may be represented by a Parent Council.
c) Every parent will be notified by the Local Authority of its intention to prepare a scheme for establishing a Parent Council.
d) The members of the Parent Forum decide the structure, membership, aim objectives and and constitution of the Parent Council.
e) Other members of the Parent Council may be co-opted.
f) Parent Councils are to be involved in the appointment of a Head and Depute Head Teacher.
g) Parent Councils, the Local Authority and Schools should play an active role in supporting parental involvement in the school.
h) Parent Councils have the right to represent the views of parents.
i) Parent Councils are accountable to the members of the Parent Forum and should establish arrangements for reporting to the Parent Forum.
j) The needs of and arrangements for all children and young people involving parents, carers and those who look after children are met.
k) The school development plan takes account of the Local Authority‟s strategy and includes objectives relating to parental involvement.
l) A complaints procedure which covers how the Local Authority carries out its functions under the Act should be established.
m) Local Authority must provide reasonable funding to enable the Parent Council to carry out its functions.
n) A combined Parent Council may be established to cover two or more schools. The parent representatives elected to the Clydebank High School Council are currently:
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Lorraine Bonnar - Chairperson Stephen McCauley – Vice Chair
Karen McCubbin – Minute Secretary Gary Bowers
Karen Bacchetti Karen McKinlay
Scott McEwan Pamela Stormonth
Wendy Christie Elizabeth Waddell
Elaine Long Emma Wheelans
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PARENTAL INVOLVEMENT POLICY Introduction Clydebank High School genuinely welcomes all contact with parents. We have the strongly held belief that we can maximise our young people's potential only if there is a strong sense of partnership and cooperation between the home and the school. This theme, introduced in the School Handbook for P7 parents, is picked up and continued in the letterhead used in all communication with parents: “PARTNERSHIP FOR SUCCESS. Pupils, parents and school working together”. The School's Role The school has a proactive role to play in the development of this partnership. We must reach out to parents by:
1 involving them at every opportunity 2 keeping them well informed 3 establishing regular contact, positive as well as negative 4 inviting them into school, for positive as well as negative reasons 5 responding promptly and courteously to their concerns 6 ensuring that all school literature is attractive as well as informative
To ensure that such partnership can develop successfully, parents must:
1 sense a welcoming atmosphere in the school at all times 2 feel that they are working on an equal footing with staff and have a meaningful contribution to make to their child's education 3 feel confident about expressing enquires, concerns or problems, and know that
these will be dealt with promptly and efficiently 4 be confident that they know the appropriate staff to contact and the correct channels
of communication. The school‟s “Service Standards” leaflet, published twice per year and available on the school‟s website, gives parents important reassurance in these areas. Parents are asked regularly to comment on the Service Standards and propose any amendments (APPENDIX 1). The school‟s complaints policy is published alongside the Service Standards (APPENDIX 2).
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Parental Involvement ……..to support pupil attainment Section 1 1 School-Home Literature To engender a sense of pride in the school and a sense of belonging to the Clydebank High School community:
the school regularly reviews all publications for: • language • presentation • accessibility the school Handbook is professionally printed every autumn and is issued to all P7
pupils in December and to all new pupils who come to the school.
a series of leaflets, "Moving Up", is issued to P7 pupils throughout the year, giving information on the issues that concern primary youngsters most about moving to secondary.
a Parents' Newsletter is issued to all pupils on a six-weekly basis. This is desk-top
published in-house and contains important factual information about events as well as celebrating the successes of youngsters at Clydebank High.
All of these documents are also available on the school's web site.
To support parents who wish to be actively involved in their children's education, a summer mailing is sent out to all S1 homes in early August every year and includes:
a copy of the school calendar for the new session (including reporting arrangements)
a copy of the school‟s Uniform Policy and Prevention of Bullying Policy
names of Pastoral Care staff and Senior Management Team
details of who to contact, how and when
(In addition, a year specific homework leaflet, outlining the nature and frequency of
homework for each subject in that year group is issued on the first day of the new session). This same information is handed out to all pupils in S2-S6
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Parental Involvement ……..to support pupil attainment In addition, our school website contains up-to-date information about all key education issues e.g. Policies: Prevention of Bullying, Child Protection, Promoting Positive Behaviour, Health Education, Equality and Fairness, Uniform. Parents are contacted automatically in potentially sensitive situations e.g. sex and relationship education As new learning and teaching initiatives are introduced (e.g. Assessment Is For Learning) details are sent home to parents and are also posted on the school‟s website. Parents are invited to attend workshops in school, to help them support their child meaningfully at home. 2 Reports/Parents' Evenings
To inform parents accurately and regularly about their child's progress and how they can become involved with their child‟s learning to ensure continuous improvement:
the school regularly reviews the format of its reports
the time gap between reports is kept to a minimum, to ensure that there is not enough of a time lapse for the pupils to go "off the rails"
all year groups receive two reports: • a tracking report indicating general progress and comparing pupils’ “on track” predictors • a full report including a detailed teacher comment and detailed grades
an additional early concern report is issued, if necessary
all full reports provide opportunities for parents, as well as pupils, to give feedback
all full reports include an idea of "Next Steps" and "Strengths"
To maximise parental attendance at parents' evenings and to make these events as meaningful as possible:
parents‟ evenings are sometimes end-on to the school day and sometimes in the evening.
parents are consulted about any proposed changes to the arrangements for these meetings
the layout of each event ensures maximum confidentiality
parents and staff are encouraged to maintain an appointment system. Parents who wish to discuss difficulties more fully are invited to come back to complete the discussion at a later date
specific parents (e.g. of underachieving pupils) are targeted to attend
a coffee bar in the foyer area is intended to make parents feel more "at home" in the school environment
parents are encouraged to complete a questionnaire, the main purposes of which are to find out:
• how useful and informative the evening has been • if they now have a clearer idea how to support their responses are followed up and acted upon
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Parental Involvement ……..to support pupil attainment
Parent Council
To make the Parent Council and its members an integral and obviously valued part of the school: the school involves the Parent Council in open discussion of basic school
issues (such as discussion of new policy statements and new initiatives) there are regular informal meetings between the Chairperson and the Head
Teacher a wide range of staff is invited to come and speak at Parent Council meetings SMT minutes are sent to Parent Council for information Parent Council members attend each Parents' Evening and speak to
interested parents, and potential future members, about their role in the school
Publicity
To engender a sense of pride amongst all members of the school community and to share our youngsters' successes with parents and friends: a number of staff volunteers have formed a Media Group which meets
regularly in the school sub-groups have been set up with responsibility for: • achievement board/activity boards • development of the school web-site • reading and creative writing groups • publicity in the community contacts with the local press ensure ongoing coverage of the good work
carried out by pupils at Clydebank High School
Parents' Focus Groups To involve parents who are keen to have a deeper and more involvement,
Clydebank High School has a network of interested and supportive parents who help with the development and monitoring of new policies such as Homework, Learning and Teaching, Parental Involvement. Currently, Curriculum for Excellence provides the main focus for this activity.
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Parental Involvement ……..to support pupils with difficulties Section 2
Contact Staff
For general matters concerning a pupil's welfare, wellbeing, progress or attainment, parents contact the pupil's Pastoral Care teacher. Such enquires usually concern absence, attendance, timekeeping, health, curricular progress, homework, attitude etc.
Where pupils have a specific learning difficulty which causes difficulties for
them in the classroom situation, parents contact a member of the Support for Learning department.
For more serious matters parents contact the member of the Senior
Management Team best placed to assist. In most cases this will be the appropriate Head of House who has responsibility for all matters relating to pupils in that House. The Head Teacher is also available for very serious matters
Contact Parents
Similarly, members of the Senior Management Team may wish to contact parents about matters relating to pupils. Such contacts usually concern attendance, timekeeping, behaviour and curricular progress. In the most serious cases of misbehaviour, the Head Teacher may decide that a pupil should be excluded from school for a period of time. Parents are automatically informed according to procedures laid down by West Dunbartonshire Council. No pupil is sent home before the parent has been contacted (eg by telephone or by text). When a pupil is excluded, he/she is given a letter signed by the Head Teacher. This letter informs parents of the length of the exclusion and the reason for it. The letter also contains information for parents on how to appeal against the exclusion. A meeting is arranged with a member of the Senior Management Team to discuss the situation with the parent. Before the pupil is re-admitted, parents are asked to sign a declaration of cooperation.
