School Brochure2016/17

Highland Council

KINLOCHEWE Primary School

GENERAL INFORMATION ................................................................ 5

ACCOMMODATION ......................................................................... 5

HEAD TEACHER .............................................................................. 5

WEBSITE ....................................................................................... 5

PLACEMENT ARRANGEMENTS ......................................................... 6

SCHOOL DAY ................................................................................. 6

SECONDARY EDUCATION ................................................................ 7

TELEPHONE - 01445 760260 ........................................................... 7

EQUAL OPPORTUNITIES SCHOOL .................................................... 7

PUPIL COUNCIL .............................................................................. 7

INVOLVING PARENTS ..................................................................... 8

PARENT COUNCIL .......................................................................... 9

SCHOOL AIMS ................................................................................ 9

EDUCATIONAL AIMS - THE CURRICULUM ....................................... 12

NUMERACY AND MATHEMATICS .................................................... 13

LITERACY AND ENGLISH ............................................................... 14

MODERN LANGUAGES .................................................................. 16

SOCIAL STUDIES AND INTERDISCIPLINARY LEARNING 16 ......................................................................................................

HEALTH AND WELLBEING ............................................................. 17 2

SCIENCE AND TECHNOLOGIES ....................................................... 18

EXPRESSIVE ARTS ........................................................................ 18

MUSIC ......................................................................................... 18

PHYSICAL EDUCATION .................................................................. 18

ART ............................................................................................. 18

DRAMA ........................................................................................ 18

RELIGIOUS AND MORAL EDUCATION ............................................. 19

ASSESSMENT 19

ADDITIONAL SUPPORT NEEDS 21

TRANSITIONS 21

ILLNESS AT SCHOOL .............. 22

PREPARING YOUR CHILD FOR SCHOOL .......................................... 23

DISCIPLINE .................................................................................. 23

SCHOOL MEALS ........................................................................... 25

SCHOOL TRANSPORT ................................................................... 26

EARLY CLOSURES ........................................................................ 26

MATERIALS & EQUIPMENT ............................................................ 26

SCHOOL FUND ............................................................................. 26

SCHOOL UNIFORM ....................................................................... 27

HOMEWORK ................................................................................ 273

ABSENCE ..................................................................................... 27

COMPLAINTS PROCEDURE ............................................................ 28

APPENDIX 1 – SCHOOL ROLL ......................................................... 29

APPENDIX 2 - STAFF .................................................................... 29

FULL- TIME TEACHING STAFF ........................................................ 29

VISITING STAFF ........................................................................... 29ANCILLARY STAFF 29

Kinlochewe Primary School,Incheril

KINLOCHEWE,Ross-shireIV22 2PA

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Telephone – 01445 760260General Information

Kinlochewe Primary School is in North-West Ross-shire, and serves a delineated area from Achnasheen in the East, Loch Maree in the West to Coulin Estate in the South. It is situated in the Incheril area of Kinlochewe, and is sited in a most panoramic setting.

The School is a one-teacher School, with additional part-time help if the roll is between 16 and 19. Nursery provision is offered for all children in their pre-school year and for 3 year olds after their third birthday, at three entry dates decided by the Authority.

The school was inspected by HMIe in February 2008. (See Education Scotland Inspection Information Website)

AccommodationAccommodation consists of two classrooms. The main teaching classroom is a wooden extension, added in 1964, when the “old” School was converted to provide a Kitchen and Dining Room. Because of a rise in roll in the late 1980’s an extra wooden classroom was built in 1989. Further accommodation consists of Staff room; Boys, Girls and Staff / Disabled toilets; Cleaner’s cupboard; and various storage areas throughout the School.

The Nursery is located in the former Infant Classroom. There is a Library/Resource room. The children eat their lunch in the Classroom.

Head TeacherThe Head Teacher is:

Mrs Sarah Taylor (Acting Head Teacher)

www.sarah.taylor@highland.gov.ukwww.kinlochewe.primary@highland.gov.uk

WebsiteAdditional information about the school and nursery, their activities, information for parents, monthly newsletters, achievements, events, a daily calendar and photos etc. can be found at

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www.Kinlocheweprimary.wordpress.com This website also includes links to our Standards and Quality Reports, Post Inspection reports, Nursery Brochure etc. (The School Improvement Plan is available on request.)

Our original website was developed with the kind help and expertise of a parent and has proved to be a valuable means of communication with parents, extended family and the wider community. The number of pupils on the School Roll, and details of other members of Staff, visiting and permanent, can be found on Appendix 1 of this Brochure.

Placement Arrangements

Each school serves its own particular catchment area. Pupils whose homes are located in that area will have priority in being allocated a place in the school. However, parents have the right to specify the school in which they wish to place their child. Application must be made to the Area Education Manager (Norma Young, Elgin Hostel, Portree, Isle of Skye) Placing request forms can be obtained from http://www.highland.gov.uk/learninghere/schools/informationforparents/

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

School Day

The School Day begins at 9.00 a.m. for all children in the School. Morning Interval is from 10.45 a.m. - 11.00 a.m., with Lunch at 12.30 p.m. The afternoon session begins at 1.15 p.m. and finishes at 2.30 pm for children in P1-3 and at 3 pm for children in P4-7.

The Nursery offers daily sessions from 8.50 a.m. to 12 noon.

Children are able to bring in to school their schoolbags and packed lunches at the beginning of the school day. They are asked to play in the playground before school, unless in bad weather. The school bell rings at 9am signalling the start of the school day.

