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STIRLING HIGH SCHOOL

HANDBOOK 18/19

Stirling High School

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Stirling Council Schools, Learning and Education Stirling Council is committed to working in partnership with our communities to deliver the best possible services for all who live and work in the Stirling area. We have a clear focus on achieving the highest standards in our schools and nurseries so that the children, young people and citizens of Stirling benefit from first class services. Education is key to every child’s future and enables us to create a fairer and more inclusive society, where our young people secure positive destinations when they leave school. We attach great importance to lifelong learning, giving children the best possible start in life from nursery, through school, to life beyond school. We want all children and young people growing up in Stirling to be: safe and happy; listened to and respected; engaging in a wide range of active learning opportunities; and achieving positive outcomes. We will realise this ambition by putting children and young people first, promoting inclusion and delivering high quality services. The needs of our children and young people will be best met by working effectively together with parents, carers and a range of partners. We want parents and carers to be involved in their children’s learning. We look forward to working with you, as your child embarks on their transition to a new school.

Kevin Kelman Chief Education Officer Stirling Council November 2017


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GOOD IDEAS MAKE GOOD SCHOOLS

We believe that Stirling High should be a caring part of the community - a place where pupils, parents and members of the public can come and feel confident and relaxed about the way they will be treated, both regarding education and in human terms. In Stirling High, we are constantly looking at ways to improve and extend this caring approach - in the education service we provide, in the welcoming environment we create and indeed in this handbook. We value any suggestions that you have to make, which would contribute to the well-being of the school.

NEED

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HEAD TEACHER’S INTRODUCTION


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Dear Parent or Carer

Welcome to Stirling High School’s handbook.

The Stirling High School motto is Tempori Parendum which means

‘Be prepared for your time’. We aspire to ensure that all pupils

are well prepared for whatever experiences and challenges they

may face such as exams, playing for the football team or

performing in a school production. We want pupils to be

prepared for life now and in the future.

In Stirling High School, we aim to always provide stimulating and

challenging experiences that will enable all learners to develop

the skills, knowledge, attitudes and values that will prepare them

for life today and in the future.

Stirling High School is a community where we are committed to doing our best. We REACH out to

support everyone through developing Resilience, Ethos, Achievement, Community and Health. Our

school aims create the support and environment for our young people to be the best that they can be.

In Stirling High School, we want the pupils to thrive and to enjoy their time with us. This handbook will

give you a flavour of the day to day life of the school but please feel free to get in touch if you require

further information.

I look forward to working with you and your child in the exciting years ahead.

Yours sincerely

Paul Cassidy

Headteacher


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AIMS AND VALUES OF STIRLING HIGH SCHOOL

Our School Motto is – TEMPORI PARENDUM - 'BE PREPARED FOR YOUR TIME’


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STIRLING HIGH SCHOOL COMMUNITY’S VALUES


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SCHOOL INFORMATION


Torbrex Farm Road

Torbrex

Stirling

FK8 2PA

Telephone: 01786 472451

Website: www.stirlinghigh.co.uk

Facebook: www.facebook.com/StirlingHighSchool/

Twitter: @Stirling_High

Instagram: @stirlinghighschool

Parents can contact or visit the school at any time to enquire about enrolment, courses and policies. Please make

contact via telephone or email and not using one of our social media channels.

HEADTEACHER P Cassidy

DEPUTE HEADTEACHER L Allen

DEPUTE HEADTEACHER P Downie

DEPUTE HEADTEACHER A MacLeod

DEPUTE HEADTEACHER M McLoughlan

Teaching Staff (as at August 2017) 74

School Roll (as at August 2017)

S1 195

S2 158

S3 170

S4 142

S5 137

S6 121


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STAFF 2018/19

Senior Leadership Team

Headteacher Mr P Cassidy

Depute Headteacher MS L Allen – Pupil Support

Depute Headteacher Mr P Downie – Douglas House

Depute Headteacher Mrs M McLoughlan – Stewart House

Depute Headteacher Mr A MacLeod – Randolph House

School Resource Officer Mrs T Ballantyne

Principal Teachers Curriculum

Business & Technologies Mr A Hamilton

Citizenship Mr K McAdam

Communication Mr G Crosbie

Creative Industries Mr H Fowler

Numeracy Mrs N Gardner

Physical Education Mr N Durno

Social Subjects Mrs L Prince

Science Mr M Reid

Principal Teachers Pupil Support

Douglas Mrs V Wilson

Randolph Mr D Downie

Stewart Ms S Robb (Acting)

Additional support needs Dr W Veitch

Equity Ms A Devoy

Teaching Staff

Art Computing

Ms C Hutchinson Mr M Mullin

Ms E McCallum Ms S McAlpine

Biology Design and Technology

Mr M Brown Mr D Downie (PTPS)

Mrs L Durno Mr A Finn

Mr R Thomson Mr B Forbes

Mr G Walker Mrs S Rye

Business Education English

Mr A Hamilton (PT Business & Technologies) Mr G Crosbie (PT Communication)

Ms N Campbell Mrs L Cuthbertson

Mr P Keeley Ms C Fraser

Mrs Y McNichol

Chemistry Ms R McConnell

Dr A Abraham Ms K McSweeney

Mrs P Nicol Mrs V Wilson (PTPS)

Mr C Stewart

Geography

Mrs L Prince (PT Social Subjects)

Ms R Todd


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Health and Food Technology History/Modern Studies

Ms E Johnston Ms J Coffey

Vacancy Ms L Montgomery

Vacancy

Mathematics

Mrs N Gardner (PT – Numeracy) Additional Support Needs

Mr A Cameron Dr B Veitch (PT – ASN)

Mr S Johnson Ms A Devoy (PT Equity)

Mr C McIlwaine Mrs K Edwards

Mr S McWhattie Ms C Jamieson

Mrs K Pinas Mr C Steele

Miss F Withey

Miss K Withey Administration

Mrs P Noblett, School Administrator

Modern Languages Mrs J Anderson

Mr K McAdam (PT – Modern Languages) Ms L Innes

Ms E Falconer Mrs K Howie

Ms A Lochhead Mrs A McGregor

Mrs C McKerracher

Music Mrs L Rogerson

Mr H Fowler (PT - Creative Industries

Miss A Bilsborough ASN Support for Learning Assistants

Ms K Smith Ms T Cameron

Mrs K Dunbar

Physical Education Mrs L Fotheringham

Mr N Durno (PT – PE) Mrs M NcNab

Mr C MacPherson Mrs J Sinclair

Mr R Knight

Ms S Robb (PTPS) Learning Resource Centre

Mrs K Howie, LRC Assistant (am)

Physics Ms L Innes, LRC Assistant (pm)

Mr M Reid (PT – Science)

Dr A McDonald Technicians

Mrs C Wood Mrs T Togneri, Senior Technician

Mr N Connell Technician

Religious Education Mr T Moodie, Technician

Mrs L Hunter Mrs L Murray, Technician

Mr T Ambrose


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2017/18 TERM DATES

Autumn Term

Staff return Friday 17 August 2018

Pupils return Monday 20 August 2018

Ends Friday 12 October 2018

October Holiday

Starts Monday 15 October 2018

Ends Friday 19 October 2018

Winter Term

Starts Monday 22 October 2018

Staff Development Day Thursday 29 November 2018

Staff Development Day Friday 30 November 2018

Ends Friday 21 December 2018

Christmas Holiday

Starts Monday 24 December 2018

Ends Friday 4 January 2019

Spring Term

Starts Monday 9 January 2019

Staff Development Day Monday 11 February 2019

Staff Development Day Tuesday 12 February 2019

Local Holiday Wednesday 13 February 2019

Local Holiday Thursday 14 February 2019

Local Holiday Friday 15 February 2019

Ends Friday 29 March 2019

Spring Holiday

Starts Friday 1 April 2019

Ends Friday 12 April 2019

Summer Term

Starts Monday 15 April 2019

Local Holiday Monday 6 May 2019

Ends Friday 28 June 2019

Summer Holiday

Starts Monday 1 July 2019

Ends Friday 16 August 2019

Staff return Monday 19 August 2019 *

Pupils return Tuesday 20 August 2019 *

*To be confirmed


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SCHOOL STRUCTURE 2018/19

Headteacher – P. Cassidy Self Evaluation for Self Improvement, Parental Engagement, Leadership and Management of Staff, Management of resources to promote equity

School Resource Officer

T Ballantyne

Staff absence cover arrangements

Finance/Budget

School Fund

Human Resources

Learning Resource Centre

Calendar/Events

PPP Liaison

Facilities Management Liaison

Support Staff

Prizegiving Evenings

Handbook

Depute Headteacher

M McLoughlan

Stewart House Year Groups S3 and S4

Timetable (2.2)

Curriculum (2.2)

Learning, Teaching and Assessment

(2.3)

Transitions: Senior Phase (2.6)

Depute Headteacher

A MacLeod

Randolph House

Year Groups S1 and S2

SQA Co-ordinator

Prelims/Exams

Continuing Professional Learning (1.2)

Probationers/Student Teachers (1.2)

Behaviour

Learner Voice: pupil councils (1.2)

Excursions

Health and Safety (2.1)

Depute Head Teacher Paul Downie

Douglas House

Year Groups S5

Raising Attainment and

Achievement

and Closing the Attainment Gap

(3.2)

Monitoring and Tracking (3.2)

Reporting to Parents/Carers (2.5)

Partnerships (2.7)

Learning Community (2.6)

Developing Young Workforce (3.3)

City Deal (3.3)

Depute Headteacher

L Allen

Pupil Support (2.4)

Year Group S6 and Prefects

ASN (2.4)

Personalised Support (2.4)

Safeguarding and Child Protection

(2.1)

Ensuring Well Being, Equality

and Inclusion (3.1)

Family Learning (2.5)

Digital Literacy and Innovation (3.3)

Enrolments

Attendance

Transitions: BGE (2.6)

Uniform

PT ADDITIONAL SUPPORT NEEDS

B Veitch

PT EQUITY

A Devoy

PT Pupil Support – Stewart

Vacancy

PSE (Careers & Education for Work)

PT Pupil Support – Randolph

D Downie

PSE (Health and Social Skills)

PT Pupil Support – Douglas

V Wilson

PSE (Study Skills/Support)

Stewart

N Gardner (Maths)

PT Numeracy

Maths

Stewart

K McAdam (MFL)

PT Modern Languages

& Confucius Hub

Modern Languages

Stewart

L Prince (Geography)

PT Social Subjects

Geography

History

Modern Studies

Randolph

G Crosbie

(English) PT Communication

English

RME

Randolph

M Reid (Physics)

PT Science

Biology

Chemistry

Physics

Douglas

H Fowler (Music)

PT Creative Industries

Art

HE

Music

Douglas

A Hamilton (BE)

PT Business &

Technologies

Business Education

Computing

Design & Technology

Douglas

N Durno (PE)

PT Physical Ed

PE

Fitness & Sport

Extra Curricular


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CURRICULUM

Curriculum

Our curriculum is built upon the following foundations:

Challenge and enjoyment

Breadth

Progression

Depth

Personalisation and Choice

Coherence

Relevance

S1/2/3- BROAD GENERAL EDUCATION

Our BGE curriculum has been designed around the CfE experiences and outcomes up to and including the

fourth level, in each of the 8 curricular areas of CfE:

Languages

Mathematics

Social Studies

Sciences

Expressive Arts

Technologies

Religious and Moral Education

Health and Wellbeing

S1 Curriculum In S1 our young people cover a wide range of subjects within the above curricular modes. French is the main

language studied, in addition to this young people do a taster module of Mandarin.

Pupils are grouped in mixed ability classes. To ensure that each class has pupils from the full ability range,

primary reports are used, along with information gathered by secondary staff (Pupil Support and Additional

Support Needs staff) during their visits to the primary schools.

The emphasis on S1 is on group work, project based learning and cross-curricular themes where appropriate.


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S2 Curriculum In S2 our young people continue to deepen their knowledge of subjects within the curricular modes. However,

in languages, young people also experience taster modules in Spanish and German in addition to continuing

with their primary language of French.

Towards the end of S2, pupils are able to deepen their learning and personalise their curriculum for S3 by

taking forward 8 subjects.

S3 Curriculum The curriculum for S3 is:

English;

Mathematics;

A language chosen from – French, German, Spanish;

Religious, Moral and Philosophical Studies

Physical Education

A choice of five other subjects, chosen to ensure a young person covers each of the curriculum areas required

within the BGE i.e. selected to ensure coverage of Social Studies, Sciences, Expressive Arts, Technologies

Whilst young people complete the BGE in S3 there is the opportunity when appropriate, for Learning and

Teaching to be aligned to national courses.

In January S3 pupils decide which subjects they will study in S4. Information is provided for pupils and parents

about the choice of courses available in S4. Detailed advice is given by Pupil support, Senior Management and

subject staff about these decisions, depending on each pupil’s progress, interests and career aspirations.


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SENIOR PHASE – S4, S5 AND S6

During their Broad General Education young people in Stirling High will have gained a firm foundation for

progress into the Senior Phase. Within the Senior Phase the school remains committed to the principles of

Curriculum for Excellence. We recognise the importance of the 4 contexts of learning:

Ethos and life of the school

Curriculum areas and subjects

Interdisciplinary learning

Opportunities for personal development

and strive to provide our young people with a wealth of opportunities and learning experiences to develop

them as responsible citizens, confident individuals, effective contributors and successful learners.

Our senior phase is aspirational and supportive to create opportunities for our young people to achieve their

best. There is a wide range of courses in subjects that enable progression pathways for all abilities.

Young people in S4 study English, Maths and 5 subjects of their own choice leading to National Qualifications

at levels ranging from National 1-5. Most young people will complete their first qualifications at the end of

S4. In addition to award bearing subjects young people study the core subjects of and PSE, PE and RME.

Young people take five subjects as they enter S5, one of which we strongly advise should be English or

Literacy. These courses can be studied at a range of levels, they can include Higher courses and National 1-5

courses. All young people study core RMPS.

In S6, young people usually study 4 subjects. Advanced Highers are available within their curriculum, as are

some Open University modules. Young people in S6 are encouraged to opt into range of activities such as

volunteering, leading various initiatives around the school such as the drama club and house events, paired

reading, S1/2 buddying, membership of committees, Duke of Edinburgh, working with primary schools and

many others. These wider achievement opportunities are extremely important in a young person’s personal

and skills development.

Our Senior Phase Curriculum is enriched by partnership working. This involves pro-actively creating

partnerships with our colleagues in our partner schools, in higher and further education and with our partners

in the world of work and employment. We have improved our link with Forth Valley College and it is planned

that there will be an increased number of pupils who are able to access the college facilities and undertake

courses which are jointly delivered by school and college. We provide and facilitate flexible relevant work

experience for young people in our senior Phase. Developing our young people’s skills for learning, life and

work is key to our aim of our young people being the best that they can be.

Permeating the curriculum S1 to 6 is a whole school focus on developing skills in literacy, numeracy, health

and well-being, creativity, digital and employability skills. All young people are supported in Personal and

Social Education (PSE) which is delivered by tutor group teachers one period per week.


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SUPPORTED STUDY PROGRAMME

“Study Support may be defined as a voluntary activity which young people participate in outside school hours. It

may take the form of any activity which aims to improve self-esteem and helps to develop young people’s capacity

to be effective learners”.

John McBeath “Study Support in Scottish Schools”

Stirling High School recognises and supports the definition of supported study as set out by John McBeath and

includes supported study as an integral part of the school’s Raising Achievement strategy.

While recognising that supported study goes deeper than merely providing opportunities for pupils to complete

homework projects the proposed programme is divided into three main areas.

Supported Study

Subject Specific Support

Study and Learning Skills

ICT across the Curriculum

Social Inclusion Programme

Additional Support Needs Supported Study

Supporting Extra-Curricular Activities

Clubs – established and proposed

THE INFORMAL CURRICULUM

A great deal of learning and important personal and social development takes place within a school – through not

necessarily in the classroom. The informal curriculum consists of activities such as sport, debating and speech-

making, dramatic productions, visits to theatres, art galleries, etc. All educationalists appreciate the importance of

this aspect of school life and the value it has for the developing young person.


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THE PUPIL SUPPORT SYSTEM

The school as a whole has a responsibility to promote the social, personal and intellectual development of all pupils.

Within this requirement there is the necessity to organise a systematic approach to cater for the needs of the

individual pupil.

Ms L Allen, Depute Headteacher, has overall responsibility for Pupil Support in the school.

The Pupil Support Team

All members of the Senior Leadership Team have a significant role in the school's Pupil Support structure. The

Depute Headteachers lead a House team as below:

FORM TUTORS

When pupils first start at Stirling High School, they are placed in a Form Class in the charge of a Form Tutor. This

teacher is responsible for supervising pupil attendance, absence, distributing letters and notifying pupils daily of

events happening in the school as well as having responsibility for delivering the PSE Programme.

