Contents
1

Contents

A message from the Head of Education
 Head teacher’s message

Establishment ethos, vision and values

Establishment information

Establishment security

Establishment calendar

Staff information

Establishment improvement

Pre-birth to 3 (ECC only)

Curriculum 3-18

Assessment and reporting

Policies and procedures

Additional Support for Learning

Transition

Parental involvement

Learning community

Wider community links

Other information

Examination results

Disclaimer
2

A Message from the Head of Education
Thank you for taking the time to read this handbook. In writing the following pages, colleagues are attempting to do two things. The first is to provide you with the information you need so that your child can be given access to all of the services and facilities to which they are entitled. The second purpose is to seek and promote a genuine partnership with you as the main responsible adult in your child’s life. Without that partnership it will not be possible for your daughter or son to take maximum advantage of their education and so to fulfil their potential. Quite simply, we want the best for your child in exactly the same way you do.
My invitation to you is that should you have any doubts about your child’s progress or their entitlement to a service, then you should not hesitate to contact the school or early childhood centre. You are entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist you with an answer to any question you have. All we would ask is that you do this with the courtesy that you yourself would expect.
I know your child will enjoy their time with us and they will learn and progress every day. However old your son or daughter, never be afraid to ask what they were doing today and whether they were having any difficulty or problem that we, or you, can help them with. By our working together in this way, I promise that your child will succeed and will have a great preparation for life.
Kindest regards
Alan Ward
3

Headteacher’s message
Dear Parent/Carer
It gives me great pleasure in presenting S tewarton Academy’s Handbook for session 2015/2016. It contains a wide range of information, which I hope you will find useful and interesting.
At Stewarton Academy we have a strong ethos of attainment and achievement in all aspects of school life. We value high academic standards and one of our key functions as a school is to ensure that everyone within the school community achieves their full potential. The curriculum is broad and varied with a good range of choices for pupils as they move through the Broad General Education into the senior phase. Statistical tables detailing pupil examination performance are to be found towards the end of this handbook.
Stewarton Academy is a vibrant and caring learning environment where the needs and aspirations of our young people are at the heart of our planning and day to day practice. We are committed to preparing our pupils to the highest standards for life beyond school. We do this by ensuring that relationships between staff and young people are positive, productive and supportive.
In addition to being encouraged to achieve the highest standards in academic studies, Stewarton
Academy pupils have the opportunity to participate in a wide variety of extra-curricular activities encompassing sports, the school band (Junior, Intermediate and Senior), clubs and recreational activities. In Stewarton Academy we believe that these activities make a most valuable contribution to a child’s education and actively encourage participation.
We believe that a strong partnership with parents/carers is a crucial factor in safeguarding the success of our young people. I look forward to working in with you to ensure that your child is given every opportunity to achieve at Stewarton Academy.
I very much hope that this handbook will give you all of the necessary information about our school, but please do not hesitate to contact us if you have any further queries or questions.
Katy Hegarty
Head Teacher
4

Establishment ethos, vision and values
STEWARTON ACADEMY
Stewarton Academy
‘Working together creating opportunities for achievement and success’
We strive to ensure our pupils feel valued and respected at all times. Young people are encouraged to achieve their full potential whilst taking responsibility for their own learning now and throughout their lives.
Opportunities are available for staff, pupils, parents and the wider community to work together to achieve this aim whilst making a positive contribution to society and building a better future together
5

Establishment ethos, vision and values
We will strive to develop the four capacities for pupil/young person set out in a curriculum for excellence
→ 


 successful learners confident individuals effective contributors responsible citizens through the eight indicators of well being by demonstrating the ten dimensions of excellence
→

Safe

Healthy

Achieving

Nurtured

Active

Respected

Responsible

Included


 high quality learning activities focus on outcomes common vision pupil/young person, staff and parents values and empowers staff and →  young people
 develops culture of ambition and excellence
 promotes well-being and respect
 reflects on own work – thrives on

 challenge
 partnership with agