Longniddry Primary
School Handbook
Updated November 2012
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Longniddry Primary School
Kitchener Crescent
LONGNIDDRY
EH32 0LR
Tel: 01875 853161
Head Teacher: Miss Sheona Skinner
Dear Parents and Carers
I am delighted to be introducing you to our school and our School handbook. I hope that
you will find this informative and insightful into life in Longniddry Primary School
Our school is an attractive building set in peaceful, rural surroundings. However, it is the
people who make up our school community that really make our school a special place to work
and learn. We are fortunate to have enthusiastic children, supportive parents, committed
support staff and dedicated teachers.
We have high expectations and are committed to raising attainment and achievement for all
our children. We believe that the “joy is in the journey” and so try to ensure the learning
process is enjoyable and motivating for everyone.
Education is more effective when home and school work together. We in Longniddry
Primary are committed to partnership and encourage and value the contribution made by all
our parents and carers. We share a common goal – to provide our children with an education
of the highest quality. Together we can achieve that.
We have tried to include as much information as we can in the handbook but please feel
free to contact me if you would like further information or if you would like to visit school.
Yours sincerely
Miss Sheona Skinner
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Contents
 Information About Our School
 Our School Aims
 Our Staffing
 Our School Day
 Attendance & Punctuality
 Holidays During Term Time & Emergency Arrangements
 School Meals, Fruit & Milk
 Medical Care
 Road Safety
 School Security & Playground Supervision
 School Catchment & Enrolment
 Pupil Voice
 Parental Involvement & Communication
 Homework & Home Learning
 Our Curriculum & School Improvement
 Assessment & Reporting
 Support For Learning
 Discipline, Behaviour & Anti Bullying
 Religious Observance
 Complaints Procedures
 Appendix
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Information about our School
Postal Address:
Longniddry Primary School
Kitchener Crescent
Longniddry
East Lothian
EH32 0LR
Telephone Number:
E-mail address:
Fax Number:
Website:
01875 853161
longniddry.ps@longniddry.elcschool.org.uk
01875 853613
http://edubuzz.org/blogs/longniddry
Longniddry Primary is a non-denominational, co-education school situated in the
east end of Longniddry village. Our school is built on two levels and has been
adapted to provide access for children with disabilities including toilet and lift
facilities. Our school currently has 8 classes plus 2 nursery classes (am & pm).
Stage
P1
P2
P2/3
P3
P4
P5
P6
P7
No.of
Pupils
19
25
23
23
33
30
26
28
There are composite classes in most schools across East Lothian and they are
based on pupil age. All classes whether composite or not, contain pupils of
different abilities and levels of development. Teachers are expert in how to
structure learning for pupils of differing abilities and composite classes don’t pose
any greater challenge than single-year classes.
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Our School Aims
The parents, staff and pupils of Longniddry Primary School have worked hard
together to create a happy, caring, “learning” atmosphere. Within this environment
each child will receive a broad, balanced education appropriate to his/her age,
aptitude and ability.
Since school is only part of a child’s overall education, close links with home and the
community are vital. Our common aim as teachers and parents is to develop each
child’s potential and social awareness to the full. This can only be achieved through
mutual understanding, trust and respect.
Very simply, in Longniddry we aim to give our children the very best we have to
offer – to open the door for intellectual, physical and creative development.
In partnership with parents, staff and children we devised and shared the
following aims, which are recognised as a contribution to the ethos of our school.
 Our aim is to provide a broad balanced curriculum, which is relevant to the
individual needs of our children.
 Our aim is to provide opportunities for our children to realise their potential
through a challenging and varied learning programme. (Work hard, do our best
to improve.)
 Our aim is, as a school team, to empower and motivate our children to learn and
think independently. (Learn how to learn and make sensible choices)
 Our aim is to create an environment where each member of the school
community shows respect for others and is valued as an individual. (Value each
other and learn to get on.)
 Our aim is in partnership with parents and the wider community, to create a
welcoming, safe school in which children enjoy learning. (Make our school a safe
and happy place to learn.)
 Our aim is to evaluate our professional practice to create a firm foundation for
life long learning.
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Our Staffing
Longniddry Primary School is very fortunate to have a very caring, enthusiastic and
highly professional staff team.
Headteacher
Depute Head Teacher
Principal Teachers
Class Teachers
Ms Jan Linton
Miss Karen Hood
Mrs Janey Henderson
Miss Sheona Skinner
Mrs Stephanie MacFadyen, Mrs Sarah Morgan
Mrs Mellony Bertram
Mrs Hilary Anderson
Mrs Nina Boog
Support for LearningTeacher
Miss Yvonne Hart
Mrs Gillian Hyndman
Mrs Jenny MacIntyre
Mrs Sheila Monteith
Nursery Nurses Mrs Jilly Banks Mrs Margaret Hunter Mrs Anne Reynolds
School Secretary
Mrs Lorraine Mitchell
Playground Supervision/Classroom support /Dining Room Supervision
Mr Nigel Whillans, Mrs Sharon Binmore, Mrs Fiona Longmuir, Mrs Sheena Munro
Teachers – Hearing Impaired Team
Ms Kirsti Turner, Ms Laura Telford, Ms Catherine Brookes.
Visiting Specialists
Physical Education Mrs Emma Mason
Music
Mrs Glynis Birrell
Piano
Mr Peter Antonelli
Woodwind
Mrs Alison Loneskie
Kitchen Staff
Janitor
Cleaning Staff
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Brass
Chanter
Drums
Guitar
Mr Alex Knox
Mr Lee Moore
Mr Simon Grant
Mr Chris Day
Mrs Sharon McNeill Mrs Jennifer Lavery
Mr David Ewing
Mrs Mary MacIntyre Ms Napali Baxter Mrs Barbara McArthur
Our School Day
The length of the school week varies according to the year stage your child is in.
Nursery
Primary 1 and Primary 2
Primary 3 to Primary 7
12 hours 30 minutes
22 hours 30 minutes
25 hours
These times exclude the morning interval and lunch time.
We operate a two session day with a fifteen minute morning interval.
P1 – P2
8.50 am – 11.55 am
8.50 am – 12.15 pm
1.00 pm –3.05 pm
Monday – Thursday
Friday
P3 – P7
8.50 am – 12.15 pm
8.50 am – 12.25 pm
1.00 pm – 3.15 pm
Monday – Thursday
Friday
Our Nursery Classes
Children should be dropped off / collected between
Group One
Monday – Thursday 8.50 - 9 am until 11.50-12.00 noon
Group Two
Friday
Monday – Thursday 1.00 – 1.10 pm until 3 - 3.20 pm
8.50 - 9 am until 11.50 - 12.00 noon
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Attendance and Punctuality
Getting to school on time makes a huge difference to our pupils and reduces
disruption to the teaching and learning in classes. We would ask parents and carers
to support us by making sure that children are in the playground ready for the bell.
In the event of children being late for school they should report to the office
before making their way down to class.
"Parents are responsible for ensuring that their child attends school regularly,
in cases of unsatisfactory attendance, the Head Teacher will call on the Child &
Family Support Worker (Attendance) to visit the home and discuss the problem
with the parents. If such unsatisfactory attendance persists the Head Teacher,
following discussions with the Child & Family Support Worker (Attendance) and
other agencies will decide whether the case should be referred to the local Area
Attendance Advisory Group.
This Group has been formed to make
recommendations to the Executive Director on the statutory responsibilities of
the Authority with regard to defaulting parents".
Where parents wish to keep their child off school for some reasonable purpose
they are asked to write to the school before doing so. Where pupils have a
prearranged appointment during school hours eg hospital or dentist they should
bring a note to school beforehand where possible. Parents are asked to limit
appointments during school hours unless absolutely necessary to minimise
disruption to the class. School will of course support who children are unable to
attend school because of illness or any other permissible cause.
If your child will not be attending school for any reason please make sure you
notify the school office by telephone or e-mail as soon as possible, before 9 a.m.
If your child is not in school and we have not heard from you we will telephone you
to check they are safe. Should there be no reply, we will telephone the emergency
contact listed for your child. If we still have no reply we may contact our Child &
Family Support Worker (Attendance) if we have concerns about their well being.
If your child is absent due to vomiting or diarrhoea they should not return to
school until 48 hours after the sickness and diarrhoea has ceased. Your child
may be on the mend sooner but we must consider the health of all our pupils.
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Holidays During Term Time
Parents should endeavor to take holidays whenever possible out with term times.
Holidays taken in term time are recorded as ‘unauthorised’ unless there are
exceptional circumstances. Teachers will not be able to provide ‘homework’ for
holiday periods taken in term time.
Emergency Arrangements
The first priority of the Head Teacher will be to keep the school open if at all
possible.
However, the early closure (or part closure) of the school may
occasionally be required. In the case of any unforeseen emergencies, e.g. fire,
flood, heating failure or severe weather pupils will be kept in school until parents
are informed about the emergency arrangements.
Pupils will never be sent home without school staff first ascertaining there is an
appropriate adult to receive them and any children for whom arrangements cannot
be made will be kept in school until the end of the normal school day.
Once approval has been granted for the Head Teacher to close a school
information will be posted where possible on the council website
www.eastlothian.gov.uk as well as the schools own website.
It is again stressed that up-to-date information on persons to be contacted in
emergencies is absolutely vital.
