Millersneuk
Primary
School
School Handbook
2022 – 2023
MILLERSNEUK PRIMARY SCHOOL
CONTENTS
PAGE
SECTION 5 – Transitions and Enrolments
2
Welcome letter from Head Teacher
48
Enrolment/Early Learning and Childcare
Provision/Transfer from Early learning and
childcare centre to Primary
3
East Dunbartonshire Vision Statement
49
Primary School Admissions/Transfer from
Primary to Secondary
SECTION 1 – Millersneuk Primary
50
Placing Requests
5
School Information
SECTION 6 – Support for Pupils
6
Staffing
53
Children and Young People with Additional
Support Needs
7
School Hours
55
Support for Learning Services
8
Composite Classes
56
Other Agencies and Professionals
10
Attendance at School
56
Psychological Services/ Supporting Families/
Specialist Support Service
11
Medical and Health Care
57
Additional Support Needs
12
Information for Emergencies
58
Promoting Wellbeing, Protecting &
Safeguarding
13
Clothing and School Dress
59
Child Protection & Safeguarding
59
Child Protection Policy
14
Meals – Cash Cafeteria System
SECTION 7 – School Improvement
15
Childcare Information System
62
Raising Attainment
SECTION 2 – Parental Involvement
and Engagement
62
Standards and Quality Report
17
Liaising with and Involving Parents in
their Child’s Education
63
Transferring Educational Data about Pupils
18
Parental Involvement Act/Parent
Forum/Parent Council
SECTION 8 – School Policies and Practical
Information
19
Parent Council Constitution
66
School Policies
20
Parents’ Association
66
Transport
21
Parental Engagement & Family Learning
68
Data Protection Act 1998
22
Comments, Compliments and
Complaints Procedure
68
Accessing Your Child’s Pupil Records
SECTION 3 – School Ethos
68
Freedom of Information (Scotland) Act 2002
24
Development of Pupils’ Spiritual,
Moral, Cultural and Social Values
69
Use of Photographs and Video Film Involving
Pupils
School Campus No Smoking Policy
Pupil Use of Mobile Phones
25
Equal Opportunities and Social
Inclusion
26
Promoting Positive Behaviour
27
School Security/Supervision in
Playgrounds/Celebrating Achievement/Pupil
Responsibilities
70
Appointment of Adults to Voluntary
Childcare Positions
SECTION 4 – The Curriculum, Assessment &
Arrangements for Reporting to Parents
71
Useful Addresses
29
Curriculum for Excellence
31
Literacy and English
34
Numeracy and Mathematics
36
Expressive Arts
37
Health and Wellbeing
38
Social Studies
40
Sciences
41
Religious and Moral Education
42
Technologies
43
Modern Languages
44
Assessment and Reporting
45
Homework
46
Extra Curricular Activities
Dear Parents/ Carers
On behalf of everyone at Millersneuk Primary a very warm welcome is
extended to all new parents.
I am sure that your child will enjoy being a pupil of the school with the
numerous activities that go on both in and around it.
This handbook sets out our current practice and explains how we hope to
achieve our aims. I hope you will find it interesting and useful. If you wish
further clarification do not hesitate to call at the school, where I will be
pleased to help you in any way I can.
As Head Teacher I find it most rewarding to be part of and to lead such a
successful, active and hard-working team of staff and pupils
.
Kindest Regards
Greg Caldow
Head Teacher
2
EAST DUNBARTONSHIRE VISION STATEMENT
Education in East Dunbartonshire
East Dunbartonshire Council’s vision statement is reflected in the ethos of the Education Service:
“Working together to achieve the best with the people of East Dunbartonshire”
The Education Service works with staff in schools and services to ensure the best outcomes for
all our children and young people.
We share the Council’s commitment to:
The Customer;
Excellence;
Innovation;
Partnership;
Our Employees
Millersneuk Primary School – Vision, Values & Aims
All pupils are supported to reach their full potential
READY RESPECTFUL SAFE
Motivate
Prepare
Succeed
3
SECTION 1
MILLERSNEUK PRIMARY SCHOOL
INFORMATION
SCHOOL INFORMATION
Background Statement
Millersneuk Primary is a non-denominational school, situated in a quiet residential area within
Lenzie. The semi-open plan school is on ground level set in spacious grounds which include a large
football pitch. The school serves a catchment area consisting wholly of private housing.
The projected roll for September 2022 is approximately 340. Pupils are grouped into 14 classes.
Attendance rates are consistently very high.
The teaching complement includes Head Teacher (non-teaching), and 17.14 FTE teaching staff
including Depute Head Teacher, Principal Teacher, Class Teachers and a music specialist.
Address
Lindsaybeg Road
Lenzie
Glasgow
G66 5HZ
Telephone Number:
0141 – 955 - 2307
Email Address
[email protected]unbarton.sch.uk
Website
www.millersneuk.e-dunbarton.sch.uk
Class Size
It should be noted that class sizes are limited as follows:
P1 – 7 (25 pupils maximum)
Present Roll
339
Stages Covered
Primary 1 - 7
Denominational Status
The school is non-denominational
Single Sex or Co-education
Co-education
Community Facilities
East Dunbartonshire Council
Southbank Marina
KIRKINTILLOCH
G66 1TD
Tel: 0300 123 4510
Email: letting@eastdunbarton.gov.uk
5
STAFFING
TEACHING STAFF:
Head Teacher
Mr G Caldow
Depute Head Teacher
Mrs N Hynes
Principal Teacher
Mrs M Tierney
Primary 1G
Mrs H Glass
Primary 1HW
Mrs S Hewitt
Primary 2AM
Miss K Aitken/Mrs L MacKenzie
Primary 2BW
Mrs M Aitken/Miss J Weir
Primary 3MC
Mrs E McDonald/Mrs N Coleman
Primary 3P
Miss E Pender
Primary 4B
Mr C Boyle
Primary 4M
Miss H Maguire
Primary 5B
Mrs G Burns
Primary 5DB
Mr S Doran/Mrs D Brown
Primary 6GT
Mr K Gallacher/Mrs M Tierney
Primary 6H
Miss L Hughes
Primary 7C
Mrs L Cameron
Primary 7K
Miss S Kennedy
Music Specialist
Mrs S Jones
NON-TEACHING STAFF:
Administrative
Assistants
Mrs V Allardes
Mrs S Macdonald
Additional Support for
Learning Assistants
Mrs P Chahal
Mrs D Murray
Mrs K Elder
Mrs K Granite
Mrs V Hateley
Miss K Newton
Mrs M Ogorek
Classroom Assistants
Mrs P Berry
Mrs K Little
Mrs L Black
Building Manager
Mrs I Black
Catering Supervisor
Mrs E Cuthill
Cleaning Supervisor
Ms T Craven
6
7
SCHOOL HOURS
SESSION 2022-23
August 2022
Teachers return (In-service day)
Monday 15 August
In-service day
Tuesday 16 August
Pupils return
Wednesday17 August
September 2022
September weekend
Friday 23 September to Monday 26 September
(Inclusive)
Pupils return
Tuesday 27 September
October 2022
In-service day
Friday 14 October
October break
Monday 17 October to Friday
21 October (Inclusive)
Pupils return
Monday 24 October
December 2022 and January 2023
Last day of term
Thursday 22 December
Christmas and New Year
Friday 23 December to Friday
6 January (Inclusive)
Pupils return
Monday 9 January
February 2023
February break
Monday 13 February to Tuesday
14 February (Inclusive)
In-service day
Wednesday 15 February
Pupils return
Thursday 16 February
April 2023
Easter break
Monday 3 April to Friday 14 April (Inclusive)
Pupils return
Monday 17 April
May 2023
May Day (closed)
Monday 1 May
In-service day
Tuesday 2 May
Pupils return
Wednesday 3 May
May weekend
Friday 26 May to Monday 29 May (Inclusive)
Pupils return
Tuesday 30 May
June 2023
Last day of school
Wednesday 28 June
7
The School Day:
8.50am Children can enter school
9.10am Start of school day
10.30-10.45am P1-3 Break
10.50-11.05am P4-7 Break
12.10 – 12.55pm P1-3 Lunch
12.45– 1.30pm P4-7 Lunch
3.00pm Home
Primary 1 children will attend school full time from the first day of term in August.
After School Care:
There are no facilities within Millersneuk for after school care. However, the following after school
establishments arrange transport to their premises:
Applebays – 07861 380753
Cedar – 775 3967
Riverside – 777 7773
Tower Nursery – 588 5515
COMPOSITE CLASSES
This information attempts to answer questions which parents regularly ask about composite
classes, and to reassure you that the education of your child will not be adversely affected
through inclusion in a composite class. If you require additional information, please contact
the Head Teacher or a member of the management team.
What is a Composite Class?
Primary schools have pupils at seven broad year stages, Primary 1 to Primary 7. A composite
class is composed of children from more than one stage/year group, e.g. a Primary 3/2
composite class has children from both Primary 3 and Primary 2.
Why are Composite Classes Necessary?
Three main factors affect the organisation of a primary school.
Staffing complement: The number of teachers allocated to a school generally depends
on the number of children on its roll.
Class size limits: In Scotland, class sizes are limited as follows -
Single stage classes (one year group):
Primary 1 25 pupils
Primaries 2&3 30 pupils
Primaries 4-7 33 pupils
Composite classes:
Primaries 1-7 25 pupils
Accommodation: The number of classes formed can be affected by the number of
rooms or bases available for teaching purposes.
How are Children Selected for a Composite Class?
When the need for a composite class has been identified, head teachers and teachers begin
the process of selection. Factors which influence selection include:
Ability: It is normal to select a group of children who are of similar ability and who the
teacher feels will work well together. This helps to reduce the range of different
abilities in a composite class.
Age: Clearly the same criteria cannot be used to help establish Primary 1 pupils in a
composite class. Instead, schools tend to consider age as a probable indicator of
maturity unless there are other known factors, such as pre-school reports, comments
from parents etc.
NB: Schools cannot guarantee whether placing a child in a composite class will continue for
successive years or not. However, if a composite class grouping has been particularly
successful, the school may consider keeping the children together for a further year.
Schools are aware that children’s friendships can and do change regularly. Schools try, when
this is possible, to ensure that each child selected has at least one friend in the composite
class.
8
How are Children Taught in a Composite Class?
In primary schools children are mainly taught in groups or individually, according to their
needs. This principle is central to the development of each child, regardless of whether he/
she is in a single stage or composite class.
How is the Curriculum Taught in a Composite Class?
In every Scottish school, the curriculum is guided by a series of experiences and outcomes
for all fields of study which are set out in lines of development and which describe progress
in learning. This is known as the Curriculum for Excellence. Progress through the curriculum
is determined by each child’s stage of development, not by his/her class.
How do the Children Maintain Contact With Children From Their Own Year Group?
Schools take every available opportunity to maintain peer group/social relationships. Children
may play together in the playground, for example, and attend their own year group Christmas
Party and may attend their own assemblies, when appropriate.
When Do We Know What Classes Our Children Will Be in For the Next Session?
School rolls fluctuate throughout the year, with most changes occurring during the long
summer break. Schools rely on parents giving notice of likely changes in order to plan for
the session ahead.
The final stage of planning normally takes place during May and by June schools will have an
idea of the overall class organisation. This is, of course, subject to change depending on
unexpected changes in the pupil roll. At this time you will be advised if your child’s class will
be composited and discussions will take place with parents who have concerns.
How Do Teachers Feel About Composite Classes?
Planning the curriculum can be more challenging but many teachers have found that the
smaller class size and reduced range of abilities has released time for more individual
attention for each child, resulting in some very good progress being made during the year.
9
ATTENDANCE AT SCHOOL
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to
ensure that their child attends school regularly. Attendance must be recorded twice a day,
morning and afternoon. Regulation 7 of the Education (School and Placing Information)
(Scotland) Amendments, etc. Regulations 1993 requires each child’s absence from school to
be recorded in the school register as authorised that is approved by the authority, or
unauthorised that is unexplained by the parent (truancy) or temporarily excluded from
school.
