Carrick Academy
Handbook
January 2014
Contents
Page No.
SECTION A
General School Information
1.
2.
3.
4.
5.
6.
7.
SECTION B
Teaching and Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
SECTION C
Curriculum for Excellence ............................................................... 21
The Core Curriculum ....................................................................... 22
Opportunities for Wider Achievement .............................................. 28
Homework Policy .............................................................................. 32
Assessment and Reporting .............................................................. 33
School Improvement ........................................................................ 35
Support for Pupils (Additional Support Needs) ................................ 36
Psychological Services ………………………………………………..41
Getting it Right for Every Child (GIRFEC) …………………………..41
Child Protection ………………………………………………………...42
Planning for Progression .................................................................. 43
Religious and Moral Education ......................................................... 44
Sensitive Aspects of Learning ………………………………… ……..44
Equal Opportunities and Inclusion................................................... .45
Health & Wellbeing (including School Disciplinary Policy) ...............46
Pupil Council…………………………………………………………….47
Home / School / Community
1.
2.
3.
4.
5.
6.
7.
8.
SECTION D
Head Teacher Welcome Statement .................................................. 3
School Ethos, Aims and Values ......................................................... 4
School Information ............................................................................ 5
 Name
 Address & Telephone Number
 Email address
 Website
 Denominational status
 Accommodation and capacity
 Catchment map and area
School Staff ....................................................................................... 8
Senior Management Team/Guidance Structure............................... 11
The School Year and School Hours ................................................. 18
Enrolment ...……………………………………………………………..20
Parental Involvement and Home School Links ................................ 48
Parents as Partners – Parent Council and Parent Forum ................ 49
Choosing a School ........................................................................... 51
Attendance ....................................................................................... 52
Routine and Expected Visits Outwith the School ............................. 56
Transferring Educational Data about Pupils ..................................... 56
School Uniform Policy ...................................................................... 58
Parental Complaints Procedure ...................................................... 59
Care and Welfare
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
School Meals and Free School Meal Information ............................ 61
Footwear and Clothing Grant Information ........................................ 62
Educational Maintenance Allowance ............................................... 62
Transport Guide to Parents ............................................................. 63
Insurance .......................................................................................... 65
Valuable Items .................................................................................. 65
Use of Mobile Phones ...................................................................... 65
Health and Medical Information........................................................ 66
Data Protection Act .......................................................................... 67
Freedom of Information (Scotland) Act 2002 ................................... 67
Helpful addresses and websites (Appendix A) ................................. 68
2
SECTION A – GENERAL SCHOOL INFORMATION
SECTION A – 1. Head Teacher Welcome Statement
Welcome to Carrick Academy.
Contained within this handbook is all the
information that you will require about the school
and how we support your child to be the best they
can be.
It is essential to us that all young people
experience a quality education so that they can
take their place in the wider world when they
leave school.
Our ethos is one of ambition, achievement and
respect. To support this we offer a wide range of
activities both inside and outside of the classroom
which enables our young people to develop their
talents and achieve their full potential.
I am delighted with the progress that the school has made over the last few years and I hope
to build on these strong foundations. While I hope the information contained in this
Handbook answers your questions, please do not hesitate to contact me should you have
any questions.
If you would like to visit the school, please contact the school office and we will arrange this.
T S Stevens
Head Teacher
January 2014
3
SECTION A – 2. Statement of Vision, Values and Aims
STATEMENT OF VISION AND VALUES
We are committed to creating the conditions within Carrick Academy that will allow each and every
individual member of the school community to achieve their full potential in the widest sense.
Key elements of this commitment are the development of an ethos based on high quality relationships and
mutual respect amongst all members of the school community, the development of a culture of ambition
and achievement which encourages a ‘can do’ attitude and the empowerment of pupils, parents and
staff by giving them a genuine say in the running and development of the school.
The following values will underpin our work as we strive to realise the aspirations outlined in our
vision statement:
AMBITION
FAIRNESS
HONESTY
RESPECT
RESPONSIBILITY
STATEMENT OF SCHOOL
AIMS
RESPONSIBILITY
1. To encourage all pupils to do the very best that they can and achieve all that they can through the
ethos and life of the school as a community, curriculum areas and subjects, learning across
different subjects and opportunities for personal achievement.
2. To encourage the highest standards of learning and teaching and ensure that all pupils benefit
from an active and stimulating experience and that all pupils receive appropriate support to
improve and fulfil their potential.
3. To develop the leadership skills of all members of the school community so that they can make a
positive contribution to the development and future direction of the school.
4. To work together with parents to improve learning by developing the active involvement of parents
in the life of the school.
5. To develop partnerships with external agencies and organisations to improve the experience we
provide for our pupils.
6. To reflect on our work in a planned way and continuously try to improve the service we provide.
4
SECTION A – 3. School Information


History of Carrick Academy
The present Carrick Academy continues a 350 year tradition of education in Maybole.
The school assumed the title of Academy in 1905 when it was formed from the
amalgamation of 3 smaller schools within the town (including the original parish school first
mentioned in 1630) which together formed Maybole Public School, later to be called
Ladyland Public School.
The new Academy moved to its current site in 1926 with the opening of the present Old
Building. The New Building was opened in 1974.
While the location of the school and its names have varied over the centuries, the continuity
of educational provision in Maybole reflects the importance placed on it then and now by the
local community.
5
SECTION A – 3. School Information continued
NAME
Carrick Academy
ADDRESS
72-74 Kirkoswald Road, Maybole, Ayrshire, KA19 8BP
TELEPHONE NUMBER
01655 883 003
E-MAIL ADDRESS
carrick.mail@south-ayrshire.gov.uk
WEBSITE
www.carrick.sayr.sch.uk
HEAD TEACHER
Mrs T S Stevens
Tel No. 01655 883 003
TYPE
Non-denominational, co-educational 6 year
comprehensive
TEACHING BY MEANS OF
GAELIC
Not offered
MAIN ACCOMMODATION
The school campus has two main buildings. The old building at the front of the school was
opened in 1926. All of our classrooms are fitted with interactive white boards and multi
media projectors. The following departments are located in the Old Building:
 Maths
 English
 Pupil Support
 Modern Languages
 Guidance
There is also a History/Modern Studies classroom as well as a Technical room. The building
also contains a well-resourced library, our Assembly room and a Wifi room which enhances
the ICT provision available to our young people.
The new building at the back of the school was opened in 1974; it contains the following
departments:
 Art
 Computing
 Design & Technology
 Science
 Business Studies
 RME
 Social Subjects
 Physical Education
 Music
 Home Economics
The school administration offices and the main staffroom are also contained in the new
building. The school Dining Hall and Cafeteria are in the new building; they, along with the
office reception have Carrick TV displayed so that all pupils, staff and visitors to the school
can keep up-to-date with all the events taking place.
Our PE facilities include a rugby pitch and an astro-turf pitch. We also use the Sure-start
building as the main office and changing facilities for Carrick Academy’s School of rugby.
6
CAPACITY – the capacity of the school is 864 pupils.
Parents (The definition of ‘parent’ used is the broadly framed definition set out in the 1980
Act which is as follows: ‘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. This is a
wide definition which can include, by way of example, non-resident parents who are liable to
maintain or have parental responsibilities in respect of a child and others with parental
responsibilities, e.g. foster carers or kinship carers.) should note that the working capacity of
the school may vary dependent upon the number of pupils at each stage and the way in
which the classes are organised.
CURRENT ROLL – the number of pupils in each year group is listed below:
S1 - 99
S4 - 92
S2 S5 -
87
93
S3 - 103
S6 - 55
CATCHMENT AREA
Carrick Academy serves the community of Maybole and its surrounding area.
The associated primary schools are Gardenrose, Cairn, Crosshill, Kirkmichael,
Minishant, Straiton, Maidens and Fisherton but we also have a high number of young
people from Dalrymple and Dailly.
Details of the school's catchment area and street names are available for inspection at
the school and parents can also access them on the Council's web site at
www.south-ayrshire.gov.uk. Catchment map and area available from School
Management Section, Children & Community, County Buildings, Wellington Square,
Ayr, KA7 1DR.
7
SECTION A – 4. School Staff
Carrick Academy Staff List
-
Jan 2013
Head Teacher
Mrs Shona Stevens
Depute Head Teacher
Mr Jonathan Rusk
Depute Head Teacher
Mr Gavin Pitt
Depute Head Teacher (Act.)
Ms Jean Climie
DEPARTMENTS
Business Studies
Miss Shirley Kerr (Principal Teacher)
Mrs Jan Duncan
Mr Tom Campbell
English
Mrs Kathy Toner (Principal Teacher)
Ms Susanne Fraser
Mrs Janet McKnight (PT Guidance)
Miss Alex Mattinson
Mrs Janice Stewart
Mr John Wilson
Home Economics
Mrs Elaine Wilson (Principal Teacher)
Miss Margaret Lamont
Mathematics
Mr Robert McCallum (Principal Teacher)
Mr Callum Hodgart (PT Guidance)
Mrs Mary Welsh
Mr Barry Kerr
Mr Raymond Wood
Modern Languages
Mrs Fiona Normansell (Principal Teacher)
Mr Robert Kirk
Mr Jonathan Rusk ( DHT)
Miss Wendy Steven (NQT)
Music
Mrs Jo-Ann Spreadbury (Principal Teacher)
Mrs Heather Burrell
Instrumental Instructors
Mrs Ann Cairns (Keyboard/Piano)
Mr Scott Walker (Brass Instructor)
Mr Rodriguez Gonzalez (Woodwind)
Mr Paul Henderson (Guitar)
Mr Gavin Welsh (Drumkit and Percussion)
8
Physical Education
Mrs Lindsay Baillie (Principal Teacher)
Mrs Kandy Stanley-Bone
Mr Michael Wright
Mr Stephen Raby (NQT)
Pupil Support
Ms Lindsay McBain (Principal Teacher)
Mr Julian Barr (Cluster Support)
Mrs Renee Bell (Cluster Support)
Mrs Pauline Girvan (Cluster Support)
ART, COMPUTING, DESIGN
& TECHNOLOGY FACULTY
Mr Niall McGinnis (Faculty Principal Teacher)
Art
Mrs Sharon Mitchell
Ms Louisa Maestranzi
Ms Jean Climie (Acting DHT)
Computing
Mr Gavin Pitt (DHT)
Design & Technology
Mr John Allen
Mr Brian Baillie
Miss Tracey Jones (NQT)
SCIENCE FACULTY
Mrs Carol McInroy (Faculty Principal Teacher)
Biology
Mr Tom Minto
Mrs Stacey Wrightson
Mrs Ruth Collins (PT Guidance)
Mrs Shona Stevens (HT)
Chemistry
Miss Lara Ingram
Physics
Mr Michael Murray
SOCIAL STUDIES/RME FACULTY
Mr Gordon Brown (Faculty Principal Teacher)
Geography
Ms Val Adam
Modern Studies
Mr Kevin Riley
RME
Mrs Kathryn Anslow
9
SUPPORT STAFF
Administration
Mrs Caroline Cuthbert (Admin Team Leader)
Mrs Mary Connelly (School Finance Officer)
Mrs Sara Burdon (Administrative Assistant)
Mrs Jane Cran (Clerical Assistant)
Miss Cathy Logan (Clerical Assistant)
Mrs Linda Maxwell (Clerical Assistant)
Miss Jacqueline Love (Clerical Assistant)
Careers Adviser
Mrs Lynn Kermack
Catering
Mrs Jane Hamilton (Catering Manageress)
School Assistants
Mrs Shevaune Clark
Mrs Gill Gibbons
Mrs Janis McCreath
Mrs Audrey McCulloch
Mrs Mandy Murdoch
Mrs Mary Phillips
Mrs Diane Shearer
Janitors
Mrs Robina Campbell
Mr Blythe Low
Mr Malcolm McKay
Library
Mrs Patricia Hunter
Technicians
Mr Phillip Reilly (Senior Technician)
Mrs Shirley Connor (Science)
Mr Blair Thomson (Technical Technician)
10
SECTION A – 5. Senior Management Team
Mrs Shona Stevens
Head Teacher
Mr Jonathan Rusk
Depute Head Teacher
Responsibility for Bute (Red) House
and S5/6 Curriculum
Mr Gavin Pitt
Depute Head Teacher
Responsibility for Cumbrae (Yellow)
House and S3/4 Curriculum
Ms Jean Climie
Depute Head Teacher
Responsibility for Arran (Blue) House
and S1/2 Curriculum
11
CARRICK ACADEMY SMT REMITS
Shared Responsibilities