Notification will be given to any children, who for reasons of an educational visit or
after school activity, will finish outside normal school hours. On occasions, when
returning to school from any such activity occurs in the evening, parents will be
consulted about collection arrangements.
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School Meals, Fruit and Milk
We are a health promoting school and hot meals are prepared on the premises and
served in separate sittings, for the early years pupils then P4 and P5, P6 and P7.
Children in the early years should bring a note requesting a choice of meal that the
parent wishes them to have, in a named purse with the correct money if possible.
All meals can be paid for on the day or at the beginning of the week either by
cheque or in cash. At the end of each month if there are any outstanding meal bills
then in accordance with East Lothian Council policy, names will be forwarded by
Facilities Management to the Local Authority.
Children who wish to bring packed lunch are also accommodated in the dining hall.
All pupils are free to choose with whom and where they sit in the dining hall.
Parents should please avoid giving ‘sticky/fizzy’ drinks as part of packed lunches.
We try to encourage healthy eating habits as part of our school curriculum and
your help would be much appreciated in reinforcing this by providing healthy
packed lunches and snacks for your child.
We have a number of children in school who are severely affected by life
threatening allergies to nuts and nut products. We are therefore a NUT FREE
SCHOOL and would ask for your support in not sending any nuts or nut products to
school for snacks or packed lunches. This includes products such as chocolate
spread on sandwiches.
Our Stars of the Week sit at the Golden Table at lunch on a Monday with a friend.
Children are supervised in the dining hall by staff Mrs Munro and Mrs Longmuir.
Free fruit is provided by East Lothian Council on Tuesdays, Wednesdays and
Thursdays for all children in P1 and P2. Free milk is available to all pupils in the
nursery. Milk is also available daily to primary school pupils. In order to save time
the money for this is normally collected a term at a time.
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Medical Care
In the case of unexpected illness or accident to a child at school, preliminary
treatment will be administered by staff and the parent contacted immediately.
We are fortunate that all staff are First Aid trained. If an occasion arises when
a parent cannot be contacted, the school will ensure the necessary medical
treatment is given, i.e. take the pupil to the doctor or hospital. It is imperative
that parents inform the school of any special medical conditions including allergies
and keep their emergency contact information up to date.
Individual Health Care Plans are in place for those pupils who require them. No
child will ever be sent home without prior notice. The School Nurse and Doctor
service are also available to advise schools.
Please call at the school office to sign a permission form if your
child requires to have medication administered by a trained member of staff
during school hours.
All members of staff who have been trained in the administration of specific drugs
to pupils suffering from epileptic seizure or a severe allergic reaction and who are
required to apply specific drugs to those pupils will be covered by East Lothian
council’s Public Liability Policy.
If your child is absent due to vomiting or diarrhoea they should not return to
school until 48 hours after the sickness and diarrhoea has ceased. Your child
may be on the mend sooner but we must consider the health of all our pupils.
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Coming To School By Car
Access for children coming to school by car is through the pedestrian gate at
Kitchener Crescent. Alternatively parents can use the Park car park, which will
enable them to walk with their child to school. Please note that the car parks at
the front and kitchen area of the school are for staff and deliveries only.
PARENTAL ACCESS, HOWEVER BRIEF, IS NOT ALLOWED.
We also respectfully remind parents and carers to be considerate to our
neighbours and to the safety of other children when parking close to the school.
Coming To School On Foot
Pupils are encouraged to walk to school where possible. Children walking to school
should use the John Knox Road gate. This should however not be used as a
dropping off point for cars.
Coming To School By Scooter or Bike
Bike and scooter racks are provided for pupils to lock up and secure their scooters
and bikes during the school day. Please note that scooters and bikes are left at
the owners own risk especially if they are left overnight. Pupils are not allowed to
play with bikes and scooters during playtimes.
We recommend that pupils do not cycle unsupervised to school unless they have
completed cycle safety training in school. This usually happens in Primary 5 & 6.
We also encourage pupils to always wear safety helmets when cycling or scootering.
Your support with this important matter is greatly appreciated.
Road Safety
We actively support Road Safety and Walk to School weeks with the help of
parents, staff and our Junior Road Safety Officers.
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School Security
Our school building has a push pad mechanism to open all the outside doors. This
means that when the children are in class no access will be available from outside
the school except by the answering system at the main door. There are however,
easy fire exit arrangements from within.
Entry to the school for parents and visitors is via the front door only, which has a
security camera. All latecomers must enter this way if they arrive after the
school bell. All parents and other visitors must report to the main reception desk
and sign in. This keeps a record for us of everyone in the building at any time. The
playground gates are opened to allow access before each school session begins and
ends and then locked once pupils are back in school
Playground Supervision
When pupils are at school, the responsibility for their safety rests with the Local
Authority.
The Headteacher and staff (including playground supervisors)
undertake this responsibility as the Authority’s representatives. This means that
reasonable steps should be taken to prevent any pupils suffering injury and to
ensure that accidents or difficulties can be reported to a responsible adult and
appropriate action taken. All our staff are First Aid trained.
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School Placements, Catchment & Enrolment
Every school has a catchment area; each catchment area has clear boundaries.
Children living in the catchment area are given priority for places in this school.
Entitlement to a place in a school is based on home address and not on attendance
at an associated school or nursery class.
In some areas there are separate Catholic schools available for parents wishing
their child to be educated in this type of school. Children living in the catchment
area and baptised in the Catholic faith are given priority for places in this school.
East Lothian has 6 secondary schools, 35 primary schools and 3 nursery
establishments. Each primary school in East Lothian feeds into a corresponding
secondary school. The catchment boundary lines are available to view via:
www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588
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Longniddry Nursery and School Enrolment Procedures
Timescale
November
May onwards
August
Procedure for entry into P1
Advert in press from authority advising parents of
enrolment procedures for P1 intake
School distributes enrolment papers to nursery pupils
Parents who choose to apply for a non district place for
Primary 1 should make a placing request at this time.
Forms and information are available from the local school
or the Department of Education and Community Services
in Haddington.
Nursery to P1 Transition Programme details are issued to
all parents – this includes Parents Information Evening
and details of starting school dates and times
P1 pupils have staggered start to term
Timescale
Child’s
2nd birthday
Child’s
3rd birthday
Procedure for Nursery Enrolment
Parents should collect an enrolment form from the school
office and complete
Should a place be available, school will contact
parents/carers to offer a visit and starting date for child.
Places are allocated by date of application in accordance
with East Lothian Council policy
Timescale
Enrolment to classes during school session
On moving into the catchment area parents should request
an enrolment form from the school office. School will
advise on the availability of places.
Timescale
Transfer to S1
Pupils already in catchment area transfer automatically.
Applications for out of catchment places should be
requested from East Lothian Council, John Muir House,
Haddington. Attendance at an associated primary does not
mean transfer to the attached secondary school.
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Transition To S1 Preston Lodge High School
Our cluster secondary school is Preston Lodge High School. Transition activities
happen throughout primary years and in particular within the P7 year. Parents will
be informed of transfer arrangements by December of the pupil’s last year in
primary school. At this time parents will receive a copy of the information booklet
relating to Preston Lodge High School.
Parents considering a secondary school other than the district one will have
twenty-eight days to make application for the secondary school of their choice.
When a child reaches the stage of transfer at the end of P7 every attempt is
made to pass on a complete picture, built up normally over seven years, to the
secondary school. As well as the normal transfer forms which are completed for
all pupils, indicating their capabilities, samples of work and the children’s progress
records containing all relevant primary reports are passed on to the secondary
school. Because of the volume of written information descending on the secondary
school from several feeder primaries, close links have been forged between both
sectors.
In addition to visits to the secondary school by the pupils at the end of P7, there
is much discussion between the primary teachers and secondary staff at Preston
Lodge High School. At these discussions any relevant information will be shared.
This liaison is very worthwhile and in the best interests of the pupils to ensure
effective transition, in order that there is a continuity of learning. Enhanced
transition to meet the needs of individual learners is also organised between
schools and starts in P6 or earlier.
Head Teacher: Mr Gavin Clark
Park View
Prestonpans
EH32 9QJ
Tel : 01875811170
PrestonLodge.net
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Pupil Voice
Longniddry Primary has representatives from P1 – P7 on our Pupil Council which
meets regularly to discuss a range of issues – whole school and class. Pupils report
back to their classmates and are also involved in whole school matters such as Eco,
Rights Respecting School work and positive behaviour initiatives.
Pupils represent their year groups on our Eco Committee whilst our more senior
pupils represent their peers within our Rights Respecting School work and Junior
Road Safety Officer scheme – these committees are supported by our staff.
Through our Rights Respecting School work all pupils are made aware of their right
to express themselves and be heard as well as their responsibility to listen to
others respectfully.
Under the Children (Scotland) Act 1995 the views of children should be taken in to
account when major decisions are being made which will affect their lives.
Generally children over 12 are presumed in law to have a view but younger children
may also be mature enough to have a view and should be given the opportunity to
express it.
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Parental Involvement
As the people who know your children best we encourage your full involvement in
your child’s education. There are numerous opportunities for you to become a part
of school life by helping out with a variety of activities, e.g. outings, preparing
materials, supervising an activity at Golden Time, helping in the library or garden or
sharing a skill with us. We also have an active and support Parent Council.
Aspects of the school curriculum are also shared and explained to you through
talks, discussions and workshops at various times throughout the year.