Because they see their Form Tutor on a daily basis and because they remain with the same Form Tutor as they

progress from one year to the next, pupils soon develop a close relationship with their Form Tutor.

This relationship may be such that pupils will confide to their Form Tutor any problems that are worrying them or

difficulties they are experiencing. The Form Tutor will always do their best to resolve these difficulties but should

they persist, the pupils will be advised to consult their Pupil Support Teacher. Dr Veitch, Principal Teacher Additional

Support Needs, works with all the house groups and is responsible for the deployment of staff to support any pupils

with Additional Needs. The Principal Teacher Pupil Support works closely with the Form Tutors on a daily basis.

Each pupil will have at least one timetabled interview per year with their Form Tutor. Most pupils will be interviewed

more regularly than this for a variety of reasons. Members of the team will be pleased to discuss with parents any

matters of concern.

All Pupil Support staff play an active role in the Primary-Secondary Liaison arrangements in order to know the pupils

for whom they will have responsibilities in August.

Douglas House

Mr P Downie Depute Headteacher

Mrs V Wilson Principal Teacher - Pupil Support

Dr W Veitch Teacher - Additional Support Needs

Randolph House

Mr A MacLeod Depute Headteacher

Mr D Downie Principal Teacher - Pupil Support

Mrs K Edwards Teacher - Additional Support Needs

Ms F McCabe Teacher - Behaviour Support

Stewart House

Mrs M McLoughlan Depute Headteacher

Vacancy Principal Teacher - Pupil Support

Mr C Steele Teacher - Additional Support Needs


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ATTENDANCE

It is important that the school and parents work together to achieve good attendance as there is a strong link

between good attendance and achievement. The school aims to encourage attendance by creating a welcoming

and supporting ethos. If there are difficulties with your child’s attendance, the school will contact you to discuss

ways of resolving this.

If your child is unable to attend school due to illness or for any other reason, we ask that parents should notify the

school as early as possible in the school day.

Parents should also give careful consideration

to the impact on a child’s education of taking

holidays during term time. All schools are

required to record attendance and absence of

pupils and report on these figures to parents,

the Council and the Scottish Government.

The Scottish Government’s guidance –

Included, Engaged and Involved: Attendance in

Scottish Schools - issued to all local authorities

in December 2007 provides guidance on how

attendance and absence at school is recorded.

This document clarifies that the majority of

family holidays taken during term time will be

categorised as unauthorised absence and that

schools may only authorise a family holiday during term time under very exceptional circumstances.

Regular attendance scans are undertaken by the management team. When a child’s attendance drops below 90%,

parents will be notified by letter and asked to come in to talk to the head teacher about how best to support your

child’s progress.

Persistent late coming also causes regular interruptions for some classes. It disrupts learning and teaching not only

for the latecomer but for the whole class.

At no time during the school day should a child be removed by a parent from the school without informing the staff

of the school. This includes lunchtime “disappearances”. If a child is reported missing we will try to contact the

parents or we will ask for help from the emergency contact or neighbours. If we fail to locate the child the Police

will be informed. Please help us to keep your child safe. Poor attendance falls into the Council’s Staged Intervention

Framework and action will be taken to address patterns of poor attendance.

Attendance is checked at 8.45am by the Form Tutor and recorded on the school computer system. Each period the

class teacher checks attendance against this and any discrepancies are investigated. Parents will be informed by

letter of any persistent late coming, attendance problems or suspected truancy. In the event of being unable to

contact parents by telephone a letter may be sent home.

Text messages are sent to parents/guardians at 9.30am advising if pupils are absent or late. There is an opportunity

to respond at that time giving a reason for absence. If no response is received a further text will be sent. Young


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People who are repeatedly late will be expected to undertake detention after school on a Monday or Tuesday.

Parents would also be notified of this by text message.

UNEXPECTED CLOSURES

While schools have contingency planning in place to cope with a number of circumstances, sometimes it is necessary

to close schools or amend the normal school day. e.g., storm damage, power cut.

In the event of this happening, we have to ensure school records of parents’ place of employment and childcare

arrangements are up to date. Please ensure we have an emergency contact telephone number and address. We

will issue an annual update form to check the accuracy of contact details and other information held by the school.

Please make sure your child knows who to go to if you are not at home.

FIRST AID

We have several First Aiders. First Aiders should not be asked to give advice on medical problems or treat injuries

sustained some time earlier. The school first aider cannot issue medication of any type (even paracetamol tablets)

to any pupil. If any pupil requires regular medication then the parent should inform the school and procedures will

be followed.

YOUNG CARERS

Young Carers are ordinary children and young people eighteen years or under who help to look after or support a

member of their family.

This might be their mum or dad, brother or sister, grandparent or any other relative who needs help or support due

to disability, physical or mental illness, long term illness, drug or alcohol misuse.

Young Carers help out in many different ways:

They can provide intimate personal care which involves bathing, dressing, toileting and feeding.

Medical care such as administering medication or injections.

Provide emotional support such as listening or being a shoulder to cry on.

Have family responsibilities such as cooking, cleaning, shopping, ironing or budgeting that are over and

above what is normally expected of a young person.

Please see any Pupil Support Teacher or Ms Coffey for more information.

PERSONAL AND SOCIAL EDUCATION

In Stirling High School, the personal and social development of all pupils is fostered at three levels:

PSE AS A WHOLE SCHOOL ISSUE

All teachers make important contributions in the course of subject lessons, by the use of pupil-centred learning

experiences and through informal contacts in the extra-curricular life of the school.

PSE THROUGH HEIGHTENED SUPPORT AND COUNSELLING

This is primarily the role of the Form Tutors and the promoted Pupil Support staff and includes:

an induction programme for all primary seven pupils

continuity of form classes from S1 to S4

a structured programme of interviews throughout a pupil's school career.


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PSE Programme

Form classes - PSE material is timetabled to be delivered during a Monday period 3. The work is sourced and

developed by Pupil Support staff. It is evaluated and improved through our Quality Assurance process. A wide range

of topics are covered, examples of these include bullying, sexual health, drugs education, rights and responsibilities,

careers, emotional intelligence and study skills.

External Agencies - when appropriate PSE is delivered by external agencies during class time to allow for more

detailed discussion of some topics. Recently these have included visits from the Fire Brigade, Open Secret and the

Police.

Assemblies - Assemblies take place every week for all pupils. These can be House Assemblies or for whole year

groups. Assemblies are either delivered by Depute Headteachers or outside speakers. Recent outside speakers

have come from groups such as Women’s Aid, the Teenage Cancer Trust, Project Trust and Young Carers.


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RELIGIOUS EDUCATION AND RELIGIOUS OBSERVANCE

Religious Education

Religious Education is a core curriculum subject (1 period per week minimum) for all pupils in S1-S4.

The aims of Religious Education are to

understand the place of religion in the development of the country's history, society and culture

consider the questions which Man poses about the meaning of existence and explore the answers proposed

by major world religions, in particular Christianity

encourage pupils to develop a consistent set of beliefs

Religious Observance

End of Term services are held in school. Such experiences contribute to the broad, general education of all pupils

and are not intended to indoctrinate any pupil into one particular set of beliefs.

In accordance with Section 9 of the Education (Scotland) Act 1980, parents have the right to withdraw their children

from Religious Education and Religious Observance. Any parent wishing to exercise this right should contact the

Head teacher to discuss the matter.

The school will make arrangements to provide children and young people from religions other than Christianity with

opportunities to observe the conditions of religious festivals e.g. Ramadan.

DEVELOPMENT OF PUPILS' SPIRITUAL, MORAL, SOCIAL AND CULTURAL VALUES

The school is committed to supporting the development of its pupils as whole people and as a result, wishes to

encourage their development in spiritual, moral, social and cultural terms.

These key human aspects of learning are supported through the following arrangements by:

Creating a school ethos which in every way possible gives value to these aspects of development, especially

by providing an overall atmosphere that is both caring and challenging and which provides opportunities

for the development of personal responsibility.

Promoting social and moral learning in the way disciplinary issues are handled.

Ensuring that staff and adults within the school provide positive models for pupils.

Arranging regular gatherings of the school as a community and using such occasions to encourage and

reinforce the values on which the school is based.

Enriching the curriculum in all appropriate areas with an emphasis on spiritual, moral, social and cultural

development.

Providing a programme of Religious Education in which consideration will be given to responses to basic

questions relating to the meaning, value and purpose of human life.

