stockbridge primary school handbook 2017-18 · 2017. 6. 21. · p3 - p7 8.55 am. to 12.15 pm....

PARENT INFORMATION BOOKLET

www.stockbridgeprimaryschool.wordpress.com 1

Stockbridge Primary School 1876-2017

STOCKBRIDGE PRIMARY

SCHOOL

HANDBOOK 2017-18

http://www.stockbridgeprimaryschool.wordpress.com/



A Foreword from the Director of Children and

Families

Session 2017-18

Dear Parents

This brochure contains a range of information

about your child’s school; which will be of interest

to you and your child. It offers an insight into

the life and ethos of the school and also offers

advice and assistance, which you may find helpful

in supporting and getting involved in your child’s

education.

We are committed to working closely with parents

as equal partners in your child's education, in the

life of your child's school and in citywide

developments in education.

Parental involvement in the decision making process

and in performance monitoring are an integral part

of school life. We look forward to developing that

partnership with your support.

I am pleased to introduce this brochure for

session 2017 -18 and hope that it will provide you

with the information you need concerning your




child’s school. If you have any queries regarding

the contents of the brochure please contact the

Head Teacher of your child’s school in the first

instance who will be happy to offer any

clarification you may need.

Alistair Gaw

Executive Director of Communities and Families

CHILDREN AND FAMILIES VISION

Our vision is for all children and young people in

Edinburgh to enjoy their childhood and fulfil their

potential.

We believe that children and young people do best

when:

they are able to live safely and happily within

their own families with the right kind of

support as needed

they attend first class, inclusive schools and

early years settings which meet their needs

We will do all we can to strengthen support for

families, schools and communities to meet their

children's needs.




Our mission is to place children, young people and

families at the heart of our service and provide

support when it is needed throughout childhood

and the transition to adulthood.




A WARM WELCOME TO STOCKBRIDGE PRIMARY

SCHOOL

Dear Parents/Carers

This booklet has been created to provide you with

important information about our school, which I hope

you will find useful. To make our handbook easy to

use I have divided the information into five different

sections:- Page 10-SECTION ONE – Practical Information about

the School

Page 33 – SECTION TWO – Parental Involvement in

the School

5 – SECTION THREE – School Curriculum

Page 82 - SECTION FOUR – Support for Pupils

Page 93 - SECTON FIVE – School Improvement

At Stockbridge we are proud of the very strong

partnership we enjoy with parents. We consider

communication with and involvement of parents

crucial when working towards providing the best all

round education for your child.

We look forward to working with you and your child.

Faye Calder-Kelly (Head Teacher)




STOCKBRIDGE-AN INTRODUCTION

Contact Details

Faye Calder-Kelly (Head Teacher)

Stockbridge Primary School

17 Hamilton Place

Edinburgh

0131 332 6109

[email protected]

www.stockbridgeprimaryschool.wordpress.com Follow us on Twitter - @ Stockbridge_ps





ABOUT THE SCHOOL

Stockbridge Primary is a City of Edinburgh local

authority school. We are a non- denominational school

and welcome children of all faiths or none, from ages

3 to 12. We are fortunate in enjoying extensive,

flexible facilities in traditional yet modernised

buildings. All class areas have interactive white

boards installed.

The main school is housed in a listed Victorian

building designed by award winning architect Rowan

Anderson. In addition to the 7 classrooms in the main

building there is a dining room/gym/assembly hall, a

Support for Learning base, an Early Years Base, a

Middle Years Base, Main School Office,

Administration Room, Head Teacher’s Office,

Management room, Resource room, Staff Room and

Kitchen.

A Georgian annexe accommodates our Nursery, 2

classrooms, Staff Office, and a General Purpose

room used for Drama, Music Cooking etc. This GP

space also houses a school run Breakfast Club and an

independent After School Club.

The school grounds include garden areas; picnic and

seating areas, a sound garden, a Multi Use Games

Area (MUGA), a trim trail, an adventure trail, a




traversing wall as well as tarmac play areas.

ORGANISATION OF THE SCHOOL DAY

SCHOOL HOURS

Monday to Thursday

Mornings: P1 - P2 8.55 am. to 12.00 am.

P3 - P7 8.55 am. to 12.15 pm.

Afternoons: P1 - P2 1 pm. to 2.55 pm.

P3 - P7 1 pm. to 3.20 pm.

Fridays*

Morning: P1 - P2 8.55 am to 12.25 pm

P3 – P7 8.55 am to 12.30 pm

Note on Fridays all classes dismiss at 12.25 (P1/2) or

12.30pm (P3-7) to allow for staff development time.

There is a 15 minute morning break each day.

NURSERY HOURS

Mon-Fri a.m. class 8.30 am. to 11.40 am.

p.m. class 12.20 pm. to 3:30 pm.




AGREED TERM DATES FOR SESSION 2017-2018

Autumn

Term starts Wednesday 16 August 2017

Mid-term holidays

Monday 18 September 2017, Autumn holiday

Monday 16 October - Monday 23 October 2017, mid term break

Term ends Friday 22 December 2017

Christmas holidays

Monday 25 December 2017 - Monday 8 January 2018

Spring

Term starts Tuesday 9 January 2018

Mid-term holidays

Monday 12 February - Friday 16 February 2018, mid term break

Term ends Thursday 29 March 2018

Easter holidays

Friday 30 March - Monday 16 April 2018

Summer

Term starts Tuesday 17 April 2018

Mid-term holidays

Monday 7 May 2018, May Day

Tuesday 8 May 2018, staff only day

Monday 21 May 2018, Victoria Day

Term ends Friday 29 June 2018




SECTION 1 – PRACTICAL INFORMATION

ABOUT OUR SCHOOL

This section deals with the practical aspects of

your child’s attendance at our school. It provides

details on such things as:

travelling to and from school

school meals and milk

financial assistance with school clothing,

transport and school meals

school closures in an emergency or

unexpectedly for any reason

general supervision available for your child in

the morning and at lunchtime

wet weather details

how the school communicates with parents

what procedure to follow if you are not happy

about something.

This section provides you with some background

information on our school and our nursery. It tells

you how our school day and school year are made up

and how to contact the school if, for example, your

child is ill.




Registration and enrolment

Should you wish to enrol in out nursery class our

School Administrator will explain enrolment

procedures and contact you with start dates and

times. If a place is available, children can begin in

the term following their third birthday.

The date for registration of new school entrants is

advertised in all local nurseries, in the local press and

on the council’s website www.edinburgh.gov.uk.

Registration for Primary One and First Year

Secondary takes place in November each year. Pupils

should be registered in only one school for their

catchment area. Parents will be provided with

information about the school, when they register

their child. Parents who want to send their child to

a school other than the catchment school must make

a placing request. Please refer to section four of

this handbook for more information on placing

requests.

Parents of pupils who have moved into the catchment

area or, who wish their child to transfer to the

school, should contact the school office for

information.


http://www.edinburgh.gov.uk/



Once a place is confirmed for your child in P1, you will

be invited to a series of social and curricular events

and your child will be invited to meet his/her teacher

and classmates before starting school.

Attendance and absence

It is the responsibility of parents of a child of school

age to make sure that their child is educated.

Absence from school is recorded as authorised, if it

has been approved by the Children and Families

Department, or as unauthorised, if it is unexplained

by the parent or not authorised (truancy).

Please let the school know by letter or phone if your

child is likely to be absent for some time, and give

your child a note on his or her return to school,

confirming the reason for absence. If there is no

explanation from a child’s parents, the absence will

be recorded as unauthorised.

A phone call in the early morning to school at the

beginning of an absence is ESSENTIAL as office

staff are required to attempt to make contact with

you should we not have a reason for the absence.

Please make every effort to avoid family holidays

during term time as this will disrupt your child’s




education and reduces learning time. I can approve

absence from school for a family holiday in certain

extreme situations, for example, in traumatic

domestic circumstances where the holiday would

improve the cohesion and wellbeing of the family.

Please discuss your plans with me before the holiday.

If I cannot give permission before the holiday, it will

be recorded as unauthorised absence. I can authorise

a holiday if you can prove that work commitments

make a family holiday impossible during school holiday

times. Normally, your employer will need to provide

evidence of your work commitments. Absence

approved by me on this basis is regarded as

authorised absence.

Any requests for extended absence over two weeks

will be referred to the Senior Education Manager for

Inclusion who will decide if it will be recorded as

authorised or unauthorised leave.

Parents from minority ethnic religious communities

may request that their children be permitted to be

absent from school to celebrate recognised religious

events. Absence approved on this basis is regarded

as authorised absence. Extended leave can also be




granted on request for families returning to their

country of origin for cultural or care reasons.

A supportive approach is taken to unexplained

absence. However the children and families

department has legal powers to write to, interview or

prosecute parents, or refer pupils to the Reporter to

the Children’s Panel, if necessary.

It is VERY important that children are punctual for

school. Lateness is recorded in two ways, late during

registration, up to 9:05, and late after that time; the

Scottish Government collects these statistics.

Persistent late coming may also result in referral to

the Education Welfare Officer.

School Uniform

Parents are asked to co-operate with the school in

encouraging the wearing of the school uniform.

Wearing school uniform contributes to a positive

school ethos and helps avoid discrimination and

reduces peer pressure to wear expensive designer

clothing. A school’s reputation can also be enhanced

in the local community by the wearing of school

uniform and school security will be improved, as it

will be easier to identify intruders.




