For further information about the school, visit the website. School websites vary greatly but may include: the school handbook, plans and reports about the school, as well as newsletters and contact details. In order to help raise attainment and support school improvement, information is gathered from publicly funded schools in Scotland.
The Scottish Government has brought a range of this information together in a school information dashboard for primary, secondary and special schools.
Education Scotland publishes the findings from inspections and reviews of early learning and childcare settings, schools and services on the Education Scotland website.
Inspection reports remain on the website for five years. Search our Scottish Schools directory of contact details, inspection reports, school level data and more. We use cookies to ensure that we give you the best experience on our website. If you continue to use this website, we'll assume that you are happy to receive these cookies.
Skip to main content Beith Primary School. Telephone: Fax: Section 4: School Registration, Enrolment and Attendance Registration and Enrolment The date for registration of school beginners is advertised in the local press and is normally in January each year.
Pupils will be registered in the school for their catchment area. Parents are provided with information about the school and procedures for making placing requests, if required. Arrangements for meetings with parents and induction days for pupils will be notified during the spring and summer terms.
Parents of pupils who have moved to the area or who wish their child to transfer to the school should contact the school office for information about appropriate procedures and to arrange a visit to the school. Parents are welcome to contact the Head Teacher at any time by visiting or telephoning the school.
Most do this by ensuring that their child ren attend s school regularly. Attendance is recorded twice a day, morning and afternoon. Absence from school is recorded as authorised, unauthorised or temporarily excluded. Parents are asked to inform the school by letter or telephone if their child is likely to be absent for some time, and to give the child a note on his or her return to school, confirming the reason for absence.
Parents should inform the school by letter, before going on holiday, of the dates. Such absence will be authorised only where certain and very specific family circumstances exist. The majority of family holidays taken during term time will be categorised as unauthorised absence. Parents may request that their children be permitted to be absent from school to make an extended visit to relatives.
Only written requests detailing the destination, the duration and the provision that will be made for their continuing education will be granted. Such extended absences will be recorded separately from the normal attendance and absence information. Structure of Classes Primary schools educate pupils at seven broad year stages, Primary 1 to Primary 7.
A year stage is defined as a group of pupils entering primary education at a common date. Schools are staffed based on the total number of pupils. However, the numbers of pupils at each year stage will vary. This means that head teachers are required to organise classes to make best use of available staff, resources and space to the benefit of all children in the school.
Pupils may, therefore, be taught in a single stage class or a composite class where two or more year stages are grouped together.
This may also change as pupils move from one year to the next. National guidelines on the curriculum indicate that pupils should progress through learning experiences tailored to their own needs and abilities. This means that pupils in all classes follow programmes designed to help them progress at their own level. This applies to all pupils regardless of whether or not they are in a composite or single year stage class. The National agreement on class sizes states that the maximum number of pupils in a class is 25 in P1, 30 in P2 — P3, and 33 in P4 In a composite class, the maximum number is Transfer to Secondary School Pupils are normally transferred between the ages of eleven and a half and twelve and a half, 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 January of the year preceding the date of transfer at the start of the new session. Teachers from local primary schools and their secondary colleagues liaise together to ensure a smooth transition which focuses on progression for pupils. Parents will be informed of the details of the visits when appropriate.
School Positive Relationships Policy At Gateside Primary we have a caring approach that is underpinned by positive, nurturing and respectful relationships. Good discipline is encouraged through the promotion of positive behaviour using systems of rewards such as house points and awards.
As a result the school expects the child to be courteous and respectful to all staff, as they are towards them. Where this is not the case discussions with parents, pupil and staff will identify the way forward. If this does not have the desired effect then the parents will be informed and asked to guarantee proper behaviour.
In the last resort a child may be excluded from school. Classes also create their own Class Charter at the start of each session. Consistent, calm, adult behaviour. First attention for best conduct.
Relentless routines. Scripting difficult conversations. Restorative approaches. No more than 30 mins per week. Bells will be counted for a whole term with a class reward given at the end if this target is reached. Houses that receive tokens get an extra 10 minute play during Monday lunchtime. The overall winning house for the week will have their shield displayed. At the end of the year the house with the highest number of wins will receive an agreed treat by the house captains.
Records are kept of communications and visits involving parents For a gross act of indiscipline, parents will be immediately informed and the steps outlined would not be followed. If all else fails, exclusion from school is warranted. It may also be necessary to enlist the support of outside agencies at this point.
Section 5: Curriculum for Excellence Curriculum for Excellence is the national curriculum for Scottish schools for learners from age 3 to It aims to raise standards, prepare our children for a future they do not yet know and equip them for the jobs of tomorrow in a fast changing world.
Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education where every single teacher and practitioner will be responsible for literacy and numeracy — the language and number skills that unlock other subjects and are vital to everyday life.
There is emphasis too on health and wellbeing — to ensure that the school is a place where children feel safe and secure. Curriculum for Excellence develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom.
It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There are ways of assessing progress and ensuring children achieve their potential. At Gateside we are committed to the philosophy of a Curriculum for Excellence and are continuing to review our practice, planning and recording to better reflect this.
Health promotion will also feature where children will be encouraged to live healthy, active lives this includes an agreed list of healthy snacks for playtime. We are also committed to using self evaluation processes to help us improve our service. To this end we regularly ask staff, pupils, parents and visitors to give us feedback. We use this feedback to create our School Improvement Plan which aims to continuously improve the outcomes for our learners. A Curriculum for Excellence aims to enable young people to meet the four capacities listed overleaf.
Opportunities to participate in competitions such as quizzes, art, poetry writing and sports festivals are welcomed. Audience awareness is promoted by encouraging pupils to take part in Burns' Competitions, class assemblies, religious services and concerts.
