pirie park primary - glasgow

School Handbook

2016-17

Pirie Park Primary

Pirie Park Primary School

Page 1

List of contents Page

List of contents 1

Welcome from the Head Teacher 2

Our School Vision, Values & Aims 3

School Information, Stages, School Building, School Hours 4

School Holidays 2016/2017 5

Parent Forum and Parent Council 6

Staffing, Classification, EAL 7

Who’s Who in our School 8

Curriculum for Excellence 9

Curriculum Areas (inc. School Improvement Plan Summary 2015/2016) 10-18

Assessment 19-20

Reporting, Homework, Nurture Group 21

Additional Support Needs, Accessibility Strategy 22-23

Equal Opportunities and Social Inclusion 24

Privacy Statement and Data Protection 24

The Freedom of Information (Scotland) Act 2002 24

Home School Links and Parental Involvement 25

Attendance at School 26-27

Community Facilities, School and Community Links, Transport 27-28

Enrolment, Transfer from Primary to Secondary School 29

Medical and Health Care, Information in Emergencies 30

Healthy Eating, School Meals 31

Free School Meals and Clothing Grants 32

School Uniform, PE Kit 33

Unacceptable forms of dress 34

Pupil Council, Extra-Curricular Activities and Playground Supervision 35

School Discipline and Bullying 36

Dealing with Racial Harassment 37

School Security and Safety 37

Communication with School and Comments, Compliments and Complaints 38

Appendices:

Child Safety/Child Protection Policy 39

Everyday Counts-Attendance at School 40

Primary School Information from Cordia 41-42

Glossary of terms used 43

What our Parents think about Health and Wellbeing in Pirie Park 44

Useful Addresses 45

All authorities are required by law to issue a copy of the school handbook incorporating current policies and practices of both the council and the school to certain parents and carers in December each year for their use as appropriate.


Page 2

Welcome from the Head Teacher Dear Parent/Carer,

I wish to extend a very warm welcome to Pirie Park Primary School, a great place

to learn. Almost 6 years since we opened and already it is a great place to be;

this was confirmed during our School Inspection in June 2014.

The inspection found the following key strengths:

Polite, well behaved children who clearly demonstrate the school’s positive values.

Skilful, caring staff, committed to meeting children’s needs, including those of the most

vulnerable.

Highly-effective partnership working to enhance and support children’s learning.

Strong aspirational leadership, focused on children’s welfare, learning and achievement.

Here are the evaluations for Pirie Park Primary School.

Improvements in performance very good

Learners’ experiences very good

Meeting learning needs excellent

They also evaluated the following aspects of the work of the school.

The curriculum very good

Improvement through self-evaluation very good

A copy of the full letter is available on the Education Scotland website at:

http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/PirieParkPrima

rySchoolGlasgow.asp

Throughout your child’s stay with us, it is our wish that your child is happy and successful. At

Pirie Park we will seek to foster in our children a positive attitude to learning, work, progress, self,

others and the environment. It is important to develop the “whole child”. We focus not only on

the academic and aesthetic development of our pupils, but also on their personal and social

development. We hope to work in partnership with you in the important task of developing your

child to his/her fullest potential, preparing him/her for the challenges and opportunities they will

face in the future.

Many activities are organised by the school and Parent Council throughout the school year. We

look forward to welcoming you to the school and meeting you on as many of these occasions as you

can manage.

Be assured that no worry concerning your child is too small or unimportant to share with us; please

contact us at anytime. We hope the following pages will give you a flavour of our school. Should

any questions remain unanswered, we will be only too happy to help.

Yours sincerely

Jane Arthur

Head Teacher

http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/PirieParkPrimarySchoolGlasgow.asp

http://www.educationscotland.gov.uk/inspectionandreview/reports/school/primsec/PirieParkPrimarySchoolGlasgow.asp


Page 3

“Be the best we can be.”

School Ethos

Our School Vision, Values & Aims

At Pirie Park Primary we aim to develop every child to “be the best they can be” by providing

high quality learning and teaching throughout a broad and relevant curriculum. We believe the

development of the whole child to be vital.

Our VISION:

To create a safe, happy, caring and inclusive school where children, staff and parents feel valued,

show respect, have fun and actively work together to be the best they can be through the

following aims:

Our AIMS:

To produce SUCCESSFUL LEARNERS by raising the standard and quality of learning and teaching,

achievement and attainment in Literacy, Numeracy and Health and Well Being.

To develop and nurture resilient and CONFIDENT INDIVIDUALS equipped for life’s choices and

challenges.

To provide equal opportunities for RESPONSIBLE CITIZENS to reach their full potential within

a climate of mutual respect, whilst promoting a positive community ethos.

To encourage EFFECTIVE CONTRIBUTORS to be enterprising, learn various skills including

problem solving and work collaboratively in order to become valued members of society.

We VALUE:

Respect

Learning

Friendship

Trust

Kindness

TO LEARN, TO BE, TO LIVE WITH OTHERS & TO DO. Our School Vision, Values & Aims link in with Children’s Rights and below is a web link to the

Children’s Rights leaflet from Education Services which outlines the expectations in all

establishments:

http://www.glasgow.gov.uk/childrensrights

http://www.glasgow.gov.uk/childrensrights


Page 4

School Information Pirie Park Primary School

337 Langlands Road, Govan

Glasgow G51 4AW

PHONE 0141 445 5884

FAX 0141 445 3687

EMAIL [email protected]

WEBSITE http://www.pirieparkprimary.co.uk

TWITTER @Piriepark2014

FACEBOOK Pirie-Park Primary

Further information about schools can be accessed online via the Glasgow City Council Going to

School web-site at www.glasgow.gov.uk/en/residents/goingtoschool

Present Roll 437

Maximum working capacity 462 Planning capacity 434

School Profile a number of the school’s pupils are placing requests

Parents should note that the working capacity of the school may vary dependent upon the

number of pupils at each stage and the way in which the classes are organised.

Pirie Park Primary is part of the Bellahouston/Govan Learning Community.

Stages The school covers all stages from Primary 1 to Primary 7.

This is an age range of 4 years 6 months to 11 years and over.

The school is co-educational and non-denominational (girls and boys)

Children of all religious denominations are welcome.

The roll at each stage is currently: P1 55 P5 63

P2 73 P6 64

P3 60 P7 57

P4 65 (November 2015)

School Building The school, which opened in January 2010, is a two-storey, custom designed, state of the art

building. We share the campus with the Pre-5 Govan Family Learning Centre and Glasgow Life’s

community facility Glasgow Club Drumoyne.

School Hours Opens 9.00am *Breakfast Club starts at 8.00am

Interval 10.30am - 10.45am

Lunchtime 12.15pm - 1.00pm

Close 3.00pm (2.55pm for Primary 1 and 2 children)

Primary 1 children only attend the morning session, 9.00am-12.15pm, until the first full

week in September.

mailto:[email protected]

http://www.pirieparkprimary.co.uk/

http://www.glasgow.gov.uk/en/residents/goingtoschool


Page 5

PROPOSED School Holidays and In-Service Days

Session 2016/2017

IN-SERVICE DAY 1

Return Date for Teachers Thursday 11 August 2016

IN-SERVICE DAY 2 Friday 12 August 2016

Return Date for Pupils Monday 15 August 2016

September Weekend Friday 23 and Monday 26 September 2016

IN-SERVICE DAY 3 Friday 14 October 2016

First Mid-Term Monday 17 to Friday 21 October 2016

(inclusive)

Christmas/New Year Wednesday 21 December 2016 to Wednesday 4 January

2016 (inclusive)

* Please note that schools will close at 2.30pm on the last

school day before the holiday

2017 Return to school Thursday 5 January 2017

Second Mid-Term Friday 10 Monday 13 and Tuesday 17 February 2016

IN-SERVICE DAY 4 Wednesday 15 February 2017

Spring Holiday (Easter)

Good Friday/Easter Monday

Monday 3 to Friday 14 April 2017

(inclusive)

* Please note that schools will close at 2.30pm on the last


Good Friday 14 April 2016 and Easter Monday 17

April 2017

*Please note that school returns Tuesday 18th April 2017

May Day Monday 1 May 2017

May Weekend Friday 26 and Monday 29 May 2017

IN-SERVICE DAY 5 Thursday 4 May 2017

(To coincide with Election)

School Closes Tuesday 27 June 2017

* Please note that schools will close at 1pm on the last


All in-service days for all areas in Glasgow are on the same days during 2016/2017 www.glasgow.gov.uk

http://www.glasgow.gov.uk/


Page 6

The Parent Forum and the Parent Council The Scottish Schools (Parental Involvement) Act 2006 has changed the arrangements for

parental representation in all schools. Since August 2007, all parents/carers are automatically

members of the Parent Forum for their school and they have the right to establish a Parent

Council to represent them.

Parent Forum

The membership of the Parent Forum is made up of all parents/carers who have a child at an

education authority school. Membership of the Parent Forum allows parents/carers to have a say

in the local arrangements to enable their collective view to be represented on matters such as the

quality and standards of education at the school and other matters of interest to parents/carers.

One of the ways parents in the Parent Forum will be able to express their views will be through

the Parent Council.