Parents and pupils voted in session 2004/05 to aim

for 100% wearing of uniform Monday to Thursday.

Parents voted to retain this uniform policy in 2011.

Friday is an optional ‘dress down’ day, unless children

are going on a school trip, when uniform will be

required. Parents and pupils can of course choose

uniform on Fridays.

School Uniform, consists of black blazer, grey or

black trousers/skirt/pinafore, white polo shirt, or

white shirts/blouses and red or black sweatshirts.

Black and yellow striped school ties and school blazer

badges are also available. P6 pupils design a special

sweatshirt to wear in P7.

All uniform items may be purchased directly either

from www.superlogo.com, or from our Fairtrade

supplier www.koolskools.co.uk

The appropriate clothing and footwear for PE is a T-

shirt, shorts and gym shoes with non-marking soles.

These are necessary for health and safety reasons

and your co-operation is requested to ensure that

pupils are equipped to participate in the PE lessons.

Football colours are not permitted as they can lead to incidents of rivalry.


http://www.superlogo.com/

http://www.koolskools.co.uk/



For safety reasons, the wearing of all jewellery to

school is discouraged. If pupils with pierced ears

must wear earrings they should be of the stud and

not the dangling or hooped variety.

Please ensure that all items of clothing are clearly

labelled, particularly ties, sweatshirts and PE

equipment, which are often lost.

Items of clothing, which have been found within the

school, are kept in a lost property cupboard in the

main entrance where they can be claimed by pupils

and parents until the end of each term. Please help us

by ensuring that pupils do not bring valuable or

expensive items of clothing to school.

If you have any queries regarding the school’s dress

code, please contact the school office.

Footwear and Clothing Grants

Grants for footwear and clothing for children are

available to parents receiving:

Child Tax Credit, but not working tax credit,

with an annual income of less than £ 15,860

Income Support

Jobseekers Allowance [income-based]




support under Par V1 of the Immigration &

Asylum Act 1999

Income related element of Employment and

Support Allowance

Information on free school meals and clothing grants

is available on the www.edinburgh.gov.uk website.

Applications for free school meals and clothing

grants can be made by contacting Grants, Awards and

Placements, Business Centre 1:1 Waverley Court, 4

East Market Street, Edinburgh, EH8 8BG

Mobile Phones

The benefits of mobile phones are recognised. Many

young people and their parents regard them as an

essential means of communication. Mobile phones can

continue to be brought into schools however the

following limitations will apply in our school –

Mobile phones must be switched off at all times

during the school day and kept in school bags or

in a jacket pocket.

The taking of photos using phones is strictly

forbidden at any time within the school grounds.

The school does not accept any liability for loss

or damage. Phones are brought into school at

the individual’s risk.





School Meals

Menus offer healthy and tasty meal options while

reflecting the Scottish Government food and drink

legal requirements for school lunches. Special diets

and allergies are usually accommodated subject to

consultation with parent/guardian and catering

services. Please contact the School to be advised of

the current price. Menu plans are available on the

school website.

Parents are asked to make weekly payments and a

record of meal choices by a WEDNESDAY. Payments

should be made using the ParentPay system.

Packed lunches are also accommodated in the dining

area. P4-7 children are allowed to eat lunch at our

picnic benches. Pupils are encouraged to bring

healthy packed lunches which use minimal packaging.

Glass bottles and fizzy drinks are not permitted.

Please note that children who take school or packed

lunches may not leave the playground, except with

written permission from parents, and the permission

of the Head Teacher.




Free School Meals

Currently the Scottish Government provides all P1-3

pupils with the option of a free school meal. This

must also be ordered weekly to allow for adequate

catering.

Some families of children from P4-P7 may be eligible

for free school meals. Application forms are available

from the school office. The forms have to be

completed by the parent along with supporting

documentation as detailed on the application form.

An application is required for every school session.

Milk

Free milk will be available to all children in nursery

education and to children of primary school age

whose parents are in receipt of Income Support. Any

other child of primary school age at primary and

special school may be provided with milk at a reduced

cost. Milk order letters are issued at the start of

the year.

Healthy Snacks /Fruit

As an accredited Health Promoting School (Level 3)

we encourage healthy eating and healthy snacks.




Travel to and from School

All children are encouraged to travel to school by

foot, scooter or bike. P3 are trained in the ‘Ready-

Steady-Bike’ programme and P6 pupils are trained in

Cycling Proficiency each year. The school has scooter

and bike racks. Children are forbidden from riding

their bike or scooter within the school grounds and

asked to walk their scooter or bike to the rack.

Scooters and bikes are left at their owner’s risk and

should be securely locked at all times.

Parents are requested, when dropping off/collecting

children from school not to park near the pedestrian

exit or in any location, which causes an obstruction,

and to take care not to restrict the view of the

School Crossing Patrol. Parents are not allowed to

bring vehicles into the school grounds at any time.

General Supervision

Before and after school the playground is not

supervised by school staff, therefore pupils should

not arrive at school until as near to the school start

time as possible. During intervals support staff

supervise the children. A known adult must collect

children from P1-P3 and all children may play after

school with their parent’s permission. Please note




that through discussion with the Parent Council it has

been agreed that any ball games should not

commence before 3.45pm Monday to Friday and

1.00pm on a Friday to allow parents and children time

to leave the grounds safely. Please note children not

following these rules will be requested to stop and

may have balls confiscated. The primary 7 children act as prefects for classes

during wet playtimes. P6 undertake playground

buddies training annually with our Active Sports

coordinator. This includes how to teach younger

children how to play games and how to mediate in

‘disputes’. School Security

The safety and security of pupils and staff when

attending or working in a school is of the utmost

importance to us. We use a number of security

measures including a visitors’ book, badges and

escorts, while visitors are within the school building.

Normally, anyone calling at a school for any reason

will be asked to report to the school office. The

school staff then can make the necessary

arrangements for the visit.




Please do not ask children to open doors to allow you

to enter the building. ALL VISITORS SHOULD

REPORT TO THE MAIN SCHOOL OFFICE ON

ARRIVAL.

Unexpected Closures

In the event of an emergency, such as a power cut or

severe weather, that prevents schools from opening

in the morning or results in an early closure, a range

of communications channels are used to let parent

know. We will text all parents signed up to ParentMail

communication.

In addition, announcements will be made on Radio

Forth (Forth 1 and Forth 2) and via the Council's

corporate Twitter account

www.twitter.com/Edinburgh_CC and Facebook page

www.facebook.com/edinburghcouncil. If many schools

are affected, or the situation is likely to be

prolonged, then the Council's website

www.edinburgh.gov.uk will also be used.

Equality

Edinburgh Council has published an Equality Scheme,

which can be viewed on the council’s website. This

outlines the duties that the Council is required to

undertake to tackle discrimination, prevent

harassment and ensure our work promotes equality.


http://www.twitter.com/Edinburgh_CC

http://www.twitter.com/Edinburgh_CC

http://www.facebook.com/edinburghcouncil




The Council is committed to eliminating

discrimination on the grounds of race, gender,

disability, sexual orientation, religion/belief, age,

marriage or civil partnership, transgender status or

pregnancy/maternity.

Our cluster Equality and Anti-Bullying policy is

available on our school website.

English as an Additional Language

The Children & Families Department provides a

support service of teachers of English as an

additional language. The teachers visit schools to

work with those bilingual pupils who require

assistance in developing English language skills.

Complaints, Comments and Suggestions Procedure

We all hope that you will be completely satisfied with

your child's education and we encourage feedback on

our services from parents and pupils. We are,

therefore, interested in feedback of all kinds,

whether it be compliments, suggestions or

complaints.

Minor queries or questions should be raised with your

child’s class teacher or the School Administrator.




If you want to register a comment of any type about

our school you can do this by writing, e-mailing,

telephoning or making an appointment to see

someone. All feedback is welcome and keeps us in

touch.

If, in particular, you have a complaint about the

school, please let us know. It is better that these

things are shared openly and resolved fairly, rather

than being allowed to damage the relationship

between the family and the school. There will be no

negative consequences arising from making a

complaint and we will deal with the issue as

confidentially as possible.

There are some things which you should take note of

in relation to making a complaint:

Please make any complaints initially to the Head

Teacher. This makes sure that the school knows

what is going on and has an opportunity to

respond and resolve the issue.

We will try to respond as quickly as possible, but

often issues are complex and we need time to

investigate.

If you are still unhappy with the service or with




our response then you will have the right to take

the matter further and contact Advice and

Conciliation [0131 469 3233].

If you are still unhappy after the further

investigation and reply you can take the matter

up with the Scottish Public Services Ombudsman,

our reply will include the contact details.

Health and Safety

Within the general policy laid down by The City of

Edinburgh Council, the Children & Families

Department has prepared and has continuing

development of, safety policy statements for all

areas of its responsibility in accordance with the

Health and Safety at Work Act 1974. School staff

are fully instructed in their responsibilities in this

respect, and safety regulations apply to all aspects

of school life, both on and off the premises. It is

expected that pupils will behave responsibly and

comply with all safety requirements. The support of

parents/carers in promoting good practice in health

and safety matters is of great importance to the

school.


http://www.hse.gov.uk/legislation/hswa.pdf



Road Safety

In collaboration with the Police Scotland the school

provides instruction to children on Road Safety,

through an annual Road Safety focus. Parents are

asked to make sure that their children are aware of

the safest route to school and that they use the

services of the school crossing guides.