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Parental Involvement ……..practical day to day guidelines Section 3
Contact In Person
Parents arriving in school normally have an appointment to see a member of the Senior Management Team, Pastoral Care or Support for Learning Staff.
The names of all visitors and the times when they are expected are noted on the whiteboard in the main school office.
Parents are not normally given access to members of staff other than those mentioned above.
If a parent arrives without an appointment, office staff contact the relevant member of staff mentioned above to see if they are available or arrange an alternative time.
If a parent arrives wishing to see a pupil, contact should be made with the appropriate member of the SMT who will decide if the pupil is to be released from class.
Parents should never be allowed to go directly to a classroom to see a pupil. If they insist on doing so the Head Teacher should be alerted at once.
If a parent is aggressive or offensive, office staff should not engage in dialogue but contact a member of the SMT immediately.
Contact By Telephone
Parents should not normally be allowed to speak directly to members of staff, other than those listed above. Office staff should offer to pass the call to a member of the SMT or the Pastoral Care team and ask for the pupil's name.
If the telephone call concerns a pupil's involvement in extra-curricular activities, the appropriate member of staff may be contacted if he/she is not teaching. Otherwise, a message will be left for them by the office staff.
If a parent telephones and requests that a message be passed to a pupil, this should be done only in an emergency e.g. hospital/dental appointment, house keys left, adverse circumstances at home etc.
Class teachers should not normally telephone parents directly (although Heads of Department increasingly do). If there is a valid reason for doing so, the member of staff should consult the appropriate member of SMT.
If a parent is abusive on the telephone, office staff should contact a member of the SMT, or, in extreme cases, put the receiver down.
Contact By Letter
Letters to parents are normally dealt with by members of the SMT and Pastoral Care staff. A range of standard letters exists and these are regularly sent home to provide routine information.
Letters to parents on curricular matters should be copied to the relevant member of the SMT and sent only after consultation with them.
Letters to parents should be sent by Pastoral Care staff, Heads of Department or members of the SMT. Class teachers should not normally write directly to parents.
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Parental Involvement ……..practical day to day guidelines
Contact Electronically
The school texts parents: if there are immediate concerns about attendance to remind parents about school events such as parents‟ evenings, SQA
exams. if a pupil is unexpectedly late for school
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APPENDIX 1
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APPENDIX 2 - HOW TO MAKE A COMPLAINT
CUSTOMER STANDARD
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In the unlikely event that you are unhappy with the level of service that we provide you might wish to make a complaint. If so, here is the process: Step 1 Phone us or visit our school office. A member of staff will try to sort things
out for you on the spot. Step 2 If you are still not satisfied, you may complete a complaint form (available
from office). If you are phoning the office, the member of staff you are speaking to will send the form to you to complete and return. You can write a letter to us if you prefer.
We will make sure that: we treat your complaint fairly and thoroughly investigate it. we tell you the name of the member of staff handling your complaint. we send you a written acknowledgement within 5 working days. If possible, we will give
you a full reply at this stage. we respond to your complaint within 20 working days. If your complaint is very complex
or if we need to contact other organisations it may take longer, but we will let you know. Step 3 If you are still unhappy once you have a final reply from the school you can
contact: Department of Educational Services Council Offices
Garshake Road DUMBARTON G82 3PU
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Section 4
CURRICULUM
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THE BROAD GENERAL EDUCATION - CURRICULUM MAP
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THE SENIOR PHASE During the broad, general education (S1-S3) pupils gain a firm foundation for progress into the Senior Phase (S4-S6). At this stage the school remains committed to the principles of Curriculum For Excellence and the continuing need to develop the 4 capacities in all of its pupils. It is very aware of the wide range of needs and abilities of its senior pupils and has developed a structure that endeavours to ensure positive destinations for all of its young people.
In the Senior Phase pupils in S4 to S6 are timetabled as a single cohort. The main benefit of this arrangement is that it allows for the creation of a wider range of viable classes at National 5 level and below which can be accessed by S5 and S6 pupils. It should also bring timetabling efficiencies that will „pay‟ for the cost of introducing some course choice a year earlier at the start of S2. On entering S4 there are a number of pathways that pupils can follow :
Route A involves up to 6 options with 5 period allocations and is intended for pupils studying at levels National 1, 2 , 3 or 4. PE and RE are timetabled for all pupils. Courses started at these levels in S4 tend to last for one year and are followed by another course of a different nature but usually at the same level.
Route B allows for the choice of up to 6 courses at levels National 5, 6 and 7, with an allocation of 5 periods per week each. Courses started at these levels in S4 last for 2 years, with assessment and certification at the end of S5. There will be 1 year courses, mainly for S6 pupils, but these could also be accessed by talented individuals in S4 and S5.
In practice, routes A and B represent 2 ends of the spectrum and many pupils take a combination of A and B courses as appropriate to their needs and abilities.
Pupils with additional support needs are considered on an individual basis. The flexibility of the structure and good partnership working have resulted in imaginative and rewarding pathways with positive destinations.
PE and RE are timetabled for all pupils in S4. Most courses will be certificated using National Qualifications. However, the use of
other qualifications, especially to recognise achievement, is being developed. Good progress has been made so far with ASDAN, Duke of Edinburgh and Sports Leadership, and other awards are being investigated.
Please note: This information is currently under review. There will be regular Information Evenings while your child is in secondary school to discuss year-on-year refinements of the structure.
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INDICATIVE OPTION SHEET FOR S4 2014/2015
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Section 5
TRANSITIONS
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TRANSITION: Mrs McLaughlin, Depute Head Teacher with responsibility for the transfer from P7 to S1, will be available to attend all the P7 parents‟ evenings. October 2014 P7 pupils in each cluster primary school visit Clydebank High
for 2 periods December 2014 Distribution of school handbooks May/June 2015 Information evening for the parents of children who will enrol
in August to enable them to see the facilities, meet senior staff and discuss areas of interest or concern with their son‟s or daughter‟s future Pastoral Care teacher.
May/June 2015 P7 pupils visit Clydebank High School to familiarise
themselves with the building (dates: May 14th, 15th, 18th, 19th and 20th) Primary and secondary teachers will work together to ensure a smooth handover. A series of explanatory leaflets about the move from primary to secondary is issued in the course of each session by Clydebank High School to all P7 pupils in the associated primary schools.
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CAREERS - Skills Development Scotland Clydebank High School has daily contact with a Careers Adviser. The Careers Adviser works closely with the Pastoral Care Team to ensure pupils have access to all the help and support they need to make well informed decisions. Pupils usually have their first contact with the Careers Adviser in S3 when they choose their subjects for S4. Other important times are in S4, S5 and S6 when pupils may need the Careers Adviser‟s help to decide about suitable careers, how to train for a particular job, which course/college/ university to apply for and how to find employment training and modern apprenticeships. Pupils have their first appointment with the Careers Adviser in S4 with priority being given to those who wish to leave school at the end of S4. The Careers Adviser prioritises appointments as some pupils need to be seen more urgently e.g. university applicants and winter leavers. The Careers Service also offers: Training on using My World of Work (My WOW) an online careers management
website (www.myworldofwork.co.uk) which provides information on: school subject choice in relation to specific careers.