Our aim is to promote an active home/school partnership. A calendar of events for
the year is issued in August – some are information events and some are social. We
will always try to give you as much notice of events as we possibly can. We greatly
appreciate and indeed rely upon parent support to make many of our events happen.
Communication with Parents
School newsletters are issued on average once a month giving an overview of what
has been happening in school and upcoming events. Class newsletters are issued
termly. As an ECO school information is sent regularly by email and text update.
Your views are sought on a range of areas of school activities and policies e.g. home
learning, timings of consultation. We strongly encourage you to let us know what
you think. Longniddry Primary is a listening school and despite essential security
measures we operate an open door policy! Please also use your child’s Home
Learning Diary as a means of communicating with your child’s teacher.
If you have any concerns about your child, at any point during the year PLEASE
come and talk to us – that’s what we are here for!
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Homework & Home Learning
Homework and home learning should be an extension of children’s learning at
school, together with opportunities to develop and share interests out with school.
We believe home learning has a positive impact on children’s overall learning
experiences, as it enables them to reinforce, consolidate and extend their existing
skills. It is also a valuable tool for communication between the home and school.
In addition to this we are a Health Respecting School and actively encourage
children to be involved in a variety of after school clubs and understand that our
pupils are involved in many clubs within the wider community. Therefore with this in
mind we feel it is imperative that the balance between home learning and wider
achievements is reflected within our policy.
Aims
In Longniddry, through home learning we aim to:
 Allow practice and consolidation of class work in all areas of the curriculum.
 Provide opportunities for parents to support/work with their children.
 Encourage personal organisation and the self-discipline required for life long
learning.
 Enhance home/school communication.
 To provide children with increasing opportunities for personalisation and
choice enabling them to become successful learners, confident individuals,
effective contributors and responsible citizens.
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Please support us by . . . .
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
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Naming all your child’s belongings
Providing a change of footwear for indoor use ( gym shoes/trainers with non
marking soles – no slippers ) This helps protect the interior of the school and
carpeted areas , as well as forming part of their P.E. kit
Contacting school by telephone or e-mail on first day of absence by 9 a.m.
Avoiding giving your child fizzy/sticky drinks in packed lunches
Exercising great caution if driving near school – using only the Kitchener
Crescent gate. Please do not park in John Knox Road.
Supporting the wearing of school uniform. Uniform should be worn at all
times unless specified by staff e.g. for a dress down day or an outing
Pupils are expected to be neat and tidy at all times
At Longniddry Primary as part of our ethos and to promote equality for all, we
promote a uniform / dress code which has been agreed previously by staff, parents
and pupils. We encourage pupils to wear our school colours with pride.
Our uniform consists of
 white polo shirt/purple school sweatshirt with logo
 dark ( black / grey ) bottoms – skirts, trousers, knee length shorts
 Designer wear, ‘labels’ and excess jewellery are actively discouraged.
 Earrings should be of secure stud design (Staff will ask pupils to
remove any excess/unsafe jewellery if necessary)
Sweatshirts and polo shirts can be ordered directly from school. School fleeces
and also waterproof reversible jackets are also available with or without a logo and
can be ordered directly from school.
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Our Curriculum
The Curriculum for Excellence aims to ensure that all children and young people (318) in Scotland develop the attributes, knowledge and skills they will need to
flourish in life, learning and work.
The knowledge, skills and attributes learners will develop will allow them to
demonstrate four key capacities – to be successful learners, confident individuals,
responsible citizens and effective contributors. The curriculum includes all of the
experiences which are planned for children and young people through their
education, wherever they are being educated. These experiences are grouped into
four categories.

Curriculum areas and subjects - The curriculum areas are the organisers for
setting out the experiences and outcomes. Each area contributes to the four
capacities.

Interdisciplinary Learning - How the curriculum should include space for
learning beyond subject boundaries. Teachers will plan learning experiences
which cover different subject areas

Ethos and life of the school – learning is based in a positive ethos and
climate of respect and trust

Achievement - Pupils need opportunities for personal achievements both in
the classroom and beyond, giving them a sense of satisfaction and
building motivation, resilience and confidence.
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The key principles which underpin the way in which our curriculum is built are
Challenge & Enjoyment Personalisation & Choice
Breadth
Depth
Relevance
Coherence Progression
The Curriculum areas within which Learning Outcomes and Experiences are
organised are :
Literacy & English
Health & Wellbeing
Expressive Arts (drama, music, art & design, dance)
Numeracy & Mathematics
Sciences Social Studies Technologies
Religious & Moral Education
Languages ( teaching starts in P6 )
Added to this, because children learn through all of their experiences in the family and community, nursery and school - the curriculum aims to recognise
and complement the contributions that these experiences can make. We recognise
and celebrate the wide range of achievements both in and out of school, and this is
shared in class and at whole school assemblies. Parents can assist us by letting us
know about out of school achievements such as progression within a sport or
instrument.
Outdoor and active learning also play a huge role in our curriculum. We
have waterproofs for our youngest learners but would ask that parents send their
children to school dressed appropriately for the weather (this includes applying
suncream before the school day starts).
Educational Excursions are designed and planned in accordance with the East
Lothian Council's comprehensive Guidelines. These range from local outings
extending classroom learning to residential visits within the U.K. and abroad to our
twin school in Barga, Italy and to Kingswood in Normandy.
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School Improvement
Evaluation visits are carried out in every school twice during each school session.
By focusing on improvements in performance during these visits, schools are
supported in ensuring high standards are achieved and maintained. Our Quality
Improvement Officer carries out each of these visits.
Assessment and Reporting
Assessment is a vital part of any teaching programme. Each child will be
continuously assessed at each stage of work to enable the teacher to ascertain
his/her progress, identify any difficulties and decide on the format and content of
the work which follows. Assessment is for learning – teachers will employ a variety
of formative and summative strategies to ensure effective learning takes place.
Teachers will plan for assessment using the Write / Do / Make or Say approach.
The children are also involved in self assessment and peer assessment activities.
They receive regular feedback, which is used as the basis for the planning for the
next stage of development. Assessment is ongoing and teachers will routinely
feedback to pupils on areas of strength and development needs. This is shared
using child friendly language and symbols. Evidence of learning and achievement is
kept in various forms and is passed on to the next class teacher or school during a
detailed Handover Session. Nursery Learning Stories are passed on to P1 staff.
Currently we report to parents during Parent Consultation evenings in October and
March and through an end of year summative written report in June. We have an
Open Door Policy and whilst teachers are available at the end of the day for any
quick queries we welcome parents making an appointment to discuss their child’s
progress or any concerns which warrant a longer discussion.
However, please remember your child is an individual and will progress at his/her
own rate.
This is not a cause for concern.
We are regularly tracking and
monitoring progress to ensure appropriate pace and challenge is set for your child.
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The following table shows progress through curriculum levels.
Level
Stage
Early
The pre school years and P1 ,or later for some.
First
To the end of P4 but earlier or later for some.
Second To the end of P7,but earlier or later for some.
Third
S1 to S3, but earlier for some.
Fourth
The fourth level broadly equates to Scottish Credit and Qualifications
Framework Level 4
Senior Phase S4 to S6, and college or other means of study
See www.ltscotland.org.uk and www.ltscotland.org.uk/parentzone/index.asp for more information
How do teachers report on your child’s progress?
Progress is now defined as ‘how much’ and ‘how well’ your child is learning, and not
solely on ‘how fast’ although pace is still important. The curriculum is designed to
enable your child to achieve greater breadth and depth of learning whilst also
securing the development of skills and knowledge. Therefore reporting must now
include information on progress which is either developing, consolidating or secure
depending on how well your child has developed a breadth of learning, in challenging
aspects and applied this learning in other curricular areas or contexts.
If your child has had opportunities to show breadth challenge and application in
different curricular areas, but has not evidenced each through their learning and
across a level, the teacher may report that your child is “developing”.
If your child demonstrates a range of evidence, where he/she has met challenges
and deepened his/her learning, then your child is “consolidating” their progress.
If your child has demonstrated that they have knowledge and understanding and
skills across a breadth of learning, whilst meeting challenges across this breadth
to deepen their learning and applied all of this in another context or curricular
area consistently, then the teacher will report that your child is “secure”.
Teachers will also report on your child’s effort as Very Good, Good, Fair or
Unsatisfactory. They will also report on the level of support given as Little, Some,
Frequent or Considerable.
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Support for Learning
Our part time Support for Learning teacher works alongside class teachers. Class
teachers hold responsibility for the learning of each child but our SfL teacher
offers guidance and advice in the first instance and also works directly with small
groups of children meeting needs agreed with the class teacher. This work might
be supporting children with areas for development or challenging our most able
learners. On occasion, individuals may work outside of the classroom situation
learning through an Individual Education Programme.
A range of specialist provision is also available to meet the learning and
development needs of all children eg for pupils who have English as an additional
language, who have long term absence due to illness, visual or hearing impairment
and pre-school pupils with additional support needs.
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Discipline and Behaviour
As a Unicef Rights Respecting School and an Eco School our aim at Longniddry
Primary is to instill in the children, care and respect for other people and property
– both in school and in the wider community.
In Longniddry Primary School we actively promote Positive Behaviour.
Each class draws up a Class Charter which outlines Rights and Responsibilities in
terms of behaviour for both staff and pupils. We also have Playground and Dining
Room Charters which are again agreed behaviours between staff and pupils. Pupils
also follow The Golden Rules and pupils who have kept these rules are rewarded on
a Friday with Golden Time – an opportunity to choose from a range of fun
activities.
