SCHOOLHANDBOOK

2018

Our School Motto1

At Newton Park we don’t just dream it, we achieve it.

Our Values, Aims and Beliefs

We believe our school functions best when there is mutual respect between everyone in the school community.

We aim to provide a secure, safe, calm, positive, purposeful and inclusive environment where our pupils will develop a sense of responsibility for themselves and others.

We aim to create an atmosphere of equality where everyone feels welcomed, valued and is treated fairly.

We believe that the promotion of good behaviour, self-respect and respect for others is fundamental to children’s learning.

We aim to create an enriching environment that stimulates learning, whilst being calm, positive and organised.

We believe children thrive on praise, success, and nurture. These are vital to build self-esteem and support each child to reach their full potential.

We believe that having high expectations of pupils raises their attainment and self-esteem and we encourage all children to have high expectations of themselves both at home and school.

We encourage all children to recognise and respect boundaries and rules, which are there to protect the rights of all.

We believe every adult should support the social and emotional development of pupils.

CONTENTSPages 4-5 Information about the School

2

Pages 6-8 School Administrative Procedures and Advice

Pages 9-10 Parental Involvement in School

Pages 11-12 Learning and Teaching

Pages 13-15 Curriculum, Assessment, Reporting

Page 16 Transition

Page 17 School Improvement Priorities

Page 18 Security, Behaviour and Discipline

Pages 19-20 Pupil Care, Welfare and Safety

Page 21 Celebrating Success

Pages 22 Pupil Participation Groups

Page 22 Services and Payments

Page 23-24 Pupil Records

Information about the School

Newton Park serves the area of Wick, south of the river. It was established in August 2016 and moved to a new campus, shared with Wick High School and community facilities, in April 2017. There are currently 334 pupils in P1-7 and 95 in the Early Learning and Childcare Centre.

3

The school is non-denominational and caters for both boys and girls. The Early Learning and Childcare Centre caters for children from age 3 until they start school. The school grounds, including a drop off zone and car park for nursery parents and visitors; a MUGA (Multi use games area); a sports pitch; a garden with poly tunnel and a wetland and wildlife area, are still under construction, but it is hoped that most of these facilities will be available for use shortly. In the meantime there is pedestrian access from Seaforth Avenue, but vehicular access from Newton Road only.

The address of the school is – Newton Park Primary School, Seaforth Avenue, Wick, KW1 5ND. Tel 01955 609702 Email: NewtonPark.Primary@highland.gov.uk Website: www.newtonparkprimary.wordpress.com

School HoursAll Primary children start at 9.00 a.m. Primary 1-3 finish at 2.30 p.m. Primary 4-7 finish at 3.00 p.m.Morning break 10.45 – 11.00 Lunch break 12.30 – 1.15

The Early Learning and Childcare Centre is open from 8.30 until 4.00 p.m. each day. Parents have some flexibility as to when their children attend and they are able purchase additional hours if there is sufficient capacity.

Term Dates are available on the school website www.newtonparkprimary.wordpress.com or HC website https://www.highland.gov.uk/info/878/schools/32/school_term_dates

THE STAFF: 2017-2018Head Teacher Miss L WarkDHT Mrs L HarperDHT – ASN (from 1st Feb) Mrs K FarmerEarly Learning and Childcare Ms D MacBeath (PT)P1 purple Mrs E Sutherland (PT)P1 jade Mrs S Thomson

4

P2 purple Mrs R ShuttleworthP2 jade Mrs C TaitP3 purple Mrs A Swanson/Mrs E SutherlandP3 jade Mrs W Wilson (PT)P4 purple Miss H SutherlandP4 jade Miss C CrowP5 purple Miss K Farmer/Mrs V MackayP5 jade Miss E TaylorP6 Mrs F FerrierP6/7 Mr C CormackP7 Miss V BremnerCCR Mrs M FoubisterEnhanced Provision Mrs H Ellis

Pupil Support Assistants Miss H Oman, Mrs E Malcolm, Mrs F Gunn, Mrs C Oliphant, Mrs S Graham, Mrs Y Shearer, Mrs D MacLeod, Mrs I Smith, Mrs M Bremner, Ms J McDonough, Mrs C Muffett, Mrs M Sinclair, Miss L Green, Mrs C Steven

Pupil Support Assistants (PEF funded) Miss F Cormack, Mrs N Fraser, Mrs A Hanrahan, Mrs A More, Miss N Anderson, Miss M Waring, Miss K Sutherland

CSW (PEF funded) Mrs T ShearerAdmin Assistant Mrs K WattClerical Assistants Mrs K Cook, Mrs V GunnRoad Crossing Patroller Mrs J Henderson

Early Years Practitioners Mrs L Duncan, Mrs A Foubister, Mrs D Green,Mrs G Banks, Mrs N MacKay, Mrs S Steven,Mrs M Mathieson, Mrs L Miller, Mrs M Miller,Mrs K Sinclair, Mrs H Sutherland, Miss V Watt

School Administrative Procedures and Advice

Enrolment in SchoolEnrolment for entry to Primary 1 and the Early Years Childcare Centre each year, takes place in late January/early February with dates publicised in the local press. Information and enrolment forms can be found at www.highland.gov.uk/schoolenrolment or you can visit the school during enrolment week. To enrol at any other time for any age group,

5

telephone the school office to arrange a suitable appointment. Pupils whose homes are located in the school catchment area will have priority in being allocated a place.