CV preparation. Interview skills. Modern apprenticeships / training opportunities. A bespoke programme of support for S4 / S5 /S6. The Careers Adviser attends key Parents‟ Evenings to give advice to parents and pupils. Pupils can also get advice at the Drop-In Clinic held in the school library. Parents are always welcome to contact the Careers Service for help and advice. This can be done through the Pastoral Care teacher or by contacting the local Careers Office. Careers Scotland Centre Opening Hours Clyde Shopping Centre Mon – Thurs 8 45 – 16 45 5 Carinthia Way Friday 8 45 – 16 00 Clydebank G81 2UA 0141 952 1454 Clydebank High School‟s Careers Adviser Mrs Debi Moran-Smith
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Section 6
SUPPORT FOR PUPILS
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PASTORAL CARE The Pastoral Care Team consists of 4 Houses, each with a Depute Head Teacher and 2 Principal Teachers, Pastoral Care. Pupils remain with the same Pastoral Care Teacher throughout their school career ensuring continuity and the building up of positive relationships. Younger brothers and sisters enter the same House to strengthen family and Pastoral Care teacher ties Additional support is provided by a further Depute Head and 2 Principal Teachers Pastoral Care. MAIN OBJECTIVES OF PASTORAL CARE to ensure that each child knows and is known well by a least one member of staff to ensure that each child knows where to get help to foster good relations between teachers, pupils, parents and the community. to respond quickly and effectively to the specific needs of individual pupils to encourage each child to be aware of his/her own potential to encourage each child to accept responsibility for his/her own development to record information which is relevant to the welfare of individual children Towards the end of S1 and S3 pupils are offered subject choices. Before decisions are made, pupils are given advice by subject and Pastoral Care Teachers as well as by the Careers Service. Parents who wish to discuss any aspect of the education or welfare of their child are invited to write or to telephone the school to make an appointment with the Pastoral Care staff. PASTORAL CARE TEAMS
ADDITIONAL SUPPORT Mrs S Grumball - Depute Head Teacher Dr G Simpson - Pastoral Care
ARRAN Mrs H McLaughlin – Depute Head Teacher Mrs T George – Principal Teacher (PC) Mr G Rae – Principal Teacher (PC) Mrs W McInally – Principal Teacher (PC) BUTE Mrs M Rooney – Depute Head Teacher Mr S Inglis – Principal Teacher (PC) Ms K Thumath – Principal Teacher (PC) Mrs W McInally – Principal Teacher (PC)
CUMBRAE Mr J Hand – Depute Head Teacher Mrs J Curtis – Principal Teacher (PC) Mr D Paton – Principal Teacher (PC) Mrs L Mitchell – Principal Teacher (PC) DAVAAR Mr D Docherty – Depute Head Teacher Mrs T Bain – Principal Teacher (PC) Miss K McCairns – Principal Teacher (PC) Mrs L Mitchell – Principal Teacher (PC)
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PASTORAL CARE ARRAN HOUSE
BUTE HOUSE
Mrs H McLaughlin - DHT Arran House
Mr G Rae Mrs T George Mrs W McInally
Mrs M Rooney - DHT Bute House
Mr S Inglis Ms K Thumath Mrs W McInally
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PASTORAL CARE CUMBRAE HOUSE
DAVAAR HOUSE
Mr J Hand - DHT Cumbrae House
Mr D Paton Mrs J Curtis Mrs L Simspon
Mr D Docherty - DHT Davaar House
Mrs T Bain Miss K McCairns Mrs L Simspon
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WIDER PUPIL SUPPORT STRUCTURE Clydebank High School provides a positive and safe environment which actively promotes child welfare. We make sure that all pupils have appropriate programmes of health and personal safety as part of our overall curriculum provision. We keep parents/carers informed about the health and personal safety programme in the school. Through our School Councils, regular pupil surveys and pupil forums we ensure that we respect and listen to our young people. All staff in school are required to be aware of our child protection procedures and are provided with regular information on West Dunbartonshire Council‟s Child Protection Policy and Procedures. All staff have a responsibility to report concerns regarding the welfare or safety of a young person to the head teacher. If the head teacher is of the view that there may be grounds for concern, he will immediately contact the duty senior social worker and advise him/her of the circumstances. The school has close working relationships with all other relevant agencies. The Joint Agency Team (JAT) is the recognised forum for sharing information and collaborative working.
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SUPPORT FOR LEARNING Clydebank High School is committed to providing an appropriate education to meet the needs of all pupils. Pupils of all abilities can experience learning problems and when this occurs the Support for Learning Department can help.
The Support for Learning Department consists of specialist members of teaching staff and Learning Assistants. The school also has visiting specialists from the Hearing Impaired Service, Visual Impaired Service, English as a Second Language Service, the Language Unit and Network Support. There are close links and regular meetings with the School Educational Psychologist.
The Support for Learning Department has many roles in the school: identifying individual pupil‟s needs assisting in the delivery of the curriculum through cooperative teaching and tutorial
work monitoring pupil progress with class teachers and the Pastoral Care team transferring of information between primary and secondary encouraging the use of technology to help individual pupils promoting staff development.
When a pupil receives help from the Support for Learning Department, he or she has a Support Plan drawn up, which identifies their particular needs and maps out a programme of intervention. Such plans are monitored regularly and parents are informed of progress.
Pupils whose needs are of greater concern can have Individual Educational Plans drawn up. These plans have closely defined short and long term targets, with regular parental involvement.
In addition to their many roles, the Support for Learning Department organises a Support Club at lunchtime. Pupils can visit the Support for Learning Base to ask for advice, as well as practical assistance in completing homework.
Senior pupils are also encouraged to play a role in supporting pupils‟ learning by becoming involved directly in classes to support reading, writing and general discussion. This contribution is valued by both pupils and teachers.
The Support for Learning Department encourages parents to become involved in their children‟s learning in an active way. Parents are encouraged to visit or telephone the school to discuss their child‟s progress.
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SUPPORT FOR LEARNING Enquire - the Scottish advice service for additional support for learning.
Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through:
· a telephone helpline - 0845 123 2303 · an email enquiry service - [email protected] · an online enquiry service · two websites - www.enquire.org.uk (for parents/carers and practitioners) and
www.enquire.org.uk/yp (for children and young people)
Enquire also provide a range of clear and easy-to-read guides and fact sheets ex-plaining everything from „additional support in the early years‟ to „what planning should take place for moving on from school‟.
Mrs L Simpson Mrs M McNicol
Ms G Beedie Mrs M Alexander Mr R Coates
Mrs S Grumball - Depute Head Teacher
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Section 7
SCHOOL IMPROVEMENT
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urr
icu
lum
)
Rati
on
ale
:
To im
ple
ment successfu
lly a
ll aspects
of
S4
in th
e n
ew
curr
iculu
m a
nd p
repare
for
the intr
od
uction o
f th
e n
ext
sta
ge o
f th
e S
enio
r P
hase in A
ugust 2
01
4.
To r
efine ide
ntifie
d a
sp
ects
of
the b
roa
d, g
en
era
l educa
tion
.
WD
C S
erv
ice P
lan
:
To im
pro
ve a
ttain
ment and d
evelo
p o
ppor-
tunitie
s t
o im
pro
ve a
chie
ve
ment
Acti
on
s
Pro
gre
ss
To r
evie
w c
ours
es w
ithin
th
e B
GE
in a
ll curr
icu
lar
are
as a
nd e
lectives t
o c
ontinue t
o m
eet th
e n
ee
ds
of
all
learn
ers
Part
Achie
ve
d. T
he r
evie
w p
rocess w
ill b
e o
ngo
ing a
cro
ss a
ll su
bje
cts
To a
udit a
ll p
upils
‟ experi
en
ce o
f th
e B
road,
Genera
l E
ducatio
n to e
nsure
that
all
entitlem
ents
are
deliv
-ere
d a
nd a
ll pu
pils
are
pro
gre
ssin
g a
ppro
pri
ate
ly
Achie
ve
d. P
roced
ure
s h
ave b
een s
et
up t
o c
olla
te p
rim
ary
gra
des in N
u-
mera
cy,
Litera
cy a
nd H
WB
+ G
L a
ssessm
ent gra
des +
rele
van
t S
1 g
rades.
A s
am
ple
gro
up o
f S
1 p
upils
are
tra
cked a
cro
ss the c
urr
iculu
m.
To im
ple
ment th
e f
ull
rang
e o
f ID
L a
ctivitie
s in t
he
Bro
ad
, G
en
era
l E
ducation –
org
anic
, co
lum
n-b
ased,
inte
gra
ted c
ha
lleng
es
Part
Achie
ve
d. T
he ID
L C
oord
inato
r w
ill s
up
port
and a
dvis
e d
epart
ments
to
ensure
a b
ala
nce
exis
ts a
cro
ss a
ll te
rms : S
1 H
ea
lth,
S1 N
ew
sp
aper
In A
D
ay,
S2
Dis
aste
r, S
3 C
om
monw
ea
lth/C
SI, S
3 S
cie
nce G
lobal C
itiz
ensh
ip,
S3 T
echno
log
ies
To a
ssess the e
ffic
iency o
f th
e d
ocum
enta
tio
n u
se
d
in t
he tra
nsitio
n f
rom
Bro
ad
, G
enera
l E
ducatio
n to
the S
en
ior
Phase
Achie
ve
d. T
his
has b
ee
n r
evie
we
d a
nd s
tream
lined.