Taking every appropriate opportunity to help pupils acknowledge, value and appreciate their own cultures

and heritage and the different cultures and heritage of others.


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STILRING COUNCIL CONFUCIUS HUB

Stirling Council’s Confucius Hub is located in Stirling High School.

The hub was opened on 6th October 2015 and is a partnership between Stirling Council and the Confucius Institute

for Scotland’s Schools (CISS). Confucius hubs are based in schools and they serve their local community. The hub

concept promotes joint planning of cultural activities, sharing ideas and resources to stimulate the learning and

teaching of Chinese language and culture.


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DISCIPLINE

The vast majority of our pupils are well-behaved and are good ambassadors for the school. Every effort is made to

encourage, support and recognise good behaviour. We have very high expectations of all our pupils and our

behaviour expectations are displayed in all our classrooms and around the school.

RESTORATIVE APPROACHES

In Stirling High School, we believe that a Restorative Approach is an important part of our approach to Behaviour

Management.

What is a Restorative Approach?

It focuses on the harm caused rather than the rules broken

It shows equal concern and commitment to all those involved

It supports the person harmed by giving them a chance to have a say in what happens

It supports the person responsible by providing an opportunity to accept responsibility and make amends

It recognises that the school is a community and its members have a responsibility to behave in a respectful

manner towards each other


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MALICIOUS DAMAGE/VANDALISM

Stirling High School encourages pupils to respect people and property including the new Stirling High School

building. On the odd occasion where malicious damage or vandalism occurs, Stirling High School management team

will pursue the replacement costs of items damaged from relevant parents and/or pupils.

Think!!

Think about the probable effects on yourself

Think about other boys and girls

Think of your parents

Think about the school's reputation


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PREFECT SYSTEM

Every session, a number of Prefects are appointed following voting by members of staff and senior pupils. Prefects

wear a Prefect Lapel Badge and silver braiding on their blazer. There is also a Senior School tie.

Prefects carry out duties, with the authority of the Headteacher, and assist in the smooth running of the school.

Mr Cassidy, Headteacher and Mr MacLeod, Depute Headteacher, liaise with the prefects and meet regularly with

the Head Boy and Head Girl and their Deputes.


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SCHOOL POLICY ON DRESS AND UNIFORM

All pupils are expected to wear uniform. Wearing uniform is smart; it saves money and reduces fuss and worry

about what to wear in the morning.

SCHOOL UNIFORM

School blazer

Prefects wear a blazer with silver braid.

White school shirt with school tie

Junior tie for S1 - S3, senior tie for S4-S6

Blue cardigan/jumper with school logo (optional)

Black Trousers/Skirt/Pinafore (sensible length)

Black socks/tights

Black shoes/boots

Black waterproof jacket (optional)

UNACCEPTABLE

Tracksuits, jogging bottoms, leggings, jeggings

T-shirts, hooded tops

Denim jackets or jeans

Football tops, jackets, scarves

White Trainers, sports footwear of any kind

PE KIT

T shirt, sports shorts and tracksuit bottoms, sports socks, indoor sports shoes, swimming costume and towel, and

if outdoors sweatshirt/rain jacket.

A blue t-shirt is used for S1 to S4.

An optional blue hoodie has been introduced for all year groups which should be worn only during PE lessons.


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SCHOOL MEALS

Lunches are provided every day for children and young people in all schools. All food and drink provided meets

national requirements for nutritional standards as well as guidance aimed at encouraging uptake and removing the

stigma attached to free school meals.

Meals are provided by the Council’s catering service. Menus are seasonal and are changed twice a year,

spring/summer and autumn/winter. All recipes are analysed to make sure that they provide a healthy and well-

balanced meal. The catering service tries to suit the majority of tastes by offering choices which include a daily

vegetarian option as well as a range of packed lunches. Children having packed lunches are supervised. We

encourage parents to ensure home packed lunches are healthy and do not contain fizzy drinks, sweets and Nuts.

Pupils and their parents have opportunities to provide feedback and have a say about the content of future menus

and the catering service is committed to introducing new products and to promoting healthy food choices.

Stirling Council achieved the Silver Food for Life Catering Mark in March 2014. This guarantees that all menus are

prepared using non GM ingredients, are 75% freshly prepared, use only free range eggs, avoid additives and trans

fats with meat and poultry sourced in a way that ensures animal welfare is taken care of. All milk provided to the

children to drink or within their meals is organic. More information about the standard can be found at

http://www.sacert.org/catering.

Menus and current prices can be viewed on the Council’s website at http://my.stirling.gov.uk/services/education-

and-learning/schools/schools-catering.

Special diets can be catered for and parents should contact the headteacher to discuss any special dietary

requirements.

The Catering Service can also provide a healthy packed lunch for school trips.

Some families may be eligible for free school meals. An

application form is available from the school or can

be printed from the Council’s website,

http://www.stirling.gov.uk/services/education-and-

learning/parental-support/parental-support-schools-

and-education/free-school-meals. This form should

be completed and returned to Customer First, Port

Street, Stirling or post to Stirling Council, Teith House,

Kerse Road, Stirling FK7 7QA.

http://www.sacert.org/catering

http://my.stirling.gov.uk/services/education-and-learning/schools/schools-catering

http://my.stirling.gov.uk/services/education-and-learning/schools/schools-catering

http://www.stirling.gov.uk/services/education-and-learning/parental-support/parental-support-schools-and-education/free-school-meals




26

FREE SCHOOL MEALS AND CLOTHING GRANTS Access to free school meals is an important part of the school meal service in Scotland. Local authorities must promote the uptake of free school meals amongst those currently eligible. It is important that pupils entitled to free school meals receive them without fear of stigmatisation. The free school meal entitlement is therefore credited to pupils’ electronic lunch cards automatically each day and they are not identified in any way. You can claim free school lunches for your children if you are receiving:

Income Support (IS)

Income-based Job Seeker’s Allowance (JSA)

Any income related element of Employment and Support Allowance

Child Tax Credit (CTC), but not Working Tax Credit, and your income is less than £16,105

Both maximum Child Tax Credit and maximum Working Tax Credit and your income is under £6,420

Support under Part VI of the Immigration and Asylum Act 1999

Universal Credit

You will find more information about the Stirling Council Free School Meals and clothing grants by following the link - http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/free-school-meals The application form is available by following the link- - http://www.stirling.gov.uk/__documents/housing-1/council-tax/footwearclothinggrantappform16-17.pdf

Please contact the school if you would like a paper copy, or if you require assistance in completing the forms.

http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/free-school-meals

http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/free-school-meals

http://www.stirling.gov.uk/__documents/housing-1/council-tax/footwearclothinggrantappform16-17.pdf


27

PARENTPAY – ONLINE PAYMENTS

What does ParentPay do?

enables you to pay for meals and other items such as trips

offers a highly secure payment site

gives you a history of all the payments you have made

allows you to create a single account login across all your children that attend a ParentPay school

shows you all items available for payment relevant to each of your children

emails a receipt of your payment to the email address you register

offers you the ability to set automated email payment reminders

How does ParentPay help you?

gives you the freedom to make payments to school whenever and wherever you like

stops you having to write cheques or search for cash to send to school

gives you peace of mind that your payment has been made safely and securely

helps with budgeting; payments are immediate, there is no waiting for cheques to clear

payments for many of the larger trips can be made by instalments up to the due date

you will never need miss a payment, or have insufficient credit, with automated email alerts

ParentPay is quick and easy to use

How does ParentPay help our school?

reduces the administrative time spent on banking procedures

keeps accurate records of payments made to every service for every student

payments do not bounce

reduces paper ‘waste’

allows for easy and quick refunds to be made back to the payment card

improves communication between the school and parents concerning payments

offers a more efficient payment collection process, reducing the amount of money held on school premises

helps us improve school-home communication with its integrated email messaging centre


28

PERSONAL AND SCHOOL PROPERTY

POINTS TO REMEMBER

1. All your clothes and possessions should carry name tags

2. Expensive items or money must never be left in coats or bags. As little money as possible should be brought

to school. If a large sum must be brought, it may be handed into the school office for safe keeping.

3. During PE lessons valuables can be placed in the lockers outside the PE changing rooms. A pound coin is

required to use the locker and is refunded when the locker is emptied.

4. If anything is lost a teacher must be told immediately.

5. Pupils may not leave the school premises without the permission of a teacher, during the school day.

6. Mobile devices are brought to school at the owner’s risk. The school has a policy which covers the use of

mobile devices. This can be seen on our website.

If you lose or find any property it should be reported to the main office.

SCHOOL PROPERTY

Books, equipment and buildings must be treated with care and respect by all users. Pupils causing loss or damage

will be held responsible for replacement.

All text books, exercise books and jotters should be covered appropriately and the pupil's name and class written

clearly on the cover as directed by the class teacher. In view of the increasing costs of text books, stationery etc.

the co-operation of parents in providing a suitable bag or case to carry books would be greatly appreciated.

LOCKERS

Lockers are available for lease. Information is available from the School Office.


29

HOMEWORK

The Headteacher and staff of the school seek the co-operation of parents in trying to ensure that homework is

regularly and adequately performed and that the discipline of regular study is acquired.

A CERTAIN AMOUNT OF HOMEWORK IS ESSENTIAL – No matter how much work is covered in class, it is not possible

for the teacher to check every pupil’s grasp of all points in a lesson. In order to consolidate classwork, clear the way

for the next lesson or to revise earlier work, teachers will give pupils homework on a regular basis.

FORM OF HOMEWORK –The homework could be in the form of written exercise but equally could be a book or

notes to read, a map to draw or a sketch for the next Art lesson.

QUANTITY OF HOMEWORK – The amount of homework set will increase as the pupil transfers from first year up

through the school. As a very rough guide, S1 pupils should spend on average about 30 minutes per night on

homework. This will rise to a minimum of 2 or 3 hours per night for most pupils in S5. Experience has shown that

the progress of senior pupils can suffer if they take on part-time jobs involving excessive hours of work in the

evening.

FAILURE TO COMPLETE HOMEWORK - Teachers issue homework on the expectation that all pupils will make their

best efforts and will return the work on time.

If a pupil regularly fails to hand in homework or regularly returns it late or incomplete, then the parents will be

informed and their co-operation sought.

METHODS OF STUDY – From S1 onwards, pupils will be given advice and practice in developing study skills. It is

important that parents give active encouragement and try to provide the appropriate conditions for effective study.

“Homework Policy Information for Parents”- booklets (year group related) are posted to parents each August.


30

ASSESSMENT AND REPORTING

ASSESSMENT

A wide range of assessment techniques are used depending on what is being assessed and the reason for the

assessment e.g.

Observation of what the pupils “say”, “write” and “do”

Homework

Self and peer assessment

Marking of class work and homework Class tests

S3 Scottish National Standardised Assessments

SQA Examinations (S4, S5 and S6)

No one form of assessment is used to the exclusion of all others. Evidence of assessment may be in a variety of

different forms, including videos, music, leaflets, written work, items the pupils have made.

Pupils are assessed continuously to monitor progress, check on suitability of courses and provide information when

considering future courses of study.

In S1 – S3 pupils are assessed in line with the principles of Curriculum for Excellence.

In S4 – S6 pupils following National Qualifications courses eg. National 3, National 4 and National 5 are assessed

against nationally agreed standards in these courses. Pupils receive feed-back on their performance and progress

and advice will be available as to the performance necessary to gain improved grades where appropriate.

Prelim Examinations are held in January and the SQA Examinations follow the nationally produced timetable

starting at the beginning of May.

National 3/4 awards are based on internal school assessments.

National 5, Higher and Advanced Higher awards involve a final external exam plus other types of assessment such

as coursework or performance.

Reporting to Parents

The routine forms of reporting are:

S1 – S3

o one interim report per year group

o one full report per year group

o one parents’ evening

S4-S6

o 5 short reports per year group

o one parent’s evening

Any parent wishing more regular feed-back on the progress of their child should contact the appropriate member

of the Pupil Support Department in the first instance.

NOTE: The School Calendar is available on the school website and is updated in real time. It includes dates of school

holidays, parents’ evenings, pupil reports issue dates etc.


31

COMMUNICATION WITH PARENTS

It is essential that the school and home keep in close contact through all the years of a pupil’s schooling so that

parents are kept fully informed. The school and parents must work together in partnership to provide support for

pupils so that they may fulfil their potential.

Contact with the home is maintained on a regular basis by the following:

Information Booklets

Information leaflets providing general information, advice and key dates are posted to parents at the beginning of

sessions.

Letters

These are issued to parents on such matters as holiday dates, fund-raising, examination arrangements, Parents’

Evenings and other events affecting their children’s activities in school. These letters are given to the pupils to

deliver to their parents. Alas, many of the letters seem to be recycled for a variety of uses before ever reaching their

proper destination!

Parents’ Evenings

There is normally one meeting of parents with teachers for each Year Group in every school year. Details are given

in a letter at the appropriate times. Other than this, parents can make appointments to see teachers.

Appointments

Appointments are generally made by telephoning the school. The Office Staff will ensure that parents are put in

touch with the appropriate person to deal with their enquiry or problem. For routine enquiries or personal

problems, this person will be the pupil’s Pupil Support Teacher; for matters dealing with school administration, such

as enrolment, subject choices or change of course, the Headteacher or Depute Headteacher.

Appointments with individual classroom teachers can be arranged but not at times when the teacher has a class to

teach. This means that the times available are very limited and parents are therefore advised to always make their

first enquiry through their child’s Pupil Support Teacher.

Emergency Closure Arrangements

When it is planned to close the school early, for any reason, parents will be informed in advance. In an emergency,

the safety and welfare of pupils is given the highest priority. Senior staff are always available at these times to help

and advise pupils in difficulties.

Stirling Observer

A weekly column of school news appears in the Stirling Observer every Wednesday.

Newsletter

A regular newsletter is distributed via the pupils throughout the year. News of events, important dates and pupils’

achievements are included. The newsletter is also distributed to our Partner Primaries.

Text Messaging School Twitter Account

School Website School Facebook page

School App

Parents are welcome to contact or come into the school at any time – the door is always open.


32

PRIZES AND AWARDS

The school recognises the achievement of pupils in curricular and extra -curricular activities in various ways.

In S1 to S4 Certificates are given for meritorious work and effort and in S5 and S6 medals and book prizes are

awarded. The pupil judged to be the most academically distinguished in S5 is awarded the Randolph Gold Medal,

instituted in 1879.

A number of trophies and medals have been gifted over the years to commemorate former pupils and members of

staff, or by local clubs or societies. The award of these not only marks the distinction gained by the pupil but

honours the memory of past associates of the school and helps to maintain its traditions.

All these awards are presented at the Annual Prizegiving which takes place in June for S1/S2/S3 and in September

for S4/S5/S6 each year.


33

STIRLING HIGH SCHOOL COMMUNITY PARTNERSHIP

In session 2017/18 our Parent Council agreed to rename itself as the Stirling High

School Community Partnership. The SHS Community Partnership is a

collaborative group, made up of a cross section of individuals, who engage with

and represent the interests of parents, carers and the young people of Stirling

High School. It is designed to meet and exceed its core objectives of;

working in partnership with the school to create a welcoming

environment that is inclusive for all parents;

promoting partnership working between the school, the

community, its pupils and all its parents;

representing the views of parents on the education provided by the school and other matters affecting

the education and welfare of the pupils.

For further information on how it meets these objectives or be involved please contact:

[email protected]

PUPIL VOICE

Pupil Voice

The aim of the Pupil Voice Group is to give all pupils the opportunity to voice their opinions on various aspects of

school life and to provide a channel through which they can make suggestions for improvement.

Our ‘Pupils as Partners’ event each June provides an opportunity for pupils from all year groups to meet and

discuss their learning experience with our Principal Teachers and Senior Leadership Team. This helps to feeds

directly into our School Improvement Plan each session.

At Stirling High we have established 5 Pupil Improvement Groups which all pupils have the opportunity to join.

These groups provide an input in the following key areas of the school:

Health and Wellbeing

Learning and Teaching

Media and Communication

Charities

Extra-Curricular

The groups meet regularly throughout the school year and are facilitated by a member of staff. The aim is to

ensure that all our pupils have an opportunity to input into our continued school improvement and to feel a

valued member of our school community.


34

TRANSITION FROM PRIMARY TO SECONDARY

Partner Primary Schools

The majority of pupils in the High School come from our partner primary schools:

Allan’s Primary,

Borestone Primary,

Braehead Primary,

Cambusbarron Primary,

Gargunnock Primary,

St Ninian’s Primary.

Pupils who live within the catchment will automatically transfer to the High School at the end of Primary 7. Parents

who live outside the school catchment area can request that their children attend Stirling High by making a ‘Placing

Request’. Each year a significant proportion of our new S1 intake results from Placing Requests.