Placing requests - While each school serves its own particular catchment area, parents have the right to specify the school in which they wish to place their child. If you would like a visit, please contact the school office and this will be arranged for you. Application forms can be obtained from www.highland.gov.uk/info/878/schools/11/school_enrolment/2 and must be made to the Area Care and Learning Manager, North Area Care and Learning Office, Drummuie, Golspie, Sutherland, KW10 6TA, Tel: 01408 635346, CL.NorthAdmin@highland.gov.uk

Transport to and from school, for placing request pupils, is a parental responsibility.

Parents of children with additional support needs, (including those that have Coordinated Support Plans) can make placing requests to any school in Scotland including schools outside of the local authority area they live in. All appeals about placing requests to special schools will be referred to the Additional Support Needs Tribunal.

Pupil Absence or Sickness ProcedureGood attendance is vital if pupils are to achieve their full potential. However, if a pupil is absent from school a parent or guardian should phone the school on the first day of absence giving the reason for this absence and the likelihood of the duration. In the event that a pupil is not able to return as expected then a subsequent call is required.

The Absence telephone number is 01955 609703. Please speak clearly and give your child’s name, class, reason for absence and the expected length of the absence. This should be done by 9.15 each morning.

If a pupil needs to leave during the school day for an appointment, parents must inform the school either in writing or using the number above or the school phone number of 01955 609702. Primary school pupils must be collected from the school office using the Main Entrance of the school via Seaforth Avenue.

If pupils fall ill during the school day, parents are contacted for them to collect their child, therefore it is essential that we have up to date day time contact numbers and the emergency contact numbers for all pupils.

Schools are required to keep an attendance register by law. We have a responsibility for the care and welfare of all pupils during the school day and therefore need to know the whereabouts of absent pupils.When parents are considering whether or not to remove their children from school for a family holiday, they should be aware that such a decision:

Will result in significant loss of classroom experience; Will result in a pressure to ‘catch up’ on missed work by pupils; Could result in pupils missing assessments with consequential impact on pupils and

teachers; Could result in the loss of curricular activities

6

Will affect school attendance records and efforts to raise standards of attendance; Under the guidance issued at national level, most family holidays will be coded as

unauthorised absence; only in exceptional circumstances will the absence be recorded as authorised.

Parents are asked to consider these points when making decisions on planning a holiday during term time. Please find a link to the term dates on the Highland Council website to aid you in planning any holidays you may be considering. https://www.highland.gov.uk/info/878/schools/32/school_term_dates If you decide to make holiday arrangements during school term, this should be confirmed in writing to the Head Teacher.

Concerns or ComplaintsIf you are concerned about your child’s learning, you should contact their class teacher in the first instance. This can be done using Dojo or by writing them a note. The teacher will arrange a sort appointment, usually at the end of the day, where you can talk this over and share a way forward. If the concern persists, then the Additional Support Procedures will be followed.

If you have any complaint about anything pertaining to the school, please contact the school and this will be passed to the Senior Management Team. You can do this in writing, by telephone or in person, but please call to make an appointment first if you can. The school will always endeavour to resolve issues by listening to parents and seeking solutions in partnership. Should a situation not be resolved, parents can contact the North Area Care and Learning Office, Drummuie, Golspie, Sutherland, KW10 6TA.

Please note that transport is not a school responsibility and any queries should be addressed to the Transport Development Officer, Highland Council, Glenurquhart Road, Inverness, IV3 5NX or public.transport@highland.gov.uk

Children’s PropertyClothing for School - Children are expected to wear school uniform every day. Uniform can be ordered from Border Embroideries – www.beschoolwear.co.uk or from the school office. We are currently working with a local supplier so that we can give parents more choice. Details will be amended when this is finalised. Further information can be found on the school website. School trousers or skirts of any dark colour are accepted, but we have a ‘no jeans’ policy unless for a school trip or special occasion.

Outdoor Clothing – please provide children with a jacket/coat which is waterproof and warm enough to keep them warm when they come to school and during breaks. Remember weather can change significantly between 9.00 and 3.00 so it is important to be prepared. Wellie boots are super for winter use.PE Kit – shorts, t-shirt and gym shoes are required for PE and should be available every day in case timetable changes are required at short notice.

Indoor shoes – the school is almost entirely carpeted and in order to keep this clean and dry, children are requested to change from outdoor to indoor shoes when they come in to school. These can be the same shoes which are used as part of their PE kit.

7

Tools for Learning – It is helpful if children have one small pencil case with a pencil, eraser and perhaps a few colouring pencils or pens. Pupils are not required to bring other items with them and will be given a pencil if they do not have one of their own.

Naming of Property – it is vitally important that all children’s property is named. Any unnamed items which are lost are impossible to trace and staff will not be able to help. If property is named staff will try to trace it if it goes missing. A ‘sharpie’ pen is the easiest way to mark items or you can purchase name labels from many companies on the internet. Please name clothes, jackets, shoes, indoor shoes, packed lunch boxes, gym kit and pencil cases.

Lost Property – there is a lost property area in school. If your child has mislaid any items, please ask to see the lost property at the end of the school day. You will also be given the chance to have a look at this during all open sessions for parents.