Fire Drills

Regular termly Fire Drills are carried out. Visitors to

school must sign in and read procedures. These are

posted in the Main Office and on the back of all

classroom doors. Should the fire alarm sound all

visitors should leave the building by the nearest Fire

Exit and assemble in the large Playground and await

instructions from staff.

School Health Service

A team of specialist Health Service and Children and

Families Department staff work together to provide

a service throughout your child’s years at primary

and secondary school. A planned programme is put

into place to make sure that they benefit as much as

possible from all that school has to offer, and to help

prepare for life after leaving school. The School

Health Service is part of the Community Child Health




Service and has direct links with those who carry out

health checks on children before they start school.

Many different services are provided. The staff

involved make every effort to work closely with

parents/carers and with others who are caring for

your child, both at school and in other branches of

the Health Service. Some of the services, e.g.

testing for vision, hearing or speech, are provided to

all children on a routine basis to discover which

children may need further tests. Parents/carers are

not necessarily notified at the time of these

screening tests and any parent who does not want a

child to be included should notify the school at the

beginning of the session. Naturally, if treatment is

thought to be required the child’s parents/carers will

be informed and consent requested. The School

Health Team takes the issue of maintaining

confidentiality seriously at all times.

Some of the staff concerned and the parts they play

are as follows:- School Nurses are involved with

health promotion and education, prevention of ill

health, immunisation, health surveillance and

screening. The School Doctor is made aware of any

possible problems and parents/carers and the family




doctor are informed if any further action is

considered necessary. A Health Assistant may help

the School Nurse. The School Nurse acts as an

important link between home and school. She visits

the school and liaises with the teachers to find out

whether any pupil has a health need that requires to

be addressed. The School Nurse can link with other

members of the health team, in the community or in

hospital, concerned with a child’s health. The School

Nurse reviews the notes of all children in Primary 1,

4, 7 and Senior 3 as well as those of all new entrants.

An information booklet about the School Health

Service is issued to all Primary 1 pupils and any new

pupils coming from outside the Edinburgh area.

The School Nurse will be pleased to see you and your

child at a mutually convenient time if you are

concerned about his/her health or general progress

at school.

With your consent, the School Health Service Staff

also carry out immunisations to protect against

various diseases.

The Audiometric Team normally checks children’s

hearing on a number of occasions before the age of




13/14 years. The School Health Team will be told if

your child seems to have a hearing problem and they

will inform parents/carers and GPs as necessary.

The Speech and Language Therapist can provide

assessment and, if necessary, treatment if you, a

teacher or the School Doctor feels that your child

may have a speech or language problem.

Any enquiries concerning the provision of dental

services should be made to:

The Director of the Community Dental Service, 16

Duncan Street, Edinburgh, EH9 1SR (Tel. 0131 667-

7114).

We hope that the School Health Service can,

together with yourselves, contribute to your child’s

overall well-being and development. Please do not

hesitate to arrange through the Head Teacher to see

the School Nurse should you require any further

information".

Accident and Emergency Procedures

In order that the school may deal effectively with

any emergency it is essential that the school is

notified, in writing, of all changes of address, places

and times of work, telephone numbers and emergency




contacts, as soon as they are known. An information

sheet is issued for this purpose.

Should a child have an accident which requires more

than ‘First Aid’ the following procedures will operate:

1) contact parents (as per information sheet – see

above).

If contact cannot be made –

2) contact emergency contact.

3) If neither of these contacts can be made

immediately a promoted member of staff will

take the child either to the Minor Injuries Clinic

at the Western General Hospital or the Royal

Hospital for Sick Children’s Accident Emergency

Department and wait until a parent or other

responsible person arrives.

If the child becomes ill during the day the following

procedures operate:

1) an attempt is made to contact parents – if that

fails

2) an attempt is made to contact emergency

contact.

3) If the school is unable to contact either, the

child will be kept in school, being made as

comfortable as possible.




Parents should be aware that the school does not

have the facilities or staff to cope with children who

are unwell.

Medicine Administration

For safety reasons members of staff are forbidden

to dispense medicines/drugs on their own initiative.

Should pupils require medication during the school

day parents should arrange to speak to a member of

the Senior Leadership Team. They will be required to

complete a Permission to Dispense Medication form

which will outline dosage and whether it is a short or

long term medical need.

Head Lice

Head lice are spread through head to head contact at

home, while playing or in school. Regular wet combing

of your child’s hair weekly; using a head lice

detection comb and conditioner 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, get the

correct lotion from your doctor, health visitor or




pharmacist. Shampoos and other treatments are not

effective.

One treatment is two applications of the treatment

lotion, seven days apart. If this is not followed then

re-infection is likely.

Advise family members and close friends that your

child has head lice and that they should check their

own hair. Only treat if live lice are found. Don’t be

shy about advising others of this possible problem

because you would likely tell family and friends about

other infections that might affect them.

You should inform the school so that we can send out

a general reminder about prevention and detection of

head lice.




SECTION TWO – PARENTAL INVOLVEMENT IN

THE SCHOOL

Parental involvement is very important, as we know

it helps children do better in school. This section

contains information about how parents can be

involved in supporting learning at home as part of

a home – school partnership.

You can also find out more about the ethos of our

school, what our values are and our aspirations for

our pupils including how we celebrate pupil success,

and links we have with partner organisations and

the wider local, national and international

community.

Lastly, it includes information on our Parent

School Association and Parent Council, how to

contact them and how parents can get involved in

the life and work of the school.

Our Vision

At Stockbridge the school community will strive to

enable everyone to become successful learners,

effective contributors, responsible citizens and

confident individuals.

Parents and visitors and inspectors comment on the




very positive ethos of our school.

“Well behaved and polite children who learn and

achieve well. A safe, caring, supportive and inclusive

environment.” HMIE, August 2009

Our Values

We are always learning

We give time to listen, think and talk.

We are all given the chance to do our best.

We treat everyone as we wish to be treated.

We value and respect our school community and

care for others and the world we belong to.

Our Aims

Curriculum

To ensure a broad and balanced curriculum that

provides young people with the best possible learning

opportunities and experiences.

Attainment

To ensure that all pupils are able to realise their full

potential through the promotion and recognition of

achievement and excellence.

Learning and Teaching

To provide the highest quality of learning and




teaching experiences that enable pupils to enjoy

their education and develop positive attitudes

towards learning.

Support for Pupils

To provide effective support systems for all pupils

which promote personal and social development and

underpin academic achievement.

Ethos

To provide a welcoming, safe and caring environment

in which each pupil is valued and supported.

Resource Management

To improve the quality of learning and teaching

through the effective organisation and management

of resources.

Management and Leadership

To ensure that the school’s promoted staff provide

high quality leadership, management and support.

Professional Development

To improve the quality of educational experiences

through a programme of continuing professional

development for all staff.




Partnership

To build and maintain effective partnerships between

the school and its parent body, external support

agencies and its wider community.

Learning for Life

To equip pupils with the foundation skills, attitudes

and expectations required to prosper in a changing

society and to encourage creativity and ambition.

Learning Environment

To ensure all pupils are able to experience a calm,

positive and safe learning environment that promotes

good behaviour, self-discipline and respect for

others.

Health

To actively promote healthy attitudes and behaviours

in the whole school community.

Promoting Positive Behaviour

It is hoped that self-discipline will be the key to a

proper code of conduct and this only comes about

from mutual trust and respect.

Staff and pupils have agreed a positive behaviour

policy within the school. A positive approach to




discipline is in place and there is a set of rules called

the “Golden Rules” which are followed throughout the

school.

OUR GOLDEN RULES

Be gentle

Be kind and helpful

Work hard

Look after property

Listen to people

Be honest

Class Positive Behaviour Agreements

Every class will discuss and agree a ‘class positive

behaviour agreement’, or Class Charter in the first

week of every academic year. A behaviour

agreement is fundamentally a shared understanding

between staff and pupils about fair, safe, reasonable

expected behaviour within the classroom.

Every pupil in the class and any staff working within

the class will sign the class agreement. The class

agreement will be sent home for parents/carers to

discuss with their child, sign and return to school.

Motivating and Rewarding Positive Behaviour -

Weekly Achievement Awards




Each week class teachers will nominate and celebrate

the achievement of at least one member of the class.

Certificates that describe their achievement will be

presented in assembly. All class teachers will keep a

record of the achievements to ensure that all pupils

are recognised for at least one achievement in each

academic year.


Merit System

All members of staff reward children with Merit’s

for demonstrating behaviours linked to the 4

capacities. The children will be given an individual

merit in the form of a merit sticker; which will be

visually displayed on their personal merit chart.

RED = successful learners

GREEN = confident individuals

BLUE = effective contributors

YELLOW = responsible citizens.

The Merits are collated and exchanged for a

certificate. Bronze and Silver Certificates are given

out in class, Gold Certificates will be awarded in an

Assembly.

28 Merits = a bronze certificate.




56 Merits = a silver certificate.

112 Merits = a gold certificate


House Points

All pupils will belong to a ‘House’. All staff will award

house points in the form of ‘gold credits’ to pupils

who are exhibiting positive behaviour in line with the

school values. On receipt of a house point pupils will

place their gold credit in their house ‘jar’ in their

classroom. House captains will collect their house

gold credits on a Friday and update their house total

(this will be visually displayed).