Educational philosophy and strategic management

Promotion of the vision, values and aims of the school

Self-evaluation and improvement planning

Development of school policies, procedures and guidelines

Staff welfare and promotion of staff development opportunities

Management of pupil behaviour and pupil welfare
Specific Responsibilities
T S Stevens
HT
Overall management of the school
Implementation of educational philosophy
Implementation of school, authority and national policies, procedures and guidelines
Curriculum planning
Development of the school improvement plan
Financial management, in liaison with School Finance Officer
Liaison with parents and the wider community
Links with cluster primary schools
Overview of self-evaluation procedures and reporting on standards and quality
Overall responsibility for staff performance and welfare
Publicity and public relations
Timetable construction and liaison with Principal Teachers
School excursions
School fund, in liaison with Admin Team Leader
Staffing, including interviews and selection process
Statistical returns, in liaison with Admin Team Leader
SMT link for Science and Social Subjects/RME
12
SMT REMITS CONTINUED
Specific Responsibilities
J Climie
DHT
Deputising for Head Teacher (formal Depute over first term – August until Christmas)
Overview of curriculum, assessment and reporting in S1/2, including the coordination of the P7 visits
and the P7 parents’ evening
Responsibility for management of pupil behaviour and welfare in Blue House (S1 – S6)
Buildings and maintenance, in liaison with Admin Team Leader
Citizenship
Coordination of P7 transfer arrangements
Coordination of staff supervision duties
Coordination of the S1 and S2 parents’ evenings
Development of Health and Well-being Across Learning
Enterprise Education
Equal Opportunities initiatives
Health & Safety, in liaison with Admin Team Leader
Management of Classroom Assistants – S Clark & J McCreath
Probationer and student teachers
PRD and CPD procedures
School photographs
School transport
S1/2 Pupil Council
SMT link for Mathematics, Music and PE
Work Experience programme
13
SMT REMITS CONTINUED
Specific Responsibilities
J Rusk
DHT
Deputising for Head Teacher (formal Depute over third term – Easter until Summer)
Overview of curriculum, assessment and reporting in S5/6, including the coordination of S4/5 option
choice procedures and the S4/5 course planning parents’ evening
Responsibility for management of pupil behaviour and welfare in Red House (S1 – S6)
Child Protection Officer
Coordination of the S5/6 parents’ evening
Coordination of study support
Coordination of UCAS procedures
Development of Learning & Teaching
Development of Literacy across Learning
Education Maintenance Allowance
Management of Librarian, in liaison with Admin Team Leader
Overview of management of pupil behaviour and pupil attendance
Overview of PSE
Pupil Support Coordinator, including overview of MCMC initiatives
School/college liaison
Senior induction, including selection of school and house captains
Senior Pupil Council
Pupil Voice
S6 Common Room
SMT link for English, Guidance/Pupil Support and Modern Languages
14
SMT REMITS
Specific Responsibilities
G Pitt
DHT
Deputising for Head Teacher (formal Depute over second term – January until Easter)
Overview of curriculum, assessment and reporting in S3/4, including the coordination of S2/3 option
choice procedures and the S2/3 course planning parents’ evening
Responsibility for management of pupil behaviour and welfare in Yellow House (S1 – S6)
Click and Go development, in liaison with Admin Team Leader
Coordination of the S3 and S4 parents’ evenings
Development of Numeracy across Learning
Examinations Officer
ICT Coordinator, including overview of Glow development
Management of Classroom Assistants – M Phillips & D Shearer
Management of invigilators
Management of resources
Pupil Tracking
School Awards Ceremonies
S3/4 Pupil Council
SMT link for Art, Computing, Design & Technology, Home Economics and Business Studies
Staff absence cover
Wider Achievement
15
SECTION A – 5. Guidance Structure
The Guidance Teacher is the member of staff who will know your child and they will be your
first point of contact when you require support or information for your child. The aim of our
guidance system is to assist all pupils to derive the greatest benefit from their education at
Carrick Academy. Guidance teachers are subject teachers who have special responsibility
for the personal, social, vocational and curricular needs of groups of pupils in the school.
Time is made available to allow Guidance staff to carry out their duties.
When a pupil transfers to the Academy, he/she will be placed in a register class (1B, 1R or
1Y), which will be under the care of the same Guidance teacher from first year until leaving
school.
There are also 3 House groups in the school:
Arran (Blue) House
Bute (Red) House
Cumbrae (Yellow) House
Every pupil in a register class is a member of the same House, indicated by its own name,
i.e. 1Y pupils are in the Cumbrae (Yellow) House.
GUIDANCE STAFF
Mr C Hodgart
Mrs J McKnight
Mrs R Collins
Principal Teacher of Guidance
Principal Teacher of Guidance
Principal Teacher of Guidance
Arran (Blue) House
Bute (Red) House
Cumbrae (Yellow) House
16
Guidance staff give support by:

Being available for pupils to go to at any time in case of difficulty

Interviewing their own pupils individually once per year

Monitoring attendance and progress with learning and providing support and challenge as
appropriate

Giving advice at times of curricular choice and liaising with parents as required

Liaising with external agencies such as Child Guidance Service, Social Work Department,
Careers Service and Health Visitor

Being available as a first point of contact for parents who wish to discuss any issues or
concerns affecting their child.

Preparing courses of Personal and Social Education that are followed by all pupils (S1 to
S6) for one period each week. Each year group has its own programme and covers a
variety of topics and also has a range of visiting speakers. Examples of topics covered in
PSE:
 Health
 Careers
 Citizenship
 Road Safety / Railway safety
 Study habits
 Rights and responsibilities
 Work Experience
17
SECTION A – 6. The School Year and School Hours
THE SCHOOL YEAR 2013/14
First Term
Mid Term
Second Term
Third Term
Next session
Teachers (In-service)
Teachers (In-service)
Pupils return
Local holiday
Local holiday
Close
Teachers (In-service)
Pupils return
Close
Re-open
Close
Local holiday
Local holiday
Teachers (In-service)
Pupils return
Close
Re-open
May day
Teachers (In-service)
Local holiday
Close for summer
Teachers (In-service)
Teachers (In-service)
Pupils return
Thurs15 Aug 2013
Fri 16 Aug
Mon 19 Aug
Fri 20 Sept
Mon 23Sept
Fri 11 Oct
Mon 21 Oct
Tue 22 Oct
Fri 20 Dec
Mon 6 Jan 2014
Thurs 6 Feb
Fri 7 Feb
Mon 10 Feb
Tue11 Feb
Wed 12 Feb
Fri 4 Apr
Tues 22 Apr
Mon 5 May
Fri 23 May
Mon 26 May
Fri 28 Jun
Fri 15 Aug
Mon 18 Aug
Tue19 Aug
THE SCHOOL YEAR 2014/15
First Term
Teachers (In-service)
Teachers (In-service)
Pupils return
Local holiday
Local holiday
Mid Term
Close
Teachers (In-service)
Pupils return
Close
Second Term
Re-open
Close
Local holiday
Local holiday
Teachers (In-service)
Pupils return
Close
Third Term
Re-open
May day
Teachers (In-service)
Local holiday
Close for summer
Next session
Teachers (In-service)
Teachers (In-service)
Pupils return
Fri 15 Aug 2014
Mon 18 Aug
Tue 19 Aug
Fri 19 Sept
Mon 22Sept
Fri 10 Oct
Mon 20 Oct
Tue 21 Oct
Tue 23 Dec
Tue 6 Jan 2015
Thurs 5 Feb
Fri 6 Feb
Mon 9 Feb
Tue10 Feb
Wed 11 Feb
Thurs 2 Apr
Mon 20 Apr
Mon 4 May
Fri 22 May
Mon 25 May
Fri 26 Jun
Mon 17 Aug
Tue 18 Aug
Wed19 Aug
18
Carrick Academy is open Monday – Friday. Each school day starts at 8.45am.
Mondays – Wednesdays the school day finishes at 3.40pm and on a Thursday and
Friday it closes at 2.50pm. We operate a “33 period week”, the structure of this is
outlined below:33 Period Week Structure
Period
1
2
Interval
3
4
5
Lunch
6
7
Time
8.45 - 9.35
9.35 - 10.25
10.25 - 10.40
10.40 - 11.30
11.30 - 12.20
12.20 - 1.10
1.10 - 2.00
2.00 - 2.50
2.50 - 3.40
1
2
Interval
3
4
Lunch
5
6
8.45 - 9.35
9.35 - 10.25
10.25 - 10.40
10.40 - 11.30
11.30 - 12.20
12.20 - 1.10
1.10 - 2.00
2.00 - 2.50
Mon
Tues
Wed
Period
Thurs
Fri
We offer a wide range of activities during lunchtime and at the end of the school day.
Our young people are given are given a calendar of all the wider achievement
opportunities available to them. These can be found in Section B3 ‘Opportunities for
Wider Achievement’ or on our website www.carrick.sayr.sch.uk
19
SECTION A – 7. Enrolment
If you would like your child to attend Carrick Academy then they would have to be
enrolled in the school.
If they already attend one of our local primary schools, then you will be advised by
the primary how to complete this process. Your child will automatically transfer to
Carrick Academy after they complete P7.
If you are new to the local area and would like to register your child at Carrick
Academy then you should contact the school office to make an appointment to meet
with the appropriate Year Head.
S1/2 : Ms J Climie
S3/4 : Mr G Pitt
S5/6 : Mr J Rusk
At the meeting you will be asked to complete all relevant paperwork, have any
questions you may have answered and agree a start date for your child. You will
also be taken on a tour of the school.
If you reside out-with Carrick Academy’s catchment area and you would like to send
your child to our school, you would need to contact South Ayrshire council to make a
placing request. More details can be found in Section C ‘Choosing a School’.
Contact Details
Tel: 01655 883 003
Address: Carrick Academy
72-74 Kirkoswald Road
Maybole
KA19 8BP
E-mail:
carrick.mail@south-ayrshire.gov.uk
20
SECTION B – Learning and Teaching
SECTION B – 1. Curriculum for Excellence
Curriculum for Excellence is now being implemented across Scotland for all 3-18 year olds –
wherever they learn. It aims to raise standards, prepare our children for a future they do not
yet know and equip them for jobs of tomorrow in a fast changing world.
Curriculum for Excellence enables professionals to teach subjects creatively, to work
together across the school and with other schools, to share best practice and explore
learning together. Glow, Scotland’s unique, world-leading, online network supports learners
and teachers in this and plans are already in place for parents across the country to have
access to Glow.
Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 318, helping their progression from nursery to primary, primary to secondary and beyond,
ensuring the change is smooth. They’ll ensure children continue to work at a pace they can
cope with and with challenge they can thrive on.
Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education, whatever their level and ability.
Every single teacher and practitioner will be responsible for literacy and numeracy – the
language and numbers skills that unlock other subjects and are vital to everyday life.
It develops skills for learning; life and work to help young people go on to further study,
secure work and navigate life. It brings real life into the classroom, making learning relevant
and helps young people apply lessons to their life beyond the classroom. It links knowledge
in one subject area to another helping children understand the world and make connections.
It develops skills so that children can think for themselves, make sound judgements,
challenge, enquire and find solutions.
There will be new ways of assessing progress and ensuring children achieve their potential.
There will be new qualifications for literacy and numeracy from 2012/13 and new National 4
and 5 qualifications from 2013/14. Our well regarded Access, Highers and Advanced Highers
will be updated to take account of and support the new approaches to learning and teaching.
There’s personal support to help young people fulfil their potential and make the most of their
opportunities with additional support wherever that’s needed. There will be a new emphasis
by all staff on looking after our children’s health and wellbeing – to ensure that the school is a
place where children feel safe and secure.
Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to
nurture successful learners, confident individuals, effective contributors, and responsible
citizens, building on Scotland’s reputation for great education.
21
SECTION B – 2. The Core Curriculum
The key document ‘Building the Curriculum 3 - A Framework for Learning and Teaching’
outlines the curriculum framework which came into effect for all pupils in education
establishments up to and including the S1 stage from August 2010.
The document outlines the purposes of the new curriculum in terms of the development of
the four capacities detailed in the previous section and states the key principle upon which
the curriculum should be designed, namely challenge and enjoyment, breadth, progression,
depth, personalisation and choice, coherence and finally, relevance.
The curriculum is increasingly being seen as the ‘totality of all that is planned for children and
young people throughout their education’ and includes the four contexts for learning, namely
the ethos and life of the school as a community, curriculum areas and subjects,
interdisciplinary learning and opportunities for personal achievement.
The new curriculum also demands that approaches to learning and teaching are revised and
take into account the need for pupils to be engaged and active, to be set challenging goals,
to be provided with timely, accurate feedback, to be made aware of learning intentions and
success criteria, to have opportunities for collaborative learning and to have the benefit of
experiences that reflect the ways different learners progress.
22
S1-3 BROAD GENERAL EDUCATION
In S1-3 all pupils follow the broad general education studying a range of subjects in all eight
curricular areas.
S1/2 COURSES
Every pupil in S1 and S2 follow the same curriculum with the following time allocations for the
different curriculum areas for S1 pupils and S2 pupils.
English
4 periods
Expressive Arts
4 periods
Mathematics
4 periods
Science
3 periods
Social Studies
3 periods
Craft, Design and Technology
2 periods
Modern Languages
3 periods
Physical Education and Health
3 periods
Business, Computing and Technology
1 period
Food and Health
1 period
Food, Textiles and Technology
1 period
Personal and Social Education
1 period
Religious and Moral Education
1 period
Elective
1 period
Support for Learners
1 period
S3 COURSES
In S3 pupils are able to personalise their learning by reducing the number of subjects within
the eight curricular areas. It enables a greater depth of learning in that subject and supports
pupils in being fully prepared for the move into the ‘qualifications phase’ in S4.
The course planning form for S3 pupils for session 2014/15 is included here as a guide but
please note that this may be subject to revision.
S4 COURSES
In S4, pupils will study English, Mathematics and five other subjects of their choice. The
courses will be studied for one academic session before pupils are assessed and awarded
qualifications at National 3-5 by SQA.
The course planning form for S4 pupils for Session 2013/14 is included here as a guide but
please note that this may be subject to revision.
23
Carrick Academy
S2-S3 Course Planning Form 2014-15
Class
Name
All pupils will study English (4 periods), Maths (4), PE (3), PSE (1), RE (1) and Support for Learners (1)
In addition, you will take one option from each column below – mark your 1st (1) and 2nd (2) choices in each column
(Note that if Biology is chosen in the Science column it cannot also be chosen in the Expressive Arts/Elective column)
Science (4 periods)
Biology &Chemistry
Biology & Physics
Chemistry &Physics