Homework Sacs – children will be given a purple homework sac on enrolment to school. This should be used to keep reading books, homework jotters and sheets and it is recommended that parents check this bag every day.

Water bottles – Children are encouraged to bring a water bottle with them to school each day and drinking water is good for health – no juice please. All new pupils are given a water bottle in their ‘House’ colour.

School Bags – please try to make sure these are large enough to accommodate children’s homework sacs and other items. Please do not put water bottles in bags along with books. Most bags now have an external water bottle holder which is much safer.

Jewellery and Phones – we have a ‘no jewellery’ and ‘no phones’ policy. Jewellery can pose a Health and Safety risk in school and it is also a temptation for theft. It is much easier if children just leave items safely at home so they can enjoy them without risk. Primary aged pupils are not allowed to use phones during the school day, but on a rare occasion, if they need one after school, then a letter of explanation from a parent, along with the phone which has been switched off, should be handed in to the class teacher for safe keeping and collected at the end of the day. If a parent needs to contact a child during the school day, this should be done through the school office.

Hair Ties - Children with long hair may be requested to tie their hair back for some lessons to avoid risk. It is useful if they have a hair tie of some sort in school.

Parental Involvement in School

Working and Sharing Learning with ParentsThis year the school staff have been working with parents and pupils to improve the quality and regularity with which staff and parents, along with pupils themselves, can discuss children’s learning. Research shows that children learn more effectively when their parents are involved in their learning. Each year a calendar of ‘Opportunities for Parental

8

Engagement’ will be given to parents at the start of the school year showing the range of activities. This is kept updated on the school website. These include

Class Dojo – this allows parents and teachers to communicate directly and is used by most parents to keep up to date with their child’s progress and to ask quick questions. Teachers use this to let parents know of upcoming events and any changes to timetables etc as well as sharing the learning of the class.

Learning Logs – these are completed weekly by pupils to keep a record of something they have learned that week. They are taken home for parents to read, discuss their child’s learning with them, and comment positively on their child’s progress.

Learning Conversations – these are records of children’s work which have been commented on by the teacher and the pupil themselves. They are sent home, with the piece of work, so that parents can discuss this piece of learning with their child and make a comment.

Key Assessment Tasks – similar to Learning Conversations, but this is based on a key piece of assessment task and will include the Learning Intention and Success Criteria of a piece of work as well as recording what the pupil, teacher and parent have to say about it.

Class Newsletters – issued termly these summarise the planned learning for the class.

Open Afternoon and Evening Sessions – we have increased these to 6 per year and are open for an hour in the afternoon and the same in the evening. Pupils are encouraged to attend with their parents as these are opportunities to share in learning together.

Profile of Learning and Report - Parents are welcome to review their child’s

profile of learning at any time and we are currently working on ways to make this easy for parents. There will also be a short summary report at the end of the year.

Early Learning and Childcare Centre – parents have opportunity for daily contact with staff and may review their child’s Learning Profile at any time. Staff are always available if you want a quick word about something.

Working and Sharing the Wider Life of the School with ParentsThere are many ways parents can keep in touch with and get involved in what is happening in the school.

School Newsletters – these are written monthly and try to keep parents up to date with current activities and events in the school. They also include reminders and notify parents of any changes to procedures. They are posted on the school website and paper copies are sent to those parents who have requested them.

9

Parent Council and Parent Forum - All parents, who have a child in Newton Park, are part of the Parent Forum and are invited to attend the AGM in Sept each year. The Parent Council is elected from this body and meets regularly throughout the year – minutes of meetings are posted on the school website or paper copies may be requested from the school office. If you wish to raise something with the Parent Council, it is hoped they will have an email address set up soon, but in the meantime, you can contact them using the Newton Park email address NewtonPark.Primary@highland.gov.uk and mark FAO Parent Council clearly in the Subject line and this will be passed on.

Early Learning and Childcare Centre – use their blog to keep up to date with what is happening. Staff can give you details on how to join this.

School Website - www.newtonparkprimary.wordpress.com – this is updated regularly and gives information for parents; celebrates successes; posts photographs of things happening in the school; and provides links to websites which parents may find useful and informative.

Emergency contacts – remember communication is a two way process and the school needs to be able to contact you as well as the other way round. I would urge you to ensure your emergency contact details are kept up to date – see information in Administration Section of this Handbook.

Excursions - Opportunities are provided for pupils to take part in as many excursions as possible as part of their education. All excursions are Risk Assessed in advance and recorded using the Highland Council EVOLVE system. We will send you details of local excursions for which you have already given permission on enrolment. For longer trips, you will be sent information and a permission return slip which must be returned or your child will not be able to participate.

Parent’s Opinions – We often try to gather information from parents about the quality of our service, by sending home short questionnaires. We also seek your opinion on matters in discussions with your representatives on the Parent Council. We continue to look for new ways to seek parents’ ideas and are currently trying to set up a small ‘curricular group’ which will focus entirely on the curriculum and how we present and assess this.