The n
ew
pro
ce
dure
s a
re m
ore
eff
icie
nt, r
esu
ltin
g in f
ew
er
pare
nta
l en
qu
ir-
ies.
To u
pdate
the C
urr
icu
lum
For
Excelle
nce info
r-m
ation o
n t
he s
cho
ol w
ebsite
Not A
ch
ieve
d. A
ll d
epart
ments
will
focus o
n th
is a
rea
in the
com
ing y
ear.
To d
eve
lop a
nd im
ple
ment our
ne
w S
4 c
ours
es
Achie
ve
d. C
ours
es w
ill n
ow
be r
evie
we
d a
nd a
mende
d, in
th
e lig
ht of
expe-
rience, to
ensure
th
at th
ey m
eet th
e f
ull
range o
f pup
il needs.
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
57
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
n
Pro
gre
ss
To issue the N
um
era
cy B
ookle
t to
pupils
, p
are
nts
and s
taff
for
use, as a
ppro
priate
.
Part
Achie
ve
d. T
he N
um
era
cy b
ookle
t has b
ee
n c
om
ple
ted a
nd issued.
Depart
ments
are
to
make full
use o
f th
is d
uri
ng lesson
s.
To e
mbed N
um
era
cy a
ppro
priate
ly a
cro
ss a
ll sub-
jects
Part
Achie
ve
d. T
he m
ark
ing s
chem
e is to b
e r
evie
we
d w
ith
a w
ider
mix
of
sta
ff invo
lvem
ent.
To e
mbed L
itera
cy (
i.e. W
riting)
appro
pria
tely
acro
ss a
ll su
bje
cts
Achie
ve
d. W
riting a
spects
have b
een c
om
ple
ted. T
he
next fo
cus a
reas
will
be R
eadin
g a
nd
Lis
tenin
g/T
alk
ing.
To take forw
ard
Hea
lth &
Wellb
ein
g issues a
cro
ss
the s
choo
l In
troduction
of
the W
ellb
ein
g W
heel
Revis
it t
he s
cho
ol‟s
Dru
gs P
olic
y
Esta
blis
h p
olic
y s
tate
ments
on m
enta
l hea
lth
an
d
pare
ntin
g
Part
Achie
ve
d. D
ocum
enta
tion
has b
een
receiv
ed f
rom
WD
C a
nd in
-serv
ice d
eliv
ere
d.
A p
rogra
mm
e o
f im
ple
menta
tion,
em
beddin
g a
nd
eva
luation is p
lann
ed.
To p
rovid
e a
rang
e o
f supp
ort
s (
inclu
din
g th
e C
on-
sort
ia Info
rmation B
ookle
t) f
or
S6 le
arn
ers
who
are
in
vo
lved
in
WD
C‟s
consort
ia a
rrang
em
ents
.
Achie
ve
d. T
his
to
ok p
lace a
ltho
ugh
the
num
ber
of
pup
ils involv
ed w
as
dis
ap
poin
ting.
To f
orm
a W
ider
Achie
vem
ent
Str
ate
gy G
roup t
o
pro
mote
, re
cord
and
cele
bra
te a
ch
ievem
ent
acro
ss the 4
learn
ing c
onte
xts
Part
Achie
ve
d. T
he s
yste
m is in
pla
ce a
nd h
as b
een p
ublic
ised.
Pup
il and p
are
nt en
gag
em
ent is
no
w b
ein
g s
ou
ght
To im
ple
ment a n
ew
S1
Citiz
ensh
ip c
ours
e,
CH
S3
60
Achie
ve
d.
Evalu
ations f
rom
sta
ff a
re p
ositiv
e;
pup
il co
mm
ents
are
more
m
ixed b
ut ha
ve b
ee
n taken
on b
oard
for
next sessio
n
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
58
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Acti
on
s
Pro
gre
ss
To im
ple
ment a tuto
r peri
od
per
we
ek f
or
all
S5
/6
pup
ils
Achie
ve
d.
Sta
ff a
nd p
upil
eva
luatio
ns w
ere
positiv
e
To u
se P
up
il P
rofile
s f
rom
tra
nsitio
n in d
iscus-
sio
ns b
etw
ee
n learn
ers
and
sta
ff
Achie
ve
d. P
rofile
s w
ere
eff
ectively
use
d w
ith P
asto
ral C
are
an
d th
eir
CH
S 3
60 c
lasses. F
urt
her
thoug
hts
on
ho
w to lin
k to S
3 p
rofile
s w
ill b
e
colla
ted.
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
59
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 2
: Learn
ing
an
d T
eachin
g
Fo
cu
s Q
I:
2.1
(Le
arn
ers
‟ E
xperi
ences)
5.2
(T
eachin
g F
or
Eff
ective
Learn
ing)
Rati
on
ale
:
To m
ake s
ure
that le
arn
ing a
nd t
each
ing in a
ll cla
ssro
om
s is a
ppro
pri
ate
for
both
A C
urr
iculu
m F
or
Excelle
nce a
nd t
he c
urr
ent
SQ
A s
tructu
re
WD
C S
erv
ice P
lan
:
To im
pro
ve a
ttain
ment
Acti
on
s
Pro
gre
ss
To intr
oduce t
he n
ew
Clic
k a
nd G
o T
rackin
g a
nd R
e-
port
ing S
yste
m to a
ll sta
ff.
Achie
ve
d. T
he R
eport
ing
Gro
up h
as p
lann
ed t
imin
gs f
or
next sessio
n
To m
ake g
reate
r use o
f G
L a
ssessm
ent in
form
ation
at tr
ansitio
n a
nd in S
2.
Part
Achie
ve
d. T
he P
rofilin
g C
om
mitte
e is u
tilis
ing info
rmation t
o s
up-
port
tra
ckin
g in th
e B
GE
To b
uild
on lin
ks e
sta
blis
he
d w
ith p
rim
ary
colle
agu
es
and E
ng
lish/M
ath
s s
taff
to s
hare
pro
gra
mm
es o
f w
ork
.
Part
Achie
ve
d. P
rim
ary
clu
ste
r gro
ups h
ave b
een s
et
up: H
WB
, M
ath
s,
Expre
ssiv
e A
rts a
nd
Eng
lish
. E
valu
ations a
re p
ositiv
e a
nd
will
fu
rther
support
pri
mary
/secondary
tra
nsitio
n w
ork
To incre
ase e
ngag
em
ent w
ith p
are
nts
and
pu
pils
fr
om
P5/6
-7.
Achie
ve
d. T
his
is h
ap
pen
ing P
6/P
7, m
ain
ly thro
ugh
att
enda
nce a
t prim
ary
pare
nts
‟ m
eetings
To investigate
incre
ased
in
vo
lvem
ent w
ith o
ther
cur-
riculu
m a
reas w
ith P
rim
ary
Colle
agues
Achie
ve
d. C
HS
‟s u
nit p
lan
nin
g s
hee
ts h
ave b
ee
n s
ha
red w
ith c
luste
r prim
aries. M
ath
s a
nd E
nglis
h P
Ts m
eet w
ith a
ssocia
ted p
rim
aries o
n
a r
egu
lar
bases to a
gre
e s
chem
es o
f w
ork
To incre
ase the
use o
f G
LO
W
Part
Achie
ve
d (
altho
ug
h W
DC
is n
ow
movin
g to G
oog
le E
ducation)
To d
eliv
er
Learn
ing
Assem
blie
s o
n c
hosen a
spects
of
learn
ing a
cro
ss a
ll year
gro
ups thro
ugh
out th
e y
ear
Achie
ve
d. F
ully
im
ple
mente
d
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
60
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Acti
on
s
Pro
gre
ss
To s
erv
e o
n t
he W
DC
CP
D S
teerin
g G
roup
Achie
ve
d. M
rs R
oo
ne
y is r
epla
cin
g M
rs C
um
min
gs a
nd a
wa
itin
g c
on-
firm
ation o
f pla
cem
ent.