Modern
Languages
(3)

French
Social Studies (4)
Technology (4)
Business & Geography
Business & History
Business & Modern Studies
Geography & History
Geography & Modern Studies
History & Modern Studies






Admin/IT & Graphics
Admin/IT & HE
Graphics & HE
Expressive Arts/Elective (4)



Art & Music
Art & Computing
Art & Craft/Design
Art & German
Art & Biology
Music & Computing
Music & Craft
Music & German
Music & Biology
Pupil’s signature _______________________________________________________ Date _____________________
Parent’s/Carer’s signature _______________________________________________
Date _____________________
Return form to your Guidance Teacher ASAP, but NO LATER than FRIDAY 7 MARCH 2014
24









S4 Senior Phase Course Planning Form 2014-15
Name: __________________________________________
Class: ______________________
From each Column, select your first choice and write it in the box beside ‘Choice 1’, then select your second choice and write it in the box
beside ‘Choice 2’.
Column 1
English
Column 2
Column 3
Column 4
Column 5
Modern Studies
Administration & IT
Art
Biology
German
History
Music
Chemistry
Personal
Development
(Intermediate 1)
Chemistry
Geography
Hospitality
(Practical Cookery)
Graphic
Communication
Graphic
Communication
Physics
RMPS
Computing Science
Physical Education
French
Practical Craft
(Woodwork)
Business
Physics
Modern Studies
Art
Biology
Hospitality
(Practical Cookery)
Music
Column 3
Column 4
Column 5
Mathematics French
Column 1
Your
choice:
Column 2
Choice 1
Choice 2
Parental Signature: ___________________________________________________
Date: _______________
Return your form to your Guidance Teacher ASAP, but NO LATER than FRIDAY 21 MARCH 2014
25
SECTION B – 2. The Core Curriculum continued
S5/6 COURSES
There is an increasing trend for pupils to complete a fifth and sixth year before leaving school.
The senior curriculum has been significantly revised over recent years to ensure that there are
appropriate courses at all levels for those returning pupils.
Young people will choose five study options which will include Advanced Higher, the new Higher and
National qualifications at Level 5.
Pupils will also have the opportunity to study courses at Ayr College; these will be included in the option
forms when courses are finalised in February.
Our young people will also be able to take part in a range of wider achievement opportunities that will
recognise their wider skills and achievements.
The course planning form for session 2014/15 is included here as a guide but please note that these
options may be subject to revision.
Information about how the curriculum is structured and curriculum planning can be found at:
http://www.educationscotland.gov.uk/thecurriculum/
Information about the outcomes a learner can expect to experience and achieve across literacy,
numeracy and health and wellbeing, as well as the 8 curricular areas can be found at:
http://www.educationscotland.gov.uk/thecurriculum/howisthecurriculumorganised/experiencesandoutcom
es/index.asp
Broad General Education in the Secondary School – A Guide for Parents and Carers can be
found by following this link:
http://www.educationscotland.gov.uk/resources/b/genericresource_tcm4725663.asp?strReferringChann
el=parentzone&strReferringPageID=tcm:4-634353-64
26
S5/S6 Senior Phase Course Planning Form 2014-15
Name: ____________________________________
Class: ______
1. English is compulsory for ALL S5 students and so should be chosen in column B or D.
2. S5 pupils must choose one course from every column.
3. S6 students must choose a minimum of 4 courses from any 5 columns.
S6 only
S6 only
S6 only
AH
SCQF 7
Column A
Maths
Peer Education
Press Pack (3)
AH
AH
H
S6 only
H
H
H
H
Maths
Geography
Modern Studies
History
N5
N5
N5
N5
Column B
Music
Graphic Comm.
Personal Development
& Work Experience
Young Enterprise (3)
AH
AH
SCQF 7
Column C
Physics
Modern Studies
Young Applicants
in School Scheme
Sports Leader (3)
English
French
RMPS
Biology
Computing
English
French
RMPS
Biology
H
H
H
H
Maths
Business
Chemistry
Graphic Comm.
Maths
Geography
Modern Studies
History
H
H
H
H
H
N5
N5
N5
N5
N5
N5
N5
Int 2
Maths
Business
Chemistry
Hospitality
N4
Maths
N4
English
Int 1
N4
Modern Studies
Lifestyle and
Consumer
Technology
Lifestyle Maths
N4
AH
AH
SCQF 7
Your
Column B
Column C
Choice:
Parental Signature __________________________________
Return this form to your Guidance Teacher ASAP, but NO LATER than FRIDAY 21 MARCH 2014
27
AH
AH
AH
H
H
H
H
H
H
N5
N5
N5
N5
N5
N4
N4
N4
Column A
Column D
Biology
English
Young Applicants in
Schools Scheme
Column E
Art & Design
Geography
Chemistry
Admin & IT
Graphic Comm.
Music
Physics
English
Admin & IT
Graphic Comm.
Music
Practical Craft
Engineering
English
Admin & IT
H
H
H
H
H
N5
N5
N5
N5
Personal
Development &
Work Experience
Accounting
Art & Design
Biology
German
PE
Accounting
Art & Design
Biology
German
N5
N4
PE
Art & Design
Practical Craft
Engineering
English
Column D
N4
PE
Column E
SECTION B – 3. Opportunities for Wider Achievement
DUKE OF EDINBURGH AWARD SCHEME
All pupils in S3 are given the opportunity to
participate in the Bronze Award and pupils are
supported by staff and S5/6 mentors.
The Award presents to young people between
the ages of 14 and 25 a balanced
non-competitive programme of voluntary
activities.
It is divided into 4 sections:
Service
To encourage service to others.
Expedition
To encourage a spirit of adventure and
discovery.
Skills
Development of personal interests and social
and practical skills.
Physical Recreation
To encourage participation in physical
recreation and improvement of performance.
28
Wider Achievement Opportunities 2013-14
Activities on Offer
Activity
Pupil
Group
Architecture Club
All
Art Club
S1-S2
Badminton
All
Bee Keeping
All
Boat Building
S3-4
Business Club
Time & Place
Staff
Mondays 1.10pm – 2.00pm
Mr Allen
(September – June)
Tuesdays 1.15pm – 2.00pm (after Ms Maestranzi
the September weekend)
Mondays 3.40pm – 4.40pm
Mr Raby
Every 2nd Thursday 2.50pm –
4.15pm
Tuesdays at 1.00pm (after
September weekend)
Mrs Baillie
S1-3
Wednesdays 1.10pm – 2.00pm
Miss Kerr, Miss Duncan
Business Studies
Support
Create a Jump
All
Miss Kerr, Miss Duncan
Fabric Activities
S1-2
Football
U13 (S1)
Monday-Friday Lunchtimes
throughout the year
Wednesday lunchtimes
commencing after September
weekend
Lunchtimes (times TBC) in HE
Department
TBC
Football
U14 (S2)
TBC
Mr Raby, J Fulton, D
Logan
Mr Wilson, Mr Barr
Football
U15 (S3)
TBC
Mr Wright, D Logan
Football
U18
(S4/5/6)
Girls (S1-6)
TBC
Mr Hodgart
TBC
Miss Ingram
Football
All
29
Mr McGinnis
Miss Jones
Miss Lamont
Some details ...
Use industry software to design your
dream home
Led by Ms Maestranzi
Beginners through to world class
players welcome to develop their game
This may be subject to change of
evenings
Commences after September weekend
– building a Canadian Canoe and
testing once complete
Are you a budding entrepreneur with an
interest in some business challenges?
Pupils can get help with homework and
revision
Creating a horse jump for use in show
jumping for all you budding horse
enthusiasts.
TBC
Pupils should speak to team coaches
about fixtures and training
Pupils should speak to team coaches
about fixtures and training
Pupils should speak to team coaches
about fixtures and training
Pupils should speak to team coaches
about fixtures and training
Pupils should speak to team coaches
about fixtures and training
Activity
Pupil
Group
Time & Place
Staff
Gymnastics
All
Fridays 3.00pm – 4.00pm
Mr Raby
Library – ClubCal
All
Mrs Hunter
Music – Wind Band
Pupils
Receiving
Tuition (in
school or
private)
All
Monday – Wednesday 1.10pm –
2.00pm
Tuesdays 1.30pm – 2.00pm
Mondays (1.30-2.00pm) and
Thursdays (12.40-1.10pm)
Tuesdays 1.30pm-2.00pm
Mrs Spreadbury /
Mrs Burrell
Mrs Spreadbury /
Mrs Burrell
Lunchtimes day TBC
Mrs Rietveld
Music – Beauty and the
Beast
Music – Choir
Music – Woodwind
Ensemble
Nail Art Club
Rugby
Rugby
All
Pupils
Receiving
Tuition (in
school or
private)
S1-2
Fridays 12.40pm – 1.10pm Room
N9
S1+S3 Boys Tuesdays 3.40pm – 5.00pm
S2+S4 Boys Wednesdays 3.40pm – 5.00pm
30
Some details ...
An opportunity for all gymnasts to
practice and improve performance on
floor and vault
Board games, book club, manga
Mondays (starting October), bloggers
Mr Walker
In preparation for our Christmas
Production
Mrs Anslow
Nail Painting and girly chat!
S1 Coaches – Mr
Brown, Mr Barr, C
Davidson, M Nisbet
S3 Coaches – Mr Raby,
C Wyllie, Scott Cree
S2 Coaches – S Raby,
C Wyllie, S Cree
S4 Coaches – G Brown,
M Nisbet, C Davidson
Running all year
Rugby teams will play Saturday
mornings and also some midweek
games (times vary weekly)
Running all year
Rugby teams will play Saturday
mornings and also some midweek
games (times vary weekly)
Activity
Rugby
Pupil
Group
S1-S4 Girls
Time & Place
Staff
Thursdays 2.50pm – 4.00pm
C Davidson, C Wyllie
Some details ...
Running all year
Rugby teams will play Saturday
mornings and also some midweek
games (times vary weekly)
Science – Internet Café
All
Wednesdays 1.10pm – 2.00pm
Mrs McInroy
Science – Nature Club
S1-S3
Tuesday – Friday lunchtimes only
Science – Robot Club
All
Thursdays 12.40pm – 1.10pm
Mrs Wrightson /
Mrs Conner
Mr Murray / Mrs Conner
Scripture Union (SU)
All
Mrs Anslow
Spanish Conversation
All
Wednesdays 1.10pm-2.00pm
Room N9
Wednesdays 1.10pm – 2.00pm
Wood Turning Club
S2 and
above
Thursdays 12.20pm – 1.10pm
(September – June)
Mr Allen
Volleyball
All
Tuesdays 3.40pm – 5.00pm
Mrs Baillie
Zumba
All
Thursdays 2.50pm
Mrs Wrightson
3D Modelling on
Computers
S2-S3
Thursdays 12.20pm – 1.10pm
Mr Baillie
Exploration into the Christian faith and
the Bible, games etc. Bring your lunch
Miss Steven
Learn how to use the wood lathes to
make everything from candlesticks to
pens
Will run throughout the year.
If you are interested in finding out more – please see the member of staff who is responsible for the activity.
If you have an alternative activity – speak to your teachers – they may be able to help!
Make the most of the opportunities available – be involved!
31
SECTION B – 4. Homework Policy
Learning activities undertaken outside the classroom make an important contribution to educational
progress.
Homework can be used:
•
to consolidate work done in class
•
to complete work unfinished in class
•
to extend work started in class
•
to encourage revision
•
to prepare for work about to be done in class
•
to foster learning and study skills
Here is a rough guide to the appropriate amounts of homework at various stages.
S1-3
5.5 - 6 hours per week
S4
8 - 13 hours per week, depending on courses
2.5 - 3 hours approx. per Higher/Advanced Higher course
S5/6
The allocations indicated above do not include time spent on study, which clearly becomes a very
important issue in S4 and above as pupils prepare for national qualifications.
At the beginning of each session every pupil is issued with a diary. The diary will help pupils with the
planning of homework. Parents are encouraged to monitor the use of the Homework Diary and sign it
weekly. This allows parents to play a part in supporting their child’s learning at home.
32
SECTION B – 5. Assessment and Reporting
ASSESSMENT
The purposes of assessment are to:

provide quality feedback to learners

monitor and track progress in learning

provide information to those outside the school on learners’ progress and achievements

provide information for use beyond the school, including qualification and awards
Standards and Expectations of Assessment:

greater breadth and depth of learning

greater focus on the secure development of skills and knowledge

progress across a breadth of learning

application of learning in different and unfamiliar contexts

effective planning and tracking of progress

summary of achievements

effective preparation for children and young people for the next stage in learning
Assessments will be delivered as appropriate in each subject throughout each academic year.
In S2, all pupils will sit Centre for Evaluation and Monitoring (CEM) Assessments for Excellence (AfE);
these will be used to inform the next steps in learning.
The Curriculum for Excellence and CEM data for South Ayrshire schools is reported to members of the
public in the annual performance report which is published in January each year.
All pupils in S4 and above will sit SQA National Qualifications in May/June each year.
33
Carrick Academy SQA Results Summary 2013
2009
2010
2011
2012
2013
% (NCD) % (NCD) % (NCD) % (NCD) %
S4 Eng & Maths @ Level 3 91 (8)
96 (4)
101 (1)
97 (4)
94
5+ @ Level 3
90 (7)
95 (4)
101 (1)
98 (2)
95
5+ @ Level 4
79 (6)
85 (4)
93 (1)
89 (2)
84
5+ @ Level 5
28 (8)
26 (8)
38 (5)
39 (4)
34
S5 5+ @ Level 5
44 (6)
46 (6)
53 (5)
55 (4)
59
1+ @ Level 6
31 (8)
33 (8)
32 (8)
40 (7)
38
3+ @ Level 6
18 (7)
20 (6)
13 (9)
26 (4)
23
5+ @ Level 6
8 (6)
10 (5)
9 (6)
13 (4)
16
S6 5+ @ Level 5
41 (7)
46 (7)
50 (6)
58 (5)
55
1+ @ Level 6
33 (8)
34 (9)
38 (9)
42 (8)
48
3+ @ Level 6
22 (8)
24 (8)
27 (8)
21 (9)
34
5+ @ Level 6
13 (8)
17 (7)
20 (6)
14 (9)
25
1+ @ Level 7
11 (6)
10 (7)
11 (7)
12 (6)
20
*All figures are percentages based on the relevant S4 roll
KEY Level 3
Level 4
Level 5
Level 6
Level 7
Foundation/Access 3
General/Intermediate 1
Credit/Intermediate 2
Higher
Advanced Higher
Attendance Figures (at 20 Dec 2013):
Carrick Academy: 7.2% total absence.
Authority Average is 8.8% total absence.
SDS Leaver Destination Figures (Session 2012-2013)
Carrick Academy: 95% in a positive destination.
Authority Average: 92.8% in a positive destination.
34
REPORTING
Each department builds up a profile of pupil performance by keeping records of continuous assessment,
which are summarised annually and reported to parents. The school has developed computerised
reporting over recent years and all reports are in computerised format. The current arrangements for
timing of reports to parents are as follows:
S1 (Interim)
October
S5/6 (Interim)
November
S2
January
S4
February
S3 and S5/6
March
S1
May
If you have any concerns about your child’s progress throughout the year, you can contact their
Guidance Teacher and discuss this with them.
SECTION B – 6. School Improvement
The annual Standards and Quality Report, latest version produced in June 2013, can be accessed
through the school website (www.carrick.sayr.sch.uk/) in the ‘Parent Zone’ area. The purpose of this
report is to provide a summary of the quality of education in Carrick Academy over the course of the
previous session (2012/13). It highlights the achievements of the school, details what the school does
well and also summarises identified areas for improvement. Parents may also find the SQA Results
Summary 2013, which contains a helpful comparison of results achieved over the last 5 years, useful.
This document can be found in the same area of the school website.
Also in the ‘Parent Zone’ area of the website is the annual School Improvement Plan 2013-14. The
purpose of this document, which was developed in consultation with staff and shared with parents
through Parent Council meetings, is to outline the main improvement priorities and objectives over the
course of session 2013/14.
35
SECTION B – 7. Support for Pupils (Additional Support Needs)
ADDITIONAL SUPPORT FOR LEARNING
South Ayrshire Council has duties outlined in the Standards in Scotland’s School Act, and the Education
(Additional Support for Learning) (Scotland) Act 2004 (As amended). These include the production of a
policy for additional support needs, preparation of plans, including a CSP where appropriate, maintain
and review additional support needs on an on-going basis. South Ayrshire Council is committed to a
care policy of inclusion to carry out these duties of support. The authority is also committed to maintain
a range of specialist establishments and services to support the whole continuum of needs.
WHAT ARE ADDITIONAL SUPPORT NEEDS?
Some children and young people need extra help in school to make progress. It is the duty of the
education authority to give some extra help in schools to all children and young people with additional
support needs. Children and young people may need this help with their reading or writing, to make sure
they can get into and around the school or to support their learning through difficult family circumstances.
Additional support needs can last for only a short time or could last for much longer. For instance,
additional support may be needed for a child or young person who:






is gifted
has behavioural or learning difficulties
is bereaved
is deaf or blind
is being bullied
is not attending school regularly
These are just some examples.
HOW DO WE MAKE SURE WE CAN MEET THE ADDITIONAL SUPPORT
NEEDS OF PUPILS IN SOUTH AYRSHIRE?
All children and young people may need additional support at some point to help them make the most of
school education. The main support is the class teacher who is able to meet the needs of most pupils
without extra help. With good teaching and learning, and the right materials, most children and young
people won’t need anything more than this.
Establishments have policies outlining resources and approaches which will be used to address
additional support needs for your child. The Head of Establishment will always try to support your child’s
additional support needs, which have been identified following assessment.
If a pupil needs more help than the teacher can give in school, then a process of providing the right
support begins. We call this staged intervention. Staged intervention is our way of recognising
additional support needs and then giving extra help for a child or young person. This can be broken
down into three main stages in school:
36
Stage 1 – In class support
At this stage the teacher notices children or young people who need more help than other children or
young people in the class. For most pupils the help they need can be given by the class teacher without
anyone else being involved. The teacher may change the way she teaches, change the materials the
pupil is using or reorganise her classroom. Even after this, some children still need help and the class
teacher will talk to the pupil support co-ordinator or principal teacher in the school for advice and help.
Stage 2 – In school support
If the child or young person is still having problems and not making good progress, the teacher will get
help from other people in the school, such as pupil support staff. At Stage 2, this help will come from the
school. The school should talk to parent as soon as possible in order to make sure they know all about
the help being given to their child.
Stage 3 – Interagency support
Sometimes the help at stage 2 is not enough and the school will arrange a meeting so that everyone
who might be able to help the child to learn will be able to talk things over and agree a plan to support
the child or young person. This might be social workers, health workers or voluntary workers who might
be asked for information, advice or help. It will involve the educational psychologist. The teacher and
the school gather this information, advice and services. This is then used to help the child or young
person make the most of school.
Establishments will have in place a range of support plans, which will systematically record and monitor
the learning outcomes and the progress of children and young people with additional support needs.
Before the plan can be drawn up everyone will have to share information about the child or young
person’s additional support needs. Then everyone should agree what they can do to support the child or
young person. They will all have to agree some targets and when to meet again to make sure the
targets are being met.
For most pupils this will be written down in an Individualised Educational Programme (IEP). For a small
number this might mean a Co-ordinated Support Plan (CSP) has to be prepared. An IEP sets short and
long term targets for the child or young person. A CSP also sets targets for the child or young person.
However, in a CSP the child or young person needs the support of people outside education, such as
health workers, in order to help them learn to their full potential. Pupils at stage 3 should also have a
meeting to discuss their plan at least once a year.
South Ayrshire has developed a range of enhanced services to help meet the identified needs of children
and young people. These services assist establishments in responding to the additional supports not
normally available to them. These supports include:










Psychological Services
Peripatetic Services e.g. Visual Impairment and Hearing Impairment
Home Link Service
Looked After and Accommodated Service
Intensive Support
Care and Learning
School Support Assistants
Cluster Support Teachers
Home Tutoring
Outreach services from Specialist Centres
Education would in an integrated framework with Social Work and Health, address a range of concerns.
Where necessary, establishments can access advice and direct support from e.g. Speech and
Language Therapy, Occupational Therapy and Physiotherapy.
37
HOW CAN PARENTS HELP TO SUPPORT CHILDREN AND YOUNG PEOPLE
WITH ADDITIONAL SUPPORT NEEDS?
As parents / carers, you will be fully involved in both the assessment of your child’s needs and the plan
of any outcomes detailed on your child’s support plan. Opportunities are also given by South Ayrshire
Council to parents / carers to contribute to policy and procedure development.
Parents should know about and be involved in the plans to support their children right from the start.
Parents can bring supporters or advocates to any meeting at school to discuss their child’s additional
support needs.
The school or education authority can give you more information if you want it. If a CSP is being
prepared for a child or young person, the Authority must take account of the views of parents. This
should be when deciding to prepare a CSP and when reviewing the CSP. In addition the views of
parents on any aspects of the CSP should be written into the plan.
WHAT ROLE DO CHILDREN AND YOUNG PEOPLE PLAY?
All children and young people will have the opportunity to make their views known about decisions that
affect them. They will be encouraged to take part in any meeting where people are discussing their
additional support needs. They will help to set their own targets and to review these. They will also help
with the plans to move to another school or to life after school when the time is right.
If a CSP is being prepared or the authority is trying to establish if one is needed, children and young
people will have opportunities to let people know what their views are. They will also be asked for their
views when a CSP is being reviewed. These views will be written down in the plan.
HOW CAN PARENTS MAKE REQUESTS FOR ASSESSMENT?
Assessment means gathering and making sense of information about a child or young person and his or
her particular circumstances. Its purpose is to identify children and young people who have additional
support needs and to make sure they get the support they need. It takes account of their strengths as
well as identifying their needs.
Assessment is something that happens all the time and a great deal of information will be available in
schools. This means that specific, individual assessments might not be necessary. However, the Act
makes sure parents or young people can ask an education authority to arrange for an assessment or
examination to take place. The request can be for an educational, psychological or medical assessment
or examination that is requested, including more than one of these.
All establishments recognise that you as a parent or carer are an essential part of the assessment
process.
Requests for assessment must be in writing or some other permanent form which can be referred to in
the future. The request should contain the reasons for the request and the education authority must
meet this request unless it is unreasonable.
As a parent or carer you will be fully consulted and kept informed at all stages of the assessment
process by the head of establishment or educational psychologist.
Parents can expect a response to such requests within four weeks and will be notified of the person in
the authority who is dealing with the request. These requests should be sent to the education authority.
38
WHAT CAN PARENTS DO IF THEY DON’T AGREE WITH THE AUTHORITY?
Separate information has been published giving details of the process involved in resolving differences
which might arise between the authority and a parent. This might involve discussing things with your
child’s head teacher or with an officer from the authority or it might involve voluntary mediation, which a
parent can ask for and can be requested at any time. It might mean the formal process of dispute
resolution and appeals tribunals. This information will be available in schools and from the education
authority.
WHERE CAN PARENTS GET SUPPORT AND INFORMATION RELATING TO
ADDITIONAL SUPPORT NEEDS?
The first point of contact for more information should be the school your child attends. The Head of
Establishment will be able to provide information on your child’s learning and teaching and will hopefully
be able to answer any questions, issues or reassure you about any concerns you may have. For more
information you can contact the following officers:
Manager (Additional Support Needs): Jim McCaffrey
Burns House
Burns Statue Square
Ayr
KA7 1UT
Tel: 01292 616443
Principal Psychologist: Jacqui Ward
Queen Margaret Academy
Dalmellington Road
Ayr
KA7 3TL
Tel: 01292 292652
Co-ordinator (Pupil Support): Janey Smith
Burns House
Burns Statue Square
Ayr
KA7 1UT
Tel: 01292 612085/612784
Enquire
Scottish Enquire helpline: 0845 123 2303
Textphone: 0131 22 22 439
Email: info@enquire.org.uk
Enquire, the Scottish advice service for Additional Support for Learning provides free, independent and
impartial advice through its helpline.
39
Scottish Child Law Centre
54 East Cross Causeway
Edinburgh
Midlothian
EH8 9HD
Tel: 0131 667 6333
Email: enquiries@sclc.org.uk
The Scottish Child Law Centre provides free legal advice and information for and about children and
young people.
Resolve
Children in Scotland
5 Shandwick Place
Edinburgh
EH2 4RG
Tel: 0131 222 2456
Advocacy Service
John Pollock Centre
Mainholm Road
Ayr
KA8 0QD
Tel: 01292 294309
ACCESSIBILITY STRATEGY
The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as
appropriate to their individual needs. This covers not only the content of lessons and teaching strategies
but also minor adaptations to the physical environment of our building to address the needs of pupils
with physical and sensory impairment, including the relocation of classes to the ground floor where
feasible. We also need to ensure that parents who have a disability have equal access to information
about their children. This will involve, for example, relocating the venue for parents meetings to facilitate
physical access; provision of an interpreter for deaf people; agreeing a phone contact system to provide
feedback for parents.
PHYSICAL ACCESS
The school has two lifts. One is located in the New Building and the other in the Old Building. The
school has two disabled toilets, again one in each building. There are also ramps to enter and exit both
buildings. The school writes to parents inviting them to various events and includes a tear-off slip to
ensure appropriate access is made available.
The equipment in a variety of subjects has been modified to ensure appropriate access to the curriculum
is made available. Staff are regularly updated on issues affecting disability and inclusion.
40
SECTION B – 8. Psychological Services
Educational Psychologists work with lots of different people to help improve the educational outcomes
for children and young people. A lot of their work involves consulting with and working through others,
especially those who see the child / young person on a regular basis such as school staff and parents /
carers. An educational psychologist can also work with school staff and parents / carers to assess a
child’s strengths and difficulties as well as work directly with a child / young person to provide support. In
addition a school can work with their psychologist to develop policies and supports that will benefit all of
the children in a school such as behaviour policies, playground supports, etc.
If a school wish to consult or chat to the educational psychologist regarding a child, school staff will
always ask parental permission first. Once this is provided, the school or psychologist will keep the
parent or carer up to date with discussions and it is very likely that the parent will be involved in these
discussions.
Educational Psychologists maintain consultation notes for children who have been discussed but will
only open a Psychological Services Case file if there is to be direct work with a child or family. Again
parental permission is always sought prior to opening a Psychological Services case file.
Each educational establishment in South Ayrshire has an allocated educational psychologist and the
details of this can be found on their website: www.eps.south-ayrshire.gov.uk as can other information on
South Ayrshire’s Psychological Service.
SECTION B – 9. Getting it Right for Every Child (GIRFEC)
The GIRFEC approach builds on multi-agency joint working using the Well-being Indicators to record
observations and concerns in order to put together an individual plan for a child. The approach supports
the recording of information in a consistent way to provide a shared understanding of the needs of the
child or young person.
Getting it right for every child aims to have in place a network of support to promote wellbeing so that
children and young people get the right help at the right time. This network will always include family
and/or carers, school and the universal health services as appropriate.
Getting It Right For Every Child and Young Person, is essential reading for anyone involved or
working with children and young people – more information can be found by following this link:
http://www.scotland.gov.uk/Topics/People/Young-People/gettingitright
41
SECTION B – 10. Child Protection
CHILD PROTECTION
School staff provide support to children and young people in their daily work and have a vital role to help
protect them from harm. School staff help keep children and young people safe and well by:
 Helping them learn about their personal safety
 Being a trusted adult who children and young people may turn to for help, and who will take them
seriously
 Identifying when children and young people may need help
 Understanding the steps that must be taken when there are concerns for children’s and young
people’s safety and wellbeing.
The school has a Child Protection Co-ordinator, Mr J Rusk (Depute Head Teacher), who will co-ordinate
the school’s response to concerns for children and young people’s safety and wellbeing. The Authority
has a designated officer for Child Protection who will ensure schools work effectively to keep children
safe and well. If you have any concerns about the safety and wellbeing of a child or young person,
including a ‘gut feeling’, talk about this to the school’s Child Protection Co-ordinator or another member
of staff.
42
SECTION B – 11. Planning for Progression
Secondary schools have a curriculum framework for all young people from S1 to S6:
The S1 - 3 curriculum is based on the Curriculum for Excellence which includes experiences and outcomes
which indicate expectations for learning and development from 3-15 across eight curriculum areas, known as
the ‘broad general education’:
Expressive Arts
Religious and Moral Education
Language and Literacy
Sciences
Health and Wellbeing
Social Studies
Mathematics and Numeracy
Technologies
The entitlements of the curriculum for all children and young people, outlined in ‘Building the Curriculum 3 – A
Framework for Learning and Teaching’, are as follows:

a broad general education across all eight curriculum areas from early years through to S3

a senior phase beyond S3 which provides opportunities to obtain qualifications while continuing to
develop the four capacities

support in moving into positive and sustained destinations beyond school
In S4 all pupils will study English, Maths and five subjects of their choice when they enter the senior phase.
They will study the subjects at National Level for one year.
In S5/6 pupils will continue to pursue courses related to their personal interest, future employment or entry to
further and higher education. In 2014/15 pupils will study National Qualifications including the new suite of
Highers.
The timetable in the secondary school is based on the curriculum design principles of challenge and
enjoyment, breadth, progression, depth, personalisation and choice, coherence and relevance. The
construction of the timetable also takes into account of:

School staffing allocations

Accommodation

Time allocation for each subject/level

Personal and Social Education requirements

Pupils uptake for each subject
43
SECTION B – 12. Religious and Moral Education
The search for meaning, value and purpose in life is a challenge for us all. We hope that many aspects of
school life will be of assistance to the pupils as they embark on this quest, but the contribution made by
Religious and Moral Education is of particular importance.
All pupils in S1 to S4 have one period each week taught by a specialist teacher. They will be encouraged to
become aware of a wide range of religious interpretations of personal experience and to develop an attitude
of open enquiry and awareness of prejudice.
Religious observance is fostered through the termly involvement of our School Chaplain, in the house group
assemblies. Services are held at Christmas and Easter.
Parents from religions other than Christianity may request that their children be withdrawn from religious
observance assemblies. Requests should be made in writing to the Head Teacher. (More information can be
obtained in the Scottish Government Circular (February 2011), ‘Curriculum for Excellence – Provision of
Religious Observance in Schools’.)
Parents from religions other than Christianity may request that their children be permitted to be absent
from schools in order to celebrate recognised religious events. Only written requests detailing the
proposed arrangements will be considered. Appropriate requests will be granted on not more than
three occasions (days) in any one school session and the pupil noted as an authorised absentee in the
register.
SECTION B – 13. Sensitive Aspects of Learning
All pupils will study Personal, Social and Health Education one hour per week during their time at Carrick
Academy.
The curriculum will include information on relationships, sexual health, drug and alcohol
awareness and parenthood. The information will be age appropriate and will be revisited as young people
move through the school.
44
SECTION B – 14. Equal Opportunities and Inclusion
EQUAL OPPORTUNITIES
At Carrick Academy, we strive to ensure that every pupil is treated equally, fairly and with respect. Every
individual is given an equal opportunity to reach his/her potential, regardless of sex, race, colour, creed,
ability or circumstances.
Current priorities include:
•
training senior pupils as peer helpers to support younger pupils at times of transition
•
reviewing the senior curriculum to provide a broader and more appropriate choice of courses
•
promoting a caring and tolerant ethos in the school
•
encouraging all pupils to participate fully in the life of the school
All staff have a responsibility for promoting equality of opportunity and social justice, inside and outside
the classroom, with Guidance teachers offering support for individuals. Ms Climie, Depute Head
Teacher,
co-ordinates Equal Opportunity developments in the school.
INCLUSION
This initiative seeks to explore ways in which the school staff can collaborate with the link Educational
Psychologist, the link Social Worker, Community Education staff, School Nurse and the Police to provide
appropriate support for pupils experiencing difficulties in the school and/or community. The Joint
Support Team (JST) meets regularly throughout the session.
The needs of the individual pupil are addressed by:
All staff working together to make the classroom environment as
stimulating and supportive as possible
School Assistants helping in classrooms to support children’s
learning
Pupils being removed from classes to work under close supervision of support staff
Guidance and Pupil Support staff working together
Regular meetings of Guidance staff, Pupil Support staff and external support personnel to
discuss individual cases
Meetings of Joint Support Team – Guidance teacher, Pupil Support teacher, Psychologist,
Social Worker, Community Education worker, along with parent and pupil.
Teachers having a clear procedure for exchanging information about pupils in
45
difficulty, at an early stage.
45
SECTION B – 15. Health & Wellbeing (including School Disciplinary Policy)
Health and Wellbeing
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they may need for mental, emotional, social and
physical wellbeing now and in the future.
Children and young people should feel happy, safe, respected and included in the school environment
and all staff in the school are pro-active in promoting positive behaviour in the classroom, playground
and the wider school community.
Two of our core values are respect and responsibility and our young people are constantly
encouraged to behave in such a way that these values are promoted in the school and are the basis of
all relationships between members of the school community.
Our ‘Carrick Academy Expectations’ is displayed in all classrooms and work areas. It outlines our
expectations in classrooms and pupil movement around the school.
In cases where pupils are not complying with the disciplinary requirements of the school we work closely
with the pupil concerned, with parents, with specialist support staff and with external agencies if
necessary to ensure that the detrimental effects of inappropriate behaviour are minimised for both the
individual pupil and the wider school community.
Our approach is based on the imposing of disciplinary sanctions in a firm, fair and consistent manner
when necessary but also ensuring that positive behaviour is highlighted and rewarded as appropriate.
We are also committed to supporting young people to overcome behaviour issues through our welldeveloped pupil support mechanisms which employ a range of people and strategies tailored to the
needs of individual pupils.
46
SECTION B – 16. Pupil Council
Consultation with pupils about their views on their school environment and their learning is important and
valuable to our school. We recognise that giving young people a ‘voice’ as partners in the process of
school improvement, leads to more effective learning organisations.
Pupil Councils are one means of ensuring that young people develop positive attitudes and an
opportunity to take part in ‘real life’ decision-making within their own school setting.
There is a Senior Pupil Council, which consists of the School Captains, Vice-Captains, House Captains
and Vice-Captains, which meets with the Depute Head teacher weekly to discuss and make decisions
about the most appropriate use of funding available to pupils and also organise various events and
activities throughout the school year.
We also have three pupil consultative groups, one for each of the Houses, which meet SMT throughout
the session. The consultative groups give their views on various aspects of school policy in addition to
providing valuable feedback regarding their experience in the school.
We have also introduced pupil group discussions as part of our self-evaluation procedures when we
observe lessons.
47
SECTION C – HOME/SCHOOL/COMMUNITY
SECTION C – 1. Parental Involvement and Home School Links
In order for our young people to achieve their full potential and feel that they are fully supported in their
learning, it is essential that we have strong links with the home. As a parent, you know your child best
and it is important that we work together to enable our young people to strive for the highest standards of
performance.
At Carrick Academy we endeavour to share as much information as we can with parents. We produce
regular newsletters which include up to date information on events which have taken place in the school.
We regularly update our school website and letter, telephone or text information to you when
appropriate.
We report to parents throughout the year and hold Parent Evenings so that you can be kept up to date
on your child’s progress. We also hold Special Parent’s Evenings to share curricular information with
you so that you are fully informed at each stage in your child’s education.
Parents may feel the need to contact the school at various times throughout the session to clarify any
issues arising or discuss any concerns. In the first instance contact should be made with the appropriate
member of the Guidance team or Depute Head Teacher.
48
SECTION C – 2. Parents as Partners - Parent Council and Parent Forum
Parent Councils are the formal representative body for parents with children attending school. Parent
Councils are different in each school to enable them to meet the needs of parents locally. Parents are
welcomed to be:



involved with their child’s education and learning;
be active participants in the life of the school; and
express their views on school education generally and work in partnership with their children’s
schools
All parents / carers are automatically members of the Parent Forum at their child’s school. As a member
of the Parent Forum all parents can expect to:







receive information about the school and its activities;
hear about what partnership with parents means in our school;
be invited to be involved in ways and times that suit you;
identify issues you want the parent council, to work on with the school;
be asked your opinion by the parent council on issues relating to the school and the education it
provides;
work in partnership with staff; and
enjoy taking part in the life of the school in whatever way possible.
The Parent Forum decides how their representatives on the Parent Council are chosen and how the
Parent Council operates. Parents are encouraged to volunteer or put themselves forward to be chosen
as representatives of the Parent Council if they wish.
The main aims of the Parent Council are to:






support the school in its work with pupils
represent the views of parents
promote contact between the school, parents, pupils, providers of nursery education and the
community
report to the Parent Forum
be involved in the appointment of senior promoted staff
raise funds for the school for the benefit of pupils.
49
Parent Council Members:
Sina Currie is the chair of the Parent Council, her contact e-mail address is:
jmc1712@tiscali.co.uk
Other members of the Parent Council are listed below:
Mr Craig Alexander
(Parent Member)
c/o Carrick Academy
Mrs Diane Shearer
(Parent Member)
c/o Carrick Academy
Mrs Janet Wyllie
(Parent Member)
c/o Carrick Academy
Mrs Phillipa Baird
(Parent Member)
c/o Carrick Academy
Mrs Susan Paton
(Parent Member)
c/o Carrick Academy
Mr Alan Thom
(Parent Member)
c/o Carrick Academy
Mrs Sina Currie (Chair)
(Parent Member)
c/o Carrick Academy
Mrs Janet Limond
(Parent Member)
c/o Carrick Academy
Councillor Brian Connelly
Mrs Janice Kean
Clerk
c/o Carrick Academy
Mrs Rebecca Fleming
(Parent Member)
c/o Carrick Academy
Mrs T S Stevens
(Head Teacher)
Carrick Academy
Mrs Sharon Robb
(Parent Member)
c/o Carrick Academy
Mr Hugh Paterson
(Co-opted Member)
c/o Carrick Academy
Our Parent Council meet on a regular basis and I would like to extend an invite to all parents to come
along and join these meetings. We work closely, keeping parents informed of school and council issues
as well as organising fund raisers to support the children.
For more information on parental involvement or to find out about parents as partners in their children’s
learning, please contact the school on 01655 883 003 or visit the Parentzone website at
www.parentzonescotland.gov.uk.
National Parent Forum of Scotland – enquiry@parentforumscotland.org
The National Parent Forum of Scotland has been set up to give Parent Councils and parents an
opportunity to discuss and raise educational issues of mutual interest or concerns at a national level.
The Scottish Parent Teacher Council is a national organisation for PTAs and Pas in Scotland, Parent
Councils can join too, and it runs an independent helpline service for all parents. They can be connected
by phone on 0131 226 4378, fax 0870 706 5814 or email on sptc@sptc.info or write to SPTC, Mansfield
Traquiar Centre, 15 Mansfield Place, Edinburgh, EH3 6BB
50
SECTION C – 3. Choosing a School
Under the placing request arrangements parents have the right to choose a school other than the
catchment denominational or non-denominational school for their area. This is known as a placing
request and application forms can be obtained from the school office, telephone 01655 883 003 or
Children & Community, County Buildings, Wellington Square, AYR KA7 1DR, telephone 01292 612 268.
Unfortunately it is not possible to guarantee that a placing request will be successful but parents have
the right of appeal should it be unsuccessful. Full details of the placing request arrangements are
contained in the application form.
You should be aware that if you decide to make a placing request your child would no longer be
automatically considered for a place in their catchment school.
Choosing a School: A Guide for Parents – information for choosing a school and the placing request
system can be found at http://www.scotland.gov.uk/Publications/2010/11/10093528/0
PRIMARY SECONDARY TRANSFER
The move from Primary to Secondary is a major event in a youngster's life, and we take great care to
ensure that the experience is a happy one.
In particular:
•
Parents of pupils considering seeking a place in
Carrick Academy have the opportunity to attend a
P6/7 Parents’ Open Evening in October.
•
Guidance Staff meet with P7 teachers to discuss
individual pupil progress.
•
Primary pupil records are transferred to Carrick
Academy to provide further information.
•
Primary pupils visit Carrick Academy in October and
then in June to become familiar with their new school.
•
Parents of pupils seeking a place in Carrick Academy have the opportunity to meet staff and look
around the school at an evening meeting in June.
•
Parents of primary pupils have an open invitation to contact the Head Teacher at any time to arrange
an appointment.
•
Pupil Support staff maintain contact with primary schools.
The sharing of information with primary colleagues and visits to Carrick Academy throughout your
child’s last year in primary ensures that the transition is smooth and that they are supported and
prepared to face the new challenges the secondary holds for them.
51
SECTION C – 4. Attendance
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure
that their child attends school regularly.
Attendance must be recorded twice a day, morning and
afternoon.
Regulation 7 of The Education (Scotland and Placing Information) (Scotland) Amendment etc.
Regulations 1993 requires each child/young person’s absence from school to be recorded in the school
register as authorised e.g. approved by the Authority, or unauthorised e.g. unexplained by the parent
(truancy) or excluded from school.
As you are aware, all schools in South Ayrshire Council are committed to ensuring that every pupil
develops to his/her full potential. To help us fulfil this commitment, it is important that we continue to
gather detailed and accurate information on pupil attendance and absence patterns. This information is
vitally important, not only in terms of promoting the highest possible level of school attendance - but also
in terms of ensuring pupil safety and welfare, and, where appropriate during periods of absence,
ensuring entitlement to educational provision as outlined in the Standards in Scotland’s Schools Act
2000.
Information provided below relates to:
1. Guidelines for absences that relate to family holidays taken during term-time.
2. Extended leave with parental consent.
3. Advice regarding communication with your child’s school in the event of absence.
The number of codes used to record pupil attendance and absence reflects national guidance issued by
the Scottish Government. These codes are attached, together with a brief description and designation as
‘attendance’, ‘authorised absence’ or ‘unauthorised absence’. These designations follow national
guidelines and will be applied to attendance reporting at pupil, school and Authority level.
52
ATTENDANCE CODES
Attendance is defined as participation in a programme of educational activities arranged by the school.
In addition to actual attendance within the school premises, this encompasses a range of other activities
within the category of attendance (out of school but marked present).
CODE
W
V
V
V
V
P
V
V
S
B
J
K
~
DESCRIPTION
Present
Work Experience
Educational visits
Day and residential visits to outdoor centres
College/consortium school study
Interviews and visits relating to further and higher education
Medical or dental appointments
Debates, sports, musical or theatrical productions arranged by or in conjunction with the school
Activities connected to Psychological Services
Study leave
Sickness with educational provision
Late ( arrives in first half of opening)
Late (arrives in second half of opening)
Out of school on flexible curriculum
AUTHORISED ABSENCE Absences in the following categories will be classified as authorised:
F
A
Q
A
A
A
A
A
A
A
E
X/Y
Sickness with no educational provision
Bereavement
Short-term exceptional domestic circumstances
Religious observance
Meetings prior to and in court
Attendance at or in connection with a Children’s Hearing or Care Review
Weddings of immediate family
Agreed debates, sports, musical or theatrical productions not arranged by or in conjunction with the school
Sanctioned extended absence in relation to children of travelling families
Lack of transport – including due to bad weather
Family holiday – authorised by the school
Exclusions
UNAUTHORISED ABSENCE Absences in the following categories will be classified as unauthorised:
U
U
G
N
R
T
Unexplained absence
Truancy (unauthorised absence from school for any period as a result of premeditated or spontaneous action on the
part of pupil, parent or both)
Most family holidays during term time
Other unauthorised absence
Exceptional domestic circumstances (unauthorised)
Reason for absence not yet known (absence will be re-coded when this information is provided)
OTHER CODES USED
H
C
I
Z
O
D
M
Holiday
Closed (eg. election)
In-service
Extended leave with parental consent
Specialist Provision outwith school
Notifiable illness
Missing
53
FAMILY HOLIDAY NOT AUTHORISED BY THE SCHOOL
The majority of family holidays taken during term time will be categorised as unauthorised absence.
However, it is acceptable under exceptional circumstances for schools to authorise a family holiday
during term time. Such circumstances may include:

A family holiday judged to be important to the well-being and cohesion of the family following
serious or terminal illness, bereavement or other traumatic events

Where a parent’s employment is of a nature where school holiday leave cannot be
accommodated (e.g. armed services or emergency services)
A family holiday classified under the ‘authorised absence’ category should not include such reasons as:

The availability of cheap holidays

The availability of desired accommodation

Poor weather experienced during school holidays

Holidays which overlap the beginning or end of term

Parental difficulty obtaining leave (with local judgement applied in cases where evidence is
provided by the employer that it cannot accommodate leave during school holidays without
serious consequences)
EXTENDED LEAVE WITH PARENTAL CONSENT
Where most family holidays will be recorded as unauthorised absence (see below), extended leave with
parental consent will not be considered the same as a family holiday. Extended leave with parental
consent will be recorded separately outside the figures for attendance and absence, and include
circumstances such as:

Extended overseas educational trips not organised by the school

Short-term parental placement abroad

Family returning to its country of origin (to care for a relative, or for cultural reasons)

Leave in relation to the children of travelling families
54
ADVICE TO PARENTS
Schools will follow-up all instances of pupil non-attendance in order to accurately record the reason for
absence. It would be extremely helpful in this regard, if parents contact school at the beginning
and end of the absence period - indicating their awareness of the absence and reason for absence at
the beginning of the period and expectation of return to school at the end of the absence period. Where
no information is provided absences will be considered to be unexplained and therefore recorded as
unauthorised.
When your child returns to school following a period or illness a letter should be sent to the school and
include the following information:

Pupils name

Class or year group

The dates of the absence

The reason for the absence

Signature of parent/carer
LATECOMING
Pupils are expected to be in their classrooms by 8.45 am.
Any pupil arriving in class after this will be recorded late by
the class teacher on the computerised register.
Late-coming causes disruption to classwork and is a particularly unwelcome habit to acquire in
preparation for leaving school. Parents will be informed of any unsatisfactory pattern of late-coming,
and your support in preventing this is greatly appreciated.
A guide for parents about School Attendance explains parental responsibilities with regard to children’s
attendance at school can be found at http://www.scotland.gov.uk/Publications/2009/12/04134640/0
55
SECTION C – 5. Routine and Expected Visits Outwith the School
Carrick Academy recognises the need for young people to be regularly involved in outdoor activities and
learning which will involve visits out with the school. These visits will be routine and are expected part of
the Curriculum for Excellence. Routine and expected visits will be to local venues, involve easily
managed activities, happen on a regular basis and be completed within regular school times.
Parent/carers will be advised about the general plans for routine and expected visits. However, you will
not necessarily be informed every time your child goes out with the school. Parental consent for these
visits is given via the annual parental consent which is issued to parents at the beginning of each new
session.
SECTION C – 6. Transferring Educational Data about Pupils
The Scottish Government and its partners collect and use information about pupils to help to improve
education across Scotland. This note explains why we need this information, how we use it and what we
do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish Government,
education authorities and other partners such as the SQA need accurate, up-to-date data about our
pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better
examination results. Accurate and up-to-date data allows us to:

plan and deliver better policies for the benefit of all pupils

plan and deliver better policies for the benefit of specific groups of pupils

better understand some of the factors which influence pupil attainment and achievement

share good practice

target resources better
56
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 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. This note can give only a brief description of how we use data.
Fuller details of each individual ScotXed survey, including the purpose of each and the published data,
can be found on the ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including HM Inspectorate of Education, Skills
Development Scotland and the SQA. On occasion, in order to help meet our aim of improving our
education system, we may make individual data available to partners 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 outwith Scottish Government. At all times pupils’ rights under the Data Protection
Act and other relevant legislation will be ensured.
Concerns
If you have any concerns about the ScotXed data collections you can email the National Statistics Office
at statistics.enquiries@scotland.gsi.gov.uk or write to The ScotXed Support Office, Area 1B, Victoria
Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request from the ScotXed
Support Office, in other languages, audio tape, Braille and large print.
Want more information?
Further details about ScotXed are available on the ScotXed website, www.scotxed.net., which contains
a section on ‘frequently asked questions’ at
https://www.scotxed.net/ScotXed%20Website%20FAQ/ScotXed%20Website%20FAQ.aspx
57
SECTION C – 7. School Uniform Policy
Given that there is a substantial parental and public approval of uniform, schools in South Ayrshire are
free to encourage the wearing of school uniform. In encouraging the wearing of uniform, account must
be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race or
gender. Any proposals will be the subject of widespread consultation with parents and pupils. Against
this background it should be noted that it is the policy of South Ayrshire Council not to insist on pupils
wearing uniform or having specialist items of clothing as a prerequisite to their attending and engaging
in all of the activities of the curriculum.
There are forms of dress, which are unacceptable in school, such as items of clothing which: potentially, encourage faction (such as football colours)
 could cause offence (such as anti-religious symbolism or political slogans)
 could cause health and safety difficulties, such as loose fitting clothing, dangling earrings, are
made from flammable material for example shell suits, in practical classes
 could cause damage to flooring
 carry advertising, particularly for alcohol or tobacco; and could be used to inflict damage on
other pupils or be used by others to do so.
58
CARRICK ACADEMY DRESS CODE (REVISED OCTOBER 2012)
All pupils at Carrick Academy are expected to follow the school dress code at all times throughout the
session including examination periods. Details of the dress code are outlined below:

Pupils should wear a plain coloured shirt or blouse and school tie; acceptable colours are white,
blue, grey and black

Pupils should wear plain coloured skirts or dress trousers; acceptable colours are navy blue,
grey and black

Pupils are encouraged to wear the school blazer or school sweatshirt. Any other sweatshirts,
pullovers or cardigans should be plain coloured; acceptable colours are navy blue, grey and
black

Shoes should be plain coloured; acceptable colours are brown, grey and black

Items of jewellery should be kept to a minimum e.g. a necklace, a single ring, stud earrings

Headwear may only be worn inside school for religious or health reasons
The following items are not acceptable in school:

Hoops or dangling earrings are not permitted for health and safety reasons

Facial jewellery must not be worn for health and safety reasons

Items of clothing or footwear with advertising names or logos

Tracksuits

Trainers

Jeans or any other item of denim clothing

Leggings or shorts

Baseball caps

Football colours, scarves or any item of clothing which could potentially cause divisions

Any form of revealing clothing
Please note that there is a requirement that all jewellery be removed prior to undertaking physical
education activities.
Parental Contact re Non-Compliance with School Dress Code
 Any member of staff can refer a pupil if the pupil is failing to comply with the school dress code. The
referral should be made by e-mail to the appropriate PT Guidance. The dress code should be
displayed prominently in each classroom - and will also be displayed in public areas of the school for ease of reference for pupils and staff.
 The first referral should be dealt with by means of a Guidance interview with the pupil. The PTG
should outline the steps to be taken if there is no improvement in the situation following the
interview. A record should be kept of the date of this discussion.
59
 The second referral should be dealt with by means of a Guidance phone call home. The PTG
should inform the parent that this is the second referral and outline the steps to be taken if there is
no improvement in the situation following the telephone call. The emphasis should be on request
for parental support and cooperation with the issue. A record should be kept of the date of this
discussion and brief details of parental response.
 The third referral should be dealt with by means of Guidance referral to the appropriate Year Head.
 The Year Head will write to the parent at this stage and request that they come into school for a
meeting to discuss the situation. The Year Head should outline the next stage of the process in the
event of the issue being unresolved following this meeting. Again, the emphasis should be on
parental support and cooperation. A record should be kept of the date of this meeting and brief
details of parental response.
 For fourth and subsequent referrals the PTG should refer again to the appropriate Year Head.
 If the matter remains unresolved following the initial Year Head meeting with parent then the Year
Head should refer the pupil to the Head Teacher who will consider the case on an individual basis
before deciding on the most appropriate form of action. A record should be kept of the action taken.
SECTION C – 8. Parental Complaints Procedure
Complaints about any aspects of the school’s provision should be directed in the first instance to the
Head Teacher, who can be contacted at the school on telephone number 01655 883 003.
The following principles will be adhered to when dealing with complaints:

All complainants will be treated courteously and with respect at all times

All complaints will be taken seriously and investigated thoroughly

All complaints will be dealt with as efficiently as possible
If the Head Teacher does not resolve the issue to your satisfaction, you should:

Visit one of South Ayrshire Council’s Customer Service Centres, or any local office

Phone South Ayrshire Council Customer Services Team on 0300 123 0900

E-mail: listeningtoyou@south-ayrshire.gov.uk

Write to: Customer Services, South Ayrshire Council, Freepost NAT 7733, Ayr, KA7 1DR
Anyone can make a complaint to us, including the representative of someone who is dissatisfied with
our service.
60
SECTION D – CARE AND WELFARE
SECTION D – 1. School Meals and Free School Meals Information
School meals are cooked on the premises with an excellent
and varied choice available. Vegetarian dishes are provided.
Self-service arrangements are in operation, and pupils enter on
a year rota system. National Entitlement cards are in use and
can be ‘topped-up’ in the dining hall. The current price of a
standard 2 course meal is £2.10 but pupils are free to spend
whatever they wish. A sample menu is shown below.
A cafeteria service offering snacks, filled rolls, baked potatoes and fresh fruit is also offered.
Special diets are available for children who have a supporting medical certificate.
Children of parents receiving Income Support, Job Seekers Allowance (Income Based), Child Tax
Credit (only where income is less then £15,910*) and child tax credit and working tax credit
(where income is less than £6420*) are entitled to a free midday meal.
Information and
application forms for free school meals may be obtained from the schools, customer service
centres and from Care, Learning & Wellbeing, County Buildings, Wellington Square, AYR KA7
1DR, telephone 01292 612 465.
*These values are revised annually
Sample menu
Fairtrade Fruit Juice 45p Yellow Split Pea Soup 50p