Learning and Teaching

Highland Council’s Learning, Teaching and Assessment policy wholeheartedly endorses the Curriculum for Excellence. Through this we aim to develop ourselves and those we teach as

Successful LearnersConfident IndividualsResponsible Citizens

10

Effective Contributors

No learner can be successful if he or she feels unhappy or troubled or insecure. As a school community, we work together to ensure each learner is

SafeHealthy

AchievingNurtured

ActiveRespected

ResponsibleIncluded

Pupils of all ages think that teachers have a central role in this process, working with others in the school community to create the right conditions for effective learning. According to them successful teachers are• Aspirational - genuinely believe that all learners can succeed • Assertive - decisive and confident, firm but fair • Encouraging - positive, supportive, welcoming genuine error as an opportunity to learn • Enthusiastic - believe in what they are teaching and enjoy the job • Humorous - show humour naturally and put learners at ease • Open - prepared to challenge their own thinking and admit they may be wrong • Respectful - genuinely like young people, care about them, listen to them, enjoy their company and do not disrespect them individually or collectively.

Our Key Principles for all learners are -

Engagement – learners need motivation. We encourage pupils to be motivated in a range of ways. We try to make learning interesting and relevant. We use incentives such as certificates, stickers and praise etc. to motivate - making sure the incentive is meaningful to the learner. We try to foster a love of learning by nurturing self-motivation. As teachers we show that we value all learners, creating an ethos of achievement and organising tasks which will bring rewards that matter from the learners’ point of view.

Participation - learners need to participate in the learning process. We encourage pupils to be active and take as much responsibility as possible for their own learning. We provide opportunities for pupils to lead their learning and make informed choices about what, where and how they learn and give opportunities for self and peer assessment. We try to make sure our learners are aware of themselves as learners, conscious of their own preferred styles of learning, confident enough to seek help, perceptive enough to know where help may be best sought and skilful enough to access help readily. As teachers we create learning communities in our classrooms, school and local environment.

Dialogue - learners need to communicate through verbal and/or multi-sensory dialogue. Research and empirical evidence demonstrate that real understanding takes place when learners work through with someone else what is to be learned and how far they have been successful in their learning. We provide opportunities for learners to talk through their

11

learning regularly with their teachers, their peers, parents and others. They are encouraged to question, answer, expound, challenge assertions, support propositions, offer alternatives, suggest solutions and peer assess. As teachers we try to create the conditions in which communication and dialogue can thrive, where self-confidence and respect for others underpin all interaction, where achievement is celebrated and error welcomed as a stepping stone to success.

Thinking - learners need to think. We encourage this thinking to be critical and creative, robust and flexible in order that all may understand and achieve their potential. We want our learners to be positively critical: questioning, investigating, testing, and seeking after the truth about themselves, others and the world in which they live. We try to help them to be creative: imagining, expressing, and exploring the boundaries of the possible so that there are no limits to ambition.

As teachers we try to be thinkers: reflective professionals – self-aware, systematically evaluative, and focused on our own improvement and that of those in our care. We use the language of thinkers, ask the questions that matter, enable and empower other learners to ask those questions, so that they and those who respond may make their thinking explicit. Crucially, despite the pressures, we try to take time to think.

AssessmentEffective assessment informs and supports the learning and teaching process, helping to raise attainment and achievement. We understand and take appropriate account of the three main types of assessment:

Assessment for learning is essentially formative. It is the process of seeking and interpreting evidence so that learners, parents/carers and teachers can decide, through high quality dialogue, where the learners are in their learning, where they need to go next and how best to get there.

Assessment as learning is essentially evaluative. It is about using assessment to learn how to learn and thus encourage the development of autonomous learners. In effective assessment as learning, learners through self and peer assessment identify and reflect about their own evidence of learning. Personal learning planning provides a supportive framework for these processes. Assessment of learning is essentially summative. It is about measuring, analysing and reporting performance. Effective assessment of learning provides information about individual skills and knowledge leading to awards which are passports to opportunities in life, work and education.

Curriculum, Assessment and Reporting

Curriculum for Excellence is structured to provide progressive levels in the following 8 subject areas. However, it is important to understand that these subjects are not taught in isolation, but much of the work taking place involves interdisciplinary learning.

Expressive Arts – a mix of Art and Design, Dance, Drama and Music.

12

Health and Wellbeing – looks at mental, emotional, social and physical wellbeing as well as physical education, physical activity and sport. Over the course of the year, children average 2 hours of PE lessons per week, in accordance with National guidelines. We also teach about food and health, substance misuse and relationships including sexual health and parenthood for older pupils. Parents are informed, through class newsletters/dojo, when sensitive issues will be taught.

Languages – reading, writing, talking and listening are involved in all aspects of the curriculum. All pupils are also taught basic French.

Mathematics – number, money and measurement as well as shape, position and movement and information handling are taught and used whenever possible in real life situations.

Religious and Moral Education – involves a range of studies involving Christianity, World Religions selected for study and the development of beliefs and values. Special arrangements can be made for pupils whose parents do not wish them to participate in religious observance.

Science – involves a range of studies of planet Earth, forces, electricity and waves, biological systems, materials and topical science.

Social Studies – looks at people, past events and societies; people, place and environment; and people, society economy and business.

Technologies – looks at the technological developments in society; computing science contexts for developing technological skills and knowledge; food and textiles contexts for developing technological skills and knowledge, craft, design, engineering and graphics contexts for developing technological skills and knowledge.