Un-notified Absence Policy
It is East Dunbartonshire Council’s policy that parents should notify their child’s school if
their child is going to be absent. In some instances, it might not be possible for parents to
pre-notify the school of an absence because their child may have become unwell during the
night. In these circumstances, parents should notify the school before registration begins.
If parents do not inform the school of their child’s absence, the school will take action to
find your child. This will involve contacting you and, where necessary, your emergency
contact person(s). If these actions are not successful, the school will ask the school’s
Attendance Officer to visit your home. In some exceptional circumstances, where the
school believes your child could be at risk of harm, contact will be made with the Police
and/or Social Work. Parents should also give their child a note on his/her return to school
confirming the reason for absence.
Family Holidays
Every effort should be made to avoid family holidays during term time as this seriously
disrupts a child’s education and greatly reduces learning time. It should be noted that it not
only has an adverse effect on a child while he/she is absent from school, but also leads to
extended disruption to a child’s education for a period of time when he/ she returns to
school after the family holiday. Family holidays will only be regarded as authorised absence
where prior agreement from the school has been obtained and where it is judged the holiday
is important to the wellbeing and cohesion of the family, following serious or terminal illness,
bereavement or other traumatic events.
Parents may request that their child be permitted to be absent from school to make an
extended visit to relatives. This leave will be regarded the same as a family holiday but will
be recorded separately from school holidays for attendance purposes. Requests should be
made in writing detailing the destination and the duration.
Clearly, with no explanation from the parents the absence is unauthorised.
10
MEDICAL AND HEALTH CARE
All Primary 1 children have a health check by the school nurse during their first year at
school. Examinations are carried out throughout the school year, i.e. hearing, eye testing,
dental and health education. Parents should specify any particular medical requirements.
If a child takes ill or has an accident at school the parents are informed and asked to come
to school to escort the child home. Mrs Berry, Mrs Black, Mrs Elder, Mrs Murray, Mrs Little
& Miss Newton are the school’s registered first-aiders. Emergency contacts are also
required for every child in the event of the parent not being available. Emergency contacts
should be checked by parents at the beginning of and throughout the school year to check
availability of people concerned.
Parents should provide the Head Teacher with sufficient information about their child’s
health care needs and treatment. Where necessary, this information should be updated
annually or more frequently if there is a change in circumstances. Where there is concern
about whether the school can meet the pupil’s needs or where the parents’ expectations
appear unreasonable, the Head Teacher should seek advice from the school nurse or doctor
and, if required, the Head of Education.
11
INFORMATION FOR EMERGENCIES
We make every effort to maintain a full educational service but on some occasions
circumstances arise which lead to disruption. Schools may be affected by, for example,
severe weather, temporary interruption of transport, power failures or difficulties of fuel
supply. In such cases we shall do all we can to let you know about the details of closure or re-
opening. We shall keep in touch by using Groupcall (text/e-mail) and announcements in the
press and on local radio.
In the event of adverse winter weather or another
emergency that could result in the closure of the school
there are a number of ways where you can access
information to keep you up to date on closure conditions:
We will keep you updated with any sudden changes in arrangements through our
text/email system (Groupcall).
Information will be posted on:
The official EDC website – http://www.eastdunbarton.gov.uk/home.aspx
Millersneuk Primary School website – http://www.millersneuk.e-
dunbarton.sch.uk/
When parents are communicating with the school in the case of an emergency:
It is important in the above circumstances that parents keep contact to a minimum
When you phone the school you will be asked for a contact number and your message
will be repeated back.
Please ensure the pupil’s name, class and/or teacher’s name is given.
Where possible phone before 2.30p.m. if changing child care arrangements.
BUSINESS CONTINUITY
If the school requires to be closed prior to the arrival of pupils e.g. heating failure, staff will
advise parents at the school gates. Pupils arriving unaccompanied will be taken to the
designated assembly area (the school hall) until parents or carers can be contacted and
arrive to take them home. If for any reason the school hall cannot be used, then pupils
arriving unaccompanied will be taken to the muster site for the school. This muster site is
Lenzie Meadow Primary School. Notices will be posted around the perimeter of Millersneuk
detailing the reason for closure, possible date for re-opening (if known) and information
about how parents will be kept informed about re-opening e.g. through local radio or East
Dunbartonshire Council/ school websites.
12
CLOTHING AND SCHOOL DRESS
It is the policy of the Education Committee to encourage pupils to wear an acceptable form of school dress
as determined by head teachers, parent council and parents. In encouraging the wearing of school dress,
account must be taken of any proposals to prevent any direct or indirect discrimination on the grounds of
race or gender. Any proposal will be the subject of widespread consultation with parents and pupils.
Parents are asked to co-operate with the school in encouraging the wearing of the school uniform. The
uniform was agreed in consultation with parents, pupils, staff and the Parent Council. It incorporates a
range of popular items of dress, e.g. sweatshirts, T-shirts. 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. 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. – please note there is a requirement that all jewellery/fitbits is removed
prior to undertaking physical education activities. Children can come dressed in PE attire on their PE
days.
Please ensure that all items of clothing are clearly labelled, particularly ties, sweat shirts and PE kit
which are often lost. A protective apron or an old shirt should be worn for art and craft activities.
Please help the school and the education authority by making sure that pupils do not bring valuable or
expensive items of clothing to school.
Offensive clothing such as T-shirts or other items painted with obscene
language or illustrations are not permitted. Football colours are also
inappropriate as they can lead to incidents of rivalry.
Under no circumstances will pupils be deprived of any educational benefit as a result of not wearing
uniform and, in particular, pupils will not be denied access to examinations as a result of not wearing
school dress.
Parents are asked to assist by ensuring that valuable items and unnecessarily expensive items of
clothing are not brought to school.
Parent/carers receiving income support or income based job seekers allowance or housing benefit or
council tax rebate (not discount) or employment and support allowance (income related) will normally be
entitled to monetary grants for footwear and clothing for their children. Parents who are in receipt
of working tax credit and/or child tax credit may be eligible, the Community Hubs or the education
office can provide more details. Approval of any requests for such grants made by parents in
different circumstances is at the discretion of the Chief Education Officer. Information and
application forms may be obtained from schools, the education offices and the Community Hubs.
If you have any queries regarding the school’s dress code, please contact the Head Teacher.
13
SCHOOL MEALS
School Meals
We know that maintaining a healthy diet is linked to a happy and
active lifestyle. By eating a school meal provided by East
Dunbartonshire Council’s School Meals Service your child is
guaranteed a balanced nutritious meal to keep them healthy and
alert throughout the school day.
The meals are freshly cooked on a daily basis by our skilled staff who care about your child’s
wellbeing. Our staff will help your child to make balanced choices. The meals meet the
Scottish Government’s nutritional regulations. Meal prices are reviewed annually. Please
contact the school to be advised of the current price.
Any special diets or allergies should be discussed with the school.
Children may purchase a traditional school meal or snack
lunch from the cafeteria at lunch time. A copy of the
menu with price list is available from the school office.
Packed meals may also be brought and facilities are
provided in the school hall. Special diets may be obtained
by request to the kitchen staff supervisor. Pupils entitled
to free meals will receive their meal as usual up to the
value of £2.43.
14
FREE SCHOOL MEALS
Some families may be eligible for free school meals. Children of parents/carers receiving
income support or income based job seekers allowance are entitled to a free midday meal.
Children of parents who are in receipt of child tax credit or working tax credit and child tax
credit or employment and support allowance (income related) or support under part IV of the
immigration and asylum act 1999, may also be eligible. Information and application forms for
free school meals may be obtained from schools, the Community Hubs and Shared Services
or www.eastdunbarton.gov.uk.
Some families may be eligible for free school meals. Children of parents/carers receiving
income support or income based job seekers allowance are entitled to a free midday meal.
Children of parents who are in receipt of child tax credit or working tax credit and child tax
credit or employment and support allowance (income related) or support under part IV of the
immigration and asylum act 1999, may also be eligible. Information and application forms for
free school meals may be obtained from schools, the Community Hubs and Shared Services
or www.eastdunbarton.gov.uk.
Only those children whose parents receive income support or income based job seekers
allowance (and child tax credit where qualifying income criteria has been met) will be entitled
to free milk. Milk may however, be available for purchase in the school during the lunch
period.
From January 2015 all P1-P3 pupils are entitled to a Free School Meal, and this provision was
expanded to include all P4 pupils from August 2021 and P5 pupils from January 2022.
Please do not apply for free school meals if your child(ren) is/are in P1, P2, P3 or P4 as a meal
will automatically be given.
15
SECTION 2
PARENTAL INVOLVEMENT &
ENGAGEMENT
IN
MILLERSNEUK PRIMARY SCHOOL
LIAISING WITH AND INVOLVING PARENTS IN THEIR CHILD’S
EDUCATION
The Education Service is keen to ensure that it involves all parents appropriately and
sensitively in their child’s education. Under Education Law, “parents” include:
• Non-resident parents who are liable to maintain or have parental responsibilities
in respect of a child;
• Carers who can be parents;
• Foster carers, relatives and friends who are caring for children under
supervision arrangements
• Close relatives, such as siblings or grandparents caring for children who are not
“looked after and accommodated” by the local authority or are under home
supervision (looked after) arrangements.
Everyone who is a “parent” (under Education Law) has the right to receive advice and
information about their child’s education and take part in activities. The EDC Parental
Engagement Strategy can be found on the Council website.
The Education Service will treat all parents equally. The exception to this is where there is
a court order limiting an individual’s exercise of parental rights and responsibilities.
Schools collect information about a child’s family circumstances on an annual basis. Where
family circumstances change during a school session, it is important that parents inform
their child’s school of these changes. Further information about how the Education Service
seeks to work with parents is available in the publication Schools, “Parents” and “Parental
Responsibility”: A briefing paper for schools and education support services under the
management of East Dunbartonshire Council (2007).
This publication is available from schools or the Interim Chief Education Officer who can be
contacted at:
East Dunbartonshire Council
The Marina
Strathkelvin Place
Kirkintilloch
Glasgow
G66 1TJ
Tel: 0300 1234510
17
PARENTAL INVOLVEMENT ACT
The Scottish Schools (Parental Involvement Act) 2006 aims to improve the quality and extent of
parents’ involvement in their own child’s learning and in the education the school provides. It
modernises and strengthens the framework for supporting parental involvement. It also established
a structure and process to replace School Boards with Parent Councils.
The Act outlines three areas where parents should be supported and encouraged to be more involved
in their child’s learning:
• At home – providing parents with information on what their children are learning at school
and how this can be supported at home
• Through school – providing parents with opportunities to contribute to the life of the
school e.g. by helping out in the classroom at school events
• In a more formal way – deciding what kind of parent representation the schools should
have
PARENT FORUM
Every parent in the school is known as a member of the parent forum and as a member can expect to:
• receive information about the school and its activities;
• hear about what partnerships 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 opinions by the parent council on issues relating to the school and the education
it provides;
• work in partnership with staff;
• enjoy taking part in the life of the school in whatever way possible.
PARENT COUNCIL
From August 2007 Parent Councils are recognised as the representative body of the parent forum.
Millersneuk Primary Parent Council was established in September 2007. The role of the council is to:
• Work in partnership with the Head Teacher and staff to support the school
• Represent the views of all parents
• Encourage links between the school parents, pupils, providers of Early Learning and Childcare
education and the wider community
• Report back to the Parent Forum
• To be involved in the appointment of senior promoted staff
Parents are welcomed to be:
• involved and engaged with their child’s education and learning;
• be active participants in the life of the school; and
• express their views on school education generally and work in partnership
with their children’s schools.
Parental Engagement Strategy
The Parent Council in collaboration with the Head Teacher identifies areas of development from the
school’s Parental Engagement Strategy. The minutes of Parent Council meetings and this strategy can
be found on the school’s website.
18
MILLERSNEUK PRIMARY SCHOOL PARENT COUNCIL CONSTITUTION
Membership
The membership of Millersneuk Primary School Parent Council will be no less than five
and no greater than 15 persons and should, where possible, comprise of:
4 to 8 parents
1 representative from the teaching staff
1 representative from the support staff
1 to 2 local community representatives
The Head Teacher, who has a duty and a right to attend all meetings
Selection of Members
Parents/Carers may nominate themselves for appointment to the Parent Council by contacting the
Chair of the Parent Council. The Parent Council will be selected for a period of three years, after
which they may put themselves forward for re-selection if they wish. The opportunity will exist for
representatives of the pupil committees to attend a meeting of the Parent Council, at any time,
should the requirement to do so arise.