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Secondary EducationAt the end of their Primary Education, the pupils from this School transfer to:

Gairloch High School,AchtercairnGAIRLOCH,Ross-shire.IV21 2BP.Telephone - 01445 712275

Equal Opportunities School

Kinlochewe School is an ‘equal opportunities’ School, with boys and girls being afforded the same opportunities and facilities for learning.

Pupil CouncilChildren are encouraged to participate in the life and decision making of the school through the Pupil Council. It is an active and enthusiastic whole school committee and the children learn meeting procedures, take on roles of responsibility and are encouraged to air their opinions and make suggestions as to how we can improve school further. The Pupil Council helps us to promote positive behaviour and good relationships within school.

Involving ParentsInvolving Parents

In such a small community, parental contact is very much on an informal basis, and parents are most welcome to call at the school at any time for a chat about any concerns they may have or to arrange a time when a more formal discussion can take place. Formal parental meetings take place twice yearly in November and March. An appointment system is used, with usually 15 minutes being accorded to each child. Prior to these meetings children take examples of their work home along with their Personal Learning Profiles. Parents are invited to write written comments in their child’s profiles and also in termly Learning Snapshots and therefore share in the learning process.

Parental interest in their child’s school work greatly helps a pupil, especially to gain confidence, and to take a sense of pride in their individual achievements, and such interest is strongly encouraged by the school.

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Parental help supporting learning at home is valued and we are happy to discuss ways in which that help and support can best be utilised – e.g. suggesting games/activities etc. “Drop-in” sessions are sometimes timetabled so parents/grandparents can come into school for an informal look at their children’s work, see wall displays and share activities, “taught” by their children. Parents and friends of the school are often asked to join us for community or school events. Weekly newsletters also aim to keep parents up to date with school activities.

We appreciate the help of parents and people in the wider community as partners helping us to enrich and deliver the curriculum. We actively encourage the sharing of their skills and knowledge in the classroom.

Parental help with transport to extra-curricular activities such as Sports, Cultural Events, Swimming etc., is much appreciated. With such great distances between Schools and the bigger centres of population, the cost of using Public Transport and Private Hirers is a big drain on School Funds. Any parent able to help in this way should give his/her name to the Head Teacher.

We welcome parents in school and value their help and support for school activities.

Useful information for parents and how to get involved in your child’s education, how to support the school, information on

curriculum developments can all be found at Parentzone: www.parentzone.gov.uk

Parent Council

Informal parental liaison has been a very successful method of communicating with parents, and the School appreciates and enjoys the benefits of these meetings. In accordance with the Scottish schools (Parental Involvement) Act 2006, the school has an established Parent Council and works closely with parents. The Parent Council is very supportive of the work of the school. It helps with fund raising – enabling us to purchase new library furniture, provide overnight activity trips, visit the theatre, attend sporting competitions etc.

Meetings are held at least once a term and provide a forum for discussion on a variety of school related issues. All parents are invited to attend meetings and minutes are posted on our website. The Parent Council is a most helpful vehicle for gathering parental opinion and sharing views and supports our aim to work in partnership with all stakeholders.

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Chairperson: Mrs Hazel BoswellSecretary: Mrs Clare ThorburnBoth parents may be contacted through school.

Parents and school may also be contacted by phone, e-mail or text supporting our aim to be “open” with direct, easy and responsive access.

School Aims

The School aims to: Be a learning organisation capable of continuous improvement Be a school where high quality learning and teaching are accepted as

the norm Be a place where children’s safety and welfare is of the utmost

importance Be a school where children are supported and encouraged to achieve

their maximum potential across all areas of the curriculum through all stages of their emotional, intellectual and social development

Be a place where opportunities are given to achieve in the wider world so children may become successful learners, confident individuals, effective contributors and responsible citizens

Be a school where health promotion and environmental care are given prominence so children may learn life-long attitudes and skills to support them and the world they will inhabit

Encourage all children to be outward looking: young people who celebrate diversity, show tolerance and who develop skills to enable them to build relationships of value in their lives

Be a school where children take an interest in local and global issues and appreciate how people and places are interdependent on each other

Provide equal opportunities for each child irrespective of gender or race

Be approachable to parents, work with the Parent Council and encourage their interest in their child’s education

Promote links with the community, local businesses and partner agencies

In carrying out our work we aim to:

Have integrity, show compassion, be impartial, show fairness, tolerance and demonstrate mutual respect

Have an environment where everyone feels welcomed and valued Seek progress through partnership, working closely with people whom we share a

common purpose

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Reviewed in consultation with pupils, staff and parents - February 2013

The school has achieved its 4th Eco-Schools Green Flag.

During the Summer & Autumn Terms one of our Mums runs an after school gardening Club.

Planting potatoes – later used in a numeracy data handling activity

We have established links with a school in Malawi to promote and encourage global understanding

and friendship.

The children have pen-pals at Mlozi School and they write to each other every term. These links continue into High School. We

receive regular updates from our partners at Gairloch High School who visit Malawi on a frequent basis.

We have sponsored an orchard project at Mlozi School which has helped the children understand more about sustainability and economics whilst also encouraging them to become caring and

responsible global citizens. (Visit our website to see more photos.)

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We are hopeful of setting up a link with a school in Norway too. Our common interest link being sea eagles

We celebrate success in many ways, for example:

on our school Curriculum for Excellence Wall in Learning Logs through our website via newsletters in local newspapers and periodicals local radio Village Hall displays in the children’s Personal Learning Portfolios which also

double as Records of Achievement Star Writers Playground Pals Maths Stars By personal commendation/certificates etc.