These are banded in 3 levels Early Level – Nursery to Primary 1 First Level – Primary 2 to Primary 4 Second Level – Primary 5 to Primary 7

Some children in P7 may move on to third Level outcomes and experiences in some subjects.

Within each level and subject, the learning statements are described as Outcomes and Experiences. These are bundled together to form the Curriculum.Crossing all curricular areas, we try to give the children the skills they need for Learning, Life and Work

These include the Higher Order Thinking Skills of Remembering, Understanding, Applying, Analysing, Evaluating and Creating.

We also work to develop children’s Personal, Interpersonal, Employability, Leadership, Self-management and Co-operation Skills.

13

When planning curricular activities for pupils, teachers involve the learners at all stages so the pupils are fully involved in planning what they learn about. It is important to give children choices about their learning and to encourage them to set targets for their own learning. Our plans include Learning Intentions and Success Criteria which are shared with children and Key Assessment Tasks are built round these.

You can find out more about Curriculum for Excellence using the Parentzone link - https://education.gov.scot/parentzone/

Assessment and ReportingClass teachers assess work carried out in class on a continuous basis.

We monitor progress and celebrate success in all areas of the curriculum, but most notably in reading, writing and mathematics using moderated check-up tests at different stages in learning.

We use Key Assessments periodically throughout the year which demonstrate breadth of learning which requires the learner to draw on a range of

learning from a number of Experiences and Outcomes across different organisers demonstrate challenge which promote higher order thinking skills demonstrate application of learning in new and unfamiliar situations.

We have also just started to use the newly developed Scottish National Standardised Assessments at P1, P4 and P7. For further information see the website https://education.gov.scot/parentzone/learning-in-scotland/assessment-and-achievement

Children are fully involved in self-assessment of their work and reflect on this in regular learning conversations with their teacher and parent and by ensuring their Profiles are kept up to date.

We are continually reporting to you throughout the year about your child’s learning and progress, and providing opportunities to review their learning and we will also issue a short summary report in June each year.

Remember the open sessions we provide throughout the year are for you to share your child’s learning with them and talk to the teacher about this learning. If you have any concerns about their progress, you can contact the class teacher for a short confidential meeting at any time.

Additional Support NeedsAll children need support to help them learn. Some children require more help than others. We follow The Highland Practice Model staged approach to assessing, identifying and supporting additional support needs.    In this model every child has a ‘named person’ who is responsible for making sure that the child or young person has the right help to support his/her development and well-being.

14

If you have a concern about your child, please contact your child’s class teacher in the first instance or the ‘named person’, the Head Teacher, Miss Wark. When a teacher recognises a small concern, they will write a Form 1 giving details of the nature of the concern and the strategies the school is using to make improvements. Sometimes these will include support at home. All Form 1s are shared with parents who are offered an appointment with the class teacher to discuss and see how they can help. In most cases the class teacher will provide any additional curricular support in class, aided by a Pupil Support Assistant where necessary.

If the concern persists or the strategies are not successful, a Child’s Plan may be considered to help organise, monitor and regularly review your child’s progress. Parents and pupils will be involved in discussions about any additional support being suggested for their child and any need that may be identified within the school. The support may be provided by Class teacher, PSA or Additional Support Needs Teacher. Sometimes this support is provided by a Children’s Services Worker, who will generally focus on more social and emotional needs rather than issues about the curriculum or classroom learning. They: work in collaboration with the support team in school work to support families in their own communities work with individual pupils and small groups - offering a further level of support

Newton Park are about to commence a 23 month pilot programme where a DHT with remit for ASN will take responsibility for planning, reviewing and setting up programmes of work for children. This pilot has been backed by Highland Council, the Parent Council and the Local Council Members due to a shortage of ASN teachers and will be monitored for effectiveness.

More information can be found about the Highland Council model for support and child’s plans at: http://www.highland.gov.uk/downloads/file/230/highland_practice_model - delivering_additional_support_ for_learners or

http://www.highland.gov.uk/download/downloads/id/11/co-ordinated_support_plan

Should you have any concerns that your child’s additional needs are not being met, you should contact your child’s named person in the first instance. If your concerns continue, there are a number of means of resolving difficulties and disputes and information on this can be found at:http://www.highland.gov.uk/info/886/schools_-_additional_support_needs/1/support_for_learnersSchool Handbooks must also contain information of any 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; http://enquire.org.uk/ (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.

Transitions

Almost all pupils make a transition each year when they move to a new teacher or stage in the Primary School. We try to ensure this is as smooth as possible by letting pupils know who their next teacher will be, whenever possible, and giving them the chance to work with this teacher for a short time before the summer.

15

Pupil profiles are passed on to the next teacher, along with assessment records and these provide the next teacher with the starting point for each learner.

Transition to Primary 1For those coming in to P1 we have a regular programme of visits during the summer term and we begin to introduce them to other areas of the school such as the lunch hall and the large playground. As almost all children coming to P1 have attended the Early Learning and Childcare Centre, they are already familiar with most areas of the building as they use the school gymnasium and play areas regularly throughout the year.