Chairperson / Vice-Chairperson
The Parent Council will have a Chairperson who will be regarded as the Council Office Bearer.
Appointment of Chairperson will be selected on a biennial basis during the Annual General Meeting of
the Parent Council. A Vice-Chairperson will also be elected on a biennial basis during the Annual
General Meeting of the Parent Council. The Vice-Chairperson will stand-in for the Chairperson in
times of absence and share some responsibilities if required.
The existing Chairperson / Vice-Chairperson may volunteer for re-selection. The Parent Council will
be chaired / Vice-chaired by a member of the Parent Forum and in the event that the Chairperson’s /
Vice-Chairperson’s child ceases to attend Millersneuk Primary, that person’s term of office will be
terminated and a new Chairperson / Vice-Chairperson will be appointed at the next scheduled
meeting.
Responsibilities
The Parent Council will meet on six occasions each session. Should a vote be necessary to make a
decision, each member at the meeting will have a vote, with the Chairperson having a casting vote in
the event of a tie (i.e. parents, staff and co-opted community representatives).
Any parent/carer can request that a subject be discussed at a meeting of the Parent Council. This
request must be communicated to the Chairperson or the Head Teacher of the school. Matters
relating to individual teachers and children must not be the subject of discussion at Parent Council
meetings. Copies of the minutes of all meetings will be available to all parents/carers of children at
Millersneuk Primary School and to all staff at the school.
It is expected that all Parent Council representatives conduct themselves in an appropriate manner
showing respect and due consideration towards all members of the school community. If these
expectations are not fulfilled, the appropriateness of membership would be discussed and advice
would be sought from the local authority.
The Parent Council will meet on six occasions each session. 19
Parent Council Members
Member
Role
Contact Details
Mrs Rachael Nicholls
Chairperson
c/o school
Mrs Pamela Martin
Vice Chairperaon
Mr Aidan Keane
Parent
Mrs Ruth Alexander
Parent
Mrs Wendy Black
Parent
Mr Allan Wardrope
Parent
Mrs Carol Nurbhai
Parent
Mrs Gillian Allan
Parent
Mrs Lynne Jhangeer
Parent
Mrs Aileen Robertson
Parent
Mrs Catriona Chalmers
Parent
Mrs Alison Love
Parent
Mrs Julie Wilson
Parent
Mrs Christina Black
Parent
Ms Laura Henderson
Parent
Mrs Emma Manno
Parent
Greg Caldow
Head Teacher
0141 955 2307
Nicola Hynes
Depute Head Teacher
Violet Allardes
Clerk
Gillian Renwick
Councillor
Sandra Thornton
Councillor
Rod Ackland
Councillor
Parent Councils will play an active role in supporting parental involvement in the work and life
of the school, while also providing opportunities for parents to express their views on their
children’s education and learning. The Parent Council, as a statutory body, will have the right
to information and advice on matters which affect children’s education. The school and the
education authority will consult with the Parent Council and take their views into account
wherever decisions are being taken on the education provided by the school.
PARENTS’ ASSOCIATION
There is a very active and hardworking Parents’ Association in Millersneuk, and all parents
are most welcome to participate in its activities. The Association arranges events for both
children and parents and is involved in fundraising events for the benefit of the children.
Over the past few years, the Parents’ Association has arranged discos for the children,
ladies’ evenings, Christmas and Summer Fairs, quizzes and race nights etc. Any parent
wishing to play an active part in the work of the Parents’ Association should contact the
chairperson:
Chairperson
Mandy Matheson
07920 043420
The Scottish Parent Teacher Council is the national organisation for PTAs and runs an independent
helpline service for all parents. They can be contacted by phone on 0131 226 4378, fax 0870 706
5814 or e-mail on [email protected] or write to SPTC, Mansfield Traquair Centre, 15 Mansfield Place,
Edinburgh, EH3 6BB
For more information on parental involvement or to find out about parents as partners in their
children’s learning, please contact the school or visit the Parentzone website at
www.parentzonescotland.gov.uk 20
PARENTAL ENGAGEMENT & FAMILY LEARNING
The importance of the active support of parents in their child’s education is recognised and
our desire is to strengthen links between home and school wherever possible. To this end,
parents are welcome to contact the Head Teacher to discuss any matter concerning a child’s
progress or welfare in the school. We have an open door policy and will always endeavour to
respond to communication within a 24hour period. In the case of an emergency or the
communication of very important information, please phone the school rather than email.
There are many occasions when we would like you to come to the school: concerts, charity
events, class assemblies and many more. Children are pleased when their parents visit their
school and love to show off their work. Throughout the children’s school career there will be
times for parents to see finished displays of pupil work and opportunities for work parents
to actively involve themselves in the work of the school. We have a parent helper programme
where parents work in the classroom alongside the class teacher, supporting and reinforcing
the teaching by helping the children with their tasks. We value very much the support and
help of parents in the classroom. Relatives, friends and workers in the community are invited
to the school to share their experience of living and working in the area.
Effective Ways the School Engages with Parents
Parents Portal
Newsletters / Sways
Weekly diaries for parents/carers
Groupcall (email & text messaging)
Seesaw
Family Learning Assemblies
Parental Consultations
Pupil Reports
21
COMMENTS, COMPLIMENTS AND COMPLAINTS PROCEDURES
We are keen that you should be completely satisfied about 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 comments, compliments or complaints.
If you want to register a comment of any type about the 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.
In relation to making a complaint:
Stage 1 – Frontline resolution, we will always try to resolve the complaint quickly and
to the customer’s satisfaction wherever we can. This resolution will be provided within
five working days, unless there are exceptional circumstances.
Stage 2 – Investigation, if you are dissatisfied with the decision at stage 1, the
complaint will be investigated, acknowledged within three working days and a provided
as soon as possible but within twenty working days.
If you are still unhappy after the investigation and reply, you can take the matter up
with the Scottish Public Services Ombudsman. Our reply will include the contact
details.
You should also note that you have the right to raise unresolved concerns with your
local councillors, MSP or MP.
22
SECTION 3
School Ethos
DEVELOPMENT OF PUPILS’ SPIRITUAL, MORAL, CULTURAL & SOCIAL
VALUES
The school is committed to supporting the development of its pupils as whole people and as a
result, wishes to encourage their development in spiritual, moral, social and cultural terms.
The key human aspects of learning are supported through the following arrangements by:
Creating a school ethos which, in every way possible, gives value to these aspects of
development, especially by providing an overall atmosphere that is both caring and
challenging and which provides opportunities for the development of personal
responsibility.
Promoting social and moral learning through the way in which disciplinary issues are
handled.
Ensuring that all staff and adults within the school provide positive models for pupils.
Arranging regular gatherings of the school as a community and using such occasions to
encourage and reinforce the values on which the school is based.
Enriching the curriculum in all appropriate areas with an emphasis on spiritual,
moral, social and cultural development.
Providing opportunities within the curriculum to advance personal and social
development.
Providing a programme of religious education in which consideration will be given to
responses to basic questions relating to the meaning, value and purpose of human life.
Providing a programme of moral education
Taking every opportunity to acknowledge, value and appreciate the various cultures and
heritage of the pupils and to encourage them to appreciate and value the cultures and
heritage of others.
24
EQUAL OPPORTUNITIES AND SOCIAL INCLUSION
In East Dunbartonshire, all children and young persons are entitled to participate fully in a
learning community which promotes equality of opportunity and seeks to protect against all
forms of discrimination.
The school believes that pupils and staff have the right to learn in a caring and safe
environment. Staff will not tolerate any behaviour or attitudes which lead to staff and pupils
being humiliated or harmed because of their age, race, colour, language, nationality, ethnic
origin, cultural and religious beliefs, sexual orientation, gender, marital status and disability.
The Equality Act (2010)
The General Equality Duty was created by the Equality Act (2010) and replaces the race,
disability and gender equality duties. The duty came into force in April 2011 and covers age,
disability, gender reassignment, marriage and civil partnership, pregnancy and maternity,
race, religion or belief, sex and sexual orientation.
The school is committed to the requirements of the Equality Act (2010) and as such we will
have due regard to the need to:
Eliminate discrimination, harassment and victimisation;
Advance equality of opportunity between children and young people who share a
characteristic and those who do not;
Foster good relations between different groups.
The school will take cognisance of the Equality and Human Rights Commission’s ‘Technical
guidance for schools in Scotland’ in the development of its policy and practice.
A copy of this document can be obtained from all schools in East Dunbartonshire Council, and
from the Interim Chief Education Officer who is based at The Marina, Strathkelvin Place,
Kirkintilloch, Glasgow G66 1TJ. Tel: 0300 1234510.
25
PROMOTING POSITIVE BEHAVIOUR
Millersneuk Primary School aims to provide a happy, caring environment where each individual
can achieve his or her full potential. Good discipline and behaviour are implicit in achieving
this aim.
The relationship between pupils and teacher is similar to that between the child and his or
her own parents, requiring mutual consideration on both sides.
Good behaviour is:
• central to the organisation of school life;
• central to the safety and wellbeing of pupils;
• part of children’s personal and social development.
The school’s values of READY, RESPECTFUL AND SAFE are displayed in appropriate places
throughout the school sets out acceptable standards of behaviour.
The opportunity is given for pupils to discuss them and understand the need for them,
particularly in the first days of a new season.
Where a pupil has difficulty controlling his/her behaviour, the school will normally contact
the parents to bring the child’s problems to their notice and to discuss future action.
The Head Teacher actively promotes an ‘Open Door’ policy. Parents are welcome in the
school and can make an appointment with the class teacher or Head Teacher and can expect
a courteous, helpful and prompt response.
Promoting a positive, safe and caring ethos has always been given priority within the school
and will continue to have a high priority within the school’s development.
The school has an anti-bullying policy which outlines clear procedures for dealing with
incidents of bullying.
26
SCHOOL SECURITY
All visitors calling at the school during class time must report to the office where they will
be asked to sign the visitor’s book.
Anti-Weapon/ Knife Crime in Schools Guidance was produced in 2017 to provide guidance
to schools and their communities and to support staff in managing pupils in possession of
offensive weapons, or those suspected of possession. This guidance can be found on East
Dunbartonshire Council’s website.
SUPERVISION IN PLAYGROUNDS
An adult presence is provided in playgrounds at break times in terms of the Schools (Safety
and Supervision of Pupils) (Scotland) Regulations, 1990. Normally, this responsibility is
shared between the School Management Team, Classroom Assistants and the Building
Manager.
CELEBRATING ACHIEVEMENT
Pupil achievement is celebrated throughout the school. Each class has an “Achievement Wall”
where successes within and out with the school are honoured. The school also organises
“Achievement Assemblies” to celebrate pupil accomplishments. Pupils can submit an
achievement slip to receive an OSCAR (Outside of School Certificate of Achievement and
Recognition) at one of these assemblies. Pupils do not only achieve very high academic
attainment but are also successful in a number of other ways:
• football
• dancing
• athletics
• tennis
• drama
• music
PUPIL RESPONSIBILITIES
Pupils in Millersneuk have a range of responsibilities. The school has a number of systems in
place to ensure pupils exercise their voice and responsibilities:
• Buddy System (P6 – P1 / P7 – P2)
• Pupil Council (P1-7)
• Eco-Committee (P1-7)
• House Captains/Vice Captains (P7)
• Sports Council (P5-7)
• Digital Leaders (P5-7)
• Millersneuk Improvement Officers (P5-7)
Pupils at Millersneuk Primary have many opportunities to become SUCCESSFUL LEARNERS,
CONFIDENT INDIVIDUALS, RESPONSIBLE CITIZENS and EFFECTIVE CONTRIBUTORS.