To s
elf r
eflect aft
er
the in
- serv
ice d
ay in M
ay 2
013
and D
epart
menta
l P
rofe
ssio
na
l D
ialo
gu
es a
nd p
lan
their o
wn d
eve
lopm
ent ne
eds f
or
PR
D
Achie
ve
d. T
he f
ull
impact w
ill b
e a
ssessed a
fter
cla
ssro
om
observ
a-
tions h
ave b
een
com
ple
ted
To f
orm
a S
hari
ng P
ractice G
roup (
the
ne
w L
earn
ing
Team
)
Not A
ch
ieve
d.
A n
ew
pro
gra
mm
e o
f “T
each M
eets
” is
to b
e intr
oduce
d.
To c
om
ple
te th
e p
lan
ned
th
ree y
ear
cycle
of
the
Learn
ing
Team
Achie
ve
d. T
he im
pact analy
sis
has b
ee
n p
ublis
he
d.
To e
mbed c
halle
nge w
ithin
the 4
conte
xts
of
learn
ing
as the t
hem
e o
f cla
ssro
om
observ
ations
Achie
ve
d. T
he learn
ing
an
d teach
ing q
ua
lity a
ssura
nce
pro
gra
mm
e
has b
een c
om
ple
ted, as p
lanned
.
To p
rom
ote
le
arn
ing in t
he 4
conte
xts
in c
lassro
om
s,
corr
idor
an
d o
ther
pub
lic s
paces
Part
Achie
ve
d. T
his
is o
ng
oin
g a
nd w
ill r
eq
uire f
urt
her
work
next ses-
sio
n.
To r
efine the S
5 m
ento
rin
g s
chem
e, w
ith a
part
icu
lar
focus o
n incre
ase
d n
um
bers
of m
ente
es
Part
Achie
ve
d. T
his
has b
een d
one.
75%
of
pup
il evalu
ations w
ere
positiv
e a
cro
ss the b
oard
To p
rovid
e tra
inin
g f
or
all
mento
rs
Achie
ve
d. E
valu
ations b
y s
taff
were
larg
ely
positiv
e,
with s
om
e s
ug-
gestio
ns tha
t w
ill b
e t
aken o
n b
oard
for
next sessio
n
To p
rovid
e n
ew
mate
rials
for
the n
ew
S4 m
ento
ring
pro
gra
mm
e
Achie
ve
d. E
valu
ations b
y m
ento
rs w
ere
genera
lly p
ositiv
e o
vera
ll.
Add
itio
nal m
ate
ria
ls a
re t
o b
e intr
od
uced.
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
61
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Acti
on
s
Pro
gre
ss
To r
efine S
up
port
ed S
tud
y a
rrangem
ents
with a
n e
m-
phasis
on c
onte
nt
Part
Achie
ve
d. A
s a
resu
lt o
f th
e p
rofe
ssio
nal dia
logue
meetings the
school w
ill r
evis
it a
nd r
evie
w t
he m
odel of
deliv
ery
of
Sup
port
ed S
tud
y
to m
axim
ise im
pact on p
up
il en
gag
em
ent and a
tta
inm
ent
To c
oord
inate
a s
eri
es o
f S
QA
mark
ing w
eeks, fo
cus-
ing o
n e
xam
litera
cy
Achie
ve
d. A
ll d
epart
ments
were
involv
ed.
United Nations Convention on the Rights of the Child Article 3: The best interests of the child must be top priority in all actions concerning children
62
Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 3
:
Part
ners
hip
With P
are
nts
and O
ther
Bo
die
s
Fo
cu
s Q
I:
5.7
(P
art
ners
hip
with le
arn
ers
and p
are
nts
)
Rati
on
ale
:
To invo
lve p
are
nts
and p
art
ners
in a
de
ep
er
an
d m
ore
meanin
gfu
l w
ay in t
he
life o
f th
e s
cho
ol, w
ith a
vie
w t
o m
ore
eff
ective c
olla
bora
tio
n b
etw
een h
om
e
and s
cho
ol
WD
C S
erv
ice P
lan
:
To im
pro
ve a
ttain
ment and d
evelo
p o
pport
un
i-ties to
im
pro
ve
Acti
on
s
Pro
gre
ss
To im
ple
ment G
IRF
EC
Intr
oduce
ne
w a
nd u
pdate
d p
ap
erw
ork
for
Pupil
Su
ppo
rt
Use the S
HA
NA
RR
I hea
din
g to ide
ntify
pup
il ne
eds lea
din
g
to th
e intr
oductio
n o
f G
IRF
EC
com
plia
nt re
ferr
als
.
Part
Achie
ve
d. W
e a
re n
ow
movin
g o
n t
o th
e n
ext
ph
ase o
f im
-ple
menta
tion.
To invite loca
l em
plo
yers
to
experie
nce C
urr
iculu
m f
or
Excel-
lence t
hro
ugh t
he e
xperi
en
ces o
f youn
g p
eop
le e
mbark
ing
on S
en
ior
Phase.
Achie
ve
d. T
his
was a
successfu
l eve
nt
with a
go
od r
ange o
f em
-plo
yers
in a
tten
dance.
To d
eve
lop f
urt
her
busin
ess p
art
ners
hip
s tha
t w
ill c
ontr
ibute
to
th
e „Life L
ong L
earn
ing‟ eve
nts
in S
1 a
nd S
3.
Achie
ve
d.
A n
um
ber
of
local an
d n
ationa
l b
usin
esses a
re in-
vo
lved. T
his
will
continu
e to
be o
ngo
ing n
ext sessio
n.
To s
hare
assessm
ent sta
ndard
s
Achie
ve
d. T
his
is h
app
en
ing thro
ugh S
QA
su
pp
ort
eve
nts
and
subje
ct netw
ork
s.
To d
eve
lop a
seri
es o
f pare
nt
work
shops
To d
eve
lop a
nd m
ain
tain
work
ing lin
ks w
ith p
are
nt fo
cus
gro
ups
Achie
ve
d. T
he S
TA
R team
continue t
o e
ncoura
ge p
are
nta
l at-
tend
ance.
CfE
pare
nt
focus g
roups h
ave m
et in
S4 a
nd
S1. T
he f
ocus is
no
w t
urn
ing t
o inclu
de S
2 a
nd S
3 y
ear
gro
ups.
To d
eve
lop f
urt
her
school-
hom
e lin
ks v
ia E
dm
odo a
nd
/or
em
ail/
text m
essagin
g w
ith t
he p
are
nt
of
every
mente
e
Part
Achie
ve
d. P
ositiv
e f
ee
dback fro
m p
are
nts
has h
ighlig
hte
d
this
meth
od o
f com
munic
ation. T
he s
choo
l w
ill c
ontin
ue to c
om
-m
unic
ate
in t
his
wa
y.
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Clydebank High School Handbook 2015/2016
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 4
:
Eth
os
Fo
cu
s Q
I:
9.3
(D
eve
lopin
g p
eop
le a
nd
part
ners
hip
s)
4.1
(E
nga
gin
g w
ith t
he loca
l com
munity)
Rati
on
ale
:
To s
upport
the
de
ve
lopm
en
t of
an inclu
siv
e a
tmosphere
thro
ugh
out th
e
school to
secure
the g
row
th o
f in
de
pen
den
tly-m
inded a
nd s
elf-c
onfiden
t yo
ung p
eo
ple
WD
C S
erv
ice P
lan
:
To im
pro
ve a
ttain
ment and d
evelo
p o
pport
un
i-ties to
im
pro
ve a
ch
ievem
ent
Acti
on
s
To im
ple
ment R
igh
ts R
esp
ecting
Scho
ol A
ward
(R
RS
A)
To lin
k the A
rtic
les to
:
all
school e
vents
school p
aperw
ork
all
de
part
ments
To intr
oduce C
lassro
om
Chart
ers
. T
o p
rom
ote
the m
erit an
d d
em
erit syste
m w
ith
in t
he s
choo
l.
To p
rom
ote
the u
se o
f U
NC
RC
to p
are
nts
.
Achie
ve
d. T
he s
choo
l h
as s
uccessfu
lly a
ch
ieved t
he
Le
ve
l 1
aw
ard
and is n
ow
work
ing t
ow
ard
s s
ecurin
g L
evel 2
Achie
ve
d. F
eed
back fro
m p
up
ils h
igh
light
the
ir p
refe
rence f
or
the c
urr
ent
merit/dem
erit syste
m
Achie
ve
d. P
upils
went
to a
ll D
Ms t
o ta
lk a
bout R
RS
To r
evita
lise t
he H
ouse s
yste
m
Part
Achie
ve
d. T
here
is a
mark
ed im
pro
vem
ent as a
result o
f P
E
and m
ore
regu
lar
cou
ncil
meetings.