We continually strive to develop links within our local business community, with environmental organisations such as SNH, the

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RSPB, SSPCA, Highland Council’s Countryside Ranger Service, our Active Schools Co-ordinator and local health professionals

Examples of our involvement can be found within the Gallery section of our website.

Educational Aims - The Curriculum

Education has undergone many and varied changes since the introduction of A Curriculum for Excellence. The school plans using ACfE experiences and outcomes, according to national expectations of learning and progression, and develops its assessment systems in line with current thinking.

Additional Curricular information can be accessed on the Education Scotland website - Parentzone

We are continuously developing new programmes of work to support the curriculum.

The main educational aim of this school is to provide each child with an appropriate education in a stimulating, caring environment, where he/she can develop confidence, self-esteem, and a good attitude to his/her fellow pupils and teachers. Children are encouraged to develop qualities of independence, enthusiasm, curiosity, a determination to discover, and a wish to learn - thus becoming successful learners, responsible citizens, confident individuals and effective contributors.

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Curriculum for Excellence Subject Areas

Literacy & English, Numeracy & Mathematics, Health & Wellbeing, Science & Technologies, Social Studies, Expressive Arts and Religious

& Moral Education

Progression is indicated through curriculum levels which are explained in the table below:

LEVEL STAGEEarly Pre-school and P1 or later for someFirst To the end of P4 but earlier or later

for someSecond To the end of P7 but earlier or later

for someThird & Fourth S1 to S3 but earlier for someSenior Phase S4 –S6 and college and other means

of study

The School aims to provide a balanced curriculum and appropriate education for each pupil. Each child is encouraged to achieve their personal potential, and as they progress through School, will be encouraged to take increasing responsibility for their own learning. They will be given opportunities to make choices and to lead learning within the classroom when appropriate.The curriculum is designed on the basis of the following principles:

Challenge & enjoyment Breadth Progression Depth Personalisation & choice Coherence Relevance

Children are encouraged to not only acquire knowledge but to develop key skills and experiences to help them become lifelong learners. The needs and abilities of the learners will dictate the pace and nature of their individual progress.

Numeracy and Mathematics

The aim of teaching Mathematics is to equip children with the necessary number and mathematical skills, which they will find useful and relevant as they grow and take their place in the adult world. The children are taught

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by a variety of methods. There is continued emphasis on interactive Maths and Problem Solving in line with National and Council guidelines. Children will have an understanding of the processes, and an awareness of the usefulness of Mathematics, and how it can be meaningfully applied in everyday life situations.

It is recognised that calculators are very much part of our modern world, and therefore calculator work is included in our Scheme of Work in the upper stages, but not to the exclusion of mental computation! In line with government guidelines, the use of calculators in the younger stages is strongly discouraged.

Children at all stages are given daily ‘hands on’ experience of computers. Programmes vary from activities selected to consolidate number bonds, shape recognition, time, money etc. to adventure games, information handling and experience using Excel spreadsheets.

We use the Highland Progression Framework in our teaching of maths. This places an emphasis on understanding in maths and in the development of strategies which can used by the children in a wide range of contexts. Children engage in daily Mental Maths activities. Problem Solving and application of knowledge is an important part of our maths work.

Mathematics is increasingly taught in context, using topic work and eco-school activities to explore the practical uses of maths.

Literacy and English

The aims of Language are:

1. To enable children to communicate well, both orally and in writing.

2. To foster an enjoyment and appreciation of language in its various forms.

3. To provide opportunities to develop the many skills of listening, talking, reading and writing.

These are independent language skills which children need to communicate with the world today.

The school is committed to the Highland Literacy Project which encourages collaborative learning and the teaching of language skills through the context of Reading, making appropriate links with Writing and Listening and Talking.

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Children learn to write Personally, Imaginatively and in Functional forms and to examine the craft of other writers. Poetry also features at various times throughout the session. Writing is also taught in context and linked closely to topic work, reading and current affairs and is an integral part of inter-disciplinary learning topics. Children are also taught the more formal rules of grammar and punctuation to support all of their writing.

The Handwriting Scheme used follows HLP guidelines and although the temptation to experiment is great, in order to achieve a fluid and fluent style of writing, correct letter formations should be maintained.

Good listening skills are a vital part of a child’s education. Children are given many opportunities to develop these skills, and by the end of Primary School should demonstrate detailed perceptions.Similarly, children are expected to develop higher order talking skills throughout their School career, starting with personal experiences, and leading to the sophisticated skills required for discussion and debate. Current Affairs are used as vehicle to encourage the sharing of opinions in both spoken and written forms.

The Core Infant Reading Scheme is the Oxford Reading Tree, with children then progressing on to a variety of novels and non-fiction materials. Phonics is taught using HLP guidelines supported by Jolly Phonics and Easy-learn resources. The initial sounds are introduced at Nursery level or in P1 whenever it is considered appropriate to the child’s stage of development.

As the teacher deems children ‘ready’, they are introduced to the Reading Scheme, and its pre-reading activities. The Oxford Reading Tree encourages a great deal of talk and games, as the children become familiar with the characters in the series. These activities lead on to the ‘Reading Books’. The contribution of parents in promoting fluency and confidence is extremely valuable and greatly appreciated by the School.

Children are first taught the sounds of letters, NOT their names, and the correct formation of letters is very important. Once the sounds are known, the children are taught to blend the sounds, enabling them to tackle simple words from a very early age.