27
SECTION 4
The Curriculum, Assessment
and Arrangements
for Reporting to Parents
THE CURRICULUM, ASSESSMENT AND ARRANGEMENTS FOR
REPORTING TO PARENTS
The school aims to provide a broad-based education for each pupil, taking account of the
child’s age, aptitude and ability. We wish to produce children who are literate and numerate
but, in addition, to develop personal skills and interests to the greatest possible extent. Our
desire is to foster a positive attitude to school work, with each child achieving success at his
or he own level.
Curriculum for Excellence
Bringing Learning to Life and Life to Learning
The recently refreshed Curriculum for Excellence spans learning from 3-18 years. Its aims
are 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.
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.
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. All teachers
are responsible for the development of literacy, numeracy and health and wellbeing.
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
will be a new emphasis by all staff on looking after our children’s health and wellbeing – to
ensure that the school is a place where children feel safe and secure.
29
Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to
nurture successful learners, confident individuals, effective contributors, and responsible
citizens, building on Scotland’s reputation for great education.
Implementation of Curriculum for Excellence and More Choices, More Chances highlighted
the importance of robust transition planning in enabling young people to participate and
progress beyond compulsory education. 16+ Learning Choices, therefore, was introduced in
2008 as the transition planning model for ensuring an offer of an appropriate place in post-
16 learning for every 16-18 year old. It aims to improve the transition for young people
choosing to stay on at school, leaving school and for those moving from one post-16 option to
another. Integral to Curriculum for Excellence, it supports all young people to make effective
transitions.
Opportunities for All
More recently, in response to the economic downturn and the resultant adverse effects on
young people’s prospects in the labour market, the Government introduced Opportunities for
All in its Programme for Government in September 2011. This is an Explicit commitment to an
offer of an appropriate place in learning or training for every 16-19 year old not currently in
employment, education or training. It brings together and builds on existing Scottish
Government policies and strategies and embraces relevant UK Government policy in a single
priority to support young people to participate in learning or training in order to improve
their employment prospects. Opportunities for All became a live offer from April 2012 and
will ensure that the post-16 system delivers to all young people. It focuses on supporting
young people who have disengaged, seeking to re-engage them with appropriate learning or
training from the 16
th
until at least their 20
th
birthday. Whilst Opportunities for All commits
to offering a place in learning or training, those young people who wish to move into
employment should be supported to do so.
30
LITERACY & ENGLISH
The three organisers within the Literacy and English framework of a Curriculum for Excellence are
Listening and Talking, Reading and Writing.
Writing
In Millersneuk we aim to encourage children to regard writing as:
a way to learn, to better understand and remember ideas;
a way to entertain, inform, influence or communicate with others;
a source of personal relaxation, pleasure and enjoyment;
a way to express their own ideas and display their powers of invention.
Our pupils will be taught to:
form letters and words fluently;
write imaginative stories in a variety of formats;
write non-fiction using a variety of genres and formats;
write for different readers/audiences;
use a variety of rehearsal and planning techniques;
redraft to clarify their own meanings as well as improve the sense to the reader;
edit their work using spelling, layout and punctuation to improve the communication effectiveness;
revisit their writing and understand how they have developed and changed as writers.
Imaginative and personal writing is systematically taught from the early stages. Using a Talk for
Writing approach, children are encouraged to write their own stories after discussion and planning.
Children gain experience in keyboard skills and begin to use the computer to compose and word
process some of their stories.
As well as encouraging fluent expression in personal writing, we also aim to develop in pupils a mastery
of the accepted conventions of written English.
In Functional Writing pupils are given practice in the plain, clear and precise writing essential for the
effective communication of information and ideas. This involves note-taking, summarising, letter
writing, writing and report form filling. Competence and confidence in literacy including competence in
grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum.
Because of this, teachers promote language and literacy development across all curricular areas.
Handwriting
The school aims to enable the child to develop a style of handwriting which gives the child the ability
to write early, quickly and legibly and which is also aesthetically satisfying, even on occasions which
call for speed and concentration. Linked script is the form of handwriting used in the school.
31
Listening and Talking
We aim to create in our children confidence in the use of oral language in any situation. To promote
development of the skills of interaction we aim:
to provide opportunities for purposeful listening;
to develop imaginative and critical listening habits;
to offer motivating, enjoyable activities at an interest level appropriate to the children;
to encourage an active response to learning activities.
to create opportunities for children to realise the need to use the appropriate language for
different situations.
Our pupils will have the opportunity to become active and focused listeners and talkers in a variety of
classroom situations and in the wider environment.
They will:
listen and respond to stories, poems and rhymes;
participate in discussions and debates with and to different audiences;
respond orally to varied stimuli (for example radio, television, visitors);
discuss and evaluate their own work with peers and adults;
participate in role-play activities;
retell stories and poems which are known by heart;
respond to increasingly complex instructions, ask and answer questions and justify actions and
opinions.
A programme of study for listening and talking has been developed for all classes. Most listening and
talking activities are based on familiar contexts which are linked to subjects taught in other
curricular areas e.g. social studies, science and health.
Reading
In the teaching of reading we aim to enable our pupils to:
read for meaning;
develop understanding of their own reading needs for different situations;
acquire a range of appropriate strategies to meet their reading needs;
become confident, fluent and expressive readers;
develop an understanding and appreciation of an author’s style and purpose;
develop an ability to select books for a variety of purposes;
enjoy reading and develop an increasing knowledge and understanding of language and reading
skills;
acquire a range of effective comprehension skills and be able to appreciate through reading, the
feelings and cultural experiences of others.
Becoming a skilled reader takes years of practice. At all times during this process pupils should see
themselves as readers. From the start pupils are taught to view activities related to print as
‘reading’. All pupils' attempts at reading and the development of reading skills are dealt with
sensitively and positively. 32
In order to take account of our aims:
a) Pupils are taught the skills necessary to access information and research materials.
b) Pupils have access to a variety of different materials, fiction and non-fiction, poetry, plays
and material other than text books, e.g. the Internet, timetables, databases, maps.
c) Pupils learn the basic skills through a systematic and progressive reading programme.
d) Phonic skills/word attack skills and higher order skills such as scanning, skimming are taught in
a progressive way throughout the school.
e) Reading material matches the pupil’s interests, knowledge and level of maturity.
f) Reading is seen to be a pleasurable activity.
Infants learn the basic skills of reading through a systematic, progressive programme. Oxford
Reading Tree, All Stars and Tree Tops resources are used.
Primary 4 to Primary 7 pupils use a variety of reading materials e.g. Bug Club (including E-books),
Oxford Literacy Web Anthologies, Novel Studies and Close Reading Texts in both fiction and non-
fiction.
Reading for Pleasure is very much encouraged in Millersneuk Primary. Our classroom libraries are
well stocked and children are able to select texts which are made enjoyable by humour, a strong
story line and attractive illustrations.
33
NUMERACY & MATHEMATICS
In the teaching of mathematics we aim to:
develop in pupils an understanding of the nature and purpose of Mathematics through practical
tasks, enquiry and experiment.
afford pupils the opportunity to acquire skills in mathematical thinking, and in the development of
mathematical concepts, knowledge, skills and attitudes.
promote positive attitudes towards Mathematics and an enthusiasm and confidence in
Mathematics work in school;
develop an appreciation of these practical applications and of the relevance and importance of
Mathematics in our lives;
develop approaches to problem solving which will encourage skills in logical reasoning,
hypothesising, testing and evaluating;
give the richest possible variety of mathematical experiences appropriate to each child.
In mathematics the Curriculum for Excellence experiences and outcomes are structured within three
main organisers which are Number, Money & Measure; Shape, Position & Movement; and Information
Handling.
Information Handling
This organiser is concerned with the knowledge and understanding required to handle and make sense
of information. Graphing, tally charts, databases and spreadsheets are included along with ideas of
chance and uncertainty.
Pupils will be involved with collecting, organising, displaying and interpreting information.
Number, Money & Measurement
Children gain knowledge and understanding of number and its applications. This includes notation,
ordering, costing, measuring and related calculations.
Shape, Position & Movement
Here we deal with the knowledge and understanding of two and three dimensional shape and with the
location and movement of objects in space. The practical, experimental and pattern aspects appeal to
many pupils, with positive effects on attitudes and awareness.
34
These, as well as problem solving and enquiry skills, are contained within the programme of study used
throughout the school. In order to achieve a systematic, sequential and coherent curriculum in
mathematics, a commercially published scheme, namely Heinemann Active/Scottish Heinemann, is
used at all stages.
Learning and teaching approaches are flexible and responsive to the needs of the pupils. Learning
and teaching is interactive with pupils having much opportunity for practical work. We provide pupils
with open-ended tasks which develop problem-solving skills and encourage the notion that there can
be more than one correct way of doing things. Children will enjoy exploring and applying mathematical
concepts to understand and solve problems, explaining their thinking and presenting their solutions to
others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage
children to reason logically and creatively through discussion of mathematical ideas and concepts.
A range of ICT programmes is available to support the teaching and learning of mathematics. The
school also has a wide range of mathematical equipment to facilitate active learning.
While it is the policy of the school that pupils should be adequately equipped to compute both
mentally and on paper, it is also important that children are skilful in their use of the calculator to
perform mundane, extensive or highly complicated calculations.
35
EXPRESSIVE ARTS
Learning in the expressive arts plays a vital role in enabling our children to enhance their creative
talent and develop important skills, both those specific to the expressive arts and those which are
transferable.
They develop in children an appreciation of aesthetic and cultural values, identities and ideas and, for
some, prepare for advanced learning and future careers by building foundations for excellence in the
expressive arts.
The curricular framework contains experiences and outcomes for presentation and performance
across the expressive arts. The school regularly seeks out opportunities for pupils to perform or
present to an audience e.g. during class assemblies, Christmas concerts, school shows, choir recitals,
art exhibitions and so on.
Our Expressive Arts interrelated curricular framework comprises four elements. They are art and
design, dance, drama and music.
Art
Through art and design, pupils have rich opportunities to be creative and to experience inspiration
and enjoyment. They explore a wide range of two- and three-dimensional media and technologies
through practical activities, and create, express and communicate ideas. Their studies of the works
of artists and designers enhance their enjoyment and deepen their knowledge and understanding.
Dance
Creating and performing will be the core activities for all pupils. Taking part in dance contributes to
their physical education and physical activity. Pupils develop their technical skills and the quality of
their movement, and use their imagination and skills to create and choreograph dance sequences.
They further develop their knowledge and understanding and their enjoyment of dance through
evaluating performances and commenting on their work and the work of others.
Drama
Pupils’ acting and presenting skills are developed through participating in scripted or improvised
drama. Exploring real and imaginary situations helps pupils to understand and share their world.
They develop their capacity to enjoy drama along with their knowledge and understanding through
evaluating technical aspects and scripts, and commenting on their own work and the work o others.
Music
Performing and creating music will be the prominent activities for all pupils. Children develop their
vocal and instrumental skills, explore sounds, musical concepts and use their imagination and skills to
create their own compositions. They will enjoy listening to musical performances and be encouraged
to comment on them.
36
HEALTH & WELLBEING
In Millersneuk we believe that there is a powerful connection between positive, mental, emotional,
social and physical wellbeing and effective attainment and achievements. Everyone within the school
community shares a collective responsibility to ensure and promote the wellbeing of all. We believe
that every aspect of the school’s life and work contributes to that wellbeing.
Millersneuk is a Health Promoting School which:
promotes a happy and caring environment;
displays an attractive environment;
encourages healthy behaviour;
is concerned for safety and security;
fosters positive attitudes and feelings, such as self-confidence, self-esteem, independence,
responsibility and care and welfare of others;
recognises the importance of the example set by all school staff, pupils, specialist services and
the wider school community.
Learning through health and wellbeing enables pupils to:
make informed decisions in order to improve their mental, emotional, social and physical wellbeing;
experience challenge and enjoyment;
apply their mental, emotional, social and physical skills to pursue a healthy lifestyle.
Our health and wellbeing curricular framework is 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 (Parents are fully informed through an Information
Evening and lettered communication detailing the contents of this curricular area)
Progression within this curricular framework depends upon the development and maturity of our
pupils. Teachers take account of these factors ensuring that their learning experiences are relevant
and realistic for their pupils.