Transfer to Secondary EducationMost P7 pupils transfer to Wick High School. Names of pupils, along with information on the level they have attained and their detailed assessment information are shared with the High School staff during their P7 year. Many pupils have a short transition meeting where parents and pupil are invited to meet with relevant High School staff so that any anxieties or additional needs can be discussed. Some pupils may benefit from having some focused pre-visits to the High School but as we share the same campus, the Newton Park pupils are already familiar with many areas of the High School so it is expected that this will be a much easier transition for most this year. Many pupils are already familiar with the staff they will have as teachers next year. As an Associated School Group, all feeder primaries are working with Wick High to ensure good quality curricular information is passed on so that work can be tailored to meet the needs of the pupils. We have a focus on writing this year and a large joint project on reading comprehension planned for next session. The guidance department usually visits to talk to pupils and issue a Wick High School Guide to each of them. All pupils spend 2 days in Wick High School in June, following their S1 timetable.

Parents are invited to visit the High School during June, for an open evening. Further information can be obtained from the Rector, Dr Grant, Wick High School, Wick, Telephone 603333.

Children with significant Additional Support Needs will have a joint review of their Child’s Plan along with WHS staff and an Action Plan will be written which focuses on the transition period.

School Improvement Priorities

It is important that every school continues to make improvements in the quality of educational experiences they provide for their pupils. These priorities are based on National Advice, Local Priorities and the School’s Own need. Each year we write a School Standards and Quality Report and School Improvement Plan which summarises this information and provides us with a number of targets to meet.

16

This year our main three priorities have been closing the poverty related gap in learning in literacy, numeracy and health and

wellbeing and raising attainment for all. providing continuous profiling and reporting to parents 1+2 languages – continuing to ensure all staff are trained to deliver French across the

school.

Our first priority has been supported financially by Pupil Equity Funding (PEF) and Scottish Attainment Challenge funding (SAC). This money has provided

168 hours per week of PSA time so that children can be given regular 1:1 support for literacy and numeracy. These staff also run the after school clubs and provide some children with a ‘soft start’ in the morning.

Our CSW (Children’s Services Worker) who has been able to provide much needed support for the Health and Wellbeing of some pupils.

An Admin Assistant, to allow the Senior Management Team to focus on being leaders of learning in the school with time to track pupils progress.

We have also had staff participating in additional training on ‘Words up’ and ‘Emerging Literacy’ to improve the quality of teaching and learning.

Our second priority has focused on all the changes we have made to involving parents in their children’s learning and has included –

Changes to pupil profiles Development of Learning Conversations and Key Assessment Tasks Development of the Skills for Learning, Life and Work Developing and using the Dojo system to share learning with parents Changes to the style and frequency of parents afternoons and evenings

Our third priority has ensured all staff have now been trained in the use of the Primary Language Platform to support them in teaching a second language throughout the school.

As we are a new school we do not have all our written policies in place yet as all staff, along with pupil and parent representatives, need to be part of the process of developing these. However, we have a shared understanding and regularly discuss how we approach things. As new policies are written, they will be uploaded to the school website. Highland Council Policies are available on https://www.highland.gov.uk/info/893/schools_-_general_information/29/school_policies_procedures_and_guidelines

Information on our improvements can be found in our Standards and Quality and School Improvement Plan on the school website.

Security, Behaviour and Discipline

School SecurityPupils may enter the school playground by either gate. Parents and other adults are asked not to enter the school playground, but to leave their child at the school gate. For security, the school gates are locked at 9.15 in the morning and unlocked just before the bell at 2.30.

17

When the weather is very bad pupils will remain indoors during playtime and/or lunchtime where they will be supervised in their classroom.

If children are going home at lunchtime they should leave the school by the main door at the Seaforth Avenue entrance and return this way. There is no exit or entry through the High School at lunchtime and, as the bottom gate is locked, there is no way in to the building from the Campus Car Park.

Pupils leaving at 2.30 are supervised by P7 pupils to ensure they are met at the correct gate and supported if no one arrives for them.

Children are requested to leave the school grounds after the bell at 3.00. School gates are locked again at 4.00 for overnight security.

Behaviour and DisciplinePupils are expected to conform to acceptable standards of behaviour with particular regard to the wellbeing of people and property. All children are made aware of ‘The Golden Rules’, which are displayed in all classrooms and are reinforced in Circle Time as part of pupils’ Personal and Social Development

When children display poor behaviour or break the rules, a positive approach is taken and good behaviour is reinforced. We try to give children a ‘second chance’ to improve their behaviour as learning to behave well and treat others with respect is something we teach in school. These strategies work best when parents support the work we are doing in school. Our CSW is used to give children ‘time out’ to discuss their behaviour and look for positive changes.

Where sanctions are required, these usually take the form of teacher displeasure, but punishment exercises sent home or supervised detention at playtime or lunchtime may be required for repeat offenders. Exclusion from school is a possibility if the nature of the offence is very serious or if a child’s behaviour is having a seriously detrimental effect on the learning of others. The school will inform parents of any serious problems and seek their co-operation in ensuring that standards are maintained.

Bullying, including cyber bullying and any type of racism will not be tolerated in any form in Newton Park. All reports of bullying or racism will be investigated and parents of children involved will be notified. When serious or repeated breaches of rules are involved, parents and/or children may be asked to sign formal agreements to guarantee good behaviour in school.