Children progress on to chapter novels. Discussions on content and language are explored through follow–up reading activities. Children also read non-fiction books, magazines, recipe books and watch film clips etc. to broaden their knowledge and enjoyment of different genres. The children contribute to the choice of reading matter.

Children are given the opportunity to visit the mobile library which visits 15

school regularly.

Modern Languages

In line with Government guidance, 2 + 1 languages are taught. In Kinlochewe French and Gaelic are taught as well as English. Teaching consists mainly of spoken activities, reinforced by games, songs etc. Gaelic provision, sometimes takes the form of cultural activities, and is sometimes provided by outreach workers from Feis Rois. Children are actively encouraged to celebrate the local culture.

Interdisciplinary Learning and Social Studies

This subject is intended to encourage the child’s understanding of his/her environment, society and culture. The studies are a broad mix of Geography, History, Science and Technology but Language, Mathematics and Expressive Arts are also included. Environmental Studies is taught in a project format i.e. - a central theme is chosen from the School’s Cyclic programme informed by ACfE experiences and outcomes, and is then used as a context for developing the appropriate skills. Topics in recent years have included Superheroes, WW2, The Commonwealth Games, Dragons and Dinosaurs, Magnets, Water, Pirates and a local project on Loch Maree. Topics vary in length according to the context.

The School aims to provide a broad and balanced programme through which the child can develop the appropriate skills, knowledge and attitudes to support them in lifelong learning.

The outdoor local environment is used as much as possible and learning is supported by outside environmental agencies.

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Mini projects are also introduced at various times throughout the year.

They may capitalise on national events, local interest, festivals, current affairs or be stimulated by the environment.

More recent mini topics have included a seasonal food topic, a jam making enterprise project, moles and a project on white-tailed

eagles.

Health and WellbeingWe encourage pupils, staff and parents to think about healthier lifestyles. Children are encouraged to set Health Targets. Healthy living is a regular topic in classes. We have a School Travel Plan which promotes safe and healthy routes to school. We regularly participate in Walk to School and Cycle to School Weeks. We also aim to walk approximately 1 mile each day weather permitting.

We value all activities that make up a healthy and happy community.

Health Education is split into Physical Health, Social Health and Emotional Health. As there is overlap in other areas of the Curriculum such as Personal Social Development and Religious and Moral Education, the School has prepared a cyclic programme to cover Health, PSE and RME. Children also encounter Health issues through their Eco-School and Current Affairs activities.

Some topics are taught as stand alone lessons e.g. sex education in P6/7 and drugs awareness. Others evolve as part of cross curricular topics or are embedded in the everyday ethos of the school.

(Parents are welcome to borrow the resources we use for Sex Education before their child begins this topic.)

Children are encouraged on a daily basis to develop good hygiene routines: hand-washing, tooth brushing etc. safety awareness in and out of school, sensible nutrition, to participate in daily exercise, social skills centred on eating, social skills linked to friendship and relationships and organisational and personal independence skills. Children have access to a

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confidential “worry” box and are taught who they can turn to with any concerns they may have. The school readily acknowledges its responsibility to teach life-long learning skills in Health and Wellbeing.

We are a Health Promoting School!

Children have the opportunity to participate in overnight adventurous activities during the course of their primary education. Recently these stays have been centred in the Cairngorms.

Some of our home grown garden produce is used in cooking projects such as learning how to make soup

Science and Technologies Whenever it is appropriate Science links to our Environmental studies topic or Eco-School activities as links across subject areas are emphasised, however, some topics are taught as stand alone lessons. The school grounds, pond, garden and local environment are used for outdoor cross curricular learning including science. Whenever possible we link science and technology topics to their relevance in the world around us and children are taught how to carry out fair tests, make predictions, to develop evaluating and recording skills. We encourage children to take an interest in the world around them and follow up on scientific news items in current affairs. Expressive ArtsExpressive Arts incorporates the subjects of Music, Drama, Physical Education and Art.

MusicThe School aims to give each child the opportunity to create, perform and respond positively to music, and to encourage them to realise their musical potential. Children are given the opportunity to sing, use instruments, create and listen to music. We also have musical input from visiting Feis Rois and Kodaly instructors during the course of the year.

Physical EducationTwo hours of PE is timetabled each week. Our P.E. Sessions take place in the Village Hall with the grass area of the playground or hall being used when weather permits. A mixture of games, movement, ball skills, dance and athletics are taught, together with an annual block of 5 weeks swimming in Poolewe Swimming Pool. Instruction there is given by trained swimming pool staff, and classes involved depend on the School roll and the number of teachers on the Staff. We also adhere to the philosophy of Better Movers,

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Better Thinkers which promotes the links between activity and concentration and brain development.

Children are encouraged to participate in Inter-School Sporting events and festivals, organised locally within the Gairloch Cluster and by the Ross-shire Primary Sports Association. The school works closely with the Active Schools Co-ordinator and seeks to provide opportunities for personal achievement.

Children require shorts, a white PE polo shirt and trainers for these lessons. They can be worn under tracksuit trousers and their school sweatshirt on PE days but children are expected to bring uniform to change into afterwards in order to encourage personal hygiene routines.