Physical Education, Physical Activity & Sport
All classes normally have two PE lessons each week (2hrs). These take place in the school hall or
outdoors during good weather. Children encounter a variety of practical learning experiences which
enable them to develop movement skills and competences. In addition to these planned lessons,
children are encouraged to take part in a range of physical pursuits during intervals and in after-
school clubs e.g. playground games which are organised by the Playground Pals, a group of trained
senior pupils; after-school football, cross-country running club; netball club and fitness club.
37
SOCIAL STUDIES
The learning of social studies is central to the development of children’s understanding of their place
in the world. It involves learning about the social and physical conditions that influence, or have
influenced, the lives of individuals and communities and which shape, or have been shaped by, the
actions, artefacts and institutions of successive generations.
The distinctive nature of learning in social studies enables pupils to develop an open and enquiring
mind and a sense of empathy. They become increasingly able to view situations from another person’s
perspective, whether that person has lived at a different time or is a contemporary living in a
different country or in different social circumstances. It also provides important opportunities for
pupils to develop an understanding of their rights and responsibilities and the importance of active
citizenship.
The social studies curriculum has been structured under three main organisers:
people, past events and societies;
people, place and environment;
people in society, economy and business.
As they participate in experiences and outcomes in social studies pupils will be encouraged to:
develop their understanding of the history, heritage and culture of Scotland, and an appreciation
of their local and national heritage within the world;
broaden their understanding of the world by learning about human activities and achievements in
the past and present;
develop their understanding of their own values, beliefs and cultures and those of others;
develop an understanding of the principles of democracy and citizenship through experience of
critical and independent thinking;
explore and evaluate different types of sources of evidence;
learn how to locate, explore and link periods, people and events in time and place;
learn how to locate, explore and link features and places locally and further afield;
engage in activities which encourage enterprising attitudes;
develop an understanding of concepts that encourage enterprise and influence business.
38
Some of the topics covered are:
The Farm
People Who Help Us in School
Houses & Homes
The Twentieth Century
The Emergency Services
The Health Centre
Ancient Romans
Town & Country
The Community Centre
The Vikings
Climate Zones
Understanding Disability
The Jacobites
Conservation & Recycling
My Community
The Scottish Wars of
Independence
Scotland
The Scottish Parliament
Mary, Queen of Scots
Rainforests
Rich World, Poor World
World War II, The Home
Front
The Caribbean
Japan
39
SCIENCES
Through learning in the sciences we aim to provide the opportunity for pupils to:develop a curiosity
and understanding of their environment and recognise the impact that science makes on society.
Our science curriculum has been recently updated and pupils have an opportunity to become involved
in a wide range of investigations which stimulate and challenge them. Teaching and learning
approaches are designed to promote thinking as well as provide opportunities to consolidate and apply
learning.
The scientific concepts within our curriculum are identified using five organisers. They are:
Planet Earth;
Forces, Electricity & Waves;
Biological Systems;
Materials;
Topical Science.
Through carrying out practical scientific investigations, pupils will learn to:
ask questions and hypothesise;
plan and design experiments;
select equipment and resources;
observe, collect, measure and record evidence;
make predictions, generalisations and deductions;
draw conclusions based on reliable scientific evidence;
present and report findings.
Links between the sciences and other curricular areas will be planned to provide relevant, challenging
and enjoyable learning experiences and stimulating contexts to meet the varied needs of our pupils.
40
RELIGIOUS AND MORAL EDUCATION
Learning through religious and moral education enables pupils to:
• Recognise religion as an important expression of human belief.
• Explore and develop knowledge and understanding of religions, recognising the
place of Christianity in the Scottish context.
• Develop respect for others and an understanding of beliefs and practices which
are different from their own.
• Develop their own beliefs, attitudes, values and practices through reflection and
critical thinking.
The religions studied are Christianity, Judaism and Islam. Celebrations, festivals,
ceremonies and customs; sacred writings, stories and key figures; beliefs, sacred places,
worship and symbols; moral values and attitudes – are the areas which will be examined for
each of these religions and by the end of Primary 7 children will have covered a balanced
programme of religious education.
Services are held in Lenzie Old Parish Church at Christmas, Easter and Summer. Parents who
wish to exercise their right to withdraw their child from religious instruction and / or
observance should contact the Head Teacher, in writing, and alternative arrangements will
be made for your child.
Parents from minority and minority ethnic religious communities may request that their
children be permitted to be absent from school in order to celebrate recognised religious
events. Only written requests detailing the proposed arrangements will be considered.
Appropriate requests will be granted on not more than three occasions in any one session and
the pupil noted as an authorised absentee in the register.
The school will provide several opportunities for religious observance in a school year, in
addition to traditional celebrations central to the life of the school community.
For further information refer to additional Guidance on Religious Observance in East
Dunbartonshire schools, December 2015.
41
TECHNOLOGIES
The technologies framework has been organised to offer opportunities for personalisation
and choice using diverse contexts for learning.
The technologies framework has six organisers, namely:
• technological developments in society
• ICT to enhance learning
• business
• computing science
• food and textiles
• craft, design, engineering and graphics.
What are the main purposes of learning in the technologies?
Learning in the technologies enables children and young people to be informed, skilled,
thoughtful, adaptable and enterprising citizens, and to:
• develop understanding of the role and impact of technologies in changing and
influencing societies
• contribute to building a better world by taking responsible ethical actions to
improve their lives, the lives of others and the environment
• gain the skills and confidence to embrace and use technologies now and in the
future, at home, at work and in the wider community
• become informed consumers and producers who have an appreciation of the merits
and impacts of products and services
• be capable of making reasoned choices relating to the environment, to sustainable
development and to ethical, economic and cultural issues
• broaden their understanding of the role that information and communications
technology (ICT) has in Scotland and in the global community
• broaden their understanding of the applications and concepts behind technological
thinking, including the nature of engineering and the links between the technologies
and the sciences
• experience work-related learning, establish firm foundations for lifelong learning
and, for some, for specialised study and a diverse range of careers.
Well-designed practical activities in the technologies offer children and young people
opportunities to develop:
• curiosity and problem solving skills, a capacity to work with others and take
initiative
• planning and organisational skills in a range of contexts
• creativity and innovation, for example though ICT and computer aided design
and manufacturing approaches
• skills in using tools, equipment, software and materials
• skills in collaborating, leading and interacting with others 42
MODERN LANGUAGES
Learning other languages enables children and young people to make connections with different
people and their cultures and to play a fuller part as global citizens. In Millersneuk P1-7 pupils have
the opportunity to learn French, P5-7 learn Spanish as a second language, this learning experience
continues in Lenzie Academy.
Learning through the languages area of the curriculum enables children and young people to:
• develop their ability to communicate their thoughts and feelings and respond to those of
other people
• develop the high level of skills in listening, talking, reading and writing which are essential
for learning, work and life
• use different media effectively for learning and communication
• develop a secure understanding of how language works, and use language well to communicate
ideas and information in English and other languages
• exercise their intellectual curiosity by questioning and developing their understanding,
and use creative and critical thinking to synthesise ideas and arguments
• enhance their enjoyment and their understanding of their own and other cultures through
literature and other forms of language
• develop competence in different languages so that they can understand and communicate
including, for some, in work settings.
Through their planning of a wide and rich range of learning activities in modern languages to develop
literacy and language skills teachers will support children and young people to become:
• successful learners, who can reflect on how they have acquired and learned their first /
second language and how this can assist them in further language learning
• confident individuals who through experiencing success and support, can interact with
others in real-life situations, talk about topics of personal interest and deliver
presentations in their new language
• effective contributors, who can work in individual, paired and group situations and establish
and maintain contact with other speakers of the target language • responsible citizens,
who have a growing awareness of life in another society and of the issues facing citizens in
the countries where their new language is spoken.
By the end of Primary 7, the majority of children will have learned the skills necessary to:
• give a short presentation about themselves
• take part in simple conversations and transactions
• understand classroom instructions and personal information
• enjoy listening to a story, song or poem
• read aloud a simple text
• read and understand a short text
• write a few sentences about themselves and others.
Please contact the Head Teacher if you would like any further information about the curriculum
within our school.
43
ASSESSMENT AND REPORTING
The school has its own system of continuous assessment. Assessment tasks in each area of
maths and language are built into the planning process. Assessment takes many forms. The
most common is ‘informal’ and on-going assessment by the class teacher. This can be in a
group situation or on an individual basis and takes place after a skill is taught and practised.
Progress tests are incorporated into daily routine. Pupils also take responsibility for self-
assessment. These assessments both formal and informal help to contribute to the broad
profile which contributes to the end of term report which is normally issued in June.
Parents are informed of their child’s progress by the following methods:
1. Pupil reports are sent home in October & March of each year;
2. An appointment system is established whereby parents discuss their child’s progress
with the class teacher;
3. Seesaw is used to send photographs celebrating pupil attainment & achievement on a
regular basis.
In August 2017 the Scottish Government introduced new standardised assessments for
Literacy and Numeracy for P1, P4 and P7 pupils – SNSA( Scottish National Standardised
Assessments). More information about these assessments can be found on Millersneuk’s
school website where you can download a guidance leaflet produced by East Dunbartonshire
Council.
Be assured that if, for any reason, you would appreciate an interview with your child’s teacher
to discuss a specific concern at any time of the year, an appointment can be made. You will
always be welcomed at the school - we share a common desire to see your child developing to
his/her full potential.
44
HOMEWORK
In Millersneuk Primary we appreciate that both pupils and parents have busy lives outside of school. We also
recognise the benefits of children attending clubs and activities for pleasure and how these can develop skills
for life. We believe the homework system in Millersneuk Primary School allows for:
personalisation and choice for pupils and parents/carers
a more flexible approach to completing homework
individual pupil learning styles e.g. written activities and activities that do not require a written
response and can be completed orally or through fun, practical tasks.
The aim of the homework grids is to cater for all ‘learning styles’. ‘Homework Grids’ give children the
opportunity to choose activities to complete, each grid (Spelling, Reading and Numeracy & Mathematics) have
written activities which can be completed in the children’s homework jotters. It is the role of parents to
discuss the homework choices available and direct their children to written activities if they so wish.
Suggested Timings (Per grid/per week)
Primary 1
10 minutes approximately
Primary 2-4
10-20 minutes approximately
Primary 5-7
20-30 minutes approximately
45
EXTRA-CURRICULAR ACTIVITIES
At Millersneuk we are fortunate to have a wide range of extra-curricular activities. A range
of activities are usually available to interested pupils in the course of the school year,
including:
Football – EDC Football Development
Eco Committee - Mrs Aitken
Pupil Council – Mrs Cameron
A Star – Coach from A Star
Various other after-school clubs are organised by East Dunbartonshire’s ACTIVE HEALTH
CO-ORDINATOR.
Throughout the year classes go on educational excursions, participate in outdoor activities and
sporting events. Each year we hope to organise a 3 day residential visit to Edinburgh for P6
children and a 5 day residential visit for P7 children.
These activities will require parental approval and relevant medical information. Parents will
be informed in writing of full details before any excursion takes place.
We are most grateful to staff and parents who give of their own time to take these
activities.
Further details are available from the Head Teacher.
46
SECTION 5
Transitions
& Enrolments
ENROLMENT
EARLY LEARNING AND CHILDCARE PROVISION
Early learning and childcare provision is non-denominational. This means that all early
learning and childcare centres are open to children and parents of all religions and beliefs.
Placement in the early learning and childcare centre does not guarantee a place in the
primary school.
ADMISSION TO EARLY LEARNING AND CHILDCARE PROVISION IN EAST
DUNBARTONSHIRE
East Dunbartonshire Council is committed to the provision of high quality early years’ experiences for
all children. We aim to provide places that meet the needs and demands of both children and families,
offering flexibility of provision where possible.
Our Early Learning and Childcare centre provides places for all children aged 3-5 and eligible 2 year
olds who meet qualifying criteria. Full details on delivery models within Local Authority Early Years
Centres can be found on the website: https://www.eastdunbarton.gov.uk/residents/schools-early-
years-centres-and-learning/early-years
Early learning and childcare provision is non-denominational. This means that all Early Learning and
Childcare Centre’s are open to children and parents of all religions and beliefs. Placement in the Early
Learning and Childcare Centre does not guarantee a place in the primary school.