These are our GOLDEN RULES:
Do be gentle
Do be kind and helpful
Do work hard
Do look after property
Do listen to people
Do be honest
Do not hurt anybody
Do not hurt people’s feelings
Do not waste your or other people’s time
Do not waste or damage things
Do not interrupt
Do not cover up the truth.
Pupils are rewarded for good behavior in a variety of ways – Star of the Week
Award, verbal and written praise, House Points, yellow good behaviour playground
cards , stickers and a variety of individual class incentives such as table points or
special person certificates.
Sanctions are firmly and fairly adhered to and range from red unacceptable
playground behaviour cards, loss of Golden Time to reminders, warnings and
involvement of parents.
If there are any changes at home, at any time, which you think may affect your
child’s behaviour please do let us know in complete confidence.
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As a staff we have invested time and thought into putting an assertive discipline
policy in place. The aim is to create an atmosphere that allows our teachers to
teach and our children to learn. It is based on agreed rules, acknowledging and
rewarding good behaviour and agreed consequences for the occasions when children
choose not to follow the rules.
Everything we do in Longniddry Primary is aimed at creating the ideal atmosphere
for your children. We want a safe, orderly school in which your children can
receive the education they deserve.
All our non teaching staff have received training in relation to positive recognition.
They will keep a professional eye on the children and report any concerns to staff.
Staff are also trained in de-escalation and Team Teach approaches to managing
difficult behavioural situations.
Anti Bullying
In line with East Lothian Council’s policy, we have a clear policy on anti bullying,
which is shared with children and parents.
We take positive steps such as
supporting Anti Bullying Week and using a P7/P1 Buddy system. If your child is
involved in a bullying incident, this will be recorded and you will be informed.
Anti-bullying East Lothian (A.B.E.L) is a voluntary organsation that arose out of the
strong desire of parents to do something for themselves to overcome the
devastating effect that bullying can have on children, their families and their
community. A.B.E.L are located at the Brunton Hall, Musselburgh and further
information about the service can be found at www.antibullyingeastlothian.org.uk
Through our school Health and Wellbeing programme we will provide our children
with the skills, which promote a happy, tolerant and peaceful environment. If you
have any concerns about the well being of your child at any time please contact a
member of the teaching staff in the first instance. Your concerns will always be
treated seriously and together we will find a solution.
If we have a discipline problem with your child you will be the first to know. There
are, of course, the ultimate sanctions of suspension and expulsion. Our aim would
always be to work together with you so that such sanctions would not be required.
Information on East Lothian’s Exclusion policy can be found on the council website.
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Religious Observance
Longniddry Primary is a non-denominational school. We have strong links with
Longniddry Parish church and we work with St. Gabriel’s Church in Prestonpans
supporting some of our pupils who attend there. Through Curriculum for Excellence
pupils learn about Christianity and other world religions. As a school we visit our
local church at least once a term and are visited in school often by our local
minister and his team, working in classes and at assemblies. Many of our assemblies
celebrate success and learning in school whilst others have a religious observance
purpose. There is a statutory provision for parents to withdraw children from
participation in religious observance.
Please let us know if you wish your child to be withdrawn from religious
observance activities. We are happy to make alternate arrangements in this
situation.
Complaints Procedures
Most complaints can and should be resolved at a school level. If you have a cause
for concern about the progress of your child, the first person to approach will
normally be the class teacher. However, if your concern is more serious you may
wish to speak to the Head Teacher or a member of the school management team.
Please do not hesitate to contact the school office to arrange a convenient time.
If a meeting is required with the class teacher this will be arranged as quickly as
possible. If you remain dissatisfied then procedures are contained within ‘How to
make a comment, compliment or complaint about a Council service’. Details of this
document are available from the school office or on the council website.
Unacceptable Behaviour
East Lothian Council does not tolerate physical or verbal abuse towards staff.
Such abuse is a criminal offence and may lead to prosecution.
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Appendix – Handbook Information from East Lothian Council - Services for People
EAST LOTHIAN COUNCIL
Department of Services for People
Communication
School Communication with Parents
The Children (Scotland) Act 1995 amended the definition of "parent" in the Education (Scotland)
Act 1980 to "Parent includes guardian and any person who is liable to maintain or has parental
responsibilities in relation to, or has care of, a child or young person".
Communication with parents can take many forms and have many purposes. Schools are
supported by East Lothian Council to use a range of ways to ensure that all parents have the
information that they need to support their own child’s learning and to help them become
involved in the life of the school.
Divorced/Separated Parents – Information
Effective communication between the school and parents is vital. This can sometimes be
difficult when parents separate or divorce. If parents are separated or a divorce was granted after
November 1996 both parents will retain parental responsibilities, unless the court has specifically
removed those responsibilities. In relation to placing requests, appeals against certain
educational decisions and access to pupils’ records both parents will normally have equal rights.
Even if a divorce was granted prior to November 1996 the parent without custody may not have
lost all rights to information and to be involved in decision-making. The above definition may
also give others rights.
Schools will therefore request the names and addresses of both parents at the time of enrolment
and at the annual update of data. The parent/s with whom the pupil resides will automatically
receive all communications from the school. If a parent lives away from the family home they
will, when the school is first informed of their address, receive a Recorded Delivery letter
enquiring whether or not they wish to receive information about their child’s education. If no
reply is received it will be assumed they do not wish to be kept informed and there will be no
further communication unless a request for information is subsequently received. If they wish to
be kept informed they will receive copies of all communications regarding the pupil including
copies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides
will be informed that this is happening.
The school is dependent on the parent with whom the pupil resides supplying the appropriate
information i.e. the address of the parent not living in the family home, details of Court
proceedings prohibiting that parent’s involvement in the child’s education or any other relevant
32
documentation. Parents/Carers should note that children can only be collected from school by
the parent with whom they reside unless the parent/carers have authorised an alternative
arrangement. If someone else is to collect the pupil the school should be informed in advance.
Complaints Procedures
Most complaints can and should be resolved at school level. If you have cause for concern, the
first person to approach will normally be the Head Teacher. If a meeting is required with the
Class or Guidance Teacher, Head Teacher or another senior member of staff then this should be
arranged as quickly as possible. If you still remain dissatisfied then the procedures contained
within “How to make a comment, compliment or complaint about a Council service” should be
followed.
Further information can be obtained at: http://www.eastlothian.gov.uk/complaints
School Ethos
Creating a Positive Ethos
East Lothian Council schools endeavour to create a positive learning ethos in a variety of ways.
Some schools have taken on initiatives such as UNICEF’s accredited scheme which promotes
the learning of the UN’s Convention of Rights for the Child. Some schools have taken on
approaches to promoting positive behaviour such as restorative practice and/or the Nurturing
Classroom/School. Being Cool in School is an Authority-wide initiative in schools which
encourages pupils to assert themselves appropriately as they face everyday situations. These are
just some examples of good practice in East Lothian.
More information can be found from the Scottish Government’s website on “Improving
relationships and promoting positive behaviour in Scotland’s schools” at:
http://www.scotland.gov.uk/Publications/2008/04/15100117/1
Anti-Bullying Policy
All schools have an Anti-Bullying Policy as part of East Lothian Council’s Anti-bullying Policy
and incidents of bullying in schools are recorded as part of the Policy.
Further information can be found at: http://www.eastlothian.gov.uk/antibullying
Anti-bullying East Lothian (A.B.E.L)
Anti-bullying East Lothian (A.B.E.L) is located at the Brunton Hall, Musselburgh. A.B.E.L is a
voluntary organisation that arose out of the strong desire of parents to do something for
themselves to overcome the devastating effect that bullying can have on children, their families
and their community.
Further information can be found at: http://antibullyingeastlothian.org.uk
33
Parental Involvement
Parent Forum and Parent Council
The Scottish Schools (Parental Involvement) Act 2006 encourages and supports more
parents/carers to become involved in their children’s education. The main aims of the Act are to:
 Help parents/carers become more involved with their child’s education and learning.
 Welcome parents/carers as active participants in the life of the school.
 Provide easier ways for parents/carers to express their views and wishes.
To help achieve these aims, all parents/carers will automatically be members of the Parent
Forum at their child’s school and will be entitled to have their views represented to the school,
education authority and others, through a representative Parent Council for the school. As a
member of the Parent Forum, parents/carers will have a say in selecting their Parent Council (the
representative body) to work on behalf of all parents/carers at the school.
The role of the Parent Council is to:
 Support the school in its work with pupils
 Represent the views of all parents/carers
 Encourage links between the school, parents/carers, providers of nursery education and
the community
 Consult with and report back to the Parent Forum.
The Parent Council arrangements came into effect in August 2007. For more information on the
Parental Involvement Act or to find out about parents as partners in their children’s learning
contact the school or Val McIntyre, Principal Officer, Services for People on 01620 827228
(vmcintyre@eastlothian.gov.uk) or the Parentzone website
http://www.educationscotland.gov.uk/parentzone
Head Teachers now have a legal obligation to consult with their Parent Council to see what they
would like included in the School Handbook and ensure it is incorporated.
However, the
Scottish Government are aware of the tight timescale for the 2013-2014 School Handbook, but
discussions must take place at Parent Council meetings and any decisions taken reflected in the
handbook. It is anticipated that there will be greater opportunity for parental involvement in
future years.