ArtChildren learn to express themselves using different techniques and their creativity and enjoyment of art is encouraged. The work of internationally re-known artists is considered as part of their art education. Art is often linked to topic work. Drawing materials are also available to use during wet playtimes. Children are encouraged to develop an interest in the world of art, express their opinions and personal preferences and to use a range of different media. We sometimes work with outside art groups, visiting artists and we visit the mobile art gallery when it is in the area

DramaChildren are given opportunities to act and mime throughout the session, with greater frequency in the Infant Classes where role-play etc. is all part of their experiences. The whole School is usually involved in a play, pantomime or musical production at Christmas time for parents and friends of the School. In addition we sometimes have visits from outreach workers and visiting performers at various times throughout the year. We also visit the theatre in Inverness on an annual basis and attend local performances from drama groups when appropriate.

Religious and Moral Education

The School aims to help children to see that religious and Christian ideas are meaningful in their everyday lives and to foster attitudes of tolerance towards people of other beliefs. An Open the Book group from the Church of Scotland visits school on a monthly basis to perform and share Bible stories. We also help organise a Carol Service at Christmastime to which family and friends of the school are invited. We also participate in a Remembrance Service at the Village War Memorial each November. In addition, children are given the opportunity to acquire knowledge and understanding of all the main comparative world

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religions.

Parents who wish their children to be withdrawn from assemblies and religious observance should make their feelings known in writing to the Head Teacher. As stated previously, RME programme is now part of a cyclic programme together with Health and Personal Social Development.

ASSESSMENT AND REPORTINGAs a school, we seek to provide information to pupils, parents and staff to assist in the effectiveness of learning and teaching process and in raising attainment.

Teachers will use the assessment process as an evaluative, diagnostic and formative tool to provide evidence of pupil attainment and progress and to inform learning and teaching approaches and pupil targets.

Pupils should view the assessment process as a motivating experience which takes place within the overall context of a supportive school. Pupils should make use of feedback, in all its forms to inform next steps for the improvement of their own learning.

Parents will receive feedback on their son or daughter’s progress through pupil reports, progress checks, and target setting information.

Pupils will reflect on their progress, achievement and best work in their Personal Learning Profiles.

Assessment of your child’s progress goes on all the time. Staff monitor progress in a number of ways:

a. Observation - It is very important to know how your child works and Staff continually

observe your child’s approach and attitudes towards the various tasks set.

b. Appraisal of completed work - The quality and quantity of completed work is monitored by

Staff, and progress and difficulties identified.

Teachers mark work using the 2 Stars and a Wish approach. This aims to reinforce the things the child has done well in their work and highlights individually what they need to do to improve.

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c. Children are also encouraged to self-assess their own work and set themselves targets to work towards. Every child has their own Personal Learning Profile which also celebrates their successes in and out of school. Children also complete a weekly learning log recording their achievements/ targets etc.

d. Peer assessment also forms an integral part of classroom work.

e. Personal Learning Profiles have been developed within a Curriculum for Excellence. These include individual samples of school work assessed to specific criteria, records of work, targets, evaluations and work the children themselves choose to include. These are available for parents to see at any time.

f. Standards are shared on a local basis too through our associated school group.

g. Electronic assessments are also used, as is practise throughout Highland. Children complete these on-line assessments in Reading, Spelling, Mental Maths, General Maths, Developed Ability and Attitudes to School. These help teachers by providing another tool in the whole assessment process.

h. Children have individual interviews with their teacher to discuss their work, attitudes etc. and to jointly plan next steps

i. Progress and personal achievement is tracked throughout a child’s school career recording their levels of achievement against their potential

j. Reports or Pupil Profiles are issued each May summarising a child’s progress across the curriculum, their achievements, next steps and including a learner’s perspective of their primary year

k. Learning Snapshots are also completed on a termly basis. A task is assessed by pupil and teacher and a shared conversation takes place about the work. The snapshot is then taken home for parents to see and comment upon.

More national information about this process can be found by accessing the Education Scotland website.

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Additional Support Needs

All children need support to help them learn. Some children require more support than others.

Teachers monitor the progress of pupils formally recognised as having special educational needs. The needs of such pupils are generally catered for within the normal pattern of courses but with specialist advice and support as required via Tutorials and if required, a child’s plan may be put in place to outline an action plan to help organise, monitor and regularly review a child’s progress. Parents and pupils will be involved in these procedures and in reviews. More information can be found about the Highland Council model for child’s plans at: http://www.highland.gov.uk/learninghere/supportforlearners/generalguidance/planning/

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 wellbeing.

If you have a concern about your child in primary school, please contact your child’s teacher or the head-teacher who will be your child’s “named person.” In secondary school, the named person will usually be the Principal Teacher Guidance/Pupil Support.Once identified, children with additional support needs, in co-operation with the Support for Learning Teacher/Area Support for Learning Team leader may be assessed. An appropriate programme of extra help which may involve the introduction of different course books, reading schemes etc. will be compiled. If this fails to improve the child’s performance, then the advice of the Educational Psychologist will be sought. Parental approval is always obtained before a child is referred. Other specialist help is also available for pupils.

If you wish to find out more about the Highland Practice Model, the Child’s Plan or you would like more advice you can access more information at: http://enquire.org.uk/EducationScotland There are also information sheets available at: www.chipplus.org.uk click on Education

Transitions

As we are a one teacher school with an on-site Nursery, transition to P1 is generally smooth. Children entering P1 are very familiar with the building,

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staff and some school rules and routines. They spend time in the classroom in their last term of nursery, and school and nursery pupils share events and activities together throughout the year whenever it is appropriate. Once in P1 children visit the nursery for regular play, story sessions and for more structured activities to help with their curricular transition. Our Early Years Practitioner is also our Pupil Support Assistant and works with children in the classroom on a daily basis so there is a familiar face to support them there too. Children moving from class to class do so within the same classroom and with the same staff so transition for them is seamless.