To r
evie
w a
nd
revis
e t
he s
yste
m o
f le
arn
er-
ele
cte
d H
ouse
capta
ins
Achie
ve
d. A
re
vie
w o
f th
e c
urr
ent syste
m w
ill a
llow
for
a w
ider
sele
ction o
f cand
idate
s.
To r
ais
e f
unds f
or
our
Ma
law
i p
art
ner
schoo
l
Achie
ve
d. T
he s
choo
l w
ill c
ontin
ue t
o s
up
port
this
cha
rita
ble
pro
-gra
mm
e.
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OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty
Pro
gre
ss
To a
naly
se S
QA
resu
lts p
roactively
to im
pact positiv
ely
on
next sessio
n‟s
att
ain
ment d
ata
(especia
lly v
ia m
ento
rin
g,
re-c
ours
ing,
prior
atta
inm
ent in
form
ation to d
ep
art
ments
) T
o c
reate
and im
ple
ment a r
ais
ing a
ttain
ment cale
ndar
Achie
ve
d. T
he s
yste
m h
as b
ee
n d
eve
loped,
imple
mente
d a
nd
is
fit f
or
purp
ose.
Sta
ff f
eedback is p
ositiv
e.
To r
evie
w t
he p
rofilin
g s
yste
m in the B
road,
Gen
era
l E
du-
cation
Achie
ve
d. A
syste
m is in p
lace b
ut
do
es n
ot
invo
lve G
low
To r
evie
w o
ur
SQ
A p
resenta
tio
n p
olic
y w
ith a
vie
w to in-
cre
asin
g p
up
il m
otivation
Achie
ve
d. A
more
appro
pri
ate
syste
m is in p
lace w
hic
h r
eflects
in
div
idual de
part
ments
.
To c
ontinue
to d
eve
lop o
ur
pro
fessio
nal le
arn
ing c
om
muni-
ty b
y s
haring
pra
ctice
.
Part
Achie
ve
d. W
e w
ill c
on
tinu
e w
ith p
rofe
ssio
na
l d
ialo
gue
m
eetings w
ithin
curr
iculu
m a
reas.
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STANDARDS & QUALITY REPORT Quality Indicator 5.1: The Curriculum
Strengths :
S1-S4 Curriculum For Excellence courses reviewed to ensure they are fit for purpose and deliver entitlements
Timetable for S4 successfully completed, along with Progress Assessments Literacy and Numeracy delivered and assessed across the curriculum Use of IDL activities to provide depth, challenge and connections across learning,
although not yet uniformly embedded Almost all staff vary their classroom methodologies to encourage pupils‟ progress Many staff now provide learners with meaningful feedback to support the next steps
in their learning Opportunities for Professional Dialogue encourage a wider range of methodologies
and staff confidence Ongoing strengthening of curricular links with cluster primaries, especially in
Literacy and Numeracy Through the Rights Respecting Schools initiative pupils wrote a pupil version of the
School Improvement Plan Enterprise activities built into Business, Home Economics, Modern Studies
Areas For Development : Further embedding of the contents of Building The Curriculum 3/4/5, leading to fur-
ther development work Even more young people need to benefit from opportunities to take part in clubs,
sports teams and musical groups. Further strengthening of curricular links with primaries in Literacy and Numeracy Sharing of practice Sampling of individual pupils‟ progression
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STANDARDS & QUALITY REPORT Quality Indicator 2.1: Learners‟ Experiences
Strengths : Most young people are well motivated through a positive classroom experience In many lessons young people have opportunities through pupil voice to influence
what and how they learn. Many teachers explain clearly to young people what and how they are learning and
many give useful feedback to help them improve. Increased evidence of the use of Bloom‟s taxonomy during classroom visits and self-
evaluation Most of the school‟s learning/teaching targets in the SIP have been met, though in-
consistently Relevant lesson feedback given to staff ; departmental performances in learning/
teaching discussed, tracked and published Enhanced personalisation process for all pupils in S1 and S3-S6 Increased delivery through the 4 Contexts Ongoing lower rate of pupil exclusions from school (effectiveness of Pupil Support
Base) and reduced in-school referral rate Improved links with parents through a more formalised Parent Voice programme S1-
S4
Areas For Development : More challenging target-setting for/by pupils Increased consistency of learning and teaching approaches across the school. Development of a fuller programme of Learning Assemblies Effective questioning and AifL strategies to become the methodological default in
every classroom Increased level of analysis in staff self-evaluation activities
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STANDARDS & QUALITY REPORT Quality Indicator 5.3: Meeting Learning Needs
Strengths : Excellent all-round support provided by all our Support Services team, especially at
transitions Wider range of courses in S1, S3 and S5/S6 personalisation exercise to meet more
effectively the full range of pupil needs A revised and more formal post-results recoursing exercise involving parents set a
serious business-like tone for the Senior Phase More robust primary/secondary curricular liaison Teachers use additional support and mentoring to help raise achievement. Pupil Voice confirms that the pace and approach to learning mostly meets learning
needs well.. Increased range of assessment types used to move learning forward Early development of Professional Dialogue groups to share emerging practice Range of supports (e.g. Support Base) available to young people with Additional
Support Needs, along with in-school support via Skills Development Scotland and Employability (e.g. pupil placements)
Transition to appropriate placements – college, work – for S4 and above
Areas For Development : Increased impact of new methodologies on all learners Greater consistency across the school in the actual adoption of appropriate
approaches to differentiation and teaching styles. Pace of work of all pupils across all subjects in S1/2/3 Increased focus on the 4 contexts for learning Development of parent focus groups S1-S4 and further development of active links
with home
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STANDARDS & QUALITY REPORT Quality Indicator 5.9: Improvement Through Self-Evaluation
Strengths :
Staff awareness of school‟s and department‟s strengths and development needs through self-evaluation activities
Staff commitment to taking action to effect personal and departmental improvement (via Departmental Improvement Plans and Professional Update)
Staff commitment to promoting the vision and values of the school All new initiatives evaluated and outcomes shared with stakeholders Self-evaluation based on our SQA results analysis ensured increased focus and a
measurable positive impact Flexible approach to self-evaluation methodologies More effective and “professional” DMs, focusing on learning and teaching and self-
improvement Increased use of pupil voice, although not yet consistent Updating of Quality Calendar to mirror the approach adopted by Education Scotland More open professional discussion through Professional Dialogue groups
Areas For Development : Sharing of emerging practice to include a wider range of stakeholders Introduction of increased level of self-evaluation during classroom visits and
subsequent de-briefings Awareness and use of the Standard For Full Registration for self-evaluation
purposes Increased sharing of expertise/experience Consistency of practice across all departments
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Clydebank High School Handbook 2015/2016
STANDARDS & QUALITY REPORT
Quality Indicator 1.1 : Improvements In Performance
Areas For Development :
Increased attainment at all levels and all stages Number of pupils sitting and passing Higher Grade examinations in S5 Ways of recognising achievement of young people more widely Closing the gap between boys‟ and girls‟ performance, including the most able Use of GL assessment data
Strengths :
Best ever S6 results
Best ever 5 Higher results in S5
Second best ever 3 Higher results in S5
Positive Progression Values achieved by young people in S5 and S5/6 in a range of subjects
Continuing strong SQA performances by our young people in S4 who are most at risk of missing out (including LAAC)
Initial indications via “Insight” that we are coping relatively well with the effects of deprivation.