Chicken Fajitas £1.10 Shepherd’s Pie/Veg/Pots £1.60
Potatoes 13p
Pannini £1.40
Sandwiches £1.00-£1.60
Baked Potato £1.00 Baked Potato & one filling £1.35

Fresh Fruit Pots 50p Yoghurts 45p
Selection of Homebaking 65p Fresh Fruit 20p
Milk 42p Water 40p Strawberry Tartlets and custard 50p
61
SECTION D – 2. Footwear and Clothing Grant information
Pupils whose parents or guardians are in receipt of either Income Support, Income based Jobseekers
Allowance, Child Tax Credit only or Support under part VI of the immigration and asylum Act 1999 may
be entitled to a Footwear and Clothing Grant and a Free School Meal.
Pupils whose parents or guardians are in receipt of Housing Benefit and/or Council Tax Benefit and/or
Child Tax Credit and Working Tax Credit may be entitled to the Clothing Grant only.
The eligibility criteria for footwear and clothing grants will change in April 2014 due to welfare reforms
and application forms for August 2014 will contain new criteria.
Information and application forms may be obtained from schools, customer service centres and from
Care, Learning and Wellbeing, County Buildings, Wellington Square, Ayr, KA7 1DR, telephone 01292
612 465/0300 123 0900.
SECTION D – 3. Educational Maintenance Allowance (EMA)
Pupils who stay on at secondary school after the statutory leaving age may be eligible for an Education
Maintenance Allowance (EMA). The allowance is subject to a learning agreement between the pupil and
the authority and pupils must have 100% attendance. Application forms are available from the school
office, telephone number 01655 883 003. Information can be obtained from Children & Community,
School Management, County Buildings, Wellington Square, Ayr, KA7 1DR, telephone 0300 123 0900.
62
SECTION D – 4. Transport Guide to Parents
In law it is the parents’ responsibility to ensure that children attend school and make suitable travel
arrangements for them. However where children attend and live more than a specified walking distance
from their catchment school the Council will assist with school travel by making available free school
transport for all or part of the journey.
South Ayrshire Council has a policy of providing free transport to all secondary pupils who live more than
three miles from their local school by the recognised shortest walking route. Parents who consider they
are eligible should obtain an application form from the school office, telephone number 01655 883 003 or
Children and Community, County Buildings, Wellington Square, Ayr, KA7 1DR, telephone number 01292
612 284. These forms should be completed and returned before the end of February for those
pupils beginning school in August to enable the appropriate arrangements to be made.
Strathclyde Partnership for Transport (SPT) organise mainstream school transport on behalf of South
Ayrshire Council. If you have any concerns or complaints relating to the service provided you should in
the first instance contact the school who will forward your complaint to SPT. Alternatively you can e-mail
SPT at school.transport@SPT.co.uk.
Applications may be submitted at any time throughout the year but may be subject to delay whilst
arrangements are made.
The appropriate officer has discretion in special circumstances to grant
permission for pupils to travel in transport provided by the authority, where spare places are available
and no additional costs are incurred.
Children who have Additional Support Needs and/or particular medical conditions may also be entitled to
free school transport. The school can advise you on how to access this support.
Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle
pick up point. Walking distance in total including the distance from home to the pick-up point and from
the drop-off point to the school in any one direction will not exceed the authority’s limit (see above
paragraph). It is the parent’s responsibility to ensure that their child/young person arrives at the pick-up
point in time. It is also the parent’s responsibility to ensure the child behaves in a safe and acceptable
manner while boarding, travelling in and alighting from the vehicles. Misbehaviour could result in your
child losing the right to free transport.
The education authority does not provide transport for those pupils in receipt of a placing request.
63
PRIVILEGED SEATS
Pupils who are not entitled to free school transport may on occasion apply for a privileged seat. A
privileged seat is where there is a vacant seat on a dedicated school contract. Parents can make an
application for a privileged seat by submitting a letter to Children and Community, County Buildings,
Wellington Square, AYR KA7 1DR, telephone number 01292 612 284 at any time during the year.
Parents should note that privileged seats are not available on local service contracts and are allocated
during October. Privileged seats can be withdrawn if an entitled pupil requires transport and cease at
the end of each school session.
Transport for Carrick Academy at the time of going to print is supplied by:
Maidens / Kirkoswald
Keenans
Crosshill / Dailly
Keenans
Kirkmichael / Straiton
Keenans
Dalrymple / Minishant
Keenans
Dunure / Trees
Keenans
Smaller runs also supplied by
Hannah’s, William Lithgow, Gribbens, Streamline
64
SECTION D – 5. Insurance
South Ayrshire Council holds Public Liability, Employers’ Liability and Officials Indemnity Insurance. In
addition, South Ayrshire Council has an on-site and off-site activities insurance policy.
Further
information regarding insurance and an appropriate claim form can be obtained from the school or
Children & Community, County Buildings, Wellington Square, Ayr, KA7 1DR, telephone 01292 612264.
SECTION D – 6. Valuable Items
The Council is concerned at the level of claims being received regarding the loss of pupils’ clothing
and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and
unnecessary expensive items of clothing are not brought to school. Parents should note that the Council
does not carry insurance to cover loss of such items and any claims submitted are likely to be met only
where the Council can be shown to have been negligent.
SECTION D – 7. Use of Mobile Phones

Pupils are permitted to bring mobile phones to school but they must be switched off during the
school day, apart from at morning interval and lunchtime so that teaching and learning is not
interrupted.

No photographs or video clips of any person should be taken without their prior permission.

Pupils are not permitted to take mobile phones, or personal music players, into an SQA prelim or
final exam. Doing so may result in the young person not gaining their qualification.

Mobile phones are the responsibility of the owner at all times in terms of security and
safekeeping, except in circumstances where the item has been confiscated.

It is appropriate for a member of staff to confiscate a mobile phone if it is switched on during the
school day, apart from at morning interval and lunchtime.

All confiscated phones should be labelled with the owner’s name. The battery should be removed
and kept by the pupil.

The confiscated phone should be forwarded to the Head Teacher, or appropriate Year Head in
her absence, as soon as is practically possible and certainly before the end of the school day.

The owner of the phone should be instructed to report to the Head Teacher, or appropriate Year
Head in her absence, at the end of the school day.

If the owner refuses to hand over the phone then the teacher should seek SMT assistance
immediately. This should be done in the usual manner, i.e. by contacting the school office.
65

The Head Teacher will keep a record of all confiscated phones sent to her.

The first time a phone is confiscated from a pupil the Head Teacher will warn the pupil and
remind him or her about the use of such items in school. The phone will be returned to the pupil.

The second time a phone is confiscated from a particular pupil the Head Teacher will inform the
pupil that the phone is being retained. The phone will not be returned until the pupil’s parent
makes telephone contact with the Head Teacher.

For any subsequent confiscations from a particular pupil the phone will not be returned until the
pupil’s parent comes to the school to collect it.
SECTION D – 8. Health and Medical Information
If a pupil should be taken ill or suffer an injury during the school day, every effort will be made to inform
the parents at home or at their place of employment as soon as possible so that they can come to school
or arrange for the child to be taken home. A member of the school staff will render first aid as required.
In cases where urgent medical attention is required, the pupil may be referred to Maybole Health Centre
or Ayr Hospital, and parents will be contacted as a matter of priority. Parents should ensure that the
school has a contact number for them and in addition the name and number of an emergency contact(s).
Parents are asked to keep the school informed if any of the following circumstances apply:

Pupils have a continuing medical condition, e.g. epilepsy, diabetes

Special medication has to be taken at school on a regular basis for a short or prolonged period of
time

If your child needs to have paracetamol, a supply can be left in the medical room for use as long as
a parental consent form is completed, although please note the administering of paracetamol by the
school is discouraged
All information of this nature will be treated in confidence.
66
HEALTH PROMOTION AND NUTRITION
Children and young people need the right balance of food and nutrients to develop and grow. Healthy
Eating is about getting that balance right and all our menus are nutritionally analysed to meet the
Scottish Government Schools (Health& Nutrition) (Scotland) Act 2007 and promote key messages to
improve diet to positively influence current and future health.
The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 and the Nutritional Requirements for
Food and Drink in Schools (Scotland) Regulations 2008 build on the achievements of Hungry for
Success by establishing standards for all food and drink in schools.
The focus is on getting the balance right and helping pupils make informed choices. A wide range of
appealing healthy food and drinks are promoted through marketing, education and active
encouragement.
We educate and encourage children and young people to opt for healthier choices, not only in school but
also outside school.
Further guidance can be found at:
www.scotland.gov.uk/Resource/Doc/222395/0059811.pdf
SECTION D – 9. Data Protection Act
Information on pupils and parents may be used for teaching, registration and assessment and other
administrative duties. This information may be shared with the Health Board, Scottish Government,
Skills Development Scotland and CRB Solution for statistical, operational and analysis purposes. The
information is protected by The Data Protection Act 1998 (as amended) and may only be disclosed
where it is legal to do so. For further information, please contact the school on telephone number 01655
883 003.
SECTION D – 10. The Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from
Scottish public authorities. The Act applies to all Scottish public authorities; Scottish Government and its
agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and further education
colleges; and the Police.
Public Authorities have to allow access to the following information:



The provision, cost and standard of its service;
Factual information or decision-making;
The reason for decisions made by it.
The legal right to access includes all types of ‘records’ information of any data held by the Scottish public
authorities. From 1st January 2005, any person who makes a request for information must be provided
with it, subject to certain conditions.
67
SECTION D – 11. Helpful Addresses and Websites
Children & Community
County Buildings
Wellington Square
AYR
KA7 1DR
Tel: 0300 123 0900
Local Councillor
Councillor Brian Connelly
Customer Care Centre
17/19 Knockcushan Street
GIRVAN , KA26 9AG
Tel: 01465 712299
Career Advisor
Lynne Kermack
Ayr Centre
37 Carrick Street
AYR
Tel: 01292 269 120
Community Education Officer
Ronnie Sinclair
Community Education
Carnegie Building
High Street
MAYBOLE
Tel:01655 882 105
Social Work Department
12 Whitehall
MAYBOLE
Tel: 01655 883 293
South Ayrshire Council
www.south-ayrhire.gov.uk
Parent Zone
www.ltsscotland.org,uk/parentzone
Education Scotland
www.educationscotland.gov.uk
HMIe
www.hmie.gov.uk
68
ASSOCIATED PRIMARY SCHOOLS
SCHOOL
HEAD TEACHER
TELEPHONE NUMBER
Cairn Primary School
Kirkland Street
MAYBOLE
Mrs Fiona McDougall
01655 885 802
Crosshill Primary School
Carrick Drive
CROSSHILL
Mrs Anne Wilson
01655 885 803
Dailly Primary School
Main Street
DAILLY
Ms Louise McDonald
01465 716807
Dalrymple Primary School
Hillview
DALRYMPLE
Mrs Cindy O’Driscoll
01292 560 368
Fisherton Primary School
Ayr Road
DUNURE
Mrs Sheila McKinley
01292 612049
Gardenrose Primary School
Gardenrose Path
MAYBOLE
Ms Jennifer Richardson
01655 885804
Kirkmichael Primary School
Woodside Avenue
KIRKMICHAEL
Mrs Karen Butchart
01655 885805
Maidens Primary School
Shanter Road
MAIDENS
Mrs Nan Blackley
01655 885806
Minishant Primary School
Merrick Crescent
MINISHANT
Mrs Linda Cairns
01292 612144
Straiton Primary School
Newton Stewart Road
STRAITON
Mrs Karen Butchart
01655 885 808
69
Although this information in this handbook is correct at the time of printing, there
could be changes affecting any of the matters covered with in the document:
a)
before the commencement or during the course of the school year in question;
b)
in relation to subsequent school years.
70