All East Dunbartonshire early years establishments follow the Council’s early year’s admissions policy.
(Available on Council’s website)
Funded places can be accessed either in a local authority Early Learning and Childcare Centres or
with a funded partner provider in the private, voluntary and independent sector as well as
childminders who have been accepted onto East Dunbartonshire Council’s framework to provide early
learning and childcare. For administration purposes, parents are asked to complete an online
registration form that can be found on the East Dunbartonshire website between January and end of
February. Parents are asked to upload the relevant birth certificate(s), proof of residency and a
utility bill when enrolling their child(ren) if they are East Dunbartonshire residents. Parents who
reside outwith East Dunbartonshire do not require proof of residency.
It is important that you make application by the end of February for children aged three to five for
places for the forthcoming school year.
Entitled 2 year olds who meet the eligible criteria can apply for funding with Local Authority centres
that have 2 year old provision and with funded partner providers including childminders who have
been accepted onto East Dunbartonshire framework and provide places for 2 year olds.
Two year old applications should be completed online at any time. Children who are entitled to a 2
year old place will be required to complete supporting paperwork which can be found on the East
Dunbartonshire website or can be obtained from any Early Learning and Childcare Centre. Children
who are entitled to a funded 2 year old place become eligible the term after their 2nd birthday.
Forms can be accessed from the Council’s website at www.eastdunbarton.gov.uk .
Application forms for Early Learning and Childcare Centres that provide provision for 0-2 year olds
can be obtained from the Centre and returned completed to the Centre with birth certificate(s) and
proof of residency and utility bill.
It is important to note a placement within an East Dunbartonshire Early Learning and Childcare
Centre /Partnership Centre does not give children an automatic place within an East Dunbartonshire
Primary School.
Deferred entry to Primary School – Parents have the legal right to choose to defer their child and
request an additional year within the early years centre. Parents should note that an additional years
funding is only guaranteed for children whose birthday fall in January and February for children who
have birthdays in August to December will need to provide some additional supporting information.
Full details can be found on website https://www.eastdunbarton.gov.uk/residents/schools-early-
years-and-learning/early-years/deferred-entry-school
Transfer from Early Learning and Childcare Centre to Primary School
REGISTRATION AND ENROLMENT
Information on new school entrants can be found on the council’s website,
www.eastdunbarton.gov.uk. Enrolment is in January each year. Pupils should be registered in
only one school for their catchment area. Information about the school, can be found on the
school wesbsite. Parents who want to send their child to a school other than the catchment
school must make a placing request. 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.
Before leaving an Early Learning & Childcare Centre, a transfer of information record for
each child will be prepared by Early Year’s staff to ensure a smooth transition and continuity
of education for the child transferring to primary.
SCHOOL ADMISSIONS
When commencing Primary 1 education, your child will normally attend the local
denominational or non-denominational Primary school (regardless of religion) and transfer
from it, after Primary 7, to its associated Secondary school. Details of the catchment areas
and boundaries can be obtained from Shared Services – Education by emailing
[email protected] or calling 0300 1234510.
Enrolment dates will be set by the Education Service and the enrolment should be completed
in January prior to the start of term in August. The authority will provide information on
enrolments on the website, in the local press and Early Learning & Childcare Centres
advertising the date(s) for registration. Parents are asked to provide the relevant birth
certificate(s) and proof of residency when enrolling their child(ren).
You are still required to enrol your child(ren) at your catchment school even if you do not
wish him/her to attend that school.
Enrolment dates will be available through the East Dunbartonshire Council website at
www.eastdunbarton.gov.uk.
Children eligible for enrolment are those whose 5
th
birthday falls between 1
st
March and the
end of February the following year.
SECONDARY SCHOOL ADMISSIONS
Transfer Information will be issued to Primary 7 parents in December/January each year.
If you wish your child to attend a secondary school other than the catchment denominational
or non-denominational secondary school(s) 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.
TRANSFER FROM PRIMARY TO SECONDARY SCHOOL
Pupils are normally transferred between the ages of 11 ½ and 12 ½ so that they will have the
opportunity to complete at least 4 years of secondary education.
Parents will be informed of the arrangements no later than December of the year preceding
the date of transfer at the start of the new session.
Visits to secondary schools are organised before the summer holidays and children from
other catchment schools who will be attending the same secondary school will have the
4opportunity 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 the
opportunity to view the school and are given a brief explanation of school life.
The secondary school to which the children from this school normally transfer is:
Lenzie Academy
Myrtle Avenue
Lenzie
Tel: 0141 955 2379 49
If you wish your child to attend a secondary school other than the catchment denominational
or non-denominational secondary school(s) for your home address, you will require 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 to secondary should ensure that both the primary and the
intended secondary school know what is to happen.
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 catchment school. Applications for Primary 1 and Secondary 1
Placing Requests to commence school in August will be accepted following the publication of
an advert in the local press inviting applications in early December.
Every effort will be made to try to meet parental wishes, but you should note that it is not
always possible to grant every Placing Request to a particular school. 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.
Primary 1 children must also be enrolled at the catchment area school on the appropriate
Enrolment Form whilst awaiting the outcome of their Placing Request Application. If the
Placing Request is granted, the child’s enrolment at the catchment school will automatically
be withdrawn by the Education Service.
Placing Requests can only be approved when there are sufficient places remaining in the class
after all catchment area children have enrolled and if staffing and accommodation at the
school are able to meet the numbers of Placing Requests at that school. The Education
Service can also reserve places in a class for future catchment pupils they expect to move
into the area in the following school year.
If more Placing Requests are made for admission to a particular school than places available,
these Requests will be prioritised according to East Dunbartonshire Council’s Admissions
Policy and requests accepted and refused accordingly.
Your Placing Request will be considered against a set of criteria which is set out in the
Council’s priorities for admission. Further information is available on the East
Dunbartonshire Council Website.
50
Any Placing Requests received after the 15
th
March for Primary 1 and Secondary 1 will not be
considered in the first round of Placing Requests. Parents / Carers will be notified of the
outcome of their request within 2 months of receipt your Placing Request.
As soon as a decision has been made, you will be notified of the result. If your Placing
Request is successful, you will be asked to contact the school to establish arrangements for
enrolment.
Parents should note that in cases where your child is currently in attendance at a primary
school as a result of a successful placing request, there will be the need for a further
request to be made to transfer to the secondary school associated with the primary school.
Parents should, however, be aware there is no guarantee that any such request will be
successful and therefore contact should be made with your local secondary school to inform
them of your intention to request a place in a school of your choice. Parents are requested
to contact the education office to clarify this position if they are unsure.
MID SESSION TRANSFERS
You may make a Placing Request at any time during a school session. If your child is
experiencing problems at school, you are advised to discuss the matter with the Head
Teacher prior to making a Placing Request. Completing the Application Form does not
guarantee a place for your child at your chosen school. Your Placing Request will only be
granted if there are surplus places available at the school.
TRANSPORT FOR PLACING REQUEST
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.
51
SECTION 6
Support for Pupils
CHILDREN AND YOUNG PEOPLE WITH ADDITIONAL SUPPORT NEEDS
East Dunbartonshire Council’s policies, procedure and practices relating to children and young
people with additional support needs are in line with the Education (Additional Support for
Learning) (Scotland) Act 2004 and the Education (Additional Support for Learning)
(Scotland) Act 2009 which places duties on education authorities and provide rights for
parents of children with additional support needs and young people with additional support
needs.
What are additional support needs?
All children require support to help them learn. However there are some children and young
people who need extra support which is bit different from the support provided for all
children to make sure they benefit from school education.
That support may come from education services but can also be provided by a NHS Board,
Social Work, Skills Development Scotland, or independent and voluntary organisations.
Children and young people in school who need extra support or a different sort of support
from what is generally available have additional support needs.
These additional support needs can arise for lots of different reasons. The reasons why a
child or young person may have additional support needs are too many to list here. However
the following are examples;
That the child or young person;
1. finds it difficult to behave in school;
2. is hearing or visually impaired;
3. has a particular health need;
4. is living with parents who have a drug or alcohol dependency;
5. has English as an additional language.
Some additional support needs may only last for a short period of time, other additional
support needs will be lifelong.
What should I do if I think my child has additional support needs?
If you think your child may have additional support needs you should talk to your child’s
school or pre- school provision about this.
What will the school do?
All children and young people have their needs continuously assessed and reviewed. Your
child’s school will be able to show you their assessment of your child’s needs and will send you
copies of reports on how your child is progressing in school.
53
All schools and early years establishments in East Dunbartonshire look at children’s needs through a
wellbeing pathway that ensures a continuum of support from Universal to Targeted in line with the
national Getting it Right For Every approach. This process allows teachers and others to:
- identify those children who may need additional support;
- make plans to support those children identified;
- deliver the support the child requires; and
- regularly review the support provided.
What kind of additional support can be provided?
In addition to the additional support which schools themselves can provide through individual
planning or making specific resources available, schools can also request support from East
Dunbartonshire Council’s specialist educational support services. The Council can also provide
individual children with special equipment and resources if necessary.
Some children may also benefit from attending the special schools and specialist resources
which East Dunbartonshire manages.
What can I do to help my child?
Parents have a very important role to play in their child’s education and the views of parents and
young people will always be taken account of in making decisions which affect the child or young
person. If your child requires additional support at school you can provide the school with
important information about your child which will be helpful in making plans to help support your
child. Parents and young people will always be invited to participate in reviews of progress.
What is a co-ordinated support plan and how do I know if my child needs one?
A small number of children and young people with additional support needs require a co-ordinated
support plan (CSP). All of these children and young people will already have a plan provided for
them in school which set out targets for their learning and timescales for achieving those
targets. Parents, professionals and the child or young person can all be involved in regularly
reviewing the plans. The CSP sets out the educational objectives for an individual which can only
be achieved by services such as health or social work working together with education to support
the child or young person i.e. where the support required must be co-ordinated.
If you have a concern that your child’s additional support needs are not being met you should
always, in the first instance, contact the school to arrange a time to discuss that concern. Every
effort will be made by the school and the education authority to resolve your concern at that
point. If you are not happy with the way the matter has been dealt with and you continue to
have concerns you may be able to make use of one (or more) of the following:
- mediation
- independent adjudication
- the Additional Support Needs Tribunals for Scotland to assist in reaching a satisfactory
conclusion.
The Education (Additional Support for Learning) Act 2004/2009 places duties on local
authorities to provide access to independent mediation for resolving disputes with parents and
carers of children and young people with additional support needs when or if they arise. East
Dunbartonshire Council uses Resolve Scotland. For further information contact: 0131 313 8844
or go to www.resolve.org.uk 54
SUPPORT FOR LEARNING SERVICES
East Dunbartonshire Council, in supporting inclusion in its schools, has a number of support
for learning services.
These include:
1. Education Support Team which includes English as an Additional Language Learning
Support (Secondary), Sensory-Hearing Impaired and Visual Impaired, Assistive
Technology, Language and Communication Resources
2. Wellbeing Support Service
The Services support pupils through:
Consultancy
Continuing Professional Development
Co-operative Teaching
Curriculum Development
Partnership Working
Further information is available from the service managers who can be contacted via the
school.
Research has shown that support in the early years is highly beneficial. East Dunbartonshire
Council recognises the importance of early intervention and this enables early identification
and assessment to take place. Team members provide whole school support for effective
teaching and learning. They work in partnership with senior management, school staff,
parents and other support services
SUPPORT FOR LEARNING IN MILLERSNEUK
Mrs Hynes (DHT) has overall responsibility for additional support needs within Millersneuk
Primary. Our Education Support Teacher is Mrs Gillian Burns.