Pupil Care, Welfare and Safety

Protection of Children From time to time incidents can occur within the school setting which cause concern and could indicate that a pupil is suffering some form of abuse. In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must

18

report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation. All agencies involved in Child Protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff. Copies of child protection policy guidelines are available from the school office or online at

http://www.highland.gov.uk/info/1361/childcare_and_family_care/438/child_protection

Health Professional InvolvementChildren in P1 and P7 have a heath review. Parents are notified and may be present should they wish. The school nurse also visits to carry out health screening from time to time and to give talks on health matters. Speech Therapists occasionally work with class teachers and support staff. Pupils can be referred to Speech and Language Service by parents or by teachers, with a parent’s permission.

Mental Health and WellbeingStaff will support the emotional development and wellbeing of pupils through formal and informal curricular activities. Any concerns about a pupil’s wellbeing can be discussed with the named person. School have access to Highland Council’s Primary Mental Health Worker Service and consultation and advice may be sought if there are concerns that might require more targeted support. Parents would always be involved in discussions beforehand and this step would only be taken with full consent from parents and (where appropriate) the pupil themselves.

Medical ConditionsIt is essential that the school is kept up to date with any medical condition which may affect a child’s care and welfare in school. Please let us know if your child develops any condition and inform the school if a condition no longer affects them. A medical protocol is required for any condition which needs regular medication, including inhalers for asthma, taken in school or if emergency treatment may be needed. Some medication may be kept by pupils themselves such as inhalers for older pupils, some kept in classrooms by the class teacher for easy access and some kept in a locked cabinet in the school office for security. A record of date, time and administrator will be kept of any medication taken by a pupil in the school office. Parents are reminded that the responsibility for ensuring this medication is ‘in date’ lies with them.

Health PromotionNewton Park continues to satisfy the criteria for Health Promoting schools.

Minor InjuriesSchool staff will only deal with minor cuts and bruises, which will be cleaned and a plaster applied.Administration of MedicinesAny parent whose child requires short term medication during school hours should bring this to the school office where they will be asked to complete a yellow permission/instruction slip so that arrangements can be made for medicine to be given to the pupil. Under no circumstances should children be given medication to carry to school

19

themselves. Should treatment involve injections, eye or ear drops, parents are required to come to school to carry out these actions themselves.

Head LiceParents are requested to check their children’s heads regularly and take the necessary action should they have been infected with head lice. The school has leaflets, which it will distribute on request. Please let the school know if your child becomes infected, the information will be treated confidentially, but it allows us to monitor levels and seek medical advice if this becomes widespread. Children with long hair have less chance of becoming infected if they wear their hair tied back.

Road SafetyStaff use the Street Sense Programme to teach and promote Road Safety. The new crossing on South Road is well used, but pupils and parents are asked to take care on this crossing as some motorists have been noted to drive through red lights. This has been reported to Bear Scotland who support trunk roads and to Police Scotland. Parents are asked to report any incidents they note to the police.

Ways of Coming to SchoolChildren are encouraged to walk to school whenever possible and will be allowed to cycle in the summer terms. Currently the only car parking availability is in the Campus Car Park in Newton Road, but it is hoped the Primary Car Park will be open before Easter 2018. Parents of pupils in P1-7 are requested to continue to use the Campus Car Park to ease congestion in Seaforth Avenue as this is the only entrance available to the parents of the 95 Early Learning and Childcare Centre pupils. Major Emergency PolicyWe hold an emergency evacuation at least once every term to ensure all staff and pupils are aware of the procedure and follow this efficiently. In the unlikely event of a Major Emergency when the school has to be totally evacuated, staff and pupils will transfer to our Reception Centre which is Wick Assembly rooms. Parents will be contacted using emergency contact details, but pupils will not be allowed to leave this centre until permission is given by the emergency services. It is crucial that you keep your emergency contact details up to date at all times as it would be very distressing for your child if we were unable to contact you in a Major Emergency situation.

Adverse Weather ProceduresWe now have a dial-in service available which allows parents to listen to a pre-recorded message. This will be updated by 8.00 a.m. in the event of a school closure. Telephone 0800 564 2272 and when prompted dial the school PIN 04 2820.

You can also access the highland school closure website for school closure information. http://www.highland.gov.uk/schoolclosures

Celebrating Success

20

All kinds of pupil successes are celebrated in each class and as a whole school regularly. This can range from academic success in reading, writing, maths and other curricular areas; individual or team sporting success which happen in school or in the many clubs pupils participate in; or successes in art, music or drama competitions and activities in and out of school.

We actively encourage children to participate in community and charity events.

We encourage good manners and good behaviour in and out of school and celebrate when children make improvements in these important features of their development.

It is important to remember that success comes in all shapes and sizes. A shy child who attends an out of school club willingly has succeeded in their own way every bit as much as someone who has won a national competition.

Celebrating Success in the ClassroomSome examples include

Positive written comments on jotters and positive oral comments given to children while they are working or participating in events.

Stickers put on children’s work, on their jumpers and on their sticker charts in the class.

Certificates are given when children achieve success in reading, writing and maths milestones. Children are presented with these in class and they are taken home.

Achievements section in pupils Personal Learning Folders. Children achieve ‘table points’ or ‘personal points’ for good work or good behaviour

in class and these are then rewarded. Children celebrate meeting their personal targets and it is not uncommon to hear a

spontaneous round of applause when one pupil in the class has achieved something.

Celebrating Success as a SchoolThis is approached in three main ways; through assemblies, in displays round the school and using the school website.