Pupils are offered blocks of active games, art club, rugby, animation, athletics, football, science and choir as after school activities. Each year a school choir is established to compete in the small schools section of Ayrshire Music Festivals. We have won the Kathleen Dippie Memorial Shield on several occasions. Evidence of progress is gathered on an ongoing and informal basis through asking questions, observing children working together and making formative comments on their work.
Children may also assess their own work or that of their class mates; this is called self and peer assessment. Some assessment is more formal such as projects, investigations and standardised assessments. Teachers draw on their professional knowledge and understanding of the child; on the benchmarks for literacy and numeracy, which provide clear information about what children and young people should be able to do and demonstrate by the end of a Curriculum for Excellence Level; and on a wide range of assessment information.
Teachers of P1, P4, P7 and S3 are asked at the end of every school year whether children have achieved the relevant Curriculum for Excellence level for their stage in reading, writing, talking and listening literacy , and their ability to understand and work with numbers numeracy. Most children are expected to have achieved the early level by the end of P1, first level by the end of P4, second level by the end of P7 and third or fourth level by the end of S3.
The government has also introduced new national standardised assessments SNSA which cover some aspects of reading, writing and working with numbers. Teachers remain best placed to know how the children in their class are progressing. As a parent, you continue to have a key role in helping your child to learn. Homework Parents have a very important role in helping their children to get the best out of school and it is important that they take an active interest in their child's progress at school.
Reading commonly forms part of the homework set and will be specified by the teacher in the pupil planner or reading marker. Parents are encouraged not only to read with their child but also to discuss the story and pictures. In the early and middle stages reading aloud should be done regularly at home whereas in the upper primary, where children are competent in the mechanics of reading, a greater emphasis may be placed on silent reading and comprehension.
Reading for enjoyment should be encouraged at all stages. Spelling is also an important part of homework from P3 onwards although some children may be asked to practice even earlier. Numeracy and Maths homework will be given to consolidate understanding and proficiency at all stages of the school. From time to time pupils are given assignments and personal projects which may involve research, investigation, preparing a speech, learning a poem or a similar activity.
We really appreciate the involvement of parents and are very grateful to those parents who so faithfully sign pupil planners and jotters to confirm that they have overseen each piece of work. Blocks of homework will be decided at the beginning of each session and parents will be informed of these dates. No longer than half an hour should be spent on homework unless pupils are being asked to finish off classwork which should have been done during the school day.
Pupils may also be asked to do individual research, challenges or design projects on a particular theme. Children may be asked to do some imaginative exercises such as book reviews, commenting on television programmes, preparing for debates in school. They might also be asked to do some extension work related to topics or some other piece of research e. Homework from these areas will be given at the discretion of the class teacher who will tailor it to the needs of the individual pupil.
Gateside Pupil Planners or diaries are used to record notes, learning and should allow open communications between home and school. They also encourage our young people to reflect on their learning and identify next steps. Please take time to sign completed homework and comment if required. Section 6: School Improvement Standards and Quality please see the full report on our school website We constantly monitor and evaluate our service at Gateside Primary.
We use a variety of ways of gathering information from surveys and assessment data to exit passes across all our stakeholders. We then use this information to help us improve our school. Particular strengths of the school as identified by North Ayrshire Council, our on-going self-evaluation, evidence gathering and feedback from all stakeholders include: Our Vision, Values and Aims underpin all our actions and staff are supported by our curriculum rationale in ensuring breadth and depth across learning.
Learning has been made visible by the pupils creating characters to represent how to be effective learners. Staff learnt about using effective questioning, metacognition and teaching higher order thinking skills to make learning more explicit. Health and Wellbeing is central to all our actions ensuring children can keep themselves safe, healthy, active, nurtured, achieving, respected, responsible and included.
All our families have access to universal and targeted support that enables them to support their children.
Identified families receive support as required. All identified pupils receiving additional support for learning have regular Team Around the Child TAC reviews enabling families to actively support their child in school. Very strong partnerships exist between service providers and the school. We offer family learning opportunities to support literacy, numeracy and health and wellbeing, where grandparents and wider community visitors are encouraged to attend.
School Improvements Using the evidence we gather through self evaluation, we plan to focus on specific areas to improve our service. Section 7: Support for your Child Equalities In line with North Ayrshire Council policy, educational provision is open to all pupils, regardless of sex, age, religion, race, disability or any other potential barrier and all reasonable measures will be taken to ensure that the curriculum is available to every child. Schools also have a duty to promote equality and to eliminate racist and other discriminatory behaviours.
It brings together several existing laws and aims to make understanding the law simpler and also introduces a new single public sector equality duty, which requires public bodies to actively advance equality. The duties set out in Chapter 1 of Part 6 of the Equality Act apply to all schools.
These provisions protect pupils at the school and in the case of admissions, those applying or wishing to apply for admission. Former pupils are also protected from discrimination or harassment. The Council is one of the key partners in the North Ayrshire Child Protection Committee, a multi-agency group which takes the lead role in ensuring that our children and young people are cared for, protected from harm and grow up in a safe environment.
Each school has a named Child Protection Co-ordinator who is the main point of contact for school staff and for external agencies seeking contact with the school on child protection matters. There is an extensive staff-training programme available to staff and, in addition, at the beginning of each school session all staff receive an update on child protection policies and procedures.
Inclusion North Ayrshire Council is committed to the well-being and educational development of all learners. The process of inclusion requires all involved in the business of learning and teaching to demonstrate commitment, innovation and flexibility in order to ensure that all children and 23 Gateside Primary School Handbook
0コメント