Parent Council

The Parent Council is a group of parents/carers selected by members of the Parent Forum to

represent all the parents/carers of children at the school. Parent Councils are very flexible

groups and the Parent Forum can decide on the type of group it wants to represent their views. A

Parent Council could get involved in:

Supporting the work of the school;

Gathering and representing parents’ views to the Head Teacher, education authority,

HMIe;

Promoting contact between the school, parents/carers, children and the local community;

Fund raising;

Involvement in the appointment of senior school staff.

Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council

has the right to information and advice on matters which affect children’s education. So, the

school and the local authority must listen to what the Parent Council says and give it a proper

response. Every school’s Parent Council will be different because it will be parents/carers in each

school who make the key decisions. The Parent Council is also entitled to support from the

education authority in fulfilling its role.

Membership of the Parent Council

Generally, members of the Parent Council must be parents/carers of children who attend the

school and the chairperson must have a child in the school. However, the Parent Council can

decide to co-opt other members from teachers and the community who will have knowledge and

skills to help them. The Head Teacher has a right and a duty to attend all meetings of the Parent

Council but does not have a right to vote. The preferred method for contacting the Parent Council

is via the Chairperson, Alison Guthrie or contact the school office on 0141 445 5884 or if possible

via the parent council’s own email address – [email protected]

Staffing

Pirie Park Primary Parent Council 2015/2016

Parent/Carer Members: Alison Guthrie (Chairperson), vacancy (Treasurer), Kerry

McKenzie (clerk), Kelly Milford, Carolann Love, Naomi MacDonald, Helen Gilmour.

Teacher Members: Eileen Allan (DHT), Marion Mannion, Sheila Angus.

Treasurer: vacancy

Clerk: Kerry McKenzie

Professional Advisor: Jane Arthur, Head Teacher, Pirie Park Primary School


Page 7

Staffing Our teaching staff entitlement for 2015-2016 is 22.1 full time equivalent teachers. This is

made up of a head teacher, two depute head teachers, one principal teacher and a further

nineteen class teachers (eight of these teachers job share), a nurture class teacher and

our principal teacher who provides support for learning. Any additional staffing is used in

the main to support learning and teaching and to provide cover for non class contact time.

Our school currently has fifteen classes from Primary 1 to Primary 7, one of which is

composite in nature and a Nurture Group, the Rainbow Room.

This session we continue to benefit from having 0.4FTE=2 days Physical Education

specialist teacher, Rona MacGilivray’s input on Wednesdays and Thursdays.

Composite Classes There are times when the distribution of children over the various stages of the school

necessitates the formation of composite classes. This is where children from two stages

of the school come together to form one class. Primary teachers are trained to teach

children in differentiated ability groups. Consequently, composite classes, organised in

teaching and learning groups, operate in the same way as single stage classes and allow

children to study at their own stage level. A composite class will not exceed 25 pupils;

single stage classes have the following capacity:

P1 =25 pupils

P2-3 =30 pupils

P4-7 =33 pupils

English Additional Language (EAL) An EAL teacher assists pupils for whom English is a second language by developing their

acquisition of English and supporting their access to a curriculum taught in English. An

EAL teacher operates in a consultative role with class teachers to ensure bilingual pupils

are appropriately supported across the curriculum. On occasion, as need arises, small

groups of children with EAL may be extracted for specific input. We currently have an

EAL teacher, Lorna Anderson, 1 day per week.


Page 8

Who’s Who in Our School Senior Management Team

Head Teacher Jane Arthur

Depute Head Teacher (P1-3) Eileen Allan

Depute Head Teacher (P4-7) Susan Clark

Principal Teacher Janis MacGregor

Class Teachers

Lesley McDowell/Liz Morgan P1a

Kathryn Nicolson P1b

Elizabeth Clark/Rhona Campbell P2/1

Sandra Pomphrett P2a

Lesley McCann (Temporary) P2b

Laura Quigley (on leave) Maggie Sullivan (Temporary) P3a

Lynn Robertson P3b

Marion Stoddart P4a

Susan Nickson (on leave) Laura Ward (Temporary) P4b

Caroline Rose/Claire Holmes P5a

David Singer (Temporary) P5b

Caroline O’Neill P6a

Kirsten O’Shea P6b

Lorna Dickson P7a

Annie Tumelty P7b

Nurture Teacher Marion Mannion

Support for Learning Sheila Angus, Carol Yuill

Challenge Leaders of Learning Sheila Angus, Lesley Kennedy/Suzanne Campbell

Non Class Contact Time Julie O’Donnell (PE & Music), Claire Holmes (Spanish & Drama)

PE Specialist Teachers Rona McGillivary (Wednesday and Thursday all day)

Administrative Assistants Kay McGurran 5days Janet Mulheron 4days

Diane Kenny 4days Yvonne Higgins 1day

Pupil Support Assistants Mary Rose Aitken Anne Marie Atherall

Jane Costello Elizabeth Fairholm

Cecelia McAdam Laura McCann

Lynn McGhie Diane McNeill

Kailey Mooney (Nurture) Sharon Sibbald

Jenny Smart

Janitor Mark Costick

Lunch Supervisor Helen Sorby

Assistant Supervisor Patricia McGeown

Dining Attendant Tricia Campbell

Cleaning Staff Doreen Callaghan, Rachel Martin, Josie Haughey,

Sharon Campbell, Marion Donald

Active Schools Coordinator Ivonne Iser

School Chaplain Moyna McGlynn (Church of Scotland)

Youth Worker Paul Cathcart


Page 9

Curriculum for Excellence

Bringing learning to life and life to learning

Curriculum for Excellence is now being introduced across Scotland for all 3-18 year olds -

wherever they learn. It aims to raise standards, prepare our children for a future they do

not yet know and equip them for jobs of tomorrow in a fast changing world.

Curriculum for Excellence enables professionals to teach subjects creatively, to work

together across the school and with other schools, to share best practice and explore

learning together.

Teachers and practitioners will share information to plan a child’s “learning journey” from

3-18, helping their progression from nursery to primary, primary to secondary and beyond,

ensuring the change is smooth. They’ll ensure children continue to work at a pace they can

cope with and with challenge they can thrive on.

Curriculum for Excellence balances the importance of knowledge and skills. Every child is

entitled to a broad and deep general education, whatever their level and ability. Every

single teacher and practitioner will be responsible for literacy and numeracy – the

language and numbers skills that unlock other subjects and are vital to everyday life.

It develops skills for learning, life and work to help young people go on to further study,

secure work and navigate life. It brings real life into the classroom, making learning

relevant and helps young people apply lessons to their life beyond the classroom. It links

knowledge in one subject area to another helping children understand the world and make

connections. It develops skills so that children can think for themselves, make sound

judgements, challenge, enquire and find solutions.

There will be new ways of assessing progress and ensuring children achieve their

potential. There will be new qualifications for literacy and numeracy and from 2013/14,

new National 4 and 5 qualifications will be in place. Our well regarded Access, Highers and

Advanced Highers will be updated to take account of and support the new approaches to

learning and teaching.

There’s personal support to help young people fulfil their potential and make the most of

their opportunities with additional support wherever that’s needed. There will be a new

emphasis by all staff on looking after our children’s health and wellbeing – to ensure that

the school is a place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims is to improve our children’s life chances,

to nurture successful learners, confident individuals, effective contributors, and

responsible citizens, building on Scotland’s reputation for great education.


Page 10

For additional information on the curriculum you can visit the new look Curriculum for

Excellence website or Parentzone website hosted by Education Scotland for more

information.

http://www.educationscotland.gov.uk/parentzone/index.asp

Should you wish any further information about these areas please do not hesitate the

contact the school.

Curriculum Areas Within Curriculum for Excellence there are 8 curricular areas:

Literacy and English

Numeracy and Mathematics

Health and Wellbeing

Social Studies

Sciences

Technologies

Expressive Arts

Religious and Moral Education

These areas are not structures for timetabling. Schools have the freedom to think

creatively about how best to meet learning outcomes and ensure deep, sustained, relevant

and enjoyable learning which meets each pupil’s needs and enables them to fulfil their

potential.

http://www.educationscotland.gov.uk/parentzone/index.asp


Page 11

Pirie Park Primary engages in a continuous cycle of self-evaluation and school improvement

to ensure our curriculum reflects the principles of Curriculum for Excellence. Our key

school improvement plan priorities for session 2015/2016 are:

On-going Assessment, Moderation, Transition and Planning Approaches with emphasis

on progression, tracking pupil progress and supporting all learners.

Raising Attainment & Achievement with emphasis on:

Literacy-Phonological Awareness and Reading; approaches and resources

Evaluating the use of Heinemann Active Maths and iplanner in Numeracy and

Mathematics and the impact on learners.

Introducing increased opportunities for Science; approaches, planning and

resources.

New Pupil Planning; Wellbeing Assessment Plans.

Reporting to parents on children’s progress and learning.

Self-evaluation; How good is our school 4th edition.

Continued development in:

2+1 Languages; Spanish in P5-7, introduce Gaelic in some classes.

UNCRC Rights Education and Global Citizenship.

Sustainability and outdoor learning.

ICT; our school website, GLOW and mobile technologies.

Inclusion; continuing professional development for all staff.