Further information can be found at: http://www.eastlothian.gov.uk/parentcouncils
Parent-Staff Associations
Where a Parent-Staff Association exists at a school information on the Parent-Staff Association
will be provided by the school.
Scottish Parent Teacher Council (SPTC)
The Scottish Parent Teacher Council is the national organisation for Parent Teacher Associations
(PTAs) and Parent Associations (PAs) in Scotland and runs an independent helpline service for
all parents. You can contact the Scottish Parent Teacher Council by telephone 0131-474-6199,
by e-mail sptc@sol.co.uk, the website http://www.sptc.info or write to Scottish Parent Teacher
Council, 15 Mansfield Place, Edinburgh, EH3 6BB.
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The Curriculum
Curriculum for Excellence
Schools follow the principles and practice of Curriculum for Excellence. This 3-18 curriculum
aims to ensure that all pupils will be successful learners, confident individuals, responsible
citizens and effective contributors. These four main aims are referred to as the Four Capacities
and underpin the work that schools do. Curriculum for Excellence comprises 8 curricular areas
consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic,
Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social
Studies and Technologies.
The curriculum is expressed in learning experiences and outcomes for learners. The principles
of challenge and enjoyment, breadth, progression, depth, personalisation and choice, coherence
and relevance inform the learning of all pupils All pupils will be encouraged at all stages to
think about why they are learning a particular topic and how associated skills can be used in real
life and in other areas across the curriculum. All pupils are engaged with teachers in planning
and assessing aspects of learning and often have the choice of topics and ways to present their
learning. Whilst there are eight subject areas learning will often be linked across subject areas to
help children apply their knowledge and skills in new and different situations.
Further
information
on
Curriculum
for
Excellence
can
be
found
at:
http://www.eastlothian.gov.uk/curriculumforexcellence
http://www.educationscotland.gov.uk/thecurriculum
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp
Community Life and Leisure
Community Life and Leisure can facilitate enhanced learning opportunities for children through
provision of and support of:
 School Library Service
 Instrumental Music Tuition
 Drama provision/Theatre
 Educational visits in museums/projects.
 Study Support and After School Activities
 Sport
The Service is committed to facilitating access to the widest range of creative and learning
opportunities and supports a broad range of information services and access.
Further information can be found at: http://www.eastlothian.gov.uk/communitylifeandleisure
Outdoor Education
Outdoor Education is provided to schools through the East Lothian Outdoor Education Service
based in Unit 3, Musselburgh Racecourse Complex, Balcarres Road, Goosegreen Road,
Musselburgh, East Lothian, EH21 7SR. The aim of the service is to provide first class
experiences of outdoor education for schools and other groups and to offer a support and advice
service for outdoor activity in East Lothian.
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Further information can be found at: http://www.eastlothian.gov.uk/outdoorlearning
Educational Excursions
Educational Excursions are designed and planned in accordance with the East Lothian Council's
comprehensive Guidelines.
Further information can be found at: http://www.eastlothian.gov.uk/educationalexcursions
Religious Observance
Religious observance should provide opportunities for the school community to reflect on, and
develop, a deeper understanding of the dignity and worth of each individual and their
contribution to the school and wider communities.
In recognition of Scotland's Christian
heritage, schools are encouraged to use the rich resources of this tradition when planning
religious observance. Many school communities contain pupils and staff from faiths other than
Christianity or with no faith commitment. This should be taken fully into account in supporting
spiritual development. It is of central importance that all pupils and staff can participate with
integrity in forms of religious observance without compromise to their personal faith stances.
At present school assemblies are the most common vehicle for delivering religious observance.
There should be a clear distinction between assemblies devised for the purpose of religious
observance and assemblies for other purposes such as celebrating success. Religious observance
might include opportunities for class, year, stage or whole school observance as well as
involvement by pupils and others, including school chaplains, in planning and presentation.
There is a statutory provision for parents to withdraw children from participation in religious
observance. This right should always be made known to parents and their wishes respected.
Parents should be provided with sufficient information on which to base a decision.
Where a child is withdrawn from religious observance, schools should make suitable
arrangements for the child to participate in a worthwhile alternative activity. In no
circumstances should a child be disadvantaged as a result of withdrawing from religious
observance.
Further information can be found at: www.eastlothian.gov.uk/religioninschools
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Assessment and Reporting
What is meant by assessment?
Assessment tells us what children and young people know, understand and are able to do.
Assessment is a process which supports your child’s learning from Nursery through to S3 and
not a series of events “done to them.” By involving your child in the whole process of learning
and assessment and allowing them to take responsibility for their own learning, it raises their
standards of achievement and develops their skills for learning, life and work. Progress therefore
becomes a measure of your child’s success in setting high expectations and successfully
achieving them.
What is assessed?
Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health
and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages),
Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies.
There are also three key areas which all teachers are responsible for teaching Literacy across
learning, Numeracy across learning and Health and Wellbeing across learning.
Assessment and Reporting across East Lothian Schools
Each curriculum area is broken down into a set of experiences and outcomes. These experiences
and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4);
Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning
whilst the Outcome represents what the learning will achieve. This is often explained from the
pupil’s perspective as an ‘I can....’ statement.
What’s in an “outcome”?
 The learning within each outcome is given to your child as a series of learning intentions.
 Each learning intention is supported by success criteria which are your child’s steps to
achieving success in learning.
 As each pupil achieves the success criteria, teachers and your child can both see the
progress in learning which is being made across outcomes within each curricular area.
How are we assessing?
Teachers look at a range of evidence of learning which your child has produced before summing
up his/her progress at that point in time. Some concrete examples of evidence might be:
 Self-assessment of a written story focusing on paragraphing, use of descriptive language
and a coherent plot.
 A maths “check-up” worksheet on equivalent fractions.
 A PowerPoint presentation on a country’s climate, land composition and geographical
landmarks.
 A teacher’s observation of ball control in P.E.
Evidence of children and young people's progress and achievements will come from day-to-day
learning and through the things they may write, say, make or do.
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How do teachers report on your child’s progress?
Progress is now defined as “how much” and “how well” your child is learning, and not solely on
“how fast” although pace is still important. The new curriculum is designed to enable your child
to achieve greater breadth and depth of learning whilst also securing the development of skills
and knowledge. Therefore reporting must now include information on progress which is either
developing, consolidating or secure depending on how well your child has developed a breadth
of learning, in challenging aspects and applied this learning in other curricular areas or contexts.
If your child has had opportunities to show breadth, challenge and application in the different
curricular areas, but has not evidenced each through their learning and across a level, the teacher
may report that your child is “developing.”
If your child demonstrates a range of evidence, where he/she has met challenges and deepened
his/her learning, then your child will be “consolidating” their progress.
If your child has demonstrated that they have knowledge and understanding and skills across a
breadth of learning, whilst meeting challenges across this breadth to deepen their learning and
applied all of this in another context or curricular area consistently, then the teacher will report
that your child is “secure.”
There is a range of ways in which your child’s teacher reports on his/her progress. Here are a
few examples:
 “Learning Stories” are used to build a picture of progression for your child in each
curricular area.
 Pupil reports are used to sum up your child’s progress in learning across the curriculum.
 E-portfolios are used to provide ongoing evidence of your child’s progress.
All learning is a journey of progress, which is rarely linear and takes many routes and pathways.
Your child may take longer to progress in some areas in order to ensure the security that will
enable them to make progress confidently.
Teachers will report also on your child’s effort as Very Good, Good, Fair or Unsatisfactory.
They will also report on the level of support given as Little, Some, Frequent or Considerable.
When do schools assess?
Assessment takes place as part of everyday learning and teaching, periodically and at key
transitions. As part of everyday learning, teachers are continuously assessing their pupils’
progress using learning intentions and success criteria as measures of pupils’ success. From time
to time, teachers will use tests to assess children and young people's progress and achievements
in order to be able to plan ahead, record and report on progress and support learners.
Transitions are the moves children and young people make, from home to nursery, from stage to
stage, from primary to secondary, to further education and employment. Information about a
learner's progress and achievements will be passed on to make sure that their broad general
education continues at the correct level and at an appropriate pace for them.
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Where can I find out more information about assessment and reporting?
Your child’s school will be able to provide you with more information on how they carry out
specific assessments and how they report on your child’s progress.
Further information can be found at:
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp
http://www.educationscotland.gov.uk/parentzone
http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp
Transitions
Enrolment
If you want your child to go to their district school, you should register your child directly with
that school. You will need to provide your child's birth certificate and two pieces of proof of
residence showing your current address (one of which must be your most recent council
tax assessment letter or book and a recent utilities bill dated within the last six months). You
must show these at the school by the beginning of December (please contact your district school
to check enrolment days). This allows the Department of Services for People to give your child,
as a resident in the school's catchment, priority for a place. Further information can be obtained
by e-mailing schoolplacements@eastlothian.gov.uk
Further information can be found at: http://www.eastlothian.gov.uk/enrollingyourchild
Pupil Placement
The law allows parents to express a preference for a different school (such a school is often
referred to as a non-district school) rather than placing their child in their local school. The
Council is obliged to grant a placing request wherever possible. While most requests are granted
in some cases this is not possible. The Council can only refuse a placing request if any of the
criteria as per Section 28A (3) Education (Scotland) Act 1980 is met. If a placing request is
refused the parent has the right to appeal this decision. An appeals panel will hear the appeal and
if they come to the conclusion that they do not think the grounds of refusal quoted stand or that
even though the grounds of refusal stand it is still inappropriate to refuse the place, they can
overturn the decision and the child would be allocated a place in that school.