The house with the greatest number of house points

will be rewarded with a termly house ‘reward’. There

will also be a reward for the house with the greatest

number of house points over the year. (See policy

statement on the organisation of houses).


Golden Time

Golden time is ‘reward time’ in which children can

make choices about how they spend their time. Each

year we divide up the weeks into class golden time or

whole school golden time. Each class has a range of




‘special games and activities’ from which the children

can choose.

On weeks in which it is whole school golden time the

children will choose from a range of activities across

mixed year groups. Examples of the types of

activities on offer are outside play, basketball, craft

and scootering.

Children are entitled to 30 minutes golden time each

week on a Friday.

Children who keep all their Golden Time within any

week will be rewarded with an individual Star sticker.

When they have collected 4 stars they can cash them

in for a Responsible Citizen sticker for their Merit

Award Certificate.

Managing Inappropriate Behaviour

The Golden Rules apply at all times (including

excursions and after-school activities). When

children break these rules they understand that

there are consequences and they need to take

responsibility for their actions. All staff understand

that there must be consistency in the manner in

which these consequences are applied




In the playground –

Playground staff may also issue a yellow ‘Positive

Choices’ slip for children exhibiting exemplary

behaviour.

If a pupil breaks a golden rule they will be given a verbal WARNING. All

staff will use the same language to communicate the warning. Staff will

refer to the warning as ‘Warning 1’ with Nursery – P2 children. If the

behaviour continues they will be given ‘Warning 2’. P3-7 pupils will only be

given one warning. Adults will discuss positive choices and strategies to

support the child in making a positive choice. (see strategies section).

Staff may give the child a ‘Time Out’ in a quiet area of the playground.

(see strategies section).

If the negative behaviour persists, the playground staff will communicate

this to the class teacher by issuing a red Negative Choices slip with a short

description of which rule was broken. This will also result in the loss of 5

minutes of Golden Time.

If the child continues to exhibit the negative behaviour or exhibits any of

the behaviours in section 10 they will immediately be removed from the

playground for ‘Time Out’ outside the staffroom and will be referred to a

member of the SLT.




In the classroom -

All children start the week with 30 mins ‘Golden

Time’. This will be displayed on the wall.

By following the golden

rules they will achieve 30

minutes ‘Golden Time’ on a

Friday 11.45 – 12.15am.

If a child breaks a golden rule they will be

given a verbal WARNING. All staff will use

the same language to communicate the warning.

Staff will refer to the warning as ‘Warning 1’

with Nursery – P2 children. If the behaviour

continues they will be given ‘Warning 2’. P3-7

pupils will only be given one warning. Adults will

discuss positive choices and strategies to

support the child in making a positive choice

(see strategies section).

If a child continues to break a golden rule

they will lose 5 mins from their golden

time. This will be displayed visually. They

will be given the opportunity to earn this

back by the end of the day unless they

have exhibited a behaviour listed in

section 10.

If they continue to break the

same rule they will lose an

additional 5 mins (10 mins in

total). Should this happen

they should be sent to the

designated buddy classroom

for 15 mins to reflect upon

their behaviour and complete a

reflection sheet (they should

be accompanied by a peer). A

letter will be sent home

informing the parent and where

appropriate inviting them to

meet with the teacher.

If the same child breaks a

different rule they should be

given a WARNING.

If they continue to break the rule they should

lose an additional 5 mins (10 mins in total).

Should this happen they should be sent to the

buddy classroom for 15 mins to reflect upon

their behaviour and complete a reflection sheet

(they should be accompanied by a peer). A letter

will be sent home informing the parent and where

appropriate inviting them to meet with the teacher.

If a child loses 15 mins or more

of Golden Time a member of

the SLT should be informed.

They will speak with the child and

agree actions to be taken. This

may include; meeting with the

parent or the setting up of an

individualised support plan.




Contact is made with parents if persistent problems

with behaviour present themselves and we will make

every effort to work closely with parents to find

solutions. This may include seeking advice/support

from outside agencies such as the School Educational

Psychologist. If misbehaviour continues to persist, it

may be that the Head Teacher will instigate a

reduced timetable or issue an exclusion as laid down

in City of Edinburgh Council Policy. The school would

always aim to do everything in its power and use

various resources before invoking such a far-

reaching procedure.

The school aims to have a reputation for being a

happy and secure place where children and adults

treat one another with respect and tolerance. Our

positive behaviour policy gives a very clear structure

as to what will happen on any occasion when

misbehaviour occurs.

Our Positive Behaviour Policy can be found in full on

our school website.




Respect Me – (Anti-Bullying)

All pupils and staff have the right to feel happy, safe

and included. Our shared values of mutual respect

between staff and pupils, and high expectations of

success within a caring and supportive environment,

form the basis of our positive school ethos.

We are committed to equality of opportunity for all

and we work actively towards eliminating all forms of

discrimination or lack of respect.

Staff and children are involved in on-going work to

prevent disrespectful and discriminatory behaviours.

This includes posters, assemblies and focus weeks.

All staff and children are clear about the actions

that should be taken to investigate incidents and

support the individuals involved

Whilst many believe that children who bully must be

punished for their behaviour, it is widely accepted

that this type of response can at times be

ineffective, dangerous, breed resentment and can

make the situation worse. Punishment can make a

person resentful instead of reflective. Children who

bully must be given the opportunity to hear about and

face up to the pain, hurt, distress and anger they




have caused to others. Punishment does not help to

restore relationships and can result in further

retaliation.

Whilst the school will take appropriate action, it is

also important that all parents involved, work with

the school to resolve the problems in the best

interests of their child or young person. When home

and school work in partnership, children respond

positively.

Parental Involvement in the Life of the School

We welcome parental involvement as research has

shown that when parents are involved children do

better in school.

The school aims to keep parents as well informed as

possible. It is essential that two-way communication

exists and flourishes. A school newsletter is sent

home regularly. Copies of newsletters etc can also be

found on the school website -

www.stockbridgeprimaryschool.wordpress.com

At the beginning of each term, parents will receive a

class newsletter from their child’s class teacher





detailing the curriculum, homework expectations and

any class excursions.

All parents are invited to school early in September

to meet the class teacher and hear about the

curriculum for that year. In October parents are

invited to visit the school to discuss their child's

targets and progress with the class teacher.

Following a period of trialling On Line Learning

Journals across a number of stages over the past two

years and overwhelmingly positive feedback from

parents we have decided to roll out their use across

all stages. This will enable parents to regularly have

an insight into their child’s learning across different

curricular areas. A record of discussion between

pupils and staff on their progress and next steps will

be published on the Learning Journals in December.

There will be a further opportunity for

parent/teacher consultation in March/April. Final end

of year comments from class teachers will be

published on the Learning Journals in June.

Parents are encouraged to volunteer their time and

skills within the school through supporting Ready,

Steady, Learn in infant classes, accompanying trips,




helping in classes or supporting golden time activities

etc.

Parents are frequently invited to share the children’s

learning through visiting classrooms and attending

class assemblies and whole school events.

All children have a home school learning journal and

parents are encouraged to use this to communicate

any queries/concerns with class teachers. We aim to

have an open door policy and welcome parental

feedback and suggestions.

As an eco-school we are keen to communicate with

parents using ParentMail an electronic communication

system. This enables us to send out regular updates

by email and text alerts when needed. Parents are

asked to ensure that contact details are kept up to

date to ensure efficient communication between

school and home.

Parent Council

Parent Councils are the formal representative body

for parents / carers with children attending school.

Parent Councils are different in each school to enable

them to meet the needs of parents / carers locally.




Parents are welcomed to be:

involved with their child’s education and learning;

active participants in the life of the school;

express their views on school education generally

and work in partnership with their children's

schools.

All parents / carers are automatically members of

the Parent Forum at their child’s school. As a

member of the Parent Forum all parents can expect

to –

receive information about the school and its

activities;

hear about what partnership with parents means

in our school;

be invited to be involved in ways and times that

suit you;

identify issues you want the Parent Council, to

work on with the school;

be asked your opinion by the Parent Council on

issues relating to the school and the education it

provides;

work in partnership with staff;




take part in the life of the school in whatever

way possible.

The Parent Forum decides how their representatives

on the Parent Council are chosen and how the Parent

Council operates. Parents / carers are encouraged to

volunteer or put themselves forward to be chosen as

representatives of the Parent Council if they wish.

The main aims of the Parent Council are:

To support the school in its work with pupils

To represent the views of parents

To promote contact between the school, parents,

pupils, providers of nursery education and the

community

To report to the Parent Forum

To be involved in the appointment of senior

promoted staff.

The current Parent Council is co-chaired by Catriona

Thomson and Alix Macdonald. Photos of each year

group representative and their contact details can be

found on the Parent Council noticeboard outside the

school office. The Parent Council can be contacted on

[email protected]

For more information on parental involvement or to

find out about parents as partners in their children’s


mailto:[email protected]



learning, please contact the school or visit the

Parentzone website at

www.parentzonescotland.gov.uk.

The Parent School Association (PSA)

The PSA is a separate organisation to the Parent

Council. They organise a wonderful calendar of social

and fundraising events.

The PSA are always looking for parents willing to

volunteer their time to support fundraising and extra

curricular activities.

Please contact the Chair of the PSA through the

school office or leave a message in the PSA mailbox

(outside the school office) should you want to find

out more information about the role of the PSA.

Alternatively you can e-mail them at

[email protected]

The Scottish Parent Teacher Council is the national

organisation for PTAs, PSAs and PAs in Scotland,

Parent Councils can join too, and it runs an

independent helpline service for all parents.

The National Parent Forum of Scotland has been set


http://www.parentzonescotland.gov.uk/



up to give Parent Councils and parents an opportunity

to discuss and raise educational issues of mutual

interest or concerns at a national level.

Stockbridge Breakfast Club

The breakfast club runs daily from 7.50-8.50. There

are spaces for 20 children. The Club is currently run

by one of our PSAs and a parent with Childcare

Qualifications and managed by our Business Manager.

We do not receive a budget for running this club and

we have to cover the cost of breakfast, materials

and wages, therefore parents have to pay for a whole

week to ensure we can be financially viable. The

current cost is £10 for the week. Should you be

interested in using this facility please complete an

application form at the School Office.

Stockbridge After School Club

This club is not run by the school but is based in the

school annexe building. The aim of this club is to

provide daily care facilities for children after school

hours until 5.30 p.m. Membership is open to children

of parents in full time work or education. The

management committee consists of 5 parents. A

charge is made per week to cover costs of materials

and Play Leader(s) wages. Applications to the club




can be passed on from the school to the Management

Committee.

Contact 0131 332 9494 for more information.

Pupil Involvement – Our Community Groups

All children (Primary 1-7) are members of a

Community Group. These groups ensure all children

play a role in the wider life of our school.

Our Community Groups consist of –

Rights Knights: this groups meets to discuss any

ideas pupils have regarding how we can improve

awareness of and adherence to the UN

Convention on the Rights of the Child.

Healthy Heroes: this group is working on how we

can improve our playground and further develop

health and wellbeing within the school.

Eco Warriors: this group is working on how we

can reduce our global footprint and work with

Eco Schools Scotland. It is also working on

reducing litter in the school and local

environment and is responsible for the upkeep of

our school garden.

Global Giants: this group is working on further

developing our children as Global Citizens, our




links with Malawi and positive links with the local

community.

Our Community Groups meet twice a term.

Houses

All children are members of a house. We have 4

houses:

Clarence

Raeburn

Inverleith

Henderson

Siblings are members of the same house.

We hold House Captain Elections and the children

nominate 2 Primary 7 children to be their House

Captains. We have 4 Organised House Events

throughout the year. Children can earn ‘gold credits’

for their house during these events. They can also

earn them throughout the year for displaying

behaviour which reflects our school vision and values.

Each term the house with the most ‘house credits’ is

awarded the house cup and an extra playtime. The

House which wins the cup the most times throughout




the year; is awarded the House Trophy in our end of

year assembly.




SECTION THREE – THE CURRICULUM

This section describes how the curriculum is

planned and delivered in our school including the

range of subjects and subject areas your child will

be learning. It also includes information on how

pupils develop skills for learning, life and work,

including literacy, numeracy and health and

wellbeing in and out of the classroom.

As well as giving you information about the

statutory curriculum requirements we have

included details on sports and outdoor activities

available to pupils and the range of facilities

available within the school. Details of how parents

will be informed about sensitive aspects of

learning e.g. relationships, sexual health,

parenthood and drugs awareness are included as

well as information about religious instruction and

observance and arrangements for parents who wish

to exercise their right to withdraw their child.

Curriculum for Excellence

Bringing learning to life and life to learning -

Curriculum for Excellence has now been introduced

across Scotland for all 3-18 year olds – wherever

they learn. It aims to raise standards, prepare our




children for a future they do not yet know and equip

them for jobs of tomorrow in a fast changing world.

Teachers and practitioners will share information to

plan a child’s ‘learning journey’ from 3-18, helping

their progression from nursery to primary, primary

to secondary and beyond, ensuring each transition is

smooth. They’ll ensure children continue to work at a

pace they can cope with and with challenge they can

thrive on.

Curriculum for Excellence balances the importance of

knowledge and skills.

Every child is entitled to a broad and deep general

education, whatever their level and ability. Every

single teacher and practitioner will be responsible

for the development of literacy and numeracy from

Early Level through to Senior Phase.

It develops skills for learning, life and work, bringing

real life into the classroom, making learning relevant

and helping young people apply lessons to their life

beyond the classroom. It links knowledge in one

subject area to another helping make connections in

their learning. It develops skills; which can enable




children to think for themselves, make sound

judgements, challenge, enquire and find solutions.

There is an entitlement to personal support to help

young people fulfil their potential and make the most

of their opportunities with additional support

wherever that’s needed. There is an emphasis by all

staff on looking after our children’s health and

wellbeing – to ensure that the school is a place where

children feel safe and secure.

Ultimately, Curriculum for Excellence aims to

improve our children’s life chances, to nurture

successful learners, confident individuals, effective

contributors, and responsible citizens, building on

Scotland’s reputation for great education.

Our Curriculum

At Stockbridge our curriculum is designed to develop

4 capacities in all our children.

Successful Learners

Confident Individuals

Effective Contributors

Responsible Citizens

The 8 curriculum areas Language and Literacy, Maths

and Numeracy, Health & Well Being, Social Studies,




Expressive Arts, Religious & Moral Education,

Science & Technologies are taught within the 4

contexts for learning.

Discrete subject areas.

Inter-disciplinary Learning.

Opportunities for wider achievement

Ethos and the wider life of the school

Language and Literacy

Language is developed through a programme of work

involving listening, talking, reading and writing.

Opportunities are sought to encourage and celebrate

children’s achievement in all aspects of language

work. For example; entering writing competitions,

display of writing in class, creating booklets for

younger readers, performances of poetry and plays

to name but a few.

Beginning in nursery, teachers create a rich language

environment. Literacy skills are taught through a

multi sensory approach. Parents are invited to school

to hear about our literacy programme in detail and a

support pack has been created to guide parents in

helping with homework at this crucial stage. Learning

assistants are assigned to P1 and P2 for literacy




support.

In school, the emphasis in our teaching of reading is

on achieving a balance between developing strategies

for decoding text and the search for meaning. We

teach reading in a systematic, structured way.

Each class has it’s own library and children can

choose from a wide range of fiction and information

books. We also have an annual Book Fair and author/

storyteller visits are arranged regularly. We have

close links with the local library next door.

In written language the children are encouraged to

write fluently and effectively for a range of

purposes. Pupils are introduced to different styles of

writing and are encouraged to self and peer assess

their writing. The necessary skills of spelling,

punctuation, language structure and cursive

handwriting are taught in a systematic way.

1 + 2 Languages

All children are now expected to have exposure to 2

foreign languages. In Stockbridge all children from

Nursery to P7 will have weekly exposure to French.

Learners in P5, P6 and 7 will have weekly French

lessons. During the course of the year all children




from P1-P7 will also have a block of teaching in

Mandarin.

Mathematics and Numeracy

Mathematics plays an important role in our lives. It

is used in everyday activities such as buying, keeping

time and playing games. We must equip children with

the knowledge of how to go about this.

Children enter school as active thinkers, having

already experienced mathematics informally, doing

things in order, enjoying patterns and so on. They

may even have some grasp of numbers, shape,

direction, measuring, sorting and sharing.

At school we provide a structure through which

children can progress from where they are,

developing skills, understanding concepts and learning

facts and techniques.

Staff plan for the following aspects:

Number, Money and Measurement

Shape, Position and Movement

Information Handling

Problem Solving and Mental Maths




An essential feature is the opportunity to see how

mathematics relates to the real world. This gives

children the opportunity to use their skills in a

practical way and allows the teacher to assess if the

child can use the appropriate operation for a given

task. Children may run a fund raising activity,

compile data on a traffic audit, keep accounts of an

enterprise fund, plan and design for an area of the

playground – all activities where there is a purpose

and relevance.

In 2016-17 we introduced “Stockbridge Counts” a

programme which takes place at all stages for 10-15

minutes at the start of every Maths lesson to

improve mental maths. The whole school focus on one

mental mathematical agility skill at a time. This

provides the opportunity for learners to practise

skills, discuss alternative mental methods and be

shown how to use effective approaches. Time is

spent discussing how answers have been reached and

pupils are asked to demonstrate and explain their

thinking.

Problem solving tasks involve the children in group

activities of co-operation where a strategy has to be

found to solve a particular problem. This engages the




children in challenges; which foster thinking skills

and qualities of determination and perseverance.

Social Studies

Through social studies, children and young people

develop their understanding of the world by learning

about other people and their values, in different

times, places and circumstances. The social studies

experiences and outcomes are structured under

three main organisers, which are delivered through a

series of topics from Nursery – P7.

People, past events and societies

People, place and environment

People in society, economy and business

Educational visits are encouraged which link to these

studies whenever possible, and the class teacher will

base much of the teaching around these visits. It is

important that the children attend and that consent

forms giving permission to do so are returned to

school in good time.

Parent helpers are vital to the organisation of

educational visits and requests will be made for your

services from time to time.




Links with our local community and local residents

enrich studies of the Stockbridge area. Outings are

frequently organised to enhance class work, for

instance to the zoo, local museums and galleries,

theatres, the Book Festival, outdoor centres and the

Botanical Gardens.