Positive leaver destinations, above the WDC, national and comparator average
Streamlined tracking strategy (by sampling) introduced from S1
CfE pupils more aware of levels and curriculum pathways
Extensive embedded mentoring strategy across S4/S5, coordinated by STARs
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STANDARDS & QUALITY REPORT Quality Indicator 9.4 : Leadership of Improvement and Change
Strengths : The leadership of the school is committed to promoting continuous improvement
and excellence for all learners Ongoing commitment to planning and implementing/supporting strategies for im-
provement Self-evaluation stronger and more robust than before, although still inconsistent The vision for the future is clear and the majority of stakeholders buy into this Innovative approaches aimed at improving the quality of learning and teaching and
outcomes for learners are encouraged Staff are focused on improving outcomes for learners Leaders are developed at all levels and play a role in improving learning and teach-
ing Staff have opportunities to take on lead roles Change is managed effectively and in consultation with stakeholders Good communication
Areas For Development : Ongoing encouragement of innovative practice Self-evaluation needs to be more rigorous and have more consistent impact Classroom practice needs to be shared more effectively Consistent standards of leadership Involvement of more staff in leadership roles
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Section 8
SCHOOL POLICIES &
PRACTICAL INFORMATION
72
SCHOOL DAY STRUCTURE SESSION 2013/2014 School begins at 8.50 am and finishes at 3.50pm (Wes/Thurs/Fri) and 3pm (Mon/Tues) with lunch from 12.35 pm until 13.20 pm. The day is divided as follows:
Warning bell 8.48 Lunch 12.35 - 13.20
Registration 8.50 - 9.00 Warning Bell 13.18
Period 1 9.05 - 9.50 Period 5 13.20 - 14.10
Period 2 9.50 - 10.40 Period 6 14.10 - 15.00 (Finish Wed/Thurs/Fri)
Interval 10.40 - 10.55 Period 7 15.00 - 15.50 (Finish Mon/Tues)
Period 3 10.55 - 11.45
Period 4 11.45 - 12.35
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TERM & HOLIDAY DATES 2015/2016
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SCHOOL MEALS Clydebank High School has a large dining hall offering lunch on a self-service cafeteria basis. It is supervised by teaching staff. Packed lunches brought from home may be eaten in the dining hall. Hot and cold packed lunches are also available at lunchtime and a range of snacks can be bought before school and at the morning interval. Snacks plus hot and cold drinks are also available from vending machines located in the dining hall. Every effort is made to encourage pupils to consider eating healthier food. Salads and fresh fruit are always available in the dining hall. Parents should inform the school if special diets are necessary. We require all pupils to clear away all dishes and cutlery at the end of their meal, leaving the table fit for the next pupil who may use it. In the interests of safety, parents are requested to discourage their children from going to the local shops during the short lunch break of 50 minutes. Parents please note that Clydebank High School operates a cashless catering system in all of its dining halls. This system means that pupils do not have to carry money on a daily basis. All pupils are issued with their own swipe card. Children of parents receiving income support are entitled to a free midday meal. Information and application forms for free school meals may be obtained from school and from area education offices and the Education and Cultural Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools)
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EXTRA CURRICULAR ACTIVITIES
Computer Games Design Netball Singing Eco schools Wind Band Fiddle Group Chess Scrabble
Football (Including Girls) Media Film Cookery Science Ski Club Internet Badminton
Basketball Judo Fitness Rugby Dance Table Tennis
A range of other activities may be offered at various times during the session. Inter schools sports festivals for different age groups are held with other West Dunbartonshire schools throughout the session in a variety of activities.
Venues, days and times of all clubs are dependent on availability of facilities and staffing. Notices regarding all clubs are passed to pupils via class communication folders or posters in the PE Dept.
Further information on clubs or other activities can be obtained from Mr Hand DHT.
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ENROLMENT Head Teachers of the Associated Primary Schools advise parents of pupils in Primary 7 of arrangements for transfer to secondary school. Parents who move into the catchment area should contact the school in order to arrange for an appointment to deal with the enrolment process. Pupils are normally transferred between the ages of eleven years, six months, and twelve years, six months, so that they have the opportunity to complete at least four years of secondary education. Parents outwith the catchment area who wish information regarding placements should contact:
Cheryl Murray Support Services Section Department of Educational Services Council Offices Garshake Road DUMBARTON G82 3PU
Please note : West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.
DATA PROTECTION ACT AND THE INTERNET Information relating to pupils, parents and guardians is stored on the school‟s administration computer system and may be used for teaching, registration, assessment and other administrative duties. This information is protected by the Data Protection Act 1984 and may only be disclosed in accordance with the Codes of Practice. Parents wishing further information should contact the school. The school has a comprehensive INTERNET system which is available to staff and pupils throughout the school. The use of the INTERNET involves careful screening to ensure that only appropriate material is accessed in school. All parents will be asked to sign an undertaking that they accept the regulations governing use of INTERNET by pupils
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ANNUAL CENSUS DATA Transferring Educational Data About Pupils Education authorities and the Scottish Government have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme. What pupil data will be collected and transferred? Data on each pupil is collected by local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, postcode, registration for free school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusions from school. Pupil names and addresses are collected by their school and education authority but they are not passed on to the Scottish Government. Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by the Scottish Government. Providing national identity and ethnic background data is entirely voluntary. You can choose the „not disclosed‟ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data. Why do we need your data? In order to make the best decisions about how to improve our education service, the Scottish Government and Education authorities 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 exam results. Accurate and up-to-date data allows the Scottish Government, education authorities and schools 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 that influence pupil attainment and
achievement target resources better
Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with Data Protection Act (1998). We also comply with the national Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can only give a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net). The Scottish Government works with a range of partners including HM Inspectorate of Education and the Scottish Qualifications Authority. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data Sharing Panel in the Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual.
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Concerns If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at Peter.Whitehouse@scotland/gsi.gov.uk or write to the ScotXed Support Office, the Scottish Office, the Scottish Government, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this information is available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.
What more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.
The Annual Electronic Staff Census Individual level staff data is vital for use by the Scottish Government in education workforce planning. As a consequence of receiving this staff information, the Scottish Government will be better able to
plan more accurately the number of new staff to be trained each year identify shortages in particular sectors and subjects monitor movements in and our of the profession at a national level.
The information yielded from the analyses of this data is also of great interest to local authorities and teachers‟ unions. They were involved in drawing up the list of data fields to be sent to the Scottish Government. Following the recommendations of the Currie Report, date of birth and gender data about Educational Psychologists are now collected in order to carry out workforce planning.
Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with Data Protection Act (1998), the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives you the right to know how we will use your data. This message can only give a brief description of how we use data. Full details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).
The Scottish Government will not publish or release any information that allows individual members of staff to be identified, nor will data be used by the Scottish Government to take any actions in respect of individuals. The information we collect will be anonymous. We will not be collecting your name or address. No information on individual members of staff can or would be published by the Scottish Government. The individual data collected by the Scottish Government is used for aggregate statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary; there is a „not disclosed‟ option. However, we hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.
Concerns If you have any concerns about the ScotXed data collections you can email Peter Whitehouse, the senior Statistician, at [email protected]/gov.uk. Want more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.
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SCHOOL ATTENDANCE AND PUNCTUALITY 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 every period. Pupils therefore should be punctual and regular in their attendance. Regulation 7 of the Education Regulations 1993 requires each child‟s absence from school to be recorded in the school register as authorised, that is approved by the authority or unauthorised, that is unexplained by the parent (truancy) or temporarily excluded from school. The reasons for absence should be given in writing by the parent or guardian of the pupil and should be given to the Register teacher on the day of return to school. Telephone calls are not acceptable in place of letters signed by the parent or guardian. If absence is liable to exceed two days, parents should advise the school in writing. If there is no explanation of absence from the parent then this is recorded as unauthorised absence (truancy). Clydebank High School has an automatic communication system that will contact you directly on the first day that your child is recorded as being absent from school. This will ensure that we know the reason for the absence as soon as possible and alert you if your child is not in school when they should be. In addition, this system will be used to contact you with reminders about important events and to notify you quickly should the need to do so arise. When a parent or guardian knows in advance that a pupil will be absent or will arrive late, permission for such absence should be obtained previously from the Register Teacher.
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HEALTH AND MEDICAL CARE Routine medical and dental inspections take place at regular intervals and parents will be advised on relevant immunisations. Parents are also requested to inform the Pastoral Care Teacher of any health problem or medication a child may have which could affect schooling. It is especially important that the school be informed in the case of disability, for example fainting, where danger might arise in practical work in science, Home Economics, Technical subjects etc. Parents are asked to inform the Pastoral Care Teacher if their child has to take medication during the school day. (Note: Staff will issue only prescription medication). Staff deal with minor accidents and illnesses within the school. In the case of serious accidents or illness, parents/guardians will be contacted at their home or place of business and requested to come to school or go to hospital if necessary. An emergency contact telephone number is also required. Pupils cannot be exempted regularly from Physical Education classes except on the production of a medical certificate. However, exemption on a single occasion may be granted on a written request from the parent or guardian. At all times pupils should come fully equipped and properly dressed on the appropriate day.