During the last year at Primary School, contacts are established by the High School Pupil Support and Additional

Support Needs Staff culminating in a three day visit by Primary 7 pupils to the High School at the end of June. Pupils

meet teaching staff and have an opportunity to learn something about the building, the facilities and subject

departments. Parents are invited to meet with the staff on the third day of the Induction Programme.

A number of other collaborative projects and transition events take place during the year including the Open

Evening, Creative Morning and Sports Morning. All our partner primary schools are invited to participate in these

as part of our “Step Up to Stirling” programme.

Staff from Primary and Secondary work together to develop courses and approaches in line with the Curriculum for

Excellence programme. Support is currently offered to the primary schools in a number of subjects and a number

of schools have taken the opportunity to use the High School facilities.

The Headteacher of the High School and the Headteachers of the Primary Schools in the Stirling Cluster meet on a

regular basis to discuss aspects of Primary/ Secondary Liaision.


35

EXTRA CURRICULAR ACTIVITIES

Stirling High School has a proud tradition of sporting, cultural and community involvement which embraces a wide

range of extra-curricular activities.

In sport pupils participate enthusiastically in Badminton, Basketball, Table Tennis, Swimming, Athletics, Gymnastics,

Hockey, Football, Rugby and other sports.

In December a Carol Service takes place in the Church of the Holy Rude and a Spring Concert in March in the School

Hall. Concerts and other musical evenings are regular and popular events in the school calendar. A large number of

pupils are given the opportunity to show off their talents in these events, both on stage and behind the scenes.

The school has a proud record of involvement in fund raising activities for local and national charities. Over the last

few years, support has been offered to Cancer Research, Children In Need, Oxfam Unwrapped and Strathcarron

Hospice.

A large number of extra curricular classes at lunchtimes and after school. The classes are many and varied, amongst

the choices for pupils are Eco Club, Garden Club, Jazz Band, Zumba Classes.

A range of activities in art, music, drama and writing, success in major national competitions such as debating and

speech-making, sporting and athletic achievements all add that invaluable dimension to a dynamic school life-style.

These we encourage, appreciating thoroughly the tremendous voluntary effort from staff who contribute their

time, energy and talents very generously indeed and without whom such activities would not take place.


36

WORK EXPERIENCE AND EXTERNAL PARTNERS

WORK EXPERIENCE

The school is committed to Developing the Young Workforce and has appointed a DYW co-ordinator to facilitate this.

All S4 pupils have an opportunity of going on at least one week of work experience and we are increasing the

flexibility of our work experience provision.

We are grateful for the support of local firms and organisations in providing us with the necessary range of

placements for our pupils and for helping prepare pupils prior to their placements and giving a written report

following the placement.

Work Experience not only provides pupils with first hand experience of the world of work but it also contributes to

their personal and social development and can increase their motivation when they return to the classroom.

Our pupils have, almost without exception, found their Work Experience very valuable.

SKILLS DEVELOPMENT SCOTLAND

Our careers team consists of Alison Adam (career coach), Jennifer Steele (career coach) and Susie Hansen (personal

advisor). They work with our students and help them to make their career choices about education, training and

employment. This is carried out in discussion with the student and involves listening to their ideas, discussing their

interests and providing guidance and support. The careers team can be found in the base in the Learning Resource

Centre where a range of services including a drop in session at lunchtimes and a face to face services are offered

according the level of support required by students.

Pupils can access “My World of Work” on the internet which aims to help young people plan, build and direct their

career throughout their lives. Providing information on skills, learning and employment, it supports the Scottish

Government’s ambitions for the improved delivery of an all age, universal careers service.

Students can see jobs in action, build their CVs; search for vacancies and explore training opportunities in a way

that’s personal to them. There is a wide range of video clips of people talking about their job roles and a significant

magazine element with exciting, current content that is relevant to the world of work.

LINKS WITH OUTSIDE AGENCIES

The school works closely with a number of outside agencies including Social Work, Psychological Services, Careers

Service and the Police.


37

STIRLING COUNCIL EDUCATION

INCLUSION

The 2009 Act strengthens the duties placed on Stirling Council Education to identify and meet the additional support

needs of children and young people. We continue to do this through the Staged Intervention process.

The 2009 Act clarifies the definition of additional support needs and increases the rights of parents and young

people in respect of requesting assessments, making placing requests as well as access to the Additional Support

Needs Tribunal for Scotland (ASNTS). The Act also places a duty on Stirling Council to provide access to mediation

and dispute resolution services free of charge to parents in certain circumstances. A leaflet - A Guide to Getting

Help and Resolving Disagreements, is available on the council website.

The Act deems all Looked After children to have additional support needs unless the education authority

determines otherwise. Stirling Council have procedures in place to assess these needs through the Staged

Intervention process, as with all children and young people who may require additional support.

We have produced a series of leaflets for parents, carers and young people and these are available from school and

other council establishments. The series includes guides to:

Additional Support for Learning in Stirling

Co-ordinated Support Plans (CSPs)

Enhanced Transition for Leaving School

Getting Help and Resolving Disagreements

Going to Meetings

Individualised Educational Programmes (IEPs)

Pre-school Children with Additional Support Needs

Psychological Services

Staged Intervention

More information on The Education (Additional Support for Learning) (Scotland) Act 2009 is provided by Enquire –

the Scottish advice service for additional support for learning.

Operated by Children in Scotland, Enquire offers independent, confidential advice and information on additional

support for learning through:

Operated by Children in Scotland, Enquire offers independent, confidential advice and information on additional

support for learning through:

A telephone helpline – 0345 123 2303

An email enquiry service – [email protected]

Two websites - www.enquire.org.uk (for parents/carers and practitioners) www.reach.scot (for children and young people)

Enquire also provide a range of clear and easy to read guides and factsheets explaining everything from ‘additional

support in the early years’ to ‘what planning should take place for moving on from school’.

mailto:[email protected]

http://www.enquire.org.uk/

http://www.reach.scot/


38

The Scottish Government have a duty to provide an advocacy service to parents and young people following a

reference being made to the Additional Support Needs Tribunal for Scotland (ASNTS). Ministers have also agreed that

the advocacy service should also provide support for parents and young people from the time they have grounds to

make a reference to the ASNTS. It will be a national service and available to parents and young people on request and

free of charge.

This is a partnership between Kindred Advocacy Service and the Govan Law Centre referred to as “Let’s Talk ASN”. The

two organisations will work together to deliver lay and legal advocacy for parents and young people. The service will

focus on non-legal representation, but where appropriate in complex cases legal representation will be available. For

further information on this advocacy service please contact the Govan Centre on:

Telephone: 0141 445 1955

E-mail: [email protected]

Stirling Council Education is committed to working in partnership with all parents and carers of children and young

people with additional support needs and seeking their views on all aspects of the support provided in educational

establishments. We encourage parents to contact the school/establishment in the first instance if there are any queries

or concerns, and we will always try to resolve any difficulties as soon as possible.

Further information on how support for learning is organised in Stirling is available by contacting either the school, or

the ASN & Wellbeing team at Wolfcraig: telephone 01786 233179 or e-mail

[email protected].

CHILD PROTECTION AND SAFEGUARDING

All children in Scotland have the right to be protected from abuse or neglect.

Schools and nurseries play an important role in the prevention of abuse and neglect through creating and maintaining

safe learning environments and teaching children and young people about staying safe from harm and how to speak

up if they have worries or concerns.

Effective safeguarding and child protection procedures are in place in school and all staff are aware of their

responsibilities to pass on information relevant to child protection concerns.

YOUNG PEOPLE AND SUBSTANCE USE

There is an authority policy on young people and substance use which includes guidance on dealing with incidents in

school.



39


EQUALITIES

Everyone deserves to be treated equally, fairly and without prejudice.

Educational establishments create inclusive cultures by working in partnership with the wider community to agree

positive values, by promoting and celebrating diversity and through delivering appropriate learning opportunities

within their curriculum.

Schools and nurseries operate within Stirling Council’s duty under the Equality Act (2010) to:

Eliminate discrimination, harassment and victimisation. Advance equality of opportunity between people by removing or minimising disadvantage, meeting the needs

of particular groups which are different from the needs of others and encouraging participation in public life. Foster good relations by tackling prejudice and promoting understanding.

The Equality Act 2010 identifies 9 protected characteristics from discrimination, harassment or victimisation:

age disability gender reassignment marriage or civil partnership (in employment only) pregnancy and maternity race religion or belief sex sexual orientation.