Sciences

Science is an important part of our heritage and we

use its applications every day in our lives at work, at

leisure and in the home. The key concepts have been

clearly identified using five organisers:

Planet Earth

Forces, electricity and waves

Biological systems

Materials

Topical science




The experiences and outcomes in science provide

opportunities for children and young people to

develop and practise inquiry and investigative skills

and analytical thinking skills. Children will be given

opportunities to plan and design experiments,

observe, collect, measure and record evidence and

present their findings. This involves them thinking

creatively and critically and drawing conclusions

based on reliable scientific evidence.

Technologies

Learning about technologies is essential to prepare

our children for life and work in the future. Learning

takes place through looking at Technological

developments in society, using Digital Technologies to

enhance learning, Business contexts, Food, Textiles

and Craft, Design, Engineering and Graphics.

Health and Wellbeing

Learning in health and wellbeing ensures that

children and young people develop the knowledge and

understanding, skills, capabilities and attributes;

which they need for mental, emotional, social and

physical wellbeing now and in the future. Learning

through health and wellbeing enables children and

young people to:




Make informed decisions in order to improve

their mental, emotional, social and physical

wellbeing

Experience challenge and enjoyment

Experience positive aspects of healthy living and

activity for themselves

Apply their mental, emotional, social and physical

skills to pursue a healthy lifestyle

Make a successful move to the next stage of

education or work

Establish a pattern of health and wellbeing which

will be sustained into adult life, and which will

help to promote the health and wellbeing of the

next generation of Scottish children.

The experiences and outcomes in health and

wellbeing reflect our holistic approach to promoting

health and wellbeing of all children and young people.

They are consistent with the United Nations

Convention on the Rights of the Child, which sets out

the right for all children and young people to have

access to appropriate health services and to have

their health and wellbeing promoted.

The experiences and outcomes are structured into

the following organisers:




Mental, emotional, social and physical wellbeing

Planning for choices and changes

Physical education, physical activity and sport

Food and health

Substance misuse

Relationships, sexual health and parenthood

Children are entitled to two hours of physical

education every week. Most children will have weekly

P.E. lessons with our specialist teacher and also 2

lessons with their class teacher. Children are asked

to have a t-shirt, shorts and gym shoes to change

into at school every day.

P4-5 pupils go to Glenogle Swimming Pool for

swimming lessons and P6 and 7 pupils have a series of

skiing lessons at ‘Hillend’. We invite a number of

Sports Development Officers into school each year.

Last year, for instance, P6 and P7 pupils enjoyed

rugby and cricket. We work closely with our Active

Schools coordinator.

The benefits of healthy foods and balanced diets are

emphasised and provision of a healthy snack and

lunchbox is encouraged!




A parent information evening is held annually in the

Autumn Term to inform parents of the content

covered within our Relationships, Sexual Health and

Parenthood, Substance Misuse and Personal Safety

curriculum. Parents are given the opportunity to view

resources used and ask questions about how these

issues will be explored.

We are accredited Health Promoting School level 3.

Religious and Moral Education

Learning through religious and moral education

enables me to:

recognise religion as an important expression

of human experience

learn about and from the beliefs, values,

practices and traditions of Christianity and

the world religions selected for study, other

traditions and viewpoints independent of

religious belief

explore and develop knowledge and

understanding of religions, recognising the

place of Christianity in the Scottish context

investigate and understand the responses

which religious and non-religious views can




offer to questions about the nature and

meaning of life

recognise and understand religious diversity

and the importance of religion in society

develop respect for others and an

understanding of beliefs and practices which

are different from my own

explore and establish values such as wisdom,

justice, compassion and integrity and engage in

the development of and reflection upon my own

moral values

develop my beliefs, attitudes, values and

practices through reflection, discovery and

critical evaluation

develop the skills of reflection, discernment,

critical thinking and deciding how to act when

making moral decisions

make a positive difference to the world by

putting my beliefs and values into action establish a firm foundation for lifelong

learning, further learning and adult life. (Extracted from Principle and Practice:

religious and moral education, Education

Scotland)




The Education (Scotland) Act 1980 continues to

impose a statutory duty on local authorities to

provide religious education in Scottish schools

The Secretary of State has issued regulatory advice that makes clear that religious and moral education has a fundamental place in the normal school curriculum. Parents have a statutory right to withdraw their children from Religious and Moral Education (RME) and may contact the Head teacher to discuss this. The school makes suitable alternative arrangements for those children whose parents have requested their child be removed from RME so that they are not disadvantaged as a result of this choice.

Time for Reflection at Stockbridge

Time for reflection / religious observance is a

statutory requirement (Education Scotland Act 1980)

and is part of the Curriculum for Excellence (CfE). In

2005 the Scottish Government defined it as

“community acts which aim to promote the spiritual development of all members of the school community and express and celebrate the shared values of the school community” In 2011 the Scottish Government clarified their

position regarding the provision of religious

observance in Scottish Schools in a letter to all Head

Teachers where they stated that:




Scotland is a society with a longstanding Christian tradition. However, Scotland has for many generations also been home to many who have other faith and belief traditions, never more so than at present. This trend is likely to continue as Scotland remains a country where people from other communities are welcomed and we expect Scotland to become increasingly diverse in the range of faith and belief traditions represented. Religious observance needs to be developed in a way which reflects and understands diversity. It should be sensitive to our traditions and origins and should seek to reflect these but it must equally be sensitive to individual spiritual needs and beliefs, whether these come from a faith or non-faith perspective. This letter also acknowledged that whilst the Act

uses the term religious observance schools may feel a

different name for the events that meet these

requirements will be more appropriate to their

context and culture. It noted that in a non-

denominational school, such as Stockbridge, the use

of the title “Time for Reflection’ might be

appropriate.




Time for Reflection

provides opportunities for the school community

to express and celebrate values which are

considered common human values

gives the school community time to reflect upon

a variety of traditions and viewpoints as well as

other stimuli such as literature, art and music;

provides opportunities for the community to

reflect upon values, beliefs, commitments and

hopes which are explicit in being human.

(extracted from CfE briefing16. November 2014)

Stockbridge Primary is non-denominational and

organised acts of worship do not take place within

the school. Weekly assemblies provide ‘Time for

Reflection’ from topics such as Friendships, Respect

and Building Resilience, to sharing learning around

Global issues, projects and class news as well as

celebrating successes from both inside and outside

of school.

The Religious Observance Review Group concluded

that…..” Where, as in most non-denominational schools, there is a diversity of beliefs and practice, the Review Group believes that the appropriate context for an organised act of worship is within the




informal curriculum as part of a range of activities offered for example by religions, non-religious groups, chaplains and other faith leaders.” In Stockbridge we sometimes share learning about

some religious festivals such as Christmas, Diwali, Eid

or Holi for example and people of faith may

occasionally lead these assemblies. However, content

is discussed in advance with the Head Teacher to

ensure it is appropriate. Parents should note there is

a statutory provision for parents to withdraw

children from participation in religious observance. If

you wish to exercise this right you should contact

the Head Teacher to discuss arrangements further.

Details of assemblies will subsequently be added to

the school website for your information.

A special Christmas assembly and an End of Year

Reflection and Celebration Assembly, to which

parents are invited, are held in Stockbridge Church,

Saxe Coburg Street and may be attended by the

Minister.

Religious & Moral Education (RME) at Stockbridge

Stockbridge Primary School is a non-denominational

school. We welcome children and families of all faiths

and of none. At Stockbridge Primary School we

believe that in order for children to be tolerant and

respectful of difference they first have to learn




what those differences are. A programme of

Religious and Moral Education begins in our Nursery,

when children are introduced to a variety of religious

and ethnic festivals and learn the nursery code of

conduct and how to co-operate with each other.

We try to lead our children to an understanding of

the codes of behaviour that govern our society

irrespective of belief or indeed non-belief. We follow

a course of study which investigates a range of

religious beliefs, which are meaningful in the lives of

individuals and groups within a multicultural society,

to better foster understanding and tolerance.

Within the school community, pupils are given

increasing experience of being responsible and this is

extended to consideration of local and global

contexts e.g. rules and laws, responding to charities

and world issues and looking at the UN Convention of

the Rights of the Child. Learners study aspects of

all major world faiths. We welcome parents and

carers to visit the school to provide information on

their own belief systems and values. Examples last

year included the Hindu Festival of Colours/ Holi and

discussion on Christian Easter traditions. We also

work with members of the community and relevant

external organisations such as The Gurdwara in Leith,

The Mosque at Southside and Stockbridge Parish




Church in Saxe Coburg Street.

At Stockbridge the main areas of study for each

stage are:

STAGE THEMES

Primary 1 Harvest

Birth of Jesus

(Christian)

Raksha Bandhan (Hindu)

Primary 2 Chinese / Lunar New

Year

Easter Traditions

(Various)

Guru Nanak (Sikh)

Primary 3 Birth of Buddha

(Buddhist)

Eid-ul-fitr (Muslim)

Jesus as a Gift

(Christian)

Primary 4 Harvest Succoth

(Jewish)

Places of Worship

(Various)

Christmas as a Festival

of Light (Various)

Primary 5 Finding out about World

Hunger




Key Figures (Various)

Personal Sacrifice

Primary 6 Faith in Action (Various)

Religious Writings

(Various)

Zakah and Muslim Aid

(Muslim)

Primary 7 Festival and

Celebrations (Various)

Creation (Various)

Personal Passport

However, it should be noted that as planning is

responsive to children’s interests these themes

may be replaced with alternative ones as

appropriate.