Autism Adviser
Every establishment has an Autism Adviser who is an established member of the school
teaching team and who has been provided with training and ongoing support from a multi-
agency team - led by an educational psychologist and a quality improvement officer. Every
Autism Adviser is guided by a process of collaborative practitioner enquiry, which allows the
school to develop the role of their Autism Adviser in response to the needs of their school
context. Every Autism Adviser will be able to signpost colleagues to resources and sources
of supports. While every establishment will use their Autism Adviser differently, the role
of the Autism Adviser may include facilitating staff training within their school, supporting
communication to parents/carers; planning for establishments' Autism Awareness Week;
running a parents/carers' support group and supporting individual staff members using
existing school structures (e.g. Pupil Support Group). The Autism Adviser for Millersneuk is
Mrs Megan Aitken.
55
OTHER AGENCIES AND PROFESSIONALS
PSYCHOLOGICAL SERVICE
We have a link Educational Psychologist from the Council’s Psychological Service who
supports us in delivering East Dunbartonshire’s policy of identifying, assessing and supporting
all pupils, particularly those with additional support needs. The Psychological Service
operates at three levels within the Council, namely that of the individual young
person/family, the level of the whole school and that of the Authority.
Our link Educational Psychologist works collaboratively with school staff at all stages of
intervention with regard to individual pupils, groups of pupils or relevant topics in relation to
the school improvement plan.
SUPPORTING FAMILIES SERVICE
The core purpose of this service is to provide support to families in developing their skills
and confidence in their parenting and to provide services to children to enhance their
development and learning. Examples of the services available include group parenting
workshops, bespoke 1 to 1 support and advice. Services also include holiday a play scheme for
children and young people with additional support needs as well as our Snack and Play holiday
programmes for children who meet certain criteria. If you wish to find out more about any
member of the team will be in touch.
SPECIALIST SUPPORT SERVICE- teachers teaching in more than one
school
The Additional Support for Learning Team makes provision for children and young people who
have a range of additional support needs. The service comprises of people who have a range
of additional support needs. The service comprises of teachers who work in the pre-5,
special, primary and secondary sectors. Staff in the team work in partnership with staff in
the establishments to plan and deliver an appropriate curriculum. The service also provides
staff development and advice on resources.
The teams support the additional needs of:
Children with a significant hearing and/or visual impairment;
Bilingual learners who are at an early stage of learning spoken English;
Looked after and accommodated children and young people who are experiencing
difficulties in school;
Children at early stages of primary school who have a developmental coordination
disorder along with attention difficulties;
children who have social, emotional or behaviour needs
children at early stages of primary school who have a developmental coordination
disorder along with attention difficulties
Young people who attend special provision units; and
Pre-5 children who have been identified as having significant support needs.
56
ADDITIONAL SUPPORT NEEDS
As with all local authorities 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 the East Dunbartonshire Council
website and the school’s Additional Support for Learning Co-ordinator will be able to outline
the support that can be offered in school.
Working with other agencies and professionals – for example, Social Work Services,
Educational Psychology Service, National Health Service and parents – decisions are made
with regards to the best possible education to meet the needs of the child within the
resources available.
Parents, carers and children with additional support needs can also seek independent advice
and support through:
Enquire: www.enquire.org.uk , Tel: 0845 123 2303
Scottish Independent Advocacy Alliance, www.siaa.org.uk Tel: 0131 260 5380
Take Note: National Advocacy Service for Additional Support Needs (Barnardos in
association with the Scottish Child Law Centre) www.sclc.org.ik , Tel: 0131 667 6633
57
Promoting Wellbeing, Protecting and Safeguarding
The Scottish Government introduced Getting it Right for Every Child (GIRFEC) as a programme of
change, reaching across all children and adult services in the public and voluntary sectors in Scotland,
to achieve better futures for all of our children, young people and their families. It builds from
universal health and education services and drives the developments that will improve outcomes for
all children and young people. The Children and Young People’s (Scotland) 2014 Act now provides a
legal framework around these principles.
We want all our children and young people to be fully supported as they grow and develop into
successful learners, confident individuals, effective contributors and responsible citizens. We
believe they should be: Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible and
Included. These are the eight indicators of wellbeing.
The Getting It Right approach is about how practitioners across all services for children and adults
meet the needs of children and young people, working together where necessary to ensure they reach
their full potential. This approach, based on the United Nations Convention for the Rights of the
Child, is:
Child focussed, ensuring that the child and family are at the heart of decisions and supports;
Based on a holistic understanding of wellbeing;
Early interventionist to tackle needs as soon as they appear; and
Joined up, to ensure services work together.
It is the entitlement of every child to be supported throughout their education. The Wellbeing
Pathway provides a continuum of support from universal to targeted and ensures practice is
underpinned by a shared understanding of wellbeing and in the dignity and worth of every individual
child/young person.
Teachers plan experiences and assess progress in learning, and for most children this is sufficient.
From time to time, however, approximately one fifth of learners may experience developmental or
environmental difficulties which impact on their ability to learn. For most, modifications can minimise
the impact of such difficulties and learning can proceed. These modifications are described as
differentiation and in most cases teachers will differentiate as part of normal teaching and learning,
without the need for intervention from promoted staff.
Within East Dunbartonshire schools, teachers employ the following model to provide a clear,
structured pathway for learners.
Modifying Content – use of learning materials at different levels
Modifying Process – varying the length of time children take to complete a task
Modifying Product – giving children choice in how to express ideas or required learning
Modifying Learning Environment – giving children areas to work which suit their learning styles
Staff record differentiated approaches in their short and long term plans and ensure that the
results of differentiation are clearly documented within evaluations of teaching and learning. 58
Where intended progress does not take place, the child/young person’s needs are considered within
the next stage of the Wellbeing Pathway, Targeted Support.
When a wellbeing concern has been brought to their attention, the pupil support coordinator will
consider the following questions in relation to the eight wellbeing indicators:
· What is getting in the way of this child or young person’s wellbeing?
· Do I have all the information I need to help this child or young person?
· What can I do now to help this child or young person?
· What can my agency do to help this child or young person?
· What additional help, if any, may be needed from others?
All pupils who are considered for Targeted Support, access this through their Pupil Support or
Support for All Group. This ensures that staff comply with duties in CYP Act 2014 and ASL Act
2004, 2009.
All assessments to determine the need for Targeted Support fully involve the views of the child and
parents.
CHILD PROTECTION AND SAFEGUARDING
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting, or
by failing to act to prevent, significant harm to the child. Children may be abused in a family or in an
institutional setting, by those known to them or, more rarely, by a stranger. Child protection‟ means protecting
a child from child abuse or neglect. If a child’s wellbeing is considered to be at risk, relevant information must
always be shared. It is our public responsibility to protect children. Anyone who suspects child abuse or
neglect should contact East Dunbartonshire Council Social Work Advice and Response on 0141-777 3000, or the
Police. Each school has a designated Child Protection Coordinator, who will work with other professionals,
children and where appropriate, families to safeguard children. The name of the Child Protection Coordinator
should be displayed prominently within the school.
CHILD PROTECTION POLICY
East Dunbartonshire Council has issued Child Protection Procedures and Guidance which all staff must follow to
promote the welfare of children and to protect them from harm.
All adults must share the responsibility for promoting children’s health and safety and ensuring, as far as
possible, that all children are protected from abuse, neglect and exploitation. Children cannot be expected to
take full responsibility for keeping themselves safe. Professional staff must work together and in co-operation
with families and carers to enable children to grow up in warm, stimulating and safe environment.
Education staff are required to assist in the protection of children by:
creating and maintaining a positive and caring ethos;
developing health and personal safety programmes;
being observant of children’s needs, views and concerns; 59
reporting and recording concerns about the welfare or safety of children;
monitoring and supporting children in co-operation with relevant professionals, parents and carers.
Education staff cannot keep secret any allegations or concerns about child abuse, even if a child or adult
requests this. Information or concerns that a child may be at risk of harm must be passed on in order to
protect the child. Staff will treat the matter sensitively and information will only be passed to those who need
to know in order to protect and support the child. If parents or others have concerns for any child, they can
speak to the Head Teacher about this. They can also contact social work services and/or the police. When a
member of staff, a child or another individual provides information and the Head Teacher considers that there
is the possibility that a child has been harmed or is at risk of harm, the Head Teacher is required to
immediately contact social work services to discuss the circumstances and agree the immediate action to be
taken. School staff are then required to co-operate with any subsequent enquiries or support plans.
Every education establishment or service has copies of the East Dunbartonshire Council Child Protection
Procedures and Guidance. These are available for reference from the Head Teacher.
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SECTION 7
School Improvement
RAISING ATTAINMENT
Monitoring performance and using resulting information to secure improvement is an important part
of the work of Head Teachers, school staff and officers within Education Services.
STANDARDS AND QUALITY REPORT
Every year each school publishes a Standards and Quality report which highlights the school’s major
achievements. To see the most recent Standards and Quality Report and this year’s School
Improvement Plan Priorities, please go to the school website at www.millersneuk.e-dunbarton.sch.uk .
This year the school achieved the Sportscotland Gold School Sport Award.
SCHOOL IMPROVEMENT PLAN
Every year the school has priorities it takes forward in order to further improve the standard of
Teaching & Learning offered to pupils. This year’s priorities are listed in the table below. Staff,
pupils, parents and the Millersneuk community will work in partnership to achieve these goals.
Priorities for School Improvement Plan 2021~22
No.
Improvement Priority
Targets
1
Addressing the Learning Loss in
Literacy & Numeracy and the
Impact on Health & Wellbeing
(Including PEF Spending)
To improve attainment by:
o Clearly communicating attainment gaps in learning, resulting from school closures,
during the transition process
o Closing gaps in learning through a targeted approach, for groups and individuals,
ensuring equity (identified pupils, including those affected by the poverty
attainment gap)
o Supporting pupil health & wellbeing through direct interventions including
counselling
o Supporting family learning and working with parents and pupils on intervention
strategies and targeted homework
2
Literacy – Listening & Talking
To support families to engage with the life and work of the school
To use digital technology to engage parents in the learning and progress of their
child/children at school
To use digital technology to effectively support the provision of homework
3
Digital Learning
To develop a consistent approach to the planning, teaching and assessment of Listening
& Talking across the school
To share the listening & talking development with parents through workshops/parent
information meetings
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TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS
THE SCOTXED PROGRAMME
Education Authorities, the Scottish Government and its partners have, for many years,
collected information about pupils on paper forms. The information is now transferred
electronically through the ScotXed programme. The following explanation has been provided
directly by ScotXed:
Transferring Educational Data About Pupils
The Scottish Government and its partners collect and use information about pupils in schools
(e.g. the number and characteristics of pupils, their attendance, absence and exclusions,
their attainment and their destination when leaving school) to help to improve education
across Scotland. This note explains why we need this information, how we use it and what we
do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish
Government, education authorities and other partners such as the SQA and Skills
Development Scotland need accurate, up-to-date data about our pupils. We are keen to help
all our pupils do well in all aspects of school life and achieve better examination results.
Accurate and up-to-date data allows us to:
• Plan and deliver better policies for the benefit of all pupils;
• Plan and deliver better policies for the benefit of specific groups of pupils;
• Better understand some of the factors which influence pupil attainment and
achievement;
• Share good practice;
• Target resources better;
• Enhance the quality of research to improve the lives of young people in Scotland
Data Policy
Information about pupils’ education is collected through our statistical surveys in
partnership between the Scottish Government and Local Authorities through the ScotXed
Programme which aims to help schools and Local Authorities by supporting efficient
collection, processing and dissemination of statistical information. The Scottish Government
then provides analysis of the data to support research, planning, management and monitoring
of education services as well as to produce National Statistics publications.
Education data within Scottish Government is managed effectively by secure systems and is
exploited as a valuable corporate resource, subject to confidentiality constraints. As part of
its data policy, Scottish Government will not publish or make publicly available any
information that allows individual pupils to be identified, nor will data be used by Scottish
Government to take any actions in respect of individuals. Data is held securely and no
information on individual pupils can or would be made publicly available by Scottish
Government.
The individual data collected by Scottish government through statistical surveys is used
only for the statistical and research purposes for which it is collected.