Glasgow’s Improvement Challenge:

We are one of 119 Primary Schools in Glasgow involved in the important work going on

across the city in order to raise attainment for children in our school, our city and our

country and ensure that we close the attainment gap. We are currently benefitting from

additional staffing (1.4FTE) in order to implement this and we are working closely with 4

other Primary Schools; Riverside, Ibrox, Lorne Street and Glendale Primaries. The area

we aim to improve/focus on is Literacy; specifically Phonological Awareness across ALL

Primary 2 children in all 5 schools. Lesley Kennedy, Suzanne Campbell and Sheila Angus

have been appointed as “Challenge Leaders of Learning” and will work closely with children,

parents and staff in order to raise attainment in this specific area, this session.

School Improvement Plan Summary 2015/2016


Page 12

Literacy and English Curriculum All teachers have a responsibility to contribute to all the literacy outcomes and

experiences within the Curriculum for Excellence framework.

The Literacy and English framework is structured as follows:

Listening and Talking skills are formally developed to enable children to be effective

communicators for all life situations. We encourage children to express themselves

confidently and articulately by creating opportunities in drama, discussion, storytelling,

games, poetry recital, speech making, debates and listening skills. We use a variety of

resources.

Reading is a critical tool for lifelong learning. Emphasis will be placed at the early stages

on ‘learning to read’ i.e. decoding the printed word into spoken word. The teaching of

phonics will feature strongly. Thereafter more sophisticated ‘reading to learn’ skills will

be developed e.g. research and reference skills, in-depth understanding of complex

passages etc. Reading for enjoyment will be encouraged and supported at all stages. The

main reading resources are:

Oxford Reading Tree

Treetops Reading Books

Group and Class Novels

Library Books

Writing skills for all purposes in life will be developed alongside the important technical

skills of spelling, handwriting and grammar.

In writing there are two areas: fiction and non-fiction. This following table shows some

types of writing in each area:

Functional Personal Imaginative

Letter

Instructions

Report

News Article

Discursive

Account

Report

Letter

Writing about Texts

Poem

Story

Imagined Personal

Response

A rich range of experiences and resources will be used to assist the development of

writing skills across the whole curriculum.


Page 13

Modern Languages At Pirie Park Primary we are very fortunate to have two teachers who are trained to

teach Spanish at primary level which is delivered to the Primary 4, 5, 6 and 7 children.

By the time children begin to learn Spanish at school they already know a great deal about

the purpose and functions of language. The learning of Spanish will build on what they

already know. There will be a clear connection between language and languages.

Learning to communicate in a foreign language is great fun, and will raise intercultural

awareness in our children. Young people in Scotland must be equipped with the skills to

enable them to communicate with others, and take their place in the world of work and

the world at large.

Throughout last year we had three members of staff learning Gaelic which will help

towards 2+1 Languages in Pirie Park Primary.

Numeracy and Mathematics Our numeracy and mathematics programme is in accordance with the principles and values

of ‘Curriculum for Excellence’. All staff have a responsibility to contribute to developing

pupils’ numeracy skills across all learning experiences in the curriculum. The school makes

use of a wide range of active learning contexts and resources to support the teaching and

learning of numeracy and mathematics. The programme begins in Primary 1 and covers all

aspects of numeracy and mathematics.

The children will study the following areas of mathematics:

Number, Money and Measure

Shape, Position and Movement

Information Handling

The development of skill with mental maths will also receive an important focus. Progress

is measured by a mixture of formal and informal continuous assessments by class

teachers.

The development of pupils’ problem solving and enquiry skills are promoted in numeracy

and mathematics and wider learning experiences.

Glasgow’s Literacy and Numeracy Strategy can be accessed via the following link:

http://www.glasgow.gov.uk/CHttpHandler.ashx?id=12232&p=0



Page 14

Social Studies Through social studies, pupils develop their understanding of the world by learning about

other people and their values, in different times, places and circumstances; they also

develop their understanding of their environment and of how it has been shaped. As they

mature, children’s experiences will be broadened using Scottish, British, European and

wider contexts for learning. Pupils learn about human achievements and about how to make

sense of changes in society, of conflicts and of environmental issues. With greater

understanding comes the opportunity and ability to influence events by exercising

informed and responsible citizenship.

Sciences The sciences curriculum provides a range of different contexts for learning which draw on

important aspects of everyday life and work. Through science pupils will develop their

understanding of planet earth, forces and electricity, the properties and uses of

materials, body systems and current scientific news items.

All teachers will look for opportunities to make links between the sciences and with other

curriculum areas are made in order to foster deeper, more enjoyable and active learning.

Expressive Arts This heading covers Art and Design, Music, Drama and Dance.

The inspiration and power of the arts play a vital role in enabling pupils to

enhance their creative talent and develop their artistic skills. Learning in

the expressive arts also plays an important role in supporting pupils to recognise and value

the variety and vitality of culture locally, nationally and globally.

Art and Design

Through art and design, pupils have rich opportunities to be creative and to experience

inspiration and enjoyment. They explore a wide range of two and three-dimensional media

and technologies through practical activities and create, express and communicate ideas.

Their studies of the works of artists and designers enhance their enjoyment and deepen

their knowledge and understanding.


Page 15

Drama

Through drama, pupils have a wealth of opportunities to be creative and to experience

inspiration and enjoyment. Their acting and presenting skills are developed through

participating in scripted or improvised drama. Pupils will also have opportunities to

evaluate their work and the work of others.

Dance

Through dance, pupils have opportunities to be creative and to experience inspiration and

enjoyment. Taking part in dance also contributes to their physical education and physical

activity. Children develop their technical skills and the quality of their movement, and use

their imagination and skills to create and choreograph dance sequences. They further

develop their knowledge and understanding of dance through evaluating their work and the

work of others.

Music

Children also have many opportunities to enjoy musical activities where

they will develop singing, music making using percussion and experience

music appreciation. We have a school choir that meet regularly and the opportunity for

children to learn to play woodwind and brass from music specialists who visit the school

each week.

Throughout the school year we organise a range of activities which encourage pupils to

participate in music, art, craft, dance and drama.

Religious and Moral Education This area of the curriculum deals with the development of

the pupil in relation to self-awareness, relationships with

others and the range of spiritual, social, moral and cultural

values in our society.

Our core study focuses on education rather than instruction. Our youth worker, Paul

Cathcart, regularly participates in school assemblies. Study is made of world religions and

cultures with a focus on Judaism, Sikhism, Islam, Buddhism and other religions of our

school community.

The school also participates in assemblies which can take place in the Church at the end

of terms and parents/carers are most welcome. Class assemblies take place across all

stages regularly with emphasis is placed on the children’s topics studied in class.

Parents/Carers are invited and welcome to attend their own child’s class assembly, in

order that parents and children can share and enjoy the experience!


Page 16

Children will be encouraged to appreciate the common values of honesty, liberty, justice,

fairness and respect for and tolerance of others, regardless of creed, colour or religion.

Parents/Carers have the right to withdraw their child/ren from religious education and/or

religious observance. Any parent/carer wishing to withdraw their child from participation

in religious education may do so by informing the Head Teacher in writing. Such pupils will

be set alternative tasks by the teacher.

It should be noted that policy and provision is consistent with national advice set out in

SOEID Circular 6/9, the Education (Scotland) Act 1980, SEED Circular 1/2005 and

additional advice received from the Scottish Government on RME/RERC and RO in

February 2011.

Parents and carers from religions other than Christianity 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 will be considered.

Appropriate requests will be granted on not more than three occasions (days) in any one

school session and the pupil noted in the register using code REL on these days.

Glasgow’s Religious Observance Policy can be accessed via the following link:


Health and Wellbeing Learning in health and wellbeing ensures that pupils develop the

knowledge and understanding, skills, capabilities and attributes

which they need for mental, emotional, social and physical

wellbeing now and in the future.

Working with partner agencies, Pirie Park Primary takes a

holistic approach to promoting health and wellbeing, one that

takes account of the stage of growth, development and maturity

of each pupil, and the social and community context.

In Pirie Park Primary Health Education is taught continuously throughout the year using

the recommended Glasgow’s Health materials. To oversee this important area

Bellahouston/Govan Learning Community has the support of Health Development Officers,

an Active Schools Co-ordinator and our School Nurse. Staffs meet and visit Pirie Park

Primary regularly in order to support, suggest, implement and encourage healthy choices

within our Learning Community.



Page 17

Physical Education

Our PE programme includes gymnastics, sports and

games skills. All P7 pupils receive swimming lessons. We

ask that all pupils do not wear any jewellery during all PE

activities, in accordance with Glasgow City Council

Health & Safety guidelines.

We are very fortunate to have state of the art facilities for PE including sole use of the

multi-functional Sports Hall from 8.00am-5.00pm each weekday and regular use of the

Dance Studio within Glasgow Club Drumoyne. Children have a minimum of 2 hours of PE

per week.

Personal and Social Development

The school places much importance on the personal, social and emotional

development of each child. All children will be provided with a structured and

progressive programme of study in Personal & Social Development, developing

understanding, awareness of self, and others as well as skills in personal

relationships. This curricular area is where a strong value system is formally

promoted and informally supported by the school ethos. Key areas of focus will

include self-esteem, self-confidence, anti-racism and equality of opportunity,

anti-bullying and social inclusion.