Once in P7, children meet staff from the High School in their own primary school when they receive a “Welcome Pack” and they then have 3 days of ice-breaker/induction visits to Gairloch High School before the end of the summer term. In recent years the primary school cluster has also arranged joint P7 activities to help children forge new friendships before S1.

Information about the child is passed confidentially to the Guidance Department of the High School to help further ensure a smooth transition.

Gairloch High School also arranges an open evening meeting for all P7 parents in the Summer Term as an introduction to S1.

Illness at School

If a child becomes ill at School, a parent at home will be telephoned, and be asked, if possible, to collect the child from School. In the absence of an available parent, an emergency contact will be telephoned. If that fails, then the child will be kept in School until contact with either can be made. If a serious illness or injury is obvious, the District Nurse or Local Doctor will be contacted as a precaution. Parents should be aware that they must inform the School of any particular condition in their child that might put other children at risk.

Children experiencing sickness or diahorrea should be kept at home for 48 hours after the last bout of illness. Please do not send your child to school if they have a severe cold or flu like systems. Children find it extremely difficult to concentrate in school when they are ill and would be better at home recovering and not risking the spread of germs.

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Administration of Medicines

Staff will only administer medication when there are clear written guidance from the parents on:The name of the medicine, the quantity of the medicine to be given, the time it has to be given.Prescriptive medication should be given at home by parents.

Minor injuries

School will only deal with minor cuts and bruises, these will be cleaned and a plaster applied.

Health checks are carried out by the school nurse in P1/P7. Parents are always informed of these visits. The oral educator also visits school on a regular basis. Flu vaccinations are carried out by the school nurse each autumn for those children with written parental permission.

Preparing Your Child for School

Encourage your child to dress him/herself, and to be able to use a knife and fork for eating.

Begin to develop good hygiene routines regarding washing hands after using the toilet and before handling food etc.

Read stories, nursery rhymes etc. and encourage the child to talk about things that he/she has done or seen.

It helps the School greatly if a child is made to tidy up his/her things at home. Early independence and the development of organisational skills are encouraged by the school.

Construction toys, jigsaws, drawing with large crayons and using scissors are all excellent pre-school activities which will be really helpful when formal schooling begins.

Try and give your child opportunities to spend time each week with a friend, away from you. School must never be the first parting from parents, if at all possible.

Although the School appreciates the excellence of many children’s TV programmes, this is a very passive way of learning, and it cannot replace the stimulation a child receives through discussion and active interaction with parents, siblings and friends.

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Children coming into Primary 1 will have had the benefit of Nursery provision, and its induction process. This helps to ensure a confident and happy start after the summer, as they will know the Teacher, other children and be familiar with the Classroom. There is particular emphasis on literacy and children are encouraged to talk meaningfully about their play, and communicate with their Teacher and their classmates.

Play is an important part of the beginning of learning. Children learn to co-operate and share with one another. Some toys encourage good hand control; some are creative; others introduce children to colour and shape and comparisons of size and counting activities. Construction is always a worthwhile activity, whatever the medium. Imaginative play should also be encouraged.

DisciplineChildren are expected to be courteous at all times to all members of School staff, conveyance operators, and to their fellow pupils and should behave in a manner conducive to the safety and wellbeing of everyone. Bad language will not be tolerated within School boundaries, or whilst travelling in School Transport.

It is hoped that a verbal reprimand will be sufficient punishment for any misdemeanour, but consistent bad behaviour giving cause for concern will result in the parents concerned being informed, and being invited to the School to help find a mutual solution.

At all times children are encouraged to show a degree of self-discipline, and have regard for their own and other pupils’ property and safety, both in the School and in the community at large.

Good school discipline can only be achieved with the co-operation of home and school; the school works hard to achieve and maintain high standards which reflect the high degree of parental support recorded to date.

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In Kinlochewe Primary School children are expected to follow some simple rules...

Be kind to each otherWork hard and try your bestBe polite and respectful

The children have devised their own set of school rules and a code of conduct which are displayed in the classroom.

These are reviewed and agreed on an annual basis

School Meals

School Lunches are unavailable at present (16/08/16) as we do not have a school cook. Children are required to bring a packed lunch to school. Water is freely available to drink. We are hopeful the kitchen will re-open in the near future. Please contact the school for further updates.

For InformationThe present contractor providing school meals is Highland Contract Services, and the price of a meal is £2.30 (April 16) From January 2015 all P1-3 children receive a free school meal in line with government thinking.There is no special area available for the consumption of packed lunches. The Highland Council’s recommendations for packed lunches, if required, can also be accessed at the School, and application forms for free School Meals/help with uniform can be had on application to the Head Teacher.

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The School has been part of the Hungry for Success initiative and meals have been tested for nutritional value. The menus are formulated by Catering Services. Fruit and Vegetables are sourced from the school garden whenever possible. When available all children are encouraged to take school meals, try new food and enjoy the social aspects of eating together.

School dinner money for the whole week is collected on a Monday morning by the School Cook. Any absence during the week will result in the amount of money in credit being deducted from the following week’s amount. Free meals forms for any children entitled to this service are available on request from the School.

Fresh fruit and yoghurt are always available as an alternative to the desert dish on the menus. Kitchen Staff are usually able to provide a meal for any children who are unable to eat the prepared meal, due to medical or other reasons. Parents should let the School Cook know of any such problems.