Following any prejudice based incident, schools are required to report their investigations and outcomes to the local authority for monitoring purposes.

UNEXPECTED CLOSURES

While schools have contingency planning in place to cope with a number of circumstances, sometimes it is

necessary to close schools or amend the normal school day. e.g., storm damage, power cut.

In the event of this happening, we have to ensure school record of parents place of employment and childcare

arrangements are up to date. Please make sure we have an emergency contact telephone number and address. We

will issue an annual update form to check the accuracy of contact details and other information held by the school.

Please make sure your child knows who to go to if you are not at home.


40


FREE SCHOOL MEALS AND CLOTHING GRANTS Access to free school meals is an important part of the school meal service in Scotland. Local authorities must promote the uptake of free school meals amongst those currently eligible. It is important that pupils entitled to free school meals receive them without fear of stigmatisation. The free school meal entitlement is therefore credited to pupils’ electronic lunch cards automatically each day and they are not identified in any way. You can claim free school lunches for your children if you are receiving:

Income Support (IS)

Income-based Job Seeker’s Allowance (JSA)

Any income related element of Employment and Support Allowance

Child Tax Credit (CTC), but not Working Tax Credit, and your income is less than £16,105

Both maximum Child Tax Credit and maximum Working Tax Credit and your income is under £6,420

Support under Part VI of the Immigration and Asylum Act 1999

Universal Credit CLOTHING GRANTS

Some families may be eligible for clothing grants. Application forms can be obtained from Stirling Council, telephone 01786 233210 or downloaded from the Council website at

http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/schools-

clothing-grants-and-vouchers

Please take your completed application form, along with the documents requested, to your nearest local office, or

Customer First, Port Street, Stirling or post to Stirling Council, Teith House, Kerse Road, Stirling, FK7 7QA.

EDUCATION MAINTENANCE ALLOWANCE An EMA is an allowance that is paid to eligible young people who stay in education after their 16th birthday. This allowance is based on the total income of the household and is paid directly to the student. To receive an EMA the student must complete a Learning Agreement, which is a contract between them and the educational establishment. Information leaflets and application forms are available in the school. The application must be submitted before the end of June in time for the new session in August.

TRANSPORT

Stirling Council provides free transport to children who live more than two miles from their catchment school, or

where there is no safe walking route available.

Further information is available on the Stirling Council website at:

http://www.stirling.gov.uk/services/education-and-learning/schools/schools-travel-and-trips/schools-transport.

http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/schools-clothing-grants-and-vouchers

http://my.stirling.gov.uk/services/education-and-learning/childcare,-school-and-educational-grants/schools-clothing-grants-and-vouchers

http://www.stirling.gov.uk/services/education-and-learning/schools/schools-travel-and-trips/schools-transport


41


COMPLAINTS

You can complain in person, by phone, email or by letter. We regard a complaint as any expression or dissatisfaction

about our action or lack of action, or about the standard of service provided by us or on our behalf.

Who can complain?

Anyone can complain who is the parent or legal guardian of a child or a person authorised to complain on his/her

behalf, for example, a child’s grandparent. This would normally mean a note to show that the person responsible

for the child has agreed.

What can’t I complain about?

Here are some things we can’t deal with through our complaints procedure:

A routine first time request for a service or action e.g. informing the school that your child told you she is being bullied and asking them to resolve this.

Requests for compensation from the Council.

Things that are covered by a right of appeal e.g. exclusion from school which has its own statutory process. In these cases we will give you information and advice to help you.

You have 6 months to make a complaint after the event that you want to complain about takes place. If you first

learn of the issue about which you want to complain after this point, you have a further 6 months to complain. In

exceptional circumstances, the Service may investigate matters more than a year old, but it is not obliged to do

so.

We have a 2 stage complaints procedure.

Stage One - Frontline resolution

In the first instance please complain to your child’s school or nursery, telling them as much as you can about the

complaint, what has gone wrong and what you want them to do to resolve the matter. A senior member of staff,

either the head of establishment or depute head, will be responsible for looking into the complaint. On occasion,

the head of establishment may refer the complaint to the Schools, Learning and Education team centrally e.g. if it

is about the conduct of the head of establishment.

The school or nursery will provide a response to the Stage One complaint within 5 working unless there are

exceptional circumstances. If we need further time we will ask you to agree an extension of up to 5 further days. If

the Stage One complaint has been referred to the Schools, Learning and Education team, your response will come

from there.


42

Stage Two – Investigation

If you are dissatisfied with your Stage One response you can move to Stage Two. Stage Two deals with 2 types of

complaints: those not resolved at Stage One and those not appropriate for Stage One, for example, the conduct of

a head of establishment or complaints which are too complex for a head of establishment to deal with.

To move to Stage Two, you should e-mail ([email protected]) or you can ask the head of establishment of the

school or nursery to move the complaint to Stage Two on your behalf.

When using Stage Two:

We will acknowledge your complaint within 3 workings days.

You will be contacted by the Investigating Officer for your complaint, who will usually meet you to confirm: the detail of your complaint, what you want to achieve, and if your expectations are achievable. In some cases, e.g. if your complaint has been made in writing and is clear, there may be no need to meet. It is helpful if you present any evidence that you can offer in support of your complaint, e.g. contact details for witnesses, reports from other professionals etc. if appropriate.

We will write to you confirming the details of your complaint, what you want to achieve, and what the investigation can cover.

We will give you a full, written response to the complaint as soon as possible and within 20 working days. If our investigation takes longer than 20 working days we will agree revised time limits with you and keep you updated on progress.

After we have fully investigated your Stage Two complaint, if you are still dissatisfied with our decision or the way

we dealt with your complaint you can ask the Scottish Public Services Obudsman (SPSO) to look at it.

The SPSO cannot normally look at:

A complaint that has not completed our complaints procedure

Events that happened or you became aware of, more than a year ago.


http://www.spso.org.uk/


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Stirling Council

Schools, Learning and Education

Enrolment Arrangements : Primary & Secondary School Education in 2018

The 2018/2019 school year starts on 20 August 2018. This is the only date for beginning school education for

that year.

All children who are five years old on or before 20 August 2018 are of school age and must start their primary

school education on 20 August 2018, children who are five years old between 20 August 2018 and 28 February

2019 may start their primary school education on 20 August 2018.

If your child is starting their primary school education in August 2018 you must enrol him/her at their catchment

school by 26 January 2018. Details of school catchment areas and further information on our enrolment

procedures can be found by visiting our website www.stirling.gov.uk or by contacting us on 01786 233185. As

part of the enrolment process we check the residency of all parents wishing to enrol their child at their catchment

school, please bring your child’s birth certificate, child benefit book/award letter, tax credit award letter, two

recent household utility bills and a recent council tax bill with you when you enrol your child.

The list of dates when schools are enrolling pupils will be available on our website www.stirling.gov.uk from 4

December 2017.

Gaelic Medium Provision

Gaelic Medium Provision is available at Riverside Primary School, Forrest Road, Stirling tel: 01786 474128 email:

[email protected] . Any parent wishing to enrol their child in our gaelic medium provision should contact

the school for further information.

Notice to Parents and Guardians of Children due to Transfer from Primary to Secondary School

Children currently in P7 will transfer from primary to secondary education in August 2018. You will receive

notification of transfer arrangements through your primary school and your child will be automatically enrolled

in their catchment secondary school. Should you wish your child to attend a secondary school that is not their

catchment school a placing request must be submitted.

http://www.stirling.gov.uk/




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Placing Requests for Session 2018/2019

In accordance with the Education (Scotland) Act 1980 as amended, Stirling Council hereby informs parents or guardians who wish to make a placing request for the school session 2018-2019, to do so in writing by no later than 15 March 2018. Your right applies to a request that your child be placed in a school other than the school which normally serves the area in which you live. It applies to a primary school or, where appropriate, the transfer to a secondary school, including a school providing for children with additional support needs. You can apply online at

http://my.stirling.gov.uk/cakeforms/view/placingrequestapplicationform or, alternatively, application forms and guidelines are available from Schools, Learning and Education, Wolfcraig, Dumbarton Road, Stirling on 01786 233185.

It is essential that you enrol your child at the school that serves your local area even if you are making a placing request for another school.

Please note that if your placing request is successful school transport will not be provided for your child.