School-based Sexual Health and Relationships Education

Following a successful pilot, Glasgow City Council has developed a new approach to school-

based sexual health and relationships education (SHRE). The approach to SHRE in Glasgow

is a spiral curriculum covering P1 – S6. It has three key themes:

Improving what is delivered in the classroom

Raising the level of involvement of parents in their children’s learning

Ensuring that young people have access to wider information and services.

The following information is available to parents in relation to the SHRE programme.

1. An information session about SHRE will be delivered as part of the P1 induction

process and an initial information pack will be sent home to P1 parents in term 2 of

the school year.

2. An information session about SHRE will be offered in term 2 of each school year.

3. A reminder in the Curriculum News will be sent home prior to lessons being delivered

in Terms 3/4.

4. Information about when classes are due to start will be given in the school

newsletter.

5. We offer an open invitation for parents to discuss SHRE teaching at any point

through the year.

6. The school’s Parents Council will be advised of what is being taught and when.


Page 18

Technologies The technologies curriculum provides a range of different contexts for learning that draw

on important aspects of everyday life and work. It includes creative, practical and work-

related experiences and outcomes in business, computing science, food, textiles, craft,

design, engineering, graphics and applied technologies.

Learning in the technologies provides a strong foundation for the development of skills

and knowledge which are, and will continue to be, essential in maintaining Scotland’s

economic prosperity.

Learning in the technologies will help pupils:

develop an understanding of the role and impact of technologies in society

take responsible, ethical actions

gain the confidence and skills to embrace and use technologies

be capable of making reasoned choices relating to the environment, sustainable

development and ethical, economic and cultural issues.

ICT Information Communication Technology skills are developed through

a progressive programme of work from P1 - P7. ICT is also used to

support and enhance learning within other curriculum areas.

Pirie Park Primary is part of the Glasgow Education Network and has

filtered access to the internet and an internal e-mail facility. There is one networked PC

and a Smart Board and digital projector to support interactive teaching and learning in

each classroom. Each class also has timetabled access to our impressive and extensive

Media Suite/Library which has 30 networked PC’s and a Smart Board and digital

projector.

Glasgow’s ICT Acceptable User Policy can be accessed via the

link below:




Page 19

Assessment

Purpose of assessment

Pupils are assessed continuously as they progress through the school. The purpose of

assessment is to:

Improve the quality of teaching and learning for all pupils

Provide summaries of individual pupil attainment and achievement

Enable effective reporting to parents and pupils

What we assess

Assessment will focus on each pupil’s progress and achievement in developing:

Knowledge and understanding

Skills

Attributes and capabilities

Assessment should show that pupils have achieved a breadth of learning experiences and

outcomes, can respond to more challenging learning and can apply what they have learned

in new and unfamiliar contexts.

When we assess

Teachers gather evidence of progress as part of on-going learning and teaching. From

time to time the use of specific assessment tasks will be used to take stock of

achievement and to record and report on progress. This is vital to ensure that learners’

progress is on track and that action can be taken to address problems. Assessment tasks

will also be used at key transitions points, for example when pupils start P1 or transfer

from P7 to secondary school.

How we assess

Evidence will come from children’s day to day learning as well as specific assessment

tasks. A variety of approaches will be used.

Assessments include both formal and informal observations of what pupils say, write,

make and do, pupil self-assessment, peer assessment, P1 screening, P1-7 reading and

spelling assessments and the “MIST” and “Quest” Screening Tests. Outcomes of

assessments will be reported at parents’ meetings and in the pupil’s annual progress

report.

Assessment evidence

Assessment evidence may come from what pupils….

in response to their learning experiences.

say write make do


Page 20

The assessment process will involve gathering and consideration of the evidence by

teachers and pupils, using agreed criteria, in order to arrive at judgements about what has

been learned and how well, and what needs to be done next.

Curriculum for Excellence progression levels

The expectations about pupils’ progression through levels within Curriculum for Excellence are shown in the table below:

Curriculum Level Stage

Early The pre-school years and P1 or later for some

First To the end of P4 but earlier or later for some

Second To the end of P7 but earlier or later for some

Third, Fourth S1 to S3 but earlier for some

Senior phase S4-S6 and college or other means of study

When staff record progress the following terminology may be used to help parents and

others understand individual pupil’s progress within levels:

‘Developing’ - This means the pupil has started to engage in the work of the new level; and

is beginning to make progress an increasing number of outcomes across the breadth of

learning described in the experiences and outcomes for the level.

‘Consolidating’ – This means the pupil has achieved a breadth of learning across many of

the experiences and outcomes for the level; can apply what he/she has learned in familiar

situations; and is beginning to undertake more challenging learning and to apply learning in

unfamiliar contexts.

‘Secure’ – This means the pupil has achieved a breadth of learning across almost all of the

experiences and outcomes for the level; has responded consistently well to the level of

challenge set out in these experiences and outcomes; has moved forward to more

challenging learning in some aspects; and has applied what he/she has learned in new and

unfamiliar situations.

From the above you will see that the focus in education is no longer on ‘how fast’ pupils

progress and achieve levels since this can lead to superficial approaches to learning.

Reflecting on the principles of Curriculum for Excellence, progress is now defined in

terms of ‘how much’ and ‘how well’ as well as pupils’ rates of progress.


Page 21

Reporting Parents/Carers are welcome to contact the Head Teacher, Depute Head Teachers or

Principal Teachers to discuss their child’s progress at any time. Parents/Carers wishing to

meet with the class teacher to discuss progress should contact the school office.

Teachers will invite parents into school to discuss their child’s ”progress and next steps”

at Parents’ Meetings in November and April/May of each session. An annual written

report will be sent to parents in June. This report invites parents/carers to record any

comments they wish to make on the year’s work and progress made.

Parents/Carers of pupils with Additional Support Plans will receive copies of the

programme and additional opportunities throughout the session to discuss their child’s

progress with staff. Children and Parents/Carers are offered opportunities to contribute

to creation of these plans and teachers evaluate children’s progress against agreed

targets on an on-going basis giving regular feedback to children and Parents/Carers.

Homework We hope that you will encourage your child to do the homework that is set for him/her.

Homework gives parents/carers the opportunity to become involved in their child’s

learning experiences. Homework is a very valuable tool used to reinforce and revise

concepts and skills taught in class and teachers spend time preparing and marking

completed homework so that it is effective.

A whole school Homework Policy is being developed in consultation

with pupils, parents/carers and staff. Homework diaries can be

completed in order for information about children’s homework to be communicated from

school to home and home to school and a parent/carer signature is requested.

Nurture Group Our ‘’Rainbow Room’’ Nurture Group resource is mainly to support children at the early

stages that are identified as requiring some additional support with personal and social

development in order that they can reach their full potential. Children remain a member

of their own class and spend part of each day in the Rainbow Room. Mrs Mannion is

currently the Nurture Teacher and Ms Mooney is the Pupil Support Assistant for the

Nurture Group.

All pupils in Pirie Park Primary School now benefit from this wonderful resource. In

addition all children can visit the Rainbow Room and the Nurture staff can work within

classes to support Personal & Social Development activities.


Page 22

Additional Support Needs Early Intervention Strategies are designed to identify

children with either particular ability or difficulty in

learning at the very earliest stage of the school. Such

strategies are designed to help our children to be successful

learners.

If difficulties persist, our Depute Head Teachers, Ms Allan (P1-3) and Mrs Clark (P4-7)

assisted by our Principal Teacher, Mrs MacGregor, will advise and support the child and

the teacher. In addition, they may provide some additional Support for Learning.

Children who are failing to progress after receiving such support may in consultation with

parents be referred to a Staged Intervention and Inclusion Meeting (SIIM) or Learning

Community Joint Support Team Meeting (LC JST). The SIIM is attended by local

school/pre-5 establishment Heads and Deputes and Psychological Services. The LC JST

meeting is attended by school staff, our school nurse, our Education Liaison Officer,

Social Work, Police and Psychological Services. Our Link Educational Psychologist is Mrs

Samia Farooq. Psychological Services can offer further assessment and assistance as

appropriate following these meetings and consultation with parents/carers.

Mrs Clark, DHT is our Additional Support Needs Coordinator.

Accessibility Strategy The School has a duty to ensure that all our children have equal access to the curriculum,

supported as appropriate to their individual needs. This covers not only the content of

lessons and teaching strategies but also minor adaptations to the physical environment of

our buildings to address the needs of children and young people with physical or sensory

impairments, including the relocation of classes to the ground floor where feasible.

We also need to ensure that parents and carers who have a disability have equal access to

information about their child. The visitor’s entrance to Pirie Park Primary is wheelchair

accessible. Some classrooms and the school office are situated on the ground floor and

the first floor can be accessed by stairs and there is a lift. The stairs have a handrail.

There is access to a disabled toilet on the ground and first floors.

The school staff will be happy to make any reasonable adjustments required to ensure

equal access for any parent/carer. This will involve, for example, relocating the venue for

parents/carers meetings to facilitate physical access; provision of an languages

interpreter or for people who have a hearing impairment; agreeing a phone contact system

to provide direct feedback to parents and carers. Teaching and support staff are

regularly involved in staff development to keep up-to-date with new legislation and

documentation to support inclusion.


Page 23

In addition to the information shown above, the following information specified by the

Education (Additional Support for Learning) (Scotland) Act 2009 and the authority’s

policy in relation to provision for additional support needs:

Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000

Act, to ensure that your child achieves their potential. Glasgow’s Education Services is

committed to the inclusion of all children and young people with additional support needs,

where possible, within mainstream schools. This is in accordance with the statutory

requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of

special educational establishments. This recognises the key role to be played by specialist

provisions in addressing severe low incidence disabilities. The authority recognises that

there are a wide range of factors, which may act as a barrier to your child’s learning. We

are committed to working closely with parents and carers to ensure that you are fully

involved in overcoming barriers to learning. Additional support needs may be linked to a

learning difficulty or disability but could also apply to a child or young person suffering

from bereavement who requires pastoral support, a more able child/young person or those

with a particular talent, which needs to be fully developed. The policy requires all

establishments to provide an environment where children and young people with additional

support needs are actively encouraged to be effective learners and benefit form their

school education.

Any parent/carer seeking further advice regarding this policy should contact the Head

Teacher in the first instance.

If a parent is unhappy with the support their child is getting they must first discuss this

with the school in order to seek a resolution at that very local level.

Further information relating to Additional Support Needs is also available on the Glasgow

City Council website:

http://www.glasgow.gov.uk/index.aspx?articleid=8627

The following organisations specified by Scottish Ministers which provide advice, further

information and support to parents of children and young people with ASN. These

organisations are identified under The Additional Support for Learning (Sources of

Information) (Scotland) Amendment Order 2011 as:

(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire –

the Scottish advice and information service for additional support for learning”, a

charitable body registered in Scotland under registration number SC003527;

(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland

under registration number SC033576; and

(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration

number SCO12741.”



Page 24

Equal Opportunities and Social Inclusion It is the policy of the school that no one be disadvantaged in opportunities because of gender,

creed, colour or religion. The Head Teacher will be happy to give advice and information to parents

and carers.

Equality Act 2010 Statement

The Equality Act 2010 protects certain characteristics. In the delivery of education the

characteristics that are protected are disability, gender reassignment, race, religion or belief,

sex or sexual orientation, pregnancy and maternity. When making decisions in relation to

admissions, exclusions, the provision of education, benefits, facilities and services and any other

relevant decisions the school has a duty to have due regard to the need to—

(a) eliminate discrimination, harassment, victimisation and any other conduct that is prohibited

under the Equality Act 2010;

(b) advance equality of opportunity between persons who share a relevant protected

characteristic and persons who do not share it;

(c) foster good relations between persons who share a relevant protected characteristic and

persons who do not share it.

Privacy Statement and Data Protection

As a local authority our schools and early years establishments process information about children

and young people in order to provide education and care. In doing so we must comply with the Data

Protection Act (1998). This means, amongst other things that the data held about children and

young people must only be used for specific purposes.

However, you should be aware that we may use this information for other legitimate purposes and

may share this information where necessary with other bodies responsible for administering

services to children and young people, or where otherwise required by law. We may also use any

information for research purposes. However, all personal data is treated as confidential and used

only in accordance with the Data Protection Act and the Information Use and Privacy Policy

approved by the City Council. For further information please see our full privacy statement at:


The Freedom of Information (Scotland) Act 2002 The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from

Scottish public authorities. The Act applies to all Scottish public authorities including: Scottish

Executive and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and

further education colleges; and the police.

Public authorities have to allow access to the following information:

The provision, cost and standard of its service;

Factual information or decision-making;

The reason for decisions made by it.

The legal right of access includes all types of ‘recorded’ information of any data held by the

Scottish public authorities. From 1st January 2005, any person who makes a request for

information must be provided with it, subject to certain conditions. Further information is

provided on the Glasgow City Council website:

www.glasgow.gov.uk/en/yourcouncil/freedomofinformation

Internet facilities are provided at all Glasgow City Council Public Libraries and real Learning

Centres.


http://www.glasgow.gov.uk/en/yourcouncil/freedomofinformation


Page 25

Home School Links & Parental Involvement Information about what is happening in school is communicated via our Pirie Park

newsletters every two months and the popular achievement newsletter “Pirie Park

Superstars” which informs parents/carers about their children’s achievements across a

wide range of areas and allows parents/carers to celebrate these with their children.

These communications are now posted on our school website:

http://www.pirieparkprimary.co.uk however; paper copies are available from the school office on request-we will text parents

when these letters are posted on the website. Additional letters may be sent home when

necessary in order to keep parents/carers informed about school events or educational

outings. Text messaging is utilised regarding non-attendance and when it is necessary to

contact parents quickly. We hope the school website further improves communication

within our school community. Social Media is a very effective communication tool and we

encourage parents/carers and children to follow the school on Twitter @Piriepark2014

and Facebook Pirie-Park Primary for information and school news. Our Parent Council have

a Facebook page too Pirie Park Primary Parent Council

Parents/carers have scheduled contacts with teachers for a formal discussion on pupil

progress. These interviews are confidential and organised by an appointment system. The

first of these is in November, with a second opportunity in April/May. Annual Pupil

Progress Reports are issued in June. Throughout the session we seek to develop parental

links by providing opportunities for parents/carers to become more familiar with the life

of the school. We have Parent Workshops in Primary 1 and 2, when parents/carers are

supported with the use of Paired Reading approaches and Play Along Maths. We have also

had successful Showcase Events/Open Afternoons for Primary 3-7, when children can

welcome their family to their classroom to browse their work.

We are delighted that so many parents/carers wish to accompany our classes on outings

and thank them for their commitment to our school. At the Early Stages parents are

encouraged to help with Story time and Active Learning and work with children in the

classrooms. Curriculum News is completed by the class teacher each term. It details all

aspects of class work and topics to be covered in all of the curricular areas, again ensuring

that parents/carers are kept well informed about their child’s education. Again these will

now be posted on the school website; however, paper copies are available from the school

office on request and parents will be texted when these are available.

Glasgow City Council, Education Services have produced a policy; Working Towards a

Parental Involvement Strategy (August 2008) for Parents/Carers and this can be

accessed on the GCC website. A copy of the policy is held in the school office.

We welcome parents to join in the life of our school!

http://www.pirieparkprimary.co.uk/


Page 26

Attendance at School Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child or young person

of “school age” to ensure that their child or young person attends school regularly. Attendance

must be recorded twice a day, morning and afternoon.

Regulation 7 of The Education (School and Placing Information) (Scotland) Amendment, etc.

Regulation 1993 requires each child’s or young person’s absence from school to be recorded in the

school register as authorised: e.g. approved by the authority, or unauthorised: e.g. unexplained by

the parent/carer (truancy) or excluded from school.

Pupil Absence Reporting Line

Telephone Number: 0141 287 0039

Within Glasgow Primary Schools good attendance is encouraged at all times and children rewarded

accordingly. Parents are asked to contact the Pupil Absence Reporting Line if their child is going

to be absent. This should be done before 9.30 on the first day of absence. If the child is going

to be absent for some time, it would be helpful to know at the earliest opportunity. The school

uses daily text messaging to inform parents of their child’s absence if no contact is made. All

unexplained absence is investigated by the school and appropriate action taken.

The Pupil Absence Reporting Line (PARL) service has been created to provide an efficient flexible

way for parents/carers to report absence. It is recognised that in some circumstances, for

example, to report or discuss a sensitive issue, you may still require to speak directly with the

school. The following guidance should be applied:

Please phone the Pupil Absence Reporting Line to report the following absences:

Sickness absence: if the absence lasts more than one day, parents and carers are

required to call on subsequent days to provide an update. A letter should be provided to

the school when the child returns from their absence.

Medical or dental appointments: Parents and carers should call the PARL to report

absences for medical or dental appointments. The school requires a letter or appointment

card as evidence of the appointment to ensure permission is given to be absent from class.

Please phone the school directly to report the following absences:

To make sure you receive the right support you require, parents and carers should still contact

the school directly to report absences of a sensitive or personal nature, for example:

Bereavement

Serious illness, for example, an absence which is going to last more than one week

Injury, for example, broken limb

Contagious diseases or illness

The pupil absence service is provided by a dedicated team of experienced Education support

staff. The information you provide to the team is updated in the school’s system when you call, so

that we are immediately aware of all absence information.


Page 27

Parents/Carers do not have an automatic right to take their child out of school without permission

during term-time. The Head of Establishment can only authorise time off during term-time in

exceptional circumstances.

Exceptional circumstances include:

short-term parental/carer placement abroad;

family returning to its country of origin for family reasons;

the period immediately after an illness or accident;

a period of serious or critical illness of a close relative;

a domestic crisis which causes serious disruption to the family home, causing

temporary relocation.

Time off during term-time for the following reasons is not acceptable and will be recorded as an

unauthorised absence:

availability of cheap holidays or desired accommodation;

holidays which overlap with the beginning or end of term.

Clearly with no explanation from the parent or carer, the absence is unauthorised.

Regular attendance at school and good timekeeping are vital if a child is to make progress at

school. Regular late coming will be noted on the class register and drawn to the parent’s attention.

The Head Teacher supported by the Depute Head Teachers will monitor attendance rates of all

pupils. Where attendance is unsatisfactory, parents will be informed in writing and invited to

discuss any difficulties with the school.

The Education Liaison Officer (ELO) will investigate unexplained absence and the Authority has

the power to write to, interview or prosecute parents/carers, or to refer pupils to the Reporter

to the Children’s Panel, if necessary.

Absence rates are calculated as a percentage of the total number of possible attendances for all

the pupils of the school in the stage shown, each morning and afternoon of each school day being a

separate possible attendance.

The Authority’s and Scotland’s figures include all Education Authority and grant-aided primary

schools, but exclude all special schools.

*Please see appendix, Pirie Park Primary-Everyday Counts, page 38


Page 28

School and Community Links Pirie Park Primary School is a member of the Bellahouston/Govan Learning Community which

includes, Bellahouston Academy, Govan High School, six local primaries and several pre-five

establishments. The aim of the community is to work together with other agencies to raise

attainment and achievement for all young people in this area.

The school is also involved in various community events and wishes to serve its community as and

when appropriate. Our Harvest Festival focused our thoughts on the people in the community who

are less fortunate than us. We gathered donated food and arranged to have them delivered to

local people in need and to various organisations via the Glasgow Old Peoples welfare Association.

At Christmas time we share our skills and talents with our local Senior Citizens, e.g. carol singing,

concerts, etc.

Pirie Park pupils are encouraged to care for their local environment and make a worthwhile

contribution to it. We are registered with Eco Schools and have an active Eco Committee

comprising of pupils, parents, staff and community representation. We achieved Green Flag status

in June 2014. We continue to work in close partnership with volunteers in the community to make

on-going improvements to our school grounds.

We continue to establish strong links with Thales UK, Optronics in Govan and also worked with

Brookfield Multiplex, responsible for the construction of the New Southern General Hospital.

Community Facilities Groups or organisations wishing to use the school should contact the Letting Section, Glasgow

Life, 20 Trongate, Glasgow G1 Telephone: 0141 302 2814/2815/2816/2817 or 0141 302 2879

Transport

Your child is entitled to free school transport if he/she:

attends the catchment primary school and your home address is more that 1.2 miles away by

the recognised safe shortest walking route

attends the catchment secondary school and your home address is more that 2.2 miles away

by the recognised safe shortest walking route

has been assessed to attend specialist provision to meet the requirements of his or her

additional support needs

would have to walk a route to school which Glasgow City Council Road Safety Officers

consider unsafe

has been recommended for free school transport on medical grounds (information to follow).


Page 29

This may mean being given a travel pass for use on local bus/train services, contract buses hired

for the service, taxis, private hired cars or the council's own transport where appropriate. Our

policy on providing free school transport is more generous than the law requires and therefore we

have the right to review and change this service at any time.

Children and young people may be expected to walk 1.2 miles for primary and 2.2 miles for

secondary between their home and the appointed pick up point/drop off point.

It is your responsibility to make sure your child behaves in a safe and acceptable manner while

travelling and getting on and off the vehicle. If your child attends a school as a result of a

successful placing request the authority will not meet transport costs unless they have been

authorised by a Head of Service.

The application form should be completed and returned to Children and Young People Support

Team, Education Services, 40 John Street, Glasgow G1 1JL. Applications are also available from

schools or by calling the Children and Young People Support Team on 0141 287 7477. Applications

available online, see link below:


Enrolment We would be delighted to welcome visits from parents/carers offered or seeking places for their

children.

Just telephone 0141 445 5884 The registration of pupils for Primary 1 in August now takes place during the second week of

November and also the second week January each year. Dates are usually intimated in the

newspapers. The school will also display enrolment information in the local library, nurseries, shops

etc. If you wish your child to attend another school then you must first register your child in the

local catchment school and complete a placing request for the school of your choice.

Transfer from Primary School to Secondary School Children and young people are normally transferred between the ages of 11½ and 12½, so that they

will have the opportunity to complete at least four years of Secondary Education. Parents and

carers will be informed of the school arrangements no later than November of the year preceding

the date of transfer at the start of the new session.

Pupils will normally transfer to: GOVAN HIGH SCHOOL

12 Ardnish Street, Govan

Glasgow G51 4NB

Telephone: 0141 582 0090



Page 30

Medical & Health Care During your child’s school life a number of medical checks are available. They may be

carried out by the School Nurse, School Doctor or Audiologist.

As of August 2007

Eyesight P7 and at other times if there is a concern

Height P1 and at other times if required

Weight P1 and at other times if required

Health Interview

P7 and at other times if required

Hearing If required

The school nurse also assists us from time to time with input to our health education

programme. The school dentist visits annually to check P1 and P7. No treatment is given,

but where treatment is required, it is drawn to the attention of parents/carers.

When a child takes ill in school and has to be sent home, parents/carers will be contacted

to arrange to collect them. At the beginning of each session, parental consent will be

sought to allow medical staff’s routine inspection of aspects of children’s health.

Please inform the school of any medical conditions that affect your child. If a child

requires any form of medication during the school day at any time then please contact the

school office and complete Administration of Medicine Forms. A parent/carer must give

written consent in order for medication to be administered in school. Medication cannot

be administered in school without parental consent.

Information in Emergencies We make every effort to maintain a full educational service, but on occasions

circumstances arise which lead to disruption. Schools may be affected by, for example,

severe weather, temporary interruption of transport, power failures or difficulties of

fuel supply. In such cases we shall do all we can to let you know about the details of

closure or re-opening. We shall keep you informed by using letters, text messaging

services, Glasgow City Council website and Twitter pages, notices on the school gates, in

local shops and community centres and announcements in the press and on local radio.


Page 31

Healthy Eating Pirie Park Primary aims to be a Health Promoting School and we wish

to help equip pupils in making healthy choices in life. There are many

healthy choices available as part of the daily school breakfast and

lunch services. In addition CORDIA provide a Healthy Tuck Shop at

the morning interval which sells a range of low fat, low sugar and low

salt snacks at a reasonable cost. We ask for parental support by

providing children with healthy snacks and water or fruit juice to

drink. We have worked hard this year and no longer have fizzy drinks/cans or energy

drinks in school-this has been very successful. We are not advocating that children

should not be “allowed” treats, however, these can be kept for outside school and we will

continue to promote healthy eating.

School Meals School Meals are run by CORDIA in our Fuel Zone cafeteria. Menus vary on a 3 weekly

basis. Healthy eating is a priority at lunchtime and in addition to a main course pupils can

eat what they like from the “pick’n’mix”, which usually includes homemade soup, bread,

salad, fruit, yoghurt and milk.

Meals are served from 12.15 - 1.00 pm. Children wishing to buy a meal need to bring

money with them every day. The cost is currently £1.70 (November 2015). This should be

kept in a purse or wallet.

Children may bring a packed lunch, which will be eaten in the lunchroom. In accordance

with Health and Safety regulations hot food purchased out with the school cannot be

brought into the school grounds or building.

Free milk is available to all children in the dining hall during the lunch period.

If a pupil requires a special diet then the parent/carer should inform the Head Teacher

who will advise on procedures.

*Please see appendix, Primary School Information from Cordia, pages 41-42


Page 32

Free School Meals and Clothing Grants

Students may be entitled to free school meals and/or a clothing grant if they attend a

school managed by Glasgow City Council. Clothing Grants are available to eligible students

who attend Primary, Secondary and Additional Support Needs Establishments within

Glasgow City Council.

Students who are eligible for Free School Meals are given the cash equivalent of £1.70

per day to spend on a meal.

Do You Qualify?

Benefit Clothing Grant Free Meals

Income support or income-based Jobseeker's Allowance YES YES

Working Tax Credit and the yearly income for your household

(before tax) is less than *£15,050 but is *£6,420 or above for

the tax year 2014/2015

YES NO

Working Tax Credit and the yearly income for your household

(before tax) is less than *£6,420 for the tax year 2014/2015 YES YES

Housing Benefit or Council Tax Benefit (See note below) YES NO

Child Tax Credit only and the yearly income for your household

(before tax) is less than *£16,105 for the tax year 2014/2015 NO YES

Income-related Employment and Support Allowance NO YES

Asylum Seekers receiving support under part V1 of the immigration

and Asylum Act 1999 YES YES

Note: If you receive Housing Benefit or Council Tax Benefit and Child Tax

Credit ONLY (and your yearly income before tax is less than *£16,105), or

you receive income-related Employment and Support Allowance, you will

be entitled to the clothing grant and free school meals.

* NB - This figure could be changed by HMRC

Information and application forms for free school meals may be obtained from

schools and from Grants Section at Education Services Headquarters or online at:


It is in the interest of schools and parent/carers to maximise the numbers of

children entitled to free school meals as those schools with a high level of children

registered for free meals attract additional funding benefits for the school overall.

All parent/carers eligible for free school meals for their children are therefore

encouraged to register their entitlement thus assisting the school in gaining additional

support.



Page 33

Pirie Park Primary School Uniform Pirie Park strongly encourages the wearing of school uniform. Encouraging our pupils to be

smart and easily identified as pupils of Pirie Park Primary encourages them to feel part of

the school community and contributes positively to the school ethos and school security.

We are eager to promote high standards in all aspects of school life and wish the school’s

dress code to reflect this.

School uniform items are all available to order from Pirie Park Primary School once a

year and online. Order forms will be distributed at enrolment and orders taken

annually every May. School uniform is available to purchase throughout the year

online at:

http://www.schoolwearmadeeasy.com/Pirie-Park-Primary-School

School Uniform Given that there is substantial parental/carer and public approval of a dress code, schools

in this authority are encouraged to develop a school dress code. In encouraging a dress

code policy account must be taken in any proposals to prevent any direct or indirect

discrimination on the grounds of race or gender. Any proposals will be the subject of

widespread consultation with parents/carers and children. Against this background it

should be noted that it is the policy of the Education Children and Families Committee to

encourage schools to develop an appropriate dress code policy.

PE Kit To ensure that pupils benefit fully from gym lessons they should have shorts, t-shirt and

a pair of black slip on gym shoes or indoor training shoes for Physical Education. Gym/Kit

bags should be left in school between lessons and taken home regularly when garments are

required to be washed.

Jewellery should not be worn on gym days for health and safety reasons. The school

cannot be held responsible for jewellery that goes missing or is lost on gym days.

Pirie Park Primary uniform consists of:

white shirt with school tie

white polo shirt with school logo

royal blue sweatshirt, v-neck or cardigan with school logo

black or navy trousers

black or navy skirt/pinafore

Also available to buy/order:

royal blue fleece with school logo

royal blue rain jacket with school logo

royal blue reversible fleece/shower proof jacket with school logo

navy blue blazer with school badge

school ties

http://www.schoolwearmadeeasy.com/Pirie-Park-Primary-School


Page 34

Unacceptable Forms of Dress

There are forms of dress which are unacceptable in school, such as items of clothing

which:

potentially encourage fraction (such as football colours);

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

could cause health & safety difficulties, such as loose fitting clothing, dangling

earrings;

are made from flammable material, for example shell suits in practical classes;

could cause damage to flooring;

carry advertising, particularly for alcohol or tobacco; and

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

Under no circumstances will children and young people be deprived of any educational

benefit as a result of not wearing clothing conforming to the school’s dress code policy.

Glasgow City Council is concerned at the level of claims being received regarding the loss

of children’s clothing and/or personal belongings. Parents/Carers are asked to assist in

this area by ensuring that valuable items and unnecessarily expensive items of clothing

are not brought to school. Parents/Carers should note that the Authority does not carry

insurance to cover the loss of such items and any claims submitted are likely to be met

only where the Authority can be shown to have been negligent.


Page 35

Pirie Park Pupil Council All of our P3-7 pupils elect a class representative by secret ballot at the beginning of

each new session. These pupils meet regularly with Mrs MacGregor, Principal Teacher to

discuss issues affecting the school. We find that the Pupil Council is an excellent way of

involving pupils in the continuing process of improving our school.

Minutes of the meetings are circulated and displayed. Children are encouraged to

approach their class representative about any issues that they wish to be considered by

the council. A suggestion box is also available for all children and is located in the

Reception Area, on the ground floor.

Extra-Curricular Activities Children take part in many interesting activities throughout the

year. Last session, P7 pupils participated in a residential

excursion to Kingswood Activity Centre, Hexham and learned

much from the experience. For many children this is their first

experience of being away from home. All such activities are

planned in accordance with council policy and procedures as

outlined in Management Circular 48.

A variety of sports are offered after school. During 2014/2015 we have had football,

various dance activities including Scottish Country Dancing, badminton, netball and

basketball.

Govan High School offered a block of weekly Supported Study

Classes for our P7 children during the school day in a variety of

curricular areas.

Playground Supervision An adult presence is provided in playgrounds at breaktimes in terms of the Schools

(Safety and Supervision of Pupils) (Scotland) Regulations, 1990.


Page 36

School Discipline The relationship between teacher and pupil is similar to that between child and his/her

own parents/carers, requiring mutual respect and consideration on both sides. The aim of

school discipline is to promote positive behaviours of self-control, courtesy, care, mutual

respect and consideration, in order to help create the most successful learning

environment.

Achieving this aim critically depends on the support of parents/carers. There will be

times when teachers will have to remind pupils of the boundaries of acceptable behaviour.

Continual and serious indiscipline will be recorded in Pastoral Notes. If children are

persistently in trouble, the Head Teacher, Depute Head Teachers and Principal Teacher

will ask the parents/carers to support the school in trying to remedy the situation.

Where persistent misconduct and indiscipline continues, pupils may require to be excluded

from school. Exclusion from school is the last resort, however, it is important to

recognise that all children have the right to be taught in a safe environment and staff

should be able to teach in a safe environment too.

We follow Promoting Alternative Thinking Strategies (PATHS). PATHS teaches children

how to change behaviours and attitudes that contribute to aggression and bullying, how to

express and control their emotions, and how to develop effective conflict-resolution

strategies. In addition, it aims to improve children's knowledge about their emotions as

well as their social and emotional competence. PATHS covers five main areas including;

self-control, emotional understanding, positive self-esteem, relationships, and

interpersonal problem-solving skills.

Bullying Bullying behaviour will not be tolerated within Glasgow City Council’s educational

establishments. All children in Glasgow’s educational establishments have an entitlement

“to work (and play) in a learning environment in which they feel valued, respected and safe

and are free from all forms of abuse, bullying or discrimination”. (A Standard for Pastoral

Care in Glasgow Schools).

In 2009, Glasgow City Council published its revised Anti-Bullying Policy (see link below)

incorporating the requirement to record and report all discriminatory behaviours within

educational establishments. All establishments are required to review their policy in light

of this. Parents and carers have a significant role to play in helping to address this

problem. For this reason any anti-bullying strategy must stress the importance of

partnership with the parents and carers of their children.




Page 37

Dealing with Racial Harassment The Race Relation Act of 1976 makes it unlawful to

discriminate against someone because of her/his colour, race,

nationality, ethnic or national background. The Act makes it

the duty of Glasgow City Council to eliminate unlawful racial

discrimination.

In 1999 the guidelines “Dealing with Racial Harassment” were

issued to assist all teaching staff in dealing with such incidents.

The adoption of an anti-racist approach should be seen as one part of the continuing

attempt to improve the quality of education.

Glasgow City Council recognises that support from the home is essential if these aims are

to be achieved. Every child or young person in Glasgow has the right to be happy and

secure at school.

School Security and Safety Communication between parents and school is vital and we always seek to encourage this

and to make parents feel welcome, however, Glasgow City Council has clear guidelines on

welfare and security and the use of Secure Entry Systems and general aspects of school

security. Within these guidelines we regularly review procedures and the following must

be to be adhered to:

Where possible parental appointments should be made in advance by contacting

the school office either by telephone (0141 445 5884) or in writing to the Head

Teacher (Mrs Jane Arthur)

If an issue is urgent and requires immediate attention, to avoid disrupting your

child’s class teacher/lessons you should press the buzzer at the main door/front

entrance and go directly to the school office/main reception. If the teacher

needs to be contacted it will be done via the school office. You should not go

directly to your child’s classroom/teacher without an appointment or seeking

permission from the Head Teacher.

This is standard procedure throughout all Glasgow schools and is in the best interest of pupils, parents and staff. Your support and cooperation in this important matter is much appreciated.


Page 38

Communication with School If a family holiday has to be taken during term time we would appreciate that a letter be

sent to the Head Teacher well in advance. We also ask that children bring their

appointment card, letter or note to the school office/Head Teacher if they have any

DOCTOR, DENTIST or HOSPITAL APPOINTMENT so that we know when they are

being collected and won’t be in the school building. Children will not be recorded as absent

but with permission for a medical/dental appointment. We ask that appointments are

made before or after school, however, we do appreciate that this is not always possible

particularly in relation to hospital appointments. Children require to be signed in and out

of school at the school office for such appointments.

Comments, Compliments and Complaints If you have any comment, compliment or complaint; please approach the Head of

Establishment, Mrs Jane Arthur, in the first instance. If the Head Teacher does not

resolve the issue to your satisfaction, you should contact the Customer Liaison Unit who

will:

Take a totally neutral stance in fully investigating your complaint;

Acknowledge receipt of your complaint within 5 working days;

Give a full written response within a further 10 working days, unless another

timescale has been agreed.

The Customer Liaison Unit can be contacted by phone or e mail:

Phone 0141 287 3655/4688

E mail [email protected]

Customer Liaison Unit

Education Services

Glasgow City Council

City Chambers East

40 John Street

Glasgow G1 1JL



Page 39

Child Safety/Child Protection Policy Please see Glasgow City Council Management Circular 57 extract below.

Management Circular No 57 3

Glasgow City Council Education Services

CHILD WELFARE & SAFETY and CHILD PROTECTION

All educational establishments and services must take positive steps to help children

and young people protect themselves by ensuring that programmes of health and

personal safety are central to the curriculum and should have in place a curriculum

that ensures that children/ young people have a clear understanding of the difference

between appropriate and inappropriate behaviour on the part of another person, no

matter who.