Pupil placement process must meet set timescales, all requests received by 15 March must be
considered at the same time. Parents must receive the outcome of their request before the end of
April. If a school is oversubscribed detailed reports outlining all the placing requests for that
school are presented to the Pupil Placement Sub Committee for approval.
Further information can be found at: http://www.eastlothian.gov.uk/choosingaschool
Further information can be found at: http://www.eastlothian.gov.uk/PlacingRequests
39
Reserved Places/Roll Capping in Schools
The Department of Services for People obtain information on the migration of pupils from
certain schools where we may need to reserve places for incoming district pupils. Reserving
places is crucial in areas where there are high levels of house build or high migration into
catchment. This also informs whether it will be necessary to roll cap certain stages within a
school or the whole school to maximum number.
By the end of December we have received class organisation returns from primary and secondary
schools for the next school year. This information is vital as it informs the Department of how
many district pupils have enrolled and the number of non-district places that can be granted. It is
also an early warning for any problems i.e. over school capacity or large increases in pupils’
numbers because of house build. Detailed reports requesting roll capping of schools or retaining
places for pupils moving into the catchment area are always presented to Council Committee for
Education for approval.
School Catchment
Every school has a catchment area; each catchment area has clear boundaries. Children living in
the catchment area are given priority for places in this school. Entitlement to a place in a school
is based on home address and not on attendance at an associated school or nursery class. In
some areas there are separate Catholic schools available for parents wishing their child to be
educated in this type of school. Children living in the catchment area and baptised in the
Catholic faith are given priority for places in this school.
East Lothian has 6 secondary schools, 35 primary schools and 3 nurseries. Each primary school
in East Lothian feeds into a corresponding secondary school (click on the link to view details).
The boundary lines for each primary and secondary school catchment area in East Lothian for
the most remain so since circa 1980’s, and were originally recorded on printed copies of A-Z
street maps and Ordnance Survey Maps. To improve accessibility of information, each school
catchment area map was re-digitised for public use on the East Lothian Council’s website, as
approved by Council Committee for Education in May 2011.
The catchment boundary lines are available to view via:
http://www.eastlothian.gov.uk/site/scripts/download_info.php?downloadID=1588
For an overview map of all the catchments, download the following map from the East Lothian
Council website. There are no catchment boundaries for nursery provision.
More Choices More Chances
East Lothian's More Choices More Chances action plan aims to reduce the number of young
people not in education, employment or training. This involves a number of interventions
offered to school age young people to better prepare them for the world of work
including: extended work experience placements, vocational courses and vocational
certificates and employability courses. East Lothian Council also runs Get Ready for Work (a
Scottish Government grant funded programme) for young people who have left school to
further support them into sustained employment and further education. The More Choices More
Chances partnership includes Jewel and Esk College and other learning providers.
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Support for Pupils
Pupils Who Have Additional Support Needs
All East Lothian schools offer a range of support for children and young people with additional
support needs. There are a number of additional services both within the Authority and from
external agencies that offer enhanced support to pupils with additional support needs.
Provision and resources are accessed through the local authority’s processes of resource
allocation and Staged Assessment and Intervention, in consultation with professionals, the child
or young person and their family.
The Council’s Policy document “Framework for Meeting Additional Support Needs” provides a
framework for full and effective inclusion of pupils who have additional support needs. The
Authority has an Accessibility Strategy for schools which enables access to Communication,
Environment and the Curriculum for all pupils. Schools also take account of the Equalities Act
2010.
The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009)
The Education (Additional Support for Learning Act) (Scotland) 2004 (amended 2009) states that:-






A child or young person who has additional support needs, and also his/her parents or
carers, should be involved in any decisions-making. They can have a supporter with
them at meetings or have an advocate present to present their case for them. A young
person’s views must be taken into account for post-school transitions.
Young people and parents/carers should be provided with information and advice about
their own, or their child’s additional support needs. They can also request, at any time,
an assessment to establish additional support needs or if a Co-ordinated Support Plan is
required, or for a Co-ordinated Support Plan to be reviewed.
A young person who has additional support needs or his/her parent or carer can make a
placing request to another education authority or an independent school.
The local authority is required to prove a free mediation. Common Ground Mediation is
East Lothian Council’s provider. It promotes collaboration between parents, children,
school and education services. Anyone involved in a disagreement can access this
service.
Young people and parents or carers can make an application to use the free, national
Dispute Resolution process to resolve certain types of dispute.
Young people and parents or carers can appeal to the national Additional Support Needs
Tribunal to challenge a decision about a Co-ordinated Support Plan and certain other
matters relating to additional support needs. Free advocacy can be provided for this.
Information is available from the Department of Services for People, Business Unit, John Muir
House, Haddington, East Lothian, EH41 3HA.
Further information can be found at: http://www.eastlothian.gov.uk/additionalsupportneeds
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Enhanced Transition for pupils with Additional Support Needs
All children and young people go through a number of transition stages in their school education
when they move from one setting to another. Children and young people with additional support
needs will need different levels and types of support. In East Lothian, we manage this through
the Staged Assessment and Intervention Framework. The team working with the child or young
person, the child or young person themselves and their parents are best placed to decide on the
level of planning and the nature of intervention needed.
Further information can be found at: http://www.eastlothian.gov.uk/transition
East Lothian Educational Psychology Service
Educational Psychologists are part of the Department of Services for People.
Psychologists make regular visits to all nursery, primary and secondary schools.
Educational
What do Educational Psychologists do? Educational Psychologists work collaboratively with
other professionals, parents and carers, to help children and young people overcome barriers to
learning. They support school staff to enhance learning environments, to ensure they are
effective for all children and young people, whatever their learning needs.
How does an Educational Psychologist become involved with my child? If you have any
concerns about how your child is getting on at school, the first thing to do is share them with
school staff. If staff feel that an Educational Psychologist may be able to help, they will contact
their link Educational Psychologist for a consultation or invite them to a staged assessment
meeting in school. If the Educational Psychologist is going to become formally involved with
your child, then parental permission for this will always be sought. You are also welcome to
contact the Educational Psychology Service directly if you would prefer.
You can contact the Educational Psychology Service , Telephone number 01620 827827 or
write to East Lothian Council, Educational Psychology Service, John Muir House, Haddington,
East Lothian, EH41 3HA.
Further information can be found at: http://www.eastlothian.gov.uk/educationalpsychology
Professionals visiting schools/information sharing and confidentiality
Schools can call on professionals from a number of different agencies/services for help and
advice. These include Educational Psychologists, Outreach Teachers, officers within Department
of Services for People, School Doctor, School Nurse, Careers Advisor, Social Worker and the
Integration Team. Formal referral to any of these agencies/services would only take place with
the consent of parents/carers. There will however be occasions when issues may be discussed in
confidence without formal referral and therefore without such consent. If parents are concerned
about this they should contact the school for further information.
In Secondary schools individual pupils may be discussed at a School Liaison Group. This is
attended by representatives from the school, Community Child Health, Community
Development, Education Welfare Service, Psychological Services, Integration Team and
Children’s Well-being. The meeting considers strategies to help pupils having difficulties in
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school. All matters discussed in these meetings are understood to be strictly confidential. Parents
are not invited to these meetings in every secondary school.
Exceptional circumstances in which information may be disclosed without consent
Disclosure of personal information without consent may be justified where failure to do so may
expose the service-user or others to risk of serious harm. Staff should always make every effort
to gain consent but the health and safety of the individual has primacy over the right to
confidentiality. Exceptional circumstances include:
 Child Protection: staff should adhere to the Edinburgh and Lothians Inter-agency Child
Protection Procedures.
 Protecting vulnerable adults
 Protection of Children (Scotland) Act 2003
 Life threatening or dangerous situations, for example, where a young person:
 shows signs of physical, emotional or sexual damage
 is at risk of significant harm or threatening suicide.
Child Protection Procedures
Edinburgh, the Lothians and Borders, including East Lothian Council, have reviewed and reissued the “Inter-Agency Child Protection Procedures”. The Procedures promote a high level of
inter-agency co-operation when working with children who may be in need of protection.
Training is available for all staff in East Lothian Council to ensure that their skill and
commitment is used effectively in identifying and protecting children who have been abused or
may be at risk of abuse. The Procedures will further encourage the partnership that exists
between the Department of Services for People, Health and the Police in East Lothian and will
help towards building a partnership with parents in carrying out our duties and responsibilities to
East Lothian children and young people.
Further information can be found at: http://www.eastlothian.gov.uk/childprotection
Children and Young People who are looked after
Children and Young People who are looked after or looked after and accommodated (LAC) and
have additional support needs as directed by the Education (Additional Support for Learning Act)
(Scotland) 2004 (amended 2009). Schools are very aware of who their LAC pupils are and the
supports and strategies which may be required to meet their diverse needs. The Educational
Psychology Service works closely with schools and staff from Children’s Well-being to support
these often vulnerable young people. Currently there is a research project being undertaken to
investigate the impact of exclusion on pupils who are LAC. This is a joint project led by
professionals from Education and Children’s Well-being.
Team Teach
We pride ourselves in East Lothian on providing a safe learning environment for our pupils.
Sometimes, some of our children may get anxious or agitated, and we will do our best to help
pupils using communication skills, distraction techniques and removing triggers where possible.