Samples of the dishes on the menu are:

Main course – Spaghetti Bolognaise, Fish and Chips, Roast Pork, (all served with vegetables and potatoes) and Various Homemade SoupsDesserts - Rice Pudding, Fruit Crumble & Custard, Yoghurt and Fresh Fruit.

Vegetables are put on every child’s plate and they are actively encouraged to try new foods. Vegetable/ table manners challenges are occasionally used as incentives to healthy eating and the social side of mealtimes.This is a sweetie free school and in agreement with pupils and parents sweets or fizzy drinks are not allowed to be brought to school as a play piece. Healthy snacks are encouraged.

School TransportFree transport to and from the School is available for pupils under the age of eight residing over two miles from the School, and to those over the age of eight residing more than three miles from the School. Any pupil, who abuses the privilege of free School transport by inappropriate behaviour, will be subject to normal School disciplinary procedures. Children learn to work on individual tasks and co-operatively in Science and other curricular areas: sharing ideas, activities and supporting younger and less able members of their team.

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Early Closures

If the School requires to make an emergency early closure, all parents and conveyance operators will be informed if possible. In addition, all parents are issued with the instructions for using the Council's School Information Hotline. Any child whose parent or emergency contact is unavailable will be kept in School, under the supervision of a member of staff until contact can be made. Similarly, in accordance with council advice, the Severe Weather Hotline will continue to be a source of regular information to parents and staff in the event of the School being closed due to bad weather. However due to the small numbers involved at present it may be deemed more appropriate to make individual phone calls to each family when necessary.

Materials & Equipment

There is no charge made for any materials or equipment used in the course of the School year.

School FundThe School Fund is used to supplement the annual Education Authority Budget for this School, by purchasing items of equipment and resources and paying for the cost of transport to extra-curricular activities such as school trips, sports events, plays etc.

Proceeds from School Concerts, raffles, Sales of Work and enterprise projects such as selling postcards are used to strengthen the fund. School funds are independently audited by a member of the local community.

School Uniform

The School has a recognised school uniform, as we believe it is important for children to have a sense of identity and pride in their School, and therefore the wearing of School uniform is strongly encouraged. The daily uniform is maroon/silver school ties, white shirts and maroon v-necked sweatshirts/cardigans with the School logo, grey or navy skirts for girls and

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grey/dark trousers for boys. For PE children require white polo shirts and shorts too. All uniform, which is embroidered with the school logo, can be purchased online at www.uniformeasy.com (Tesco’s uniform service) just follow the links for Kinlochewe Primary. http://www.clothingattesco.com/highland/kinlochewe-primary-school/invt/5116023

The Pupil Council, in consultation with Staff agreed to allow girls the option of wearing red and white school summer dresses if preferred from Easter to October. During this time, the school polo shirt may also be worn as an alternative to a shirt and tie.

The School greatly appreciates the support from parents in the unanimous adherence to the School Uniform. The many positive comments being made to staff about the children's appearance, both in school, and on visits out with the community bear testimony to this.

Homework

It is the School’s policy to give maths and language homework on a weekly basis and for children to take increasing responsibility for organising their own timetabling of homework. In P1/2 children will have daily reading activities. Homework will occasionally include work from other areas of the Curriculum linked to topics. Sumdog is used from P3 upwards to help in the development of mental maths skills. Sumdog accounts are closely monitored by the class teacher.

Work, which should have been completed in class, may have to be finished occasionally at home if the Class Teacher thinks that the child is capable of more output in School.

Parents are strongly encouraged to take an interest in their child’s homework, as this is a vital area in the promotion of confidence and self-esteem.

Absence

Children are expected to attend School at all times during term time, except obviously in the case of illness.

While the School appreciates that some parents are unable to take holidays 29

within School holiday dates, these breaks in education are extremely detrimental to a child’s progress, and also disruptive to those children left behind. Because of increasing concern over the number of pupils now taking time off School to accompany parents on holiday during term time, Highland Council has issued guidelines advising against this practise.

In the case of ‘normal’ absence from School due to ill health etc., and in line with child protection requirements, if a parent has not informed the school by 10.30 am of their child’s absence we are required by law to make contact with the parents to enquire about the child’s whereabouts. This will be followed by a report being made to the police if a child is absent for 3 days with no school contact having occurred.

Any parent requiring their child to have extended leave of absence is asked to contact the Head Teacher by telephone or in writing. Absence from School for any reason requires a note explaining the absence to be sent to the School when the child returns.

When at all possible, medical and dental appointments should be made out-with school hours.

School Holiday Dates are given to parents every session. An electronic calendar can be found on the Highland Council website.

Complaints Procedure

Please contact the head-teacher in the first instance. 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 local area Education Centre for advice.

Please note that transport is not a school responsibility and any queries should be addressed to the Local Transport Officer. http://www.highland.gov.uk/learninghere/schools/informationforparents

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APPENDIX 1 – School Roll

The present roll of the School is 8 pupils in mainstream and 0 children in Nursery. (Aug. 2016)

APPENDIX 2 - Staff

FULL- TIME TEACHING STAFFCLASS TEACHER/HT Mrs Sarah Teacher (Acting Head Teacher)

VISITING STAFFMANAGEMENT TEACHER Mrs Lorna Nelson

MUSIC/PE/GAELIC Mrs. Patricia Macdonald ANCILLARY STAFFSCHOOL CLEANER Vacancy SCHOOL COOK VacancyPUPIL SUPPORT ASSISTANT Ms Joanne Linley and

Mr David TaylorCLERICAL ASSISTANT Mrs. Fiona Price

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DisclaimerWhilst information provided is considered to be correct at the time of printing it is possible that there may be changes affecting a matter dealt within the document.