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TRANSPORT West Dunbartonshire Council has a policy of providing free transport to all secondary pupils who live more that two miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider they are eligible should obtain an application form from the school or Education and Cultural Services Department. These forms should be completed and returned before the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate Service Manager has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority where spare places are available and no additional costs are incurred. Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction, will not exceed the Council‟s limits (see above paragraph). It is the parent‟s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent‟s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport. Parents should ensure that their child knows what to do in the event of the transport not arriving at the pick-up point, if the child is not accompanied by an adult. Transport may be cancelled for example due to adverse weather conditions. West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.
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POLICY ON LEARNING & TEACHING High quality learning and teaching is at the heart of the improvement agenda. We aim to improve the life chances of our pupils, particularly those from disadvantaged backgrounds. Consequently, equality and fairness is at the heart of the learning and teaching process. Curriculum for Excellence provides a coherent, flexible and enriched curriculum from 3-18 (Building the Curriculum 3, 2008). Clydebank High School endorses the principles of curriculum design, i.e. breadth, coherence, challenge and enjoyment, depth, relevance, progression, personalisation and choice. Skilled and creative practitioners will deliver exciting experiences for learners. Reflective teachers with a commitment to continuing professional development will learn collaboratively and share good practice. In partnership with learners, parents, carers and the wider community, self-evaluation will improve outcomes for pupils. LEARNING ENVIRONMENT: GETTING IT RIGHT FOR EVERY LEARNER It is the responsibility of all members of the school community to ensure that every learner feels safe, healthy, respected, valued and included. The learning environment will be welcoming and inclusive to support the individual needs of all pupils. All members of the school community will be treated with equality, fairness and respect. Good working relationships at all levels will ensure successful learning for our pupils. We will use the following reflective questions to gauge our success:-
What steps have been taken to create a positive learning environment both inside and out-
side of the building? How do we know?
Do teachers use a variety of teaching methodologies?
Does the classroom environment and physical layout support this flexibility?
How do we ensure that learners have a shared responsibility in developing the ethos with-
in the class/school?
How does the classroom environment and physical layout support flexible learning oppor-
tunities for all pupils?
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Clydebank High School Handbook 2015/2016
LEARNERS’ EXPERIENCES
Pupils are entitled to experience learning that embodies the seven principles of Curricu-lum for Excellence. Learning will be promoted within an engaging, collaborative and active environment. Staff will ensure that the learning experiences are motivating, stimulating and enjoyable. We will use the following reflective questions to gauge our success Depth
Breadth
Relevance
Coherence
Challenge and Enjoyment
Are our pupils being given opportunities to develop their full capacity for different types of thinking and learning?
To what extent do we vary our contexts for learning both within the classroom and other aspects of school and community life?
How do we make sure that our pupils understand the value and the purpose of their learning? How well do we relate this learning to meaningful real life situations which have rele-vance to their life?
Do the pupils in Clydebank High School see the clear links between the different aspects of their learning?
In what ways do we encourage high aspirations and ambitions? What strategies do we use to make the learning in our classes challenging, engaging, creative, active and motivating?
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Progression
Personalisation and Choice
FORMATIVE ASSESSMENT Assessment will always inform the learning and teaching process to help raise attainment and achievement. The five important strategies of Formative Assessment are:-
Clarifying and sharing learning intentions and success criteria
Effective classroom discussion through skilful questioning
Providing meaningful feedback that moves the learner forward
Involving students in their own learning through target setting and self-assessment
Allowing learners to become resources to help each other with their learning through
peer assessment and feedback Teachers will reflect on their practice and use these strategies in their teaching and when planning. We will use the following reflective questions to gauge our success
To what extent do we consider the prior learning and achievement of the pupils who come into our classes/ school, and at transition stages throughout their schooling? How do we ensure that our pupils experience continuous progress in learning within the 3-18 frameworks?
Is the curriculum we provide flexible enough to allow opportunity for personal, informed choices? How do we ensure that the pupils in Clydebank High School are able to make informed
To what extent do learners understand how learning takes place? What opportunities do learners have to think and reflect? In seeking to improve achievement, how well do we know how deeply learners are en-gaged in learning? In encouraging pupil voice, in their own and each others‟ learning, to what extent have we considered how we will access the voice of those with significant learning needs?
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METHODOLOGY Clydebank High School teachers will provide opportunities for pupils to engage in active and purposeful learning by using the following strategies:-
Classroom routines
Sharing success criteria
Recapping from previous lesson(s)
Displaying learning intentions
Using the 5 AiFL key strategies to engage the
learner in their own and others‟ learning
Co-operative learning
Peer marking and assessment
Active and experiential learning
Use of ICT
A variety of activities
Literacy, numeracy and health and wellbeing
activities
Research, investigation and problem solving
activities
Providing feedback and setting targets
Some teacher led activities
Reinforcement of vocabulary and facts
Effective questioning
Referring to learning intentions
Using effective questioning
issuing homework Teachers will explore and reflect on their methodology on a regular basis. All staff will engage in purposeful self-evaluation of learning and teaching to ensure continuous improvement. We will use the following reflective question to gauge our success
Do teaching approaches encourage individuals to take responsibility for organising their learning with others, work collaboratively in groups and teams and give presentations to their peers?
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At the end of the lesson
During the lesson
At the start of the lesson
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RESOURCES Staff, pupils, parents/carers, authority and partner agencies will have a voice in education and an important role to play in our learning community. We will continually review and where possible augment resources to enhance learning and teaching. We will use ICT as an effective tool for learning and teaching. We will use the following reflective question to gauge our success
CREATIVITY AND INNOVATION To fully implement CfE, we will develop the thinking skills of our pupils to develop creative, enterprising and innovative learners. Learners will experience a curriculum that is flexible enough to offer creativity and challenge. We will use the following reflective question to gauge our success
EXPLORING AND USING LEARNERS’ VIEWS The views of the entire learning community will direct innovation and improvement. Our pupils will be encouraged to express their views on their learning. These will be valued and used to inform next steps. Our pupils will have opportunities to become involved in the wider life of the school and community and actively involved in decision making. Parents will have a key role in their children‟s learning and their views will be gathered and acted upon. All staff will be fully involved in self-evaluation to ensure an informed impact on learning and teaching. We will use the following reflective questions to gauge our success
To what extent does the management of resources in Clydebank High School effectively support learning and teaching?
How do we build on the creative ideas which may emerge from our learners?
Are learners in Clydebank High School able to influence decisions about their learning experienc-
es?
What choices do they have about lesson priorities and their preferred approaches to learning?
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EXPECTATIONS AND PROMOTING WIDER ACHIEVEMENT
Pupils will gain in confidence and have their motivation increased when recognition is given for their achievements within the school community and beyond. We will ensure that approaches are developed and promoted that will recognise the personal achievements of all learners. We will use the following reflective questions to gauge our success
SELF EVALUATION
Learning improves when all those involved show commitment to improvement through robust and rigorous self-evaluation. Staff at all levels will take ownership of the improvement process. They will work collaboratively, share effective practice and engage in professional dialogue within the school and beyond. Pupils, parents and partners within the community will be included and their opinions valued. The head teacher and senior staff will have a key role in ensuring that the professional development of learning occurs. They are accountable for ensuring the overall impact of the learning they lead. Self-evaluation will triangulate the evidence from three main sources – people‟s views, direct observation of learning and teaching and quantitative data. We will use the following reflective questions to gauge our success
How effectively do we make use of learners‟ views about pace or challenge, active learn-ing or learning independently to improve learning and teaching? What do learners think about the quality of teacher-learner or learner-learner interactions and relationships? How do we value and use the views and contributions of parents? How can we show we have used parents‟ views constructively to improve learning?
How well do we recognise and value the learning experiences that our pupils achieve in their community? To what extent do we consider how wider achievement in the community can support learning in school?
How well do the processes currently in place for self-evaluation impact on learning and teaching? In what ways do we gather information on learners‟ progress?
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OUR SCHOOL SHOW
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Clydebank High School Handbook 2015/2016