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Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with
the Data Protection Act (2018). We also comply with the National Statistics Code of
Practice requirements and other legislation related to safeguarding the confidentiality of
data. The Data Protection Act gives you the right to know how we will use your data. This
note can give only a brief description of how we use data. Fuller details of each individual
ScotXed survey, including the purpose of each and the published data, can be found on the
ScotXed website (http://www.gov.scot/Topics/Statistics/ScotXed). Pupil names and
addresses (other than postcode) are never collected in any ScotXed statistical survey.
Scottish Government works with a range of partners including Education Scotland, Skills
Development Scotland and the SQA. On occasion, in order to help meet our aim of improving
the life of young people in Scotland, we may make individual data available to partners such
as the National Registers of Scotland to carry out research relating to the national
population census and also to academic institutions and organisations to carry out additional
research and statistical analysis which helps inform policy development and contributes to
improving outcomes for Scotland’s people. In order to carry out this research to support
better decisions, policy making and practice, data may be linked to information from other
sources.
Any sharing or linkage of data will be done under the strict control of Scottish Government,
and will be consistent with our data policy and the National Data Linkage Guiding Principles.
This will ensure that no individual level data will be made public as a result of the data
sharing and that these data will not be used to take any actions in respect of an individual.
Decisions on the sharing or linkage of data will be taken in consultation with relevant
colleagues and individuals within and outwith Scottish Government. At all times pupils’ rights
under the Data Protection Act and other relevant legislation will be ensured.
Concerns
If you have any concerns about the ScotXed data collections you can email the Head of
Schools Analysis, Mick Wilson, at mick.wilson@scotland.gsi.gov.uk or write to Education
Analytical Services, Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this
page are available, on request from the ScotXed Support Office, in other languages, audio
tape, Braille and large print.
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SECTION 8
School Policies
&
Practical Information
SCHOOL POLICIES
A list of school policies is available on the school website www.millersneuk.e-
dunbarton.sch.uk. If you wish to discuss a school or East Dunbartonshire policy,
parents/carers should contact the school.
TRANSPORT
General
It is a parent’s responsibility to ensure their child arrives at school and returns home
from school in a safe and responsible manner.
In order to assist parents in getting their child of school age to school safely and on time,
the Education Authority has a policy of providing free transport to primary pupils who live
one mile or more from their local primary school by the recognised shortest walking route.
This policy is more generous than the law requires. This means that the provision of
transport could be reviewed at any time. Parents who consider they are eligible should
obtain an application form from the school or Education Office or www.eastdunbarton.gov.uk.
These forms should be completed and returned before the end of February for those pupils
beginning school in August to enable the appropriate arrangements to be made. Applications
may be submitted at any time throughout the year, but may be subject to delay whilst
arrangements are made.
Parents should note that no transport provision is made for home journeys for infants who
may have a shorter day until the first Monday of September. Children not collected by
parents are supervised until the end of the normal school day.
The Chief Education Officer has discretion in special circumstances to grant permission for
pupils to travel in transport provided by the authority where spare places are available and
no additional costs are incurred. This is known as concessionary travel and parents are
required to submit concessionary travel applications each year in the period June-July to
ensure that consideration can be given to their request for concessionary transport for
August. Parents should obtain an application form from the education office or
www.eastdunbarton.gov.uk.
Pick-up Points
Where free transport is provided it may be necessary for pupils to walk a certain distance to
the vehicle pick-up point. Walking distance in total, including the distance from home to the
pick-up point and from the drop-off point to the school in any one direction, will not exceed
the authority’s limits (see above paragraph). It is the parents’ responsibility to ensure
their child arrives at the pick-up point on time. It is also the parents’ responsibility to
ensure the child behaves in a safe and acceptable manner while boarding, travelling and
alighting from the vehicle. Misbehaviour could result in your child losing the right to
free transport.
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Placing Requests
The Education Authority does not provide transport for those pupils in receipt of a placing
request other than in exceptional circumstances.
In the case of early entry placing request, if the child is offered a place in his/her catchment
area school, transport will be provided in accordance with the council policy stated above.
Adverse Weather Conditions
Driver’s Responsibilities
• In adverse weather conditions drivers MUST liaise with head teachers to ensure the
safety of the children.
• In periods of snow and ice the driver must use his discretion to decide if a road is
passable or not. He should endeavour to choose a route which gives the greatest number
of children a reasonable chance of getting to school safely.
• At their own discretion drivers may abandon a morning journey and return all pupils
already picked up to their homes and inform the relevant Head Teacher concerned. See
bullet point below*.
• On homeward journeys pupils shall only be set down at their normal vehicle set down point.
If there is a possibility that the vehicle will be unable to take the pupils to that point,
contingency plans should be made with the Head Teacher.
• In the event that transport cannot continue due to blocked roads or any other
obstruction, children will be instructed to stay in the vehicle until rescue can be organised.
Strathclyde Partnership for Transport/East Dunbartonshire Council’s Responsibilities
• SPT will contact a Senior Officer within EDC to advise of difficulties with transport.
• Senior Officer will contact Head Teacher/s.
• Head Teachers to contact parents, where possible by text message, (at peak times
there may be delays due to volume across local authorities).
• * In the event of journey being abandoned, Head Teacher will advise the driver of any
change to normal home address.
• At the beginning of every session, the school should update the contact details for all
parents/guardians for pupils accessing school transport. This will allow school office staff
to inform parents/carers immediately of changes due to adverse weather.
• If the inclement weather is continuous, the school will update their website on a daily
basis.
Parental Responsibilities
• To ensure child/children are at a designated pick up point (please note that in adverse
weather this may differ from original point. Head Teacher will advise)
• If concerns regarding bus arrival, contact bus operator and/or school.
• Parents should ensure that they notify the school of any changes to their contact details.
• If they have not already done so, parents are advised to register for the text messaging
alert system within their child’s school (Groupcall)
• Where inclement weather is present and it is probable that the current pick up point is
unlikely to be accessed, parents should take a common sense approach and their
child/children should be taken or directed to the closest accessible pick up point within a
reasonable distance.
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DATA PROTECTION ACT 1998
East Dunbartonshire Council will process your child’s personal data in compliance with the
Data Protection Act 2018 and all other relevant legislation. The Council may share your
child’s personal data with other Council services and public agencies to support the delivery
of services to promote the health, safety and well-being of children and young people. For
details of how we will use your data please visit - www.eastdunbarton.gov.uk/council/privacy-
notices
ACCESSING YOUR CHILD’S PUPIL RECORDS
Parents have a legal right of access to their child’s core education records, regardless of the
age of their child. These are the records held within your child’s Personal Pupil Record (PPR).
Parents do not have a general right of access to all records that mention their child. To
access your child’s file, please apply in writing to the Head Teacher.
A child has a legal right of access to all records held about them. This includes records that
may be held out with of the PPR. If a child is aged 12 or over and can show suitable maturity
and understanding they may exercise this right of access through a request to the Head
Teacher in writing. If your child is aged 11 or younger, or is not considered to have suitable
maturity or understanding, then a parent may make an application on their child’s behalf for
access to all records. The table below summarises who may access what records through
writing to the appropriate Head Teacher.
AGE OF CHILD
CHILD’S LEGAL RIGHT
PARENT’S LEGAL RIGHTS
Under 12
A child’s parent or guardian may
apply on the child’s behalf for
access to all records
Right of access to core
education record (PPR)
12 and over
If able to show suitable maturity
and understanding, the child may
apply for access to all records
Right of access to core
educational record (PPR)
No legal right to all records
unless acting as child’s
representative because child is
unable to show suitable maturity
or understanding
FREEDOM OF INFORMATION (SCOTLAND) ACT 2002
The Freedom of Information (Scotland) Act gives individuals a statutory right to the
unpublished “internal” information and records held by Scottish Public Authorities such as
East Dunbartonshire Council and its schools. Individuals have already used this legislation to
find out about policy, procedures and how particular decisions have been reached. If you
would like to use this legislation to access particular information please write to the Head
Teacher, and subject to certain conditions and exemptions, you will receive a full response
within twenty working days of receipt of the request.
Please note that you cannot access personal information on staff or pupils under this
legislation. To access personal information about your own child, please see the section 28
on Accessing Your Child’s Pupil records. 68
USE OF PHOTOGRAPHS AND VIDEO FILMING INVOLVING PUPILS
On occasion, the school may seek permission from parents to photograph/video pupils for
internal purposes within the school, for Council publicity materials and/or for press/media
related activities. If a pupil’s image is being used on any webpage or on a webcam, parents will
be asked for express consent as this image has the capability of being viewed by any person
with Internet access worldwide.
Pupil photographs will be held within the school’s Management Information System
(SEEMIS). Parents will be asked to consent.
SCHOOL CAMPUS NO SMOKING POLICY
With the introduction of the Smoking, Health and Social Care (Scotland) Act 2005 and the
Prohibition of Smoking in Certain Premises (Scotland) Regulations 2006, East Dunbartonshire
Council now operates a no smoking policy across all authority’s school campuses. Any person
accessing the school must refrain from smoking in any of the school campus areas.
PUPIL USE OF MOBILE PHONES
There have been many concerns raised by head teachers, staff and parents about the extensive use
of mobile phones by pupils and the associated risks of such use while in school.
The Education Committee of East Dunbartonshire Council, as a result of these concerns, agreed that
each school should have the power to set its own policy in relation to pupil use of mobile phones in
school.
All establishments will incorporate the following points into their policy:
1) Schools will discourage and will also advise parents to discourage pupils from bringing mobile
phones to school.
2) Parents will be advised that East Dunbartonshire Council will not accept liability for the loss or
damage of mobile phones which are brought into the school or school grounds by pupils.
3) If pupils bring mobile phones to school, the phones must remain switched off while the pupils
are in class. Head Teachers will have the power to extend the switching off of mobile phones
by pupils to the whole school building and also to the school grounds.
4) Where a pupil is found by a member of staff to be using a mobile phone outwith the policy of
the school, the phone will be confiscated. When a phone is confiscated a receipt will be passed
to the pupil by the relevant member of staff in order that the pupil can present the receipt at
the end of the school day to uplift the phone.
5) If a pupil is found taking photographs or video footage with a mobile phone of either other
pupils or staff, this will be regarded as a serious offence and the Head Teacher, depending on
the circumstances, will decide on an appropriate discipline. In certain circumstances, the pupil
may be referred to the Chief Education Officer. If images of other pupils or staff have been
taken, the phone will not be returned to the pupil until the images have been removed.
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APPOINTMENT OF ADULTS TO VOLUNTARY CARE POSITIONS
In order to meet a legal obligation under the Protection of Children (Scotland) Act 2003 and
as part of the policy in respect of child protection, the Council has introduced a policy to
ensure that any individual who is appointed to a voluntary child care position is not fully
listed on the Disqualified from Working with Children list.
This policy requires any adult appointed to a voluntary child care position, to undergo a
criminal background check to ensure their suitability. The policy applies in particular to:
Parent volunteer helpers in schools who are considered to have regular contact with
children and young people;
Parents and co-opted members of parent councils;
Parent members of local parent-teacher associations;
Elected members serving on committees relating to the developing of children’s
services;
Any other individual working in a voluntary child care position within a service managed
by East Dunbartonshire Council.
The policy builds on East Dunbartonshire Council’s Child Protection Interagency Guidance
(2002) which underpins all child protection work undertaken by local authority services. It
also complements the Council’s policy on the leasing of council premises to organisations
which provide activities and services to children and young people.
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USEFUL ADDRESSES
Community Facilities Area Registration Office
East Dunbartonshire Council East Dunbartonshire Council
Southbank Marina The Hub
KIRKINTILLOCH William Patrick Library
G66 1TD KIRKINTILLOCH
Tel: 0141 578 8695 G66 1AD
Fax: 0141 943 1688 Tel: 0300 1234510
E-mail: letting @eastdunbarton.gov.uk
Shared Services - Education Councillors: Gillian Renwick
East Dunbartonshire Council Sandra Thornton
Southbank Marina Rod Ackland
KIRKINTILLOCH The Marina
G66 1TD Strathkelvin Place
Tel: 0300 1234510 KIRKINTILLOCH G66 1TJ
Although this information is correct at the time of printing, there could be changes
affecting any of the matters dealt with in the document:
a) before the commencement or during the course of the school year in question;
b) in relation to subsequent school years.
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