However, there may be times when children need more help, this may require staff's physical
support to intervene and ensure the pupil’s own safety, or that of other pupils and staff, or that
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property is not seriously damaged. In East Lothian, we have adopted the Team Teach approach
to manage challenging behaviour, and staff are trained and accredited to use a range of
techniques.
All incidents where it has been necessary to use physical intervention with the children are
recorded in school, and parents are informed as a matter of course. Children who are likely to
need help in this way will have a Positive Handling Plan that will be discussed with you, and
consistently followed by all school staff. We will also ask you to share this information with
other people/agencies supporting your son/daughter, e.g. transport, respite, link family, etc. If
you have any questions about how we manage behaviour at school, or about the Team Teach
approach please contact the Head Teacher.
School Improvement
The Standards in Scotland’s Schools Act (2000) requires that every local authority aims to secure
improvement in the quality of school education which is provided in the schools managed by
them. As part of East Lothian Council’s legislative duty to ensure that schools are supported in
improving standards for pupils each year, evaluation visits are carried out in every school twice
during each school session. By focusing on improvements in performance during these visits,
schools are supported in ensuring high standards are achieved and maintained. A Quality
Improvement Officer carries out each of these visits.
The Role of Quality Improvement Officers
Currently there are five Quality Improvement Officers, two of whom are seconded until August
2013. The two seconded Quality Improvement Officers have a remit that encompasses authority
and school developments relating to Curriculum for Excellence, while the permanent Quality
Improvement Officers have responsibility for support and challenge across all schools, but there
is overlap between the roles.
Responsibilities to individual schools include the following for Quality Improvement Officers:
 Provide support pre, during and post Education Scotland Inspection
 Support and monitor development planning ensuring links to How Good Is Our School?
Child at the Centre and Service Improvement Framework outcomes
 Provide advice on staffing/finance/resources issues
 Support development/progression of Curriculum for Excellence
 Analyse and use data to challenge schools to raise attainment and achievement
 Participate in the appointment of senior members of school based staff
 Provide support in the resolution of disciplinary matters; complaints; and other school
based issues
 Devise and promote strategies to address areas where performance should be improved;
monitor and report on progress
 Undertake evaluation visits to all schools and provide reports as appropriate.
The three substantive Quality Improvement Officers each have two clusters of schools within
their remits:
1) Dunbar & Tranent
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2) Haddington & Prestonpans
3) Musselburgh & North Berwick
The Quality Improvement Officer also supports a range of cluster activities, e.g. transition
events, training afternoons etc. Other important elements within the Quality Improvement
Officer role include:

Monitoring of children who are home educated

Parental complaints

Freedom of Information Requests

Chairing cluster moderation meetings for Exceptional Needs resource allocation
 Reporting to Scottish Government, Education Scotland, e.g. on Curriculum for
Excellence implementation
 Managing Local Authority educational developments, e.g. Leadership Development,
Assessment & Moderation
 Involved in the recruitment and selection process of Head Teachers and Depute Head
Teachers.
Local Authority Policies and Practical Information
Composite Classes
There are composite classes in most schools across East Lothian. They help us to deliver
effectively within the school’s budget and are based on pupil age. All classes whether composite
or not, contain pupils of different abilities and levels of development. Teachers are expert in
how to structure learning for pupils of differing abilities and composite classes do not pose any
greater challenge than single-year classes. We know that friendship groups are important and we
encourage children to mix with their friends at break, through whole-school or stage events.
Parents should also create opportunities to maintain friendships and encourage new ones.
Further information can be found at: http://www.eastlothian.gov.uk/compositeclasses
Absence and Attendance
Parents are responsible for ensuring that their child attends school regularly and where an
absence should occur, informing the school as to the nature of non-attendance and possible
length. In cases of unsatisfactory attendance, the Head Teacher will call on the Child & Family
Support Worker (Attendance) to visit the home and discuss the problem with the parents. If such
unsatisfactory attendance continues the Head Teacher, following discussions with the Child &
Family Support Worker (Attendance) and other agencies will decide whether the case should be
referred to the local Area Attendance Advisory Group. This Group has been formed to make
recommendations to the Executive Director of Services for People on the statutory
responsibilities of the Authority with regard to defaulting parents.
Parents should be encouraged to take holidays wherever possible out with term times. Where
parents wish to keep their child off school for some reasonable purpose, they are asked to write
to the school before doing so. Where pupils have a rearranged appointment during school hours
e.g. dentist, hospital the pupil should bring a note or appointment card to school before the
appointment.
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Further information can be found at: http://www.eastlothian.gov.uk/attendance
Transferring Educational Data about Pupils
The Scottish Government and its partners collect and use information about pupils through the
Pupil Census to help to improve education across Scotland. Below 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
Scottish Qualifications Authority (SQA) and Skills Development Scotland need accurate, up-todate 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 and specific groups of pupils
 better understand some of the factors which influence pupil attainment and achievement
 share good practice and target resources better
 enhance the quality of research to improve the lives of young people in Scotland.
Data Policy - Information about pupils’ education is collected through our statistical surveys in
partnership between the Scottish Government and Local Authorities through the ScotXed
Programme which aims to help schools and Local Authorities by supporting efficient collection,
processing and dissemination of statistical information. The Scottish Government then provides
analysis of the data to support research, planning, management and monitoring of education
services as well as to produce National Statistics publications.
Education data within Scottish Government is managed effectively by secure systems and is
exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its
data policy, Scottish Government will not publish or make publicly available any information
that allows individual pupils to be identified, nor will data be used by Scottish Government to
take any actions in respect of individuals. Data is held securely and no information on individual
pupils can or would be made publicly available by Scottish Government.
The individual data collected by Scottish Government through the Pupil Census is used for
statistical and research purposes only.
Your data protection rights - The collection, transfer, processing and sharing of ScotXed data
is done in accordance with the Data Protection Act (1998). We also comply with the National
Statistics Code of Practice requirements and other legislation related to safeguarding the
confidentiality of data. The Data Protection Act gives you the right to know how we will use
your data. Fuller details of each individual ScotXed survey, including the purpose of each and
the published data, can be found on the ScotXed website https://www.scotxed.net
Scottish Government works with a range of partners including Education Scotland, Skills
Development Scotland and the Scottish Qualification Authority. 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
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the national population census and also academic institutions and organisations to carry out
additional research and statistical analysis to meet their own official responsibilities. Any
sharing of data will be done under the strict control of Scottish Government, and will be
consistent with our data policy. This will ensure that no individual level data will be made
public as a result of the data sharing and that these data will not be used to take any actions in
respect of an individual. Decisions on the sharing of data will be taken in consultation with
relevant colleagues and individuals within and out with Scottish Government. At all times
pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.
Concerns - If you have any concerns about the ScotXed data collections you can email the Head
of Schools Analysis, Mick Wilson, at mick.wilson@scotland.gsi.gov.uk or write to The ScotXed
Support Office, 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.
Consulting with pupils
Under the Children (Scotland) Act 1995 the views of children should be taken into account when
major decisions are being made which will affect their lives. Generally children over 12 are
presumed in law to have a view but younger children may also be mature enough to have a view
and should be given the opportunity to express it. While schools may not be bound by this they
do consult with their pupils and the methods used will should be included in the handbook. This
could include formal consultation through Pupil Councils, pupils co-opted to Parent Councils,
questionnaires, suggestion boxes, review and planning meetings, as well as arrangements to
consult with individual pupils at appropriate times (subject choice, exclusions etc.).
Exclusions of pupils
Exclusion from school is used on occasions when the safety of the pupil concerned or others is at
risk if the pupil remains in school. The period of exclusion should be as short as possible and
used as a “breathing space” to enable the school/family/other agencies to work together to
support the child/young person to return to school successfully.
Further information can be found at: http://www.eastlothian.gov.uk/exclusion
Assistance with Provision of School Clothing
East Lothian Council operates a scheme of provision to ensure that a pupil is sufficiently and
suitably clad to take full advantage of the education provided. Families in receipt of IncomeBased Job Seekers Allowance, Income Support and Income Related Employment and Support
Allowance will qualify for such a scheme. Other cases may be considered in the case of
exceptional personal circumstances. Parents who wish to apply for the scheme should complete
an application form which is available from the Department of Services for People, Business
Unit, John Muir House, Haddington, EH41 3HA.
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Further information can be found at:
http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals
Free School Meals
Under the Education Committee policy, children in attendance at schools under the management
of the Council are entitled to free school meals if their parents are in receipt of Income Support
or Income-based Jobseekers Allowance or Income Related Employment and Support Allowance
or Child Tax Credit but NOT Working Tax Credit with an annual income of less than £15,860 or
Child Tax Credit and Working Tax Credit with and annual income of less than £6,420. No other
children are eligible for free meals. Further information can be obtained from the Department of
Services for People, Business Unit, John Muir House, Haddington, EH41 3HA.
Further information can be found at:
http://www.eastlothian.gov.uk/schoolclothingandfreeschoolmeals
Education Maintenance Allowances (EMAs)
Education Maintenance Allowances (EMAs) have been available since August 2004 for young
people aged 16 planning to continue their education in school. It is a weekly payment of £30.00
paid directly to pupils from low-income families who stay on after the end of their compulsory
schooling. Application Forms and further information is available from Department of Services
for People, Business Unit, John Muir House, Haddington, EH41 4HA.