Expressive Arts

Music, Art and Design, Drama and Dance form a very

important part of the curriculum. We are constantly

looking to develop individual talent and allow all

children the opportunity to express themselves

through the full range of Expressive Arts.

In music the children are encouraged to make use of

both tuned and un-tuned instruments. All P4 children

are tested using the Bentley Test and as a result

some children are offered violin tuition from P4.




Children have a further opportunity to learn a brass

instrument from P6. Teachers make use of a range of

resources to compliment the work of the music, art

and drama specialists.

Global Citizenship

Throughout all our learning we aim to provide

opportunities for our learners to become effective

Global Citzens. We promote the United Nations

Global Goals for Sustainability and are a Rights

Respecting School. We have a link with a partner

school in Malawi and all learners engage in shared

learning with our partner school throughout the year.

Active Learning

Curriculum for Excellence emphasises the value of an

active learning approach. In the early years, children

will have a range of learning experiences that include

planned and purposeful play and stimulating learning

which engages and challenges children’s thinking using

real life and imaginary situations. As children

progress through school they continue to be involved

in active learning experiences; which are engaging and

give them ownership of their own learning.

At Stockbridge we take account of the children’s




individual personality, learning styles and

preferences when planning and delivering the

curriculum. Teachers endeavour to actively involve

children in their learning. Targets are set for and by

the pupils. Learning intentions are shared with the

children and children agree success criteria for their

learning. The children are involved in discussions

about what and how they learn at the beginning of

each topic. Children work individually, with partners

and in groups at various times in order to provide

both support and challenge for their learning.

Home Learning

We have a clearly defined policy on home learning, a

copy of which will be distributed to you on an annual

basis.

Pupils are regularly given home learning to support

their learning and to encourage them to become more

organised and self-supporting in their learning. We

also consider, however, that children who have

worked hard in school, need to relax and pursue

other interests.

With this in mind, home learning in the early stages

should not exceed 15 - 20 minutes, and may be




around 30 minutes for senior pupils. We would stress

the value of parents spending time talking, playing

games, reading books and sharing outings with their

children.

P1-P7 pupils have a home school learning journal to

keep a record of homework tasks and for parents to

communicate any issues/concerns to class teachers.

Children will have reading, spelling and maths tasks

every week. Sometimes the tasks will consolidate

work being done in class, for example, learning a

multiplication table, a practical measurement

exercise or a spelling pattern. Often pupils will be

asked to carry out some research, for example, to

find information needed for a class survey or

project. The latter might involve the use of

reference books or library skills.

In addition, our Learning Support Teacher and violin

/ brass instructors may set appropriate home

learning for individual pupils.

Any concern about home learning can be discussed

with the Head Teacher. Parents are encouraged to

help pupils with their home learning as a means of

keeping them up to date with the work of the class




and the child’s progress and to promote partnership

between the school and parents. Home learning

provides an opportunity to consolidate what has been

learned in class, and makes you aware of what your

child is learning and provides you with a useful

discussion starter. Home learning is also an integral

part of schoolwork. Parental interest and co-

operation in ensuring home learning is undertaken, is

appreciated.

Extra Curricular Activities

We host a tremendous range of Extra Curricular

Activities at Stockbridge, Dance, Gymnastics,

Knitting, Judo, Football, Drama, Art, Spanish - to

name a few!

A calendar of activities is sent out each term and you

can sign your child up for any number of activities.

Active Schools

The fundamental aim of Active Schools is to give

school-aged children the tools, motivation and the

opportunities to be more active throughout their

school years and into adulthood. These opportunities

are available before, during and after school, as well

as in the wider community. For further information




contact the Active Schools Coordinator Cat

McCready on [email protected]

Assessment

As pupils progress through our school, teachers use a

range of assessment strategies, including

Assessment is for Learning strategies as well as

setting tests. Pupils are also involved in assessing

their own progress and developing their next steps.

Whenever possible teachers will discuss the outcome

of assessment with pupils in order to identify the

next steps in learning. Self and peer assessment is

used throughout our school.

Children work with teachers to set personal and

group learning targets in maths, language and health

and wellbeing. These are reviewed in September,

December, March and June and shared with parents.

Primary 1 will be assessed upon entry to school using

the City of Edinburgh Baseline Assessment.

Standardised tests in Maths, Language and Spelling

are administered annually to P1-7, and the results can

help to inform the formation of class groups and


mailto:[email protected]



children to be offered Support for Learning.

In addition, screening tests, with further diagnostic

testing where appropriate, are administered, usually

by our Support for Learning teacher.

We recognise that all pupils do not develop and

progress at the same rate and, therefore, we use

both group and individual methods to ensure that all

pupils are given appropriate instruction and the

opportunity to succeed. Please contact the school as

soon as possible if you have any concerns about your

child’s progress.




SECTION FOUR – SUPPORT FOR PUPILS

This section gives information about how pupils’

additional support needs will be identified and

addressed and the types of specialist services

provided within our school.

Getting It Right for Every Child

Taking care of our children's well-being and making

sure they are alright - even before they are born -

helps us ensure the most positive outcomes for them

later in life. It gives them the potential to grow up

ready to succeed and play their part in society. Our

school adopts the Getting it Right for Every Child

(GIRFEC) in Edinburgh approach to give the right

help to children, young people and families, when they

need it from a joined up multi agency team.

GIRFEC aims to improve outcomes for all children

and young people. It promotes a shared approach

that:

builds solutions with and around children and

families

enables children to get the help they need when

they need it




supports a positive shift in culture, systems and

practice

involves working together to make things better

GIRFEC is the foundation for work with all children

and young people, including adult services where

parents are involved. It builds on universal health and

education services, and is embedded in the

developing early years and youth frameworks.

Developments in the universal services of health and

education, such as Better Health Better Care and

Curriculum for Excellence, are identifying what needs

to be done in those particular areas to improve

outcomes for children.

Protecting Children and Young People

We place a high priority on the well-being and safety

of our pupils. To this end we have in place a personal

safety programme to give pupils knowledge and life

skills to keep them safe from all forms of abuse. This

programme is called “Keeping Myself Safe”. Where

we have concerns about the possible abuse of a child

we are required to follow the Edinburgh and the

Lothian’s Inter-Agency Child Protection Procedures

which set out the specific duties and responsibilities

towards the child and their parents/carers.




Additional Support Needs

As with all local authority schools in Scotland, this

school operates under the terms of the Additional

Support for Learning Act (2009) and its

accompanying Code of Practice. Further details of

the policies and procedures can be found on

Edinburgh Council website at

www.edinburgh.gov.uk/InOnTheAct

In on the Act - Supporting children and young

people with additional support needs provides the

following information

specified by the Education (additional Support for Learning) (Scotland) Act 2009 which includes – (a) the authority’s policy in relation to provision for additional support needs, (b) the arrangements made by the authority in making appropriate arrangement for keeping under consideration the additional support needs of each such child and young person and the particular additional support needs of the children and young persons so identified. c) the other opportunities available under this Act for the identification of children and young persons who - have additional support needs,

require, or would require, a co-ordinated support plan,


http://www.edinburgh.gov.uk/InOnTheAct

http://www.edinburgh.gov.uk/inontheact





the role of parents, children and young persons in the arrangements referred to in paragraph (b),

d) the mediation services provided e) the officer or officers of the authority from whom parents of children having additional support needs, and young persons having such needs, can obtain advice and further information about provision for such needs.

We are an inclusive school; which recognises that all

children are individual and as such have different

learning journeys. Our role is to ensure that the

right type of support is offered when needed.

Support for pupils could consist of offering

additional challenge as well as supporting those pupils

who may be facing barriers to learning.

Specialist help is provided in the form of a part time

Learning Support Teacher, who in consultation with

the class teachers constructs programmes of work to

support pupils’ learning. She supports children both

in the classroom situation and by withdrawing them

for tuition, when appropriate. Provision may also be

made for very able and gifted children. Additional

support is also provided through the Educational

Psychologist, who consults with and advises parents




and teachers. There is provision for pupils with

specific needs in, for example, Speech and Language,

Occupational Therapy and for pupils for whom

English is an Additional Language (EAL).

The Authority has a policy promoting the inclusion of

pupils with additional needs including pupils with

significant additional needs. Additional support may

be given to the school to enable us to support the

needs of pupils with additional needs.

An annual audit of additional needs is carried out and

this informs the allocation of resources to school.

If you feel that your child has an additional support

need you should make an appointment to speak with

your child’s class teacher or the Head Teacher.

Parents, carers and children with additional support

needs can also seek independent advice and support

through:

Enquire: www.enquire.org.uk, 0845 123 2303

Scottish Independent Advocacy Alliance,

www.siaa.org.uk, 0131 260 5380

Take Note: National Advocacy Service for Additional

Support Needs (Barnados in association with the




Scottish Child Law Centre) www.sclc.org.uk, 0131 667

6633.

Sensitive Aspects of Learning

All children are taught about relationships and sexual

health, parenthood and drugs awareness at a time

that is age appropriate. We hold a parent workshop

annually for parents of pupils in P4-7. In this

workshop we give an overview of our Sexual Health

curriculum, Living and Growing’ and our personal

safety curriculum “Keeping Myself Safe” and provide

an opportunity for parents to look at the resources

used and ask questions.

Transitions – Moving to a New School or Leaving

School

Nursery class provision

The school's nursery class provides 40 morning and

40 afternoon places for children aged 3 - 5 years.