As with other areas of the curriculum, you will be kept informed of the health and

personal safety programme for your child/ young person’s establishment.

Educational establishments and services must create and maintain a positive ethos

and climate which actively promotes children and young people’s welfare and a safe

environment by:

Ensuring that children and young people are respected and listened to

Ensuring that programmes of health and personal safety are central to the

curriculum

Ensuring that staff are aware of child welfare & safety and protection issues and

procedures

Establishing and maintaining close working relationships and arrangements with

all other agencies to make sure that professionals collaborate effectively in

protecting children and young people

Should any member of staff have concerns regarding the welfare or safety of any child

or young person they must report these concerns to the head of the establishment.

The Head, or the person deputising for the head, after judging that there may be

grounds for concern regarding the welfare or safety of any child or young person must

then immediately advise the duty Senior Social Worker at the local Social Work Services

area office of these concerns.


Page 40

PPiirriiee PPaarrkk PPrriimmaarryy -- EEvveerryy DDaayy CCoouunnttss

Number of days absent = Attendance Percentage %

The following information explains the percentage of a pupil’s attendance at school and

what this means in days/learning missed. As a pupil’s percentage falls, procedures are

activated to help support and encourage regular attendance at school.

Attendance levels are calculated on a daily basis and all absences from school, including

Term Time Holiday Leave, whether authorised or unauthorised will affect a student’s

percentage of attendance.

You will be informed in writing at the end of each term should you child’s percentage of attendance fall

below 90%.

Attendance Level 98% +

This is the equivalent of 4 days off during the year. This is above average and represents

very good attendance. Thank you to all pupils and parents who achieved this.

Attendance Level 95% to 97%

This is the equivalent of 5 to 9 days off during the year. This is in line with the national

average and represents satisfactory attendance.


This is the equivalent of 10 to 19 days off during the year. If your child’s attendance

continues to remain at this level or drops lower, school staff will become concerned about the

potential impact on your child’s academic progress and achievement.


This is the equivalent of 20 to 38 days off during the year. The Education Liaison Officer

(ELO) Elaine Lennox who is based in Govan High School will be informed of your child’s

attendance level and you may receive a home visit. You will also receive a letter from the

school and your child’s attendance will be monitored closely, this may include your child

completing an attendance progress chart.

Attendance Level less than - 80%

This is the equivalent of more than 38 days off during the year. The ELO (previously

known as an Attendance Officer) will definitely have paid you a visit by now and

your child’s lack of attendance at school may be referred to the Reporter to the

Children’s Panel. You may be invited to appear at a children’s panel hearing and if

your child’s attendance does not improve, court proceedings may follow. This is a

last resort but good attendance is vital to your child’s success in school.

Pirie Park Primary School, 337 Langlands Road, Govan, Glasgow G51 4AW Telephone: 0141 445 5884


Page 41

Primary School Information from Cordia

Primary Fuel Zone

All services available in the Fuel Zone are developed in line with The Schools (Health Promotion

and Nutrition) (Scotland) Act 2007 which aims to help children eat healthily during the school day

and beyond.

Cordia supports Education Services to meet the requirements of the Act by providing healthy

food and drink in schools to encourage Glasgow’s children to make the right choice in order to

maintain a healthy lifestyle.

Breakfast Service

Glasgow’s Big Breakfast is available in all Glasgow primary schools every week day morning.

Children can enjoy a nutritional breakfast of fruit juice, cereal and milk, toast and fresh fruit

prior to the start of the school day. Children have the opportunity to socialise with their friends

in a supervised and safe environment.

Play and Lunch Snax

To support schools, parents and guardians in the promotion of healthy snacks Fuel Zone provides a

limited range of healthier snack items which meet the nutritional requirements. Play and lunch

snax are available at the morning break and after lunch.

Play Snax product range includes: semi-skimmed plain milk, fruit juice, toast, yoghurt, fresh

fruit, light crisps and reduced sugar popcorn.

Lunch Snax product range includes: fruit juice, yoghurt, fruit frozen dessert, fresh fruit and

home baking.

Lunch

Fuel Zone focuses on serving healthy food in a bright and informal environment where children can

enjoy lunch. The menu in the Fuel Zone rotates on a 3 weekly basis giving children more variety at

lunchtime.

Three meal choices are available daily: main meal, vegetarian or snack meal. Children can select

from soup and bread, fruit and vegetables, yoghurt or jelly and milk to accompany their meal. A

halal menu is also available if required please speak to the catering manager for further

information.


Page 42

Grab and Go Service

Fuel Zone has introduced a new service called “Grab and Go” which has been developed in line with

the nutritional guidelines.

This service offers a value for money alternative for children who bring a packed lunch to school

because they don’t like queuing or they prefer this type of lunch. The children can chose from a

choice of sandwich, vegetables, fruit, yoghurt or jelly and milk for the same cost as a school meal.

Special Diets

If your child has a special medical diet requirement please seek a referral from your dietician.

Please then contact your catering manager who will deal with your request.

Refresh

Lack of water can cause dehydration, better hydration means better performance in school and

water is an excellent alternative to sugary drinks, which can cause tooth decay. The Refresh

initiative allows access to fresh, chilled drinking water in schools to encourage children to drink

more water.

All Glasgow schools have been supplied with mains fed coolers that filter and chill the water ready

for drinking. This allows access during the day to refill water bottles which can be taken into the

classroom.

The main aim of Refresh is to encourage children to drink water at home and school.

If you require further information about the catering service please contact your catering

manager.

Catering Manager: Helen Sorby

Phone Number: 0141 425 1510


Page 43

Glossary of Terms Used

Classification how the children in the school are organised into classes.

Consultation consulting opinion to assist with the process of decision

making by the Head Teacher

Curriculum the subjects taught.

Curriculum for Excellence a framework of national guidelines for the learning

provided by schools and establishments. The guidelines

refer to children and young people aged between 3 and 18

years .

School Improvement Plan a plan of how the school proposes to develop & improve

year by year.

Support for Learning additional assistance/guidance in the learning process, for

children of particular ability or children experiencing

difficulty.

Non Class Contact Time a period of the school week in which the class teacher is

released from direct teaching duty to plan and prepare

lessons. Another member of teaching staff has

responsibility for the class for this period.

Depute Head Teacher this is a promoted post in schools; manages particular

areas as delegated and oversees classes/stages including

the monitoring, pastoral care and Quality Assurance of

Teaching and Learning. Deputises for the Head Teacher

in her absence.

Principal Teacher this is a promoted post in schools, usually class based and

manages curricular areas/initiatives as delegated.


Page 44

SAFE I feel that staff do their upmost to provide a safe and caring environment. Internet safety courses for parents is very helpful. I feel that staff do the very best to provide safe and caring environment.

The staff are very kind

(helpers) in the morning.

HEALTHY The school promotes healthy eating. It is fab to know that many healthy options are available for the children. The school provides healthy food. The school promotes healthy eating. The school tried really hard to promote healthy eating habits. We need the breakfast club to continue. Breakfast club is a good idea and I think the school promotes healthy eating.

Turn down the heating.

ACHIEVING Children are encouraged and rewarded on their own achievements. My child is always given positive praise in all her achievements. Positive feedback is vitally important in a child’s development. My child is always given positive praise in all their achievements. I do not believe the support children receive to achieve at Pirie Park is bettered at any school in Scotland. Children are encouraged to do their best at all times.

My daughter is always

encouraged.

NURTURED It is obvious that the school staff care about the children, thank you. The teachers are so positive and nurturing to the children. Staff are very caring. Staff are very caring and very good with all the children. My child loves coming into an environment where she is respected and well cared for.

I feel staff are very caring

towards all pupils and

the helpers in the

morning, they always

have something positive

to say and a smile for

children in the morning.

INCLUDED My child always reports an inclusive environment in class and at breaks. School concerts include all children. Parents are well informed about school business. My daughter always get opportunities to get involved.

Parents are always

informed about what’s

going on.

RESPONSIBLE Our daughter loves being

given responsible tasks

and feels valued for her

efforts.

RESPECTED Children are often praised. Diversity – cultural and religious is acknowledged. Use of local church helps with respect for other beliefs. Children learn about different religious and faiths.

Children are always

praised in whatever they

do.

ACTIVE Great to have the sports club on Thursdays 3pm. Hope this might continue. Sports club is excellent my child is also looking forward to sports day. I didn’t know there was a sports club on, what age is this for? And what day?

More sports clubs if

possible.


Page 45

Useful Contacts and Addresses Executive Director of Education

Maureen McKenna

EDUCATION SERVICES

Glasgow City Council

City Chambers East

40 John Street

Glasgow G1 1JL

0141 287 2000

LOCAL COUNCILLORS

James Adams

[email protected]

0141 287 7046

Stephen Dornan

[email protected]

0141 287 7040

John Kane

[email protected]

0141 287 2000

Baillie Fariha Thomas

[email protected]

0141 287 5604

City Chambers

George Square

Glasgow G2 1DU

Glasgow Life Letting Section, phone 0141 302 2814/2815/2816/2817 or 0141 302 2879

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

affecting any of the matters dealt with in the document:

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

question;

(b) in relation to subsequent school years.





pirie park primary - glasgow

Documents