Schools Information

Information on local authority schools in Stirling Council is available on our website www.stirling.gov.uk or by contacting us on 01786 233185. Parents wishing to apply for enrolment to Our Lady’s RC Primary School, St Mary’s RC Primary School, St Margaret’s RC Primary School, St Mary’s Episcopal Primary School and St Modan’s High School should contact the school to discuss enrolment policy. Details are also available on the Council website www.stirling.gov.uk Stirling Council Schools, Learning and Education October 2017

http://my.stirling.gov.uk/cakeforms/view/placingrequestapplicationform


http://www.stirling.gv.uk/


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INSURANCE INFORMATION

1. Public Liability

Stirling Council has Public Liability Insurance in respect of claims against the Council for bodily injury to any person

or for loss or damage to any person’s property for which the Council is legally liable. Negligence or failure to fulfil

a statutory obligation on the part of the Council or its employees resulting in injury, loss or damage must be

established.

Pupils’ Property

Each session, unfortunately but inevitably, pupils’ property is lost, damaged or stolen in school. Parents should be

aware of the following points:

b) Parents’ house contents policy may give some measure of cover for personal effects of family members.

c) It is suggested that parents may wish to consider arranging additional individual personal cover.

d) Pupils should be encouraged not to bring valuables to school.

The general rule is that pupils bring property to school at their own risk. There may be situations where the school

accepts responsibility for pupils’ property, but otherwise the council is not responsible if property is lost, damaged

or stolen in school.

2. Personal Accident/Travel Cover – Educational Excursions

The Council has arranged insurance cover for Educational Excursions organised by the Council.

A brief summary of the cover is as follows:

Persons Covered:

Organisers, participants, members, employees and others on excursions or trips organised by or under the auspices

of the Council.

When Covered:

While participating in any activity organised by or on behalf of the Council beyond the limit of the school grounds.

If you require further information please contact the Council’s Insurance Team on 01786 233437.


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SCHOOL HEALTH SERVICE

The Forth Valley NHS has a statutory obligation to provide a health service for all school-age children in the Stirling

Council area. The aim of the service is to make sure that all children are in the best possible health to benefit from

their education and to provide the education service with advice and support about the spread of infections and

the promotion of good health.

Parents/carers will be given the opportunity to meet the named nurse for the school when their child starts school

in Primary 1. This will involve parents completing a health questionnaire for their child. The nurse may make contact

with parents/carers based on the information provided by them. Teachers and parents/carers are encouraged to

report any concern about hearing, especially in primary one pupils. Hearing is no longer part of the routine checks

done in school.

If you have any concerns with your child’s health which may affect their education, an appointment can be arranged

with your named nurse (contact details below). School staff, with parents’ permission, can request an appointment

with the named nurse at any time. The named nurse will also liaise closely with the Team Leader who has overall

responsibility for primary school children.

The community paediatric doctor will see children at their clinic who have additional support needs or who have

any significant ongoing medical or developmental conditions affecting their education.

School staff and parents can contact the named nurse if they have any health concerns regarding children which

may affect their educational needs. The nurse will then offer a Health assessment in school or in the child’s home.

All children within P1 will receive a toothbrush, toothpaste and leaflet- "Make your smile count" A dentist from the

Salaried Dental Service will carry out a dental inspection of your child in P1 and again in P7. Dental treatment can

be offered to those children unable to register with a general dental practitioner through the Salaried Dental

Service.

The School Health Service can be contacted at:

Area Community Child Health Department

Stirling Royal Infirmary

Livilands

Stirling FK8 2AU

Telephone: 01786 434150

Infectious Diseases

Colds, flu and gastro-enteritis are the most common infections affecting children of school age. It is important that

you keep your child off school in the early stages of flu and while they still have diarrhoea. Children who have had

diarrhoea should stay off school for 48hrs after the last episode of diarrhoea. It is also important that your child

understands how to prevent picking up and spreading such infections. You will be able to get further advice about

good health from your named school nurse or staff in your Health Centre or GP Practice.

For advice about early detection and treatment for other infectious diseases e.g. chickenpox and mumps please

consult your GP or School Nurse.


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Head Lice Head lice are spread through head to head contact. This can happen at home, in the community, or in school. Regular combing of your child’s hair using a head lice detection comb is the best way to catch this possible problem at an early stage. The only way to be sure that your child has head lice is to find a live louse. If you find live lice, you need to get the correct lotion from your doctor, health visitor or pharmacist. The instructions need to be followed carefully. If this is not done then re-infection is likely. If lice are found, all family members and close friends of your child should be checked. Treatment should only be applied if live lice are found. Products used for treating head lice must be ones that can be left in the hair for 12 hrs, this treatment requires to be repeated after 7 dys. You should advise others of this possible problem in the same way as you would tell family and friends about other infections which might affect them. Further advice can be obtained from the Health Board. A head lice leaflet is available in all schools and health centres.


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EDUCATION STATISTICS PRIVACY NOTICE Annual Data Check On an annual basis schools request that parents and carers update the information that they hold for administrative purposes. It is important that this information contains up to date details as the school may use it in the event of an emergency. This information is also used to submit secondary school pupils for SQA examinations. When you receive an Annual Data Check you should make any corrections or additions in pen and return to your child's school. If you move address or change your mobile phone number please remember to notify the school. Pupil record information is used in accordance with the Council's Data Protection Notification. Transferring Educational Data About Pupils The Scottish Government and its partners collect and use information about pupils in schools (e.g. the number and characteristics of pupils, their attendance, absence and exclusions, their attainment and their destination when leaving school) 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:

plan and deliver better policies for the benefit of all pupils

plan and deliver better policies for the benefit of specific groups of pupils

better understand some of the factors which influence pupil attainment and achievement

share good practice

target resources better

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 about pupils in schools collected by Scottish Government through statistical surveys is used only for the statistical and research purposes for which it is collected.


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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 (http://www.gov.scot/Topics/Statistics/ScotXed). Pupil names and addresses (other than postcode) are never collected in any ScotXed statistical survey. 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 to academic institutions and organisations to carry out additional research and statistical analysis which helps inform policy development and contributes to improving outcomes for Scotland’s people. In order to carry out this research to support better decisions, policy making and practice, data may be linked to information from other sources. Any sharing or linkage of data will be done under the strict control of Scottish Government, and will be consistent with our data policy and the National Data Linkage Guiding Principles. 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 or linkage 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 [email protected] or write to Education Analytical Services, Area 2D, Victoria Quay, Leith, EH6 6QQ.



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GETTING IT RIGHT FOR EVERY CHILD Getting It Right for Every Child is the national approach in Scotland to improving outcomes and supporting the wellbeing and rights of children and young people by offering the right help at the right time from the right people. The approach has been developed over the last ten years and is based on key principles including:

child-focused – ensuring the child or young person, and their family, is at the centre of decision-making

tackling needs early – identifying needs as early as possible to avoid bigger concerns or problems developing.

joined-up working –ensuring services work together with families in a coordinated way

Wellbeing

A child or young person’s wellbeing is influenced by everything around them and the different experiences and

needs they have at different times in their lives.

Every child or young person should be safe, healthy, achieving, nurtured, active, respected, responsible and

included.

These eight indicators help make sure everyone – children, parents, and the people who work with them have a

common understanding of wellbeing.

Named Person

Most children and young people get all the help and support they need from their parent(s), wider family and

community. Sometimes, families may need a bit of extra help; the Named Person is available to listen, advise and

provide information or help access other services.

Children and young people from birth to 18, or beyond if still in school, and their parents will have access to a

Named Person, normally the health visitor for pre-school children and the head or depute head teacher for school

age children.

A Named Person will only offer advice or support in response to a request from a child or parent, or when a

wellbeing need is identified and there is no obligation to accept the offer of advice or support from a Named Person.

Where a child may be at risk of harm, Child Protection procedures will be followed.

Child’s Plan

The Children and Young People (Scotland) Act 2014 ensures a single planning framework, Child’s Plan, will be

available for children who require extra support that is not generally available to address a child or young person’s

needs and improve their wellbeing.

The Child’s Plan is part of the GIRFEC approach to promote, support and safeguard the wellbeing of children and

young people. The Scottish Government is working with Parliament to agree a timetable to enable commencement

in 2018.


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Stirling educational establishments have long established staged intervention procedures which provide

appropriate and proportionate assessment, planning and review to ensure children and young people have their

individualised needs met. Further information is detailed in Staged Intervention Guidance.

https://www.whatdotheyknow.com/request/350891/response/885579/attach/3/Stirling%20Staged%20Intervention%20Guidance%205%202.pdf

stirling high school handbook 17/18 · stirling high school handbook 17/18. ... mrs p nicol mr c...

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