Nursery class provision is non-denominational. This

means that all nurseries are open to children and

parents of all religions and beliefs.




Placement in the nursery class does not guarantee a

place in the primary school.

Transfer from nursery to primary

Before leaving nursery, a transfer of information

record for each child will be prepared by nursery

staff to ensure a smooth transition and continuity of

education for the child transferring to primary. All

children moving into P1 are invited to attend a range

of transition events and staff make every effort to

visit all children within their nursery setting.

Primary School Admissions

Starting school is a very important milestone both

for children and their parents. The vast majority of

our parents choose their local, catchment school and

we plan our education provision to ensure we can

provide places for new pupils at their catchment

school. In the run-up to November's registration

week for the new Primary 1 intake we offer an

opportunity for parents to visit the school. You can

speak to staff and learners to find out more about

the school first-hand. You can see how the school

runs; discuss the curriculum and their priorities as

well as seeing recent examples of pupils' work on

display. All of this will help you understand the




school's unique character and give you an insight into

the learning environment that your child could enjoy

there. All of our schools within Edinburgh offer a

high quality educational experience.

Primary to Secondary Transfer

Visits to our local secondary school are organised

before the summer holidays and children from other

catchment schools who will be attending the same

secondary school will have the opportunity to meet

and get to know each other and their teachers. While

the children are participating in classroom activities

and meeting their class teacher, parents will have an

opportunity to view the school and are given a brief

explanation of school life.

If you wish your child to attend a secondary school

other than the catchment denominational or non-

denominational secondary school for your home

address, you will be required to make a Placing

Request as detailed in the Placing Request section

below.

You do not need to submit a Placing Request if you

want your child to transfer from a non-

denominational secondary school or vice-versa at the

primary to secondary transfer stage, as long as the

intended secondary school is still the catchment




school for your home address. Parents of children

who are planning to change from denominational to

non-denominational or vice-versa between primary

and secondary school should ensure that both the

primary school and the intended secondary school

know what is to happen.

Our Catchment Secondary School – Contact Details

Broughton High School

29 East Fettes Avenue

EH4 1EG

0131 332 7801

www.broughton.edin.sch.uk

Placing Requests

As a parent, you have the right to make a Placing

Request for your child(ren) to be educated in a

school other than the local school.

If you would prefer that your child start P1 or S1 at

another school instead of one of the catchment

schools, you have to make a placing request. You can

get an application form at any nursery or primary

school in the city from mid November. Forms must

be returned to: Grants, Awards and Placements, The

City of Edinburgh Council, Level 1.1 Waverley Court, 4

East Market Street, Edinburgh, EH8 8BG by 24


http://www.broughton.edin.sch.uk/



December. If you apply for a place after this date,

your request will be considered but if you apply after

15 March places in your chosen school may no longer

be available.

All parents have the right to make a request for a

place for their child in another school. The Council

must grant these requests where possible. When

there are more places available in a school than there

are placing requests for that school, then all the

requests are usually granted. If the school you

specify has more requests than available places, then

each case is examined individually. Whatever you

write on your application form is taken into account,

so it is important that you include relevant details on

the form.

In recent years, as the primary school rolls have

increased there has been a decrease in the number

of places available for children living outside the

catchment area and this has resulted in high numbers

of placing request being refused.

You should also note that a successful Placing

Request for one child does not guarantee a

successful one for another child. It may be,




therefore, that a parent could end up with children

at different schools.

All children must also be enrolled at the catchment

area school on the appropriate Enrolment Form whilst

awaiting the outcome of their Placing Request

Application.

Transport for Placing Requests

If a Placing Request is successful, parents will be

responsible for the safety and transportation costs

of their child to and from their chosen school.




SECTION FIVE – SCHOOL IMPROVEMENT

The section gives you an overview of the main

achievements of the school within the last 12

months and performance information relating to

literacy, numeracy and health and wellbeing.

Raising Attainment

Monitoring performance and using the resulting

information to secure improvement is an important

part of the work of head teachers, school staff and

officers within Children and Families.

Standards and Quality Report and School

Improvement Plan

Every year each school publishes a Standards and

Quality report which highlights the school’s major

achievements. This document is published in full on

the school website along with a short overview for

parents.

Transferring Educational Data about Pupils

The Scottish Government – Education and Training

has asked that the undernoted advice be included in

our school brochures.

Education authorities and the Scottish Government

collected data about pupils on paper forms for many




years. We now work together with schools to

transfer data electronically through the ScotXed

programme. Thus the Scottish Government has two

functions: acting as a ‘hub’ for supporting data

exchange within the education system in Scotland

and the analysis of data for statistical purposes

within the Scottish Government itself.

What pupil data is collected and transferred?

Data on each pupil is collected by schools, local

authorities and the Scottish Government.

The data collected and transferred covers areas

such as date of birth, Scottish Candidate Number

(SCN), postcode, registration for free-school meals,

whether a pupil is looked after by his/her local

authority, additional support needs including

disability and English as an Additional Language

(EAL), and attendance, absence and exclusions from

school. The SCN acts as the unique pupil identifier.

Pupil names and addresses are not passed to the

Scottish Government. Your postcode is the only part

of your address that is transferred for statistical

purposes, and postcodes are grouped to identify

‘localities’ rather than specific addresses. Data is

held securely and no information on individual pupils

can or would be published by the Scottish




Government.

Providing national identity and ethnic background

data is entirely voluntary. You can choose the ‘not

disclosed’ option if you do not want to provide this

data. However, we hope that the explanations

contained in this message and on the ScotXed

website will help you understand the importance of

providing the data.

Why do we need your data?

In order to make the best decisions about how to

improve our education service, the Scottish

Government, education authorities and other

partners such as the Scottish Qualifications

Authority 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.

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 message can give only a brief description of how

we use data. Fuller details of the use of pupil data

can be found on the ScotXed website

(www.scotxed.net).

The Scottish Government works with a range of

partners including Education Scotland and the SQA.

On occasion, we will make individual data available to

partners and also academic institutions to carry out

research and statistical analysis. In addition, we will

provide our partners with information they need in

order to fulfil their official responsibilities. Any

sharing of data will be done under the strict control

of the Scottish Government, which will ensure that

no individual level data will be made public as a result

of the data sharing and that these data will not be




used to take any actions in respect of an individual.

Decisions on the sharing of data will be taken in

consultation with colleagues within and outwith the

Scottish Government.

Concerns

If you have any concerns about the ScotXed data

collections you can email the Senior Statistician,

[email protected] or write to The ScotXed

Support Office, Area 1B, 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.

Websites - You may find the following websites

useful.

www.edinburgh.gov.uk- contains information for

parents and information on Edinburgh schools.

http://www.parentzonescotland.gov.uk- parents

can find out about everything from school term

dates to exam results. This site also offers

information for pre-5 and post school. It also

lists relevant publications for parents and

provides hyper-links to other useful

organisations.

www.hmie.gov.uk - parents can access school and

local authority inspection reports and find out



http://www.parentzonescotland.gov.uk/

http://www.hmie.gov.uk/



more about the work of Education Scotland.

http://www.scottishschoolsonline.gov.uk - parents

can find out about individual schools. They can

choose a school and select what type of

information they need such as Education

Scotland reports, exam results, stay on rates

and free school meal entitlement.

http://www.childline.org.uk/Explore/Bullying/Page

s/Bullyinginfo.aspx - contains information for

parents and children on varying forms of bullying

and provides help for parents and children who

are affected by bullying.

http://www.respectme.org.uk/ - Scotland’s anti-

bullying service. Contains information for parents

and children on varying forms of bullying and

provides help for parents and children who are

affected by bullying

http://www.educationscotland.org.uk/ - provides

information and advice for parents as well as

support and resources for education in Scotland

http://www.equalityhumanrights.com/ - contains

information for everyone on equality laws within

the government and local authorities.


http://www.scottishschoolsonline.gov.uk/

http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx

http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx

http://www.respectme.org.uk/

http://www.educationscotland.org.uk/

http://www.equalityhumanrights.com/



Glossary –

CFE - Curriculum for Excellence

ASN – Additional Support Needs

ASL – Additional Support for Learning

SQA – Scottish Qualifications Authority

FOI – Freedom of Information

HT/PT – Head Teacher/Principal Teacher

CLD – Community Learning and Development

GIRFEC – Getting it Right for Every Child




PARENT FEEDBACK

Please take a few minutes to fill in and return the

questionnaire on this page. Your feedback will help

us improve the handbook next year.

Tell us what you think

Your feedback will help us to improve our

handbook.

Did you find Please tick

the handbook useful? Yes No

the information you

expected?

Yes No

the handbook easy to use? Yes No

Please tell us how we can improve the handbook

next year.




Thank you for filling in the questionnaire. Your

views are appreciated. Please return this

questionnaire to: [email protected]

Throughout this handbook the term ‘parent’ has the

meaning attributed in the Standards in Scotland's

Schools Act 2000 and the Scottish Schools (Parental

Involvement) Act 2006. This includes grandparents,

carer or anyone else who has parental responsibility

for the child.

I hope you find all of the above information helpful

and self-explanatory. If you have any queries about

any of the information contained in this handbook, or

indeed about any aspect of our school, please do not

hesitate to contact me.

Amanda Burton

Acting Head Teacher

Stockbridge Primary School

The information in this school handbook is

considered to be correct at the time of

publication (October 2016), However please note

there may be some inaccuracies by the start of

term in August 2017.


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