Celebrating Success at HomeThis is perhaps the most important celebration of all. Parents can make or break a child’s confidence in the way they celebrate their successes at home. Some ideas and suggestions for parents would include

Show your child you are delighted they have come home with a certificate or sticker. Ask them why they got it. Display it somewhere in the house. Get them to share this information with grandparents or other family members.

Be positive about their homework tasks. Tell them how well they have read or answered questions. Encourage them to do their best and praise them when they have. Write positive comments on their reading records or homework diaries.

Try, if you possibly can, to attend parents’ evenings and especially the open afternoon so you can look at your child’s work on the walls and throughout the school. Be delighted by the things they show you and take an interest in them.

Pupil Participation Groups

21

Pupils are encouraged to be active in the running of the school. Focus groups meet with teachers and the Senior Management Team so that pupil voice is heard. We also have appropriate input in a number of pupil representative groups.

Pupil Council – all classes are represented and pupils meet regularly with the SMT.

House System – all pupils are a member of Hawk, Kestrel, Eagle or Falcon and there will be house events run all through the year.

Eco Council – is about to be established

Other groups will be established as the school settles into their new environment.

Services and PaymentsSchool MealsSchool lunches are free to all P1-3 pupils and available to all pupils in P4-7, wishing to partake of them, currently at a cost of £2.30 per day. A menu, which should be kept for reference, is issued to all families twice a year, at Easter and in October. Children book lunches in their classrooms at the start of the day using the interactive whiteboard.

If a pupil has special dietary needs, please inform the school so we can issue you with a Special Meals form. The Highland Council operates a ‘Cashless catering’ system which utilises pupils’ NEC cards. Further details from: http://www.highland.gov.uk/info/878/schools/9/school_meals/2

Free Meals and Clothing GrantsFree meals can be claimed in certain circumstances, for information and application form please see http://www.highland.gov.uk/info/899/schools_-_grants_and_benefits/10/free_school_meals_and_assistance_with_clothingApplication forms are available from the school office.

School TransportFree transport to school is available for children living within the delineated area of the school if they are under eight years of age and live over two miles from the school, or are eight years of age and over and live three miles from the school. Forms available from the school office.

Whilst the information in this handbook is considered to be true and correct at the date of publication, changes in circumstances after the time of publication may impact on the accuracy of the information.

Pupil Records

22

Access to Pupil RecordsThe school pupil records (Scotland) Regulations 1990 extend to parents the right of access (with certain specific exceptions) to any record held by the Authority in relation to their child. Parents may make application to the Head Teacher.

Data Protection Act 1998 Information on pupils, parent and guardians is stored on a computer system and may be used for teaching, registration, assessment and other administrative duties. The information is protected by the data Protection Act 1998 and may only be disclosed in accordance with the codes of practice. Further information can be obtained from http://www.gov.scot/Topics/Statistics/ScotXed

Transferring Educational data about pupilsThe Scottish Government and its partners collect and use information about pupils through the Pupil Census to help to improve education across Scotland. This note explains why we need this information, how we use it and what we do to protect the information supplied to us.Data about pupil preferred routes, preferred occupations and anticipated school leaving date is also collected from S3/S4 to support planning for leaving school. This information is shared with Skills Development Scotland. Further information about 16+ Data can be found here – http://hi-hope.org/directory/listing/16plus-planning

Why do we need your data?In order to make the best decisions about how to improve our education service, Scottish Government, education authorities and other partners such as the SQA and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better examination results. Accurate and up-to-date data allows us to:o plan and deliver better policies for the benefit of all pupilso plan and deliver better policies for the benefit of specific groups of pupils o better understand some of the factors which influence pupil attainment and achievemento share good practiceo target resources bettero enhance the quality of research to improve the lives of young people in Scotland

Data policyInformation about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications. Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no

23

information on individual pupils can or would be made publicly available by Scottish Government. The individual data collected by Scottish Government through the Pupil Census is used for statistical and research purposes only.

Your data protection rightsThe collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This note can give only a brief description of how we use data. Fuller details of each individual ScotXed survey, including the purpose of each and the published data, can be found on the ScotXed website http://www.gov.scot/Topics/Statistics/ScotXed/SchoolEducation

Scottish Government works with a range of partners including Education Scotland, Skills Development Scotland and the SQA. On occasion, in order to help meet our aim of improving the life of young people in Scotland, we may make individual data available to partners such as the National Registers of Scotland to carry out research relating to the national population census and also academic institutions and organisations to carry out additional research and statistical analysis to meet their own official responsibilities. Any sharing of data will be done under the strict control of Scottish Government, and will be consistent with our data policy. This will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation with relevant colleagues and individuals within and outwith Scottish Government. At all times pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.

ConcernsIf you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis at ScotXed@scotland.gsi.gov.uk or write to The ScotXed Support Office, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.

Equality and InclusionFor up-to-date information please see:http://www.highland.gov.uk/info/751/equality_diversity_and_citizenship/313/equal_opportunitiesIn summary, our activities in school should ensure that we:Eliminate unlawful discrimination, advance equality of opportunity, promote good relations. Activities should not discriminate against any of the following ‘protected characteristics’ age, disability, race, religion or belief, sex, sexual orientation, gender reassignment, pregnancy and maternity.

24