Administration of MedicinesStaff will only administer medication when there is clear written guidance from the parents on:

The name of the medicine, the quantity of the medicine to be given, the time it has to be given.

Prescriptive medication should be given at home by parents.

2009 Additional Support for Learning Act: http://www.legislation.gov.uk/asp/2009/7/contents

Information about the 2009 Additional Support for Learning ActLegal informationThe Education (Additional Support for Learning) (Scotland) Act 2004 came into force in November 2005. In June 2009, the Act was amended. These amendments form the Education (Additional Support for Learning) (Scotland) Act 2009 and it comes into force on 14 November 2010.

What does this mean for pupils and parents?The new Act doesn’t change the basic purpose of the 2004 Act – it aims to strengthen some duties under the Act and clarify parts that have been confusing.Here are some of the main changes:

• Under the 2004 Act ‘additional support’ means support that is provided in a classroom or a school. The 2009 Act changes this to include support that is given out of school but that helps a child get the most out of their school education. This could include a social worker helping a child who refuses to go to school or a mental health nurse supporting a child to cope with issues affecting their school life.

• Children who are looked after by a local authority will automatically be assumed to have additional support needs. For looked after children who don’t need extra help this will have little impact. For those who do need help it will make sure their needs are considered as they move through school or if they change school. Local

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authorities will also be expected to check whether these children require a Co-ordinated Support Plan (CSP) or not.

• The 2009 Act allows parents to ask their local authority for a specific type of assessment at any time. Under the 2004 Act parents had this right only when asking the education authority to identify whether their child had additional support needs or when asking the education authority whether their child required a CSP.

• The duties that local authorities have towards young disabled children have been strengthened. Under the new Act local authorities have a duty to assess disabled children aged between 0 and 3 and provide them with additional support, if required, in agreement with their parents.

• Local authorities will have to publish information on where parents and carers can find help, information and advice, including contact details for Enquire. Local authorities will have to make sure that a summary of this information (including details of dispute resolution and mediation services) is available from all schools (and other sites that provide education). They also need to make sure this information is included in school handbooks and on their website.

• There is a section about placing requests that states that parents of children with additional support needs, (including those that have CSPs) 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 (whether the child has a CSP or not) will be referred to the Additional Support Needs Tribunal. Some of the changes made in the 2009 Act deal specifically with children who have, or may require a CSP, and in particular to disagreements between local authorities and parents about the CSP.

• The Act extends the reasons that a parent or young person can make a referral (called a reference) to the Additional Support Needs Tribunal. Parents can make a referral when a local authority decides that a child does not need a CSP but also when local authorities have: failed to provide the additional support set out in the CSP; not responded to a parent’s request to find out whether their child needs a CSP within a given time; or, after having said they will consider whether a CSP is required have not made a decision (within a given time) on whether the child needs a CSP or not.

• The Act also gives the Additional Support Needs Tribunal extra powers to force local authorities to provide, or make arrangements providing additional support that is set out in a CSP if they have not done so.

• The new Act includes a duty for the Scottish Government to fund a national independent advocacy service (on request and free of charge) to support parents and young people in Additional Support Needs Tribunal proceedings.

The above points do not include all the changes resulting from the 2009 Act but simply cover the main points. Throughout the summer Enquire will be changing all their guides and fact sheets to take account of the 2009 Act.If you have any questions about the 2009 ActPlease contact the Enquire Helpline on 0845 123 2303 or by email oninfo@enquire.org.uk

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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 www.scotxed.net.

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.

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

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securely and no 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 (www.scotxed.net).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, and 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.PROTECTION OF CHILDRENFrom 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.

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In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must 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 <contact details> or online at http://www.highland.gov.uk/info/1361/childcare_and_family_care/438/child_protection

Additional InformationData Protection Act 1998

Information on pupils 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 www.scotxed.net.

Transferring Educational data about pupils

The 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.

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 pupils

o 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 achievement

o share good practice

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o target resources better and enhance the quality of research to improve the lives of young people in Scotland

Data policy

Information about pupils’ education is collected through our statistical surveys in partnership between the Scottish Government and Local Authorities through the ScotXed Programme which aims to help schools and Local Authorities by supporting efficient collection, processing and dissemination of statistical information. The Scottish Government then provides analysis of the data to support research, planning, management and monitoring of education services as well as to produce National Statistics publications.

Education data within Scottish Government is managed effectively by secure systems and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy, Scottish Government will not publish or make publicly available any information that allows individual pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of individuals. Data is held securely and no information on individual pupils can or would be made publicly available by Scottish Government.

The individual data collected by Scottish Government through the Pupil Census is used for statistical and research purposes only.

Your data protection rights

The 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 (www.scotxed.net).

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

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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.

Concerns

If you have any concerns about the ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at mick.wilson@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 Inclusion

Please see http://www.highland.gov.uk/livinghere/equalopportunities/ for up information, in summary, out activities in school should ensure that we:

Eliminate unlawful discrimination, advance equality of opportunity, and 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.

PROTECTION OF CHILDRENFrom 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 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.

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COPIES OF CHILD PROTECTION POLICY GUIDELINES are available online at www.highland.gov.uk

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