Further information can be found at: http://www.eastlothian.gov.uk/emas
Employment of Children
Children under the statutory school leaving age can only be employed within their term of the
bye-laws on the Employment of Children. These regulations do not permit the employment of
children under 13 years of age, and for those over the age there are limits on the hours and type
of employment which are allowed. Parents and employers must both complete an application
form for an employment permit before the employment begins. Forms and information are
available from the school office. Further details can be obtained from the Department of
Services for People, Business Unit, John Muir House, Haddington, EH41 4HA.
Further information can be found at: http://www.eastlothian.gov.uk/employmentofchildren
Home Education
If parents wish to remove their child from mainstream education and home educate their child,
they must write to the Executive Director of Services for People in the first instance stating
reasons for this withdrawal and ask for permission.
Families are contacted by the Department of Services for People annually and offered the
opportunity to meet a Quality Improvement Officer and discuss the education provision for the
child/children. If a family declines a meeting, they must submit information, in writing, about
how they are meeting the educational needs of their child/children.
All enquiries made about home education are recorded in the department and a letter is sent to
the family. Included with the letter is a leaflet for parents/carers giving details of websites
offering advice and support.
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For information can be found at: http://www.eastlothian.gov.uk/homeeducation
Transport: Policy of the Council and Local Arrangements
The Council's current policy is to provide home to school transport for those pupils attending the
district school who live more than two miles from that school. Bus passes are issued where
public transport exists and contract transport is arranged where there is no suitable public
transport. Where there are vacant seats on contract buses, these may be made available to pupils
who are not normally entitled to free transport on a "grace and favour basis" but must be applied
for each session. These can be withdrawn should the seat be required for pupils who qualify for
this provision.
Travelling expenses are also met in the case of any pupil whom the Council requires to attend a
school other than the district school, if the pupil meets the distance qualification and where
appropriate, free travel is provided for pupils receiving special education. Parents who choose to
send their children to a school other than the district school will not receive assistance in relation
to travel to and from school.
Further information and an application form can be obtained from the school or from the
Department of Services for People, Business Unit, John Muir House, Haddington, EH41 3HA.
Further information can be found at: http://www.eastlothian.gov.uk/schooltransport
Road Safety
In East Lothian there are currently almost 15,000 nursery, primary and secondary school
pupils. In 2011, 26 school age children were injured on East Lothian’s roads. Nearly 33% of all
pedestrian casualties occurred to children in the 5-15 year age group.
East Lothian Council working with Lothian and Borders Police and other agencies are
committed to reducing the numbers and severity of road casualties. They have identified a
number of important initiatives to help reduce the number of road casualties. These will require
a notable change of behaviour by everybody, particularly from drivers in built-up areas.
These initiatives aim to reduce the number of car journeys to and from school by pupils, parents
and staff to:
 Encourage children to walk or cycle to school, thereby improving the safety for the pupil
on the journey to school
 Provide pupils and parents with appropriate training to allow them and their children to
journey to and from school safely
 Improve pedestrian safety in and around school
 Raise awareness amongst pupils, parents, and staff of the wider health and environmental
problems associated with increase car use
 Improve the local environment for everyone by reducing pollution, congestion and
addressing safety issues around the school.
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Parents are asked to review their current or intended mode of travel to and from school and
consider whether or not it should be changed or modified to help the school, pupils, staff and
other parents to reduce the number of child casualties.
Further information can be found at: http://www.eastlothian.gov.uk/roadsafety
Health and Safety
The Department of Services for People has prepared statements of safety policy for all areas of
its responsibility in accordance with the Health and Safety at Work Act 1974. School staff are
fully instructed in their responsibilities in this respect, and safety regulations apply to aspects of
school life, both on and off the premises. It is expected that pupils will behave responsibly and
comply with all safety requirements. The support of parents in promoting good practice in health
and safety matters is of great importance to the school.
Medical Care
Throughout their years at primary and secondary school, all pupils will be seen from time to time
by a team of specialists, Health Service and Department of Services for People staff to make sure
they benefit as much as possible from all that school has to offer, and to help them prepare for
life after leaving school. The School Health Service is part of the Community Child Health
Service and has direct links with those who carry out health checks on children before they start
school.
Administration of Medical Procedures
All members of staff who have agreed to be trained in the administration of specific drugs to
pupils suffering from all epileptic seizure or a severe allergic reaction and who are required to
apply specific drugs to those pupils will be covered by East Lothian Council's Public Liability
Policy.
Further information can be found at: http://www.eastlothian.gov.uk/adminofmedication
Emergency Closure of Schools
The first priority of the Head Teacher must be to keep the school open if at all possible.
However, the early closure (or part closure) of a school in an emergency may be required
because of fire, flood, loss of building services, extreme weather conditions or some other event.
When children have to return from school at a time earlier than normal, parents may not be able
to arrange for them to be received at home by themselves or by an adult who will look after
them. Head Teachers must be reasonably satisfied that there will be a responsible adult available
to receive the child, and must be prepared to make arrangements for the supervision of certain
children in school, until the normal closing time of the school.
In these circumstances, the Head Teacher should consult with the Executive Director/Head of
Education. The Executive Director/Head of Education will use all of the information available
both centrally and locally to decide whether the school should be closed and whether this would
be for pupils only or for the whole school community. It should be noted that close contact will
be maintained with the School Transport Officer at East Lothian Council.
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The Head Teacher will prepare and send to the Executive Director/Head of Education the
relevant information for notifying the media, through the Corporate Communications Team of
East Lothian Council. This information should include the name of the school which is closing,
whether it is a partial or whole school closure, i.e. to pupils; pupils and staff; community groups
and the reason why the school is closing. Information will also be required on how long the
closure will be and how the media, parents, carers and pupils will be informed when the school
will be reopening. Once approval has been granted to close a school, the Department of Services
for People will notify the Corporate Communications Team to ask them to inform the media and
upload messages to the Council’s communications channels, such as its Twitter feed, intranet
and the Council’s website http://www.eastlothian.gov.uk. Whenever possible, schools will
update their own school website with this information.
Unacceptable Behaviour
East Lothian Council does not tolerate physical or verbal abuse towards staff. Such abuse is a
criminal offence and may lead to prosecution.
Schools within East Lothian
A list of all nursery, primary and secondary
http://www.eastlothian.gov.uk/educationandlearning
Further information can also be found at:
http://www.eastlothian.gov.uk/educationandlearning
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schools
can
be
found
at:
Useful Telephone Numbers
The undernoted staff are based within the Department of Services for People, John Muir House,
Haddington, EH41 3HA.
Executive Director of Services for People
Head of Education
Head of Children’s Well-being
Quality Improvement Manager
Principal Educational Psychologist
Business Manager
Principal Inclusion & Equality Officer
Parental Involvement Act
(Parent Forums/Councils)
Free School Meals, Clothing Grants, Education
Maintenance Allowance, Pupil Placement and
Home to School Transport Policy
Primary School Lets
Don Ledingham
Darrin Nightingale
Sharon Saunders
Sheila Ainslie
Vacancy
Richard Parker
Fraser Parkinson
Val McIntyre
01620-827596
Fiona Brown
01620 827415
Frances McInnes
01620-827811
01620-827881
01620 827572
01620-827587
01620-827494
01620-827961
01620-827228
The undernoted staff are based at Randall House, Macmerry
Service Manager (Children’s Services)
Integration Team
Area Resources Manager, Children’s Services
Service Development Manager, Development
Team (Planning)
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Marion Wood
Raymy Boyle
Celia Borland
Gill McMillan
01620-827881
01620-829909
01620 827930
01620-829910
School Session Dates
Below are the school session dates for 2013/14
TERM 1
INSERVICE DAY 1
INSERVICE DAY 2
Pupils Resume
September Holiday staff & pupils break
September Holiday
(schools closed for staff & pupils)
All Resume
All Break (October break)
October break
INSERVICE DAY 3
Pupils Resume
All Break (Christmas)
Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Friday
Monday-Friday
Monday
Tuesday
Friday
19 August 2013
20 August 2013
21 August 2013
12 September 2013
13 September 2013
16 September 2013
17 September 2013
11 October 2013
14 – 18 October 2013
21 October 2013
22 October 2013
20 December 2013
= 80 pupil days
= 83 staff days
TERM 2
All Resume
Pupils break
February break
INSERVICE DAY 4
Pupils resume
All break (Easter)
Good Friday
Easter Monday
Monday
Friday
Monday – Friday
Monday
Tuesday
Friday
Friday 17 April 2014
Monday 21 April 2014
6 January 2014
7 February 2014
10–14 February 2014
17 February 2014
18 February 2014
4 April 2014
= 59 pupil days
= 60 staff days
TERM 3
All Resume
May Holiday
INSERVICE DAY 5
Pupils Resume
Victoria Day Holiday
All resume
Term ends
Tuesday
Monday
Tuesday
Wednesday
Monday
Tuesday
Friday
22 April 2014
5 May 2014
6 May 2014
7 May 2014
19 May 201
20 May 2014
4 July 2014
= 51 pupil days
= 52 staff days
School Session dates can also be found at: http://www.eastlothian.gov.uk/sessiondates
The Scottish Government can be contacted at:
Scottish Government Education Department
Victoria Quay
EDINBURGH, EH6 6QQ
Telephone Number 0131-556-8400
http://home.scotland.gov.uk
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Accuracy of Information
The information contained in this booklet was accurate as at November 2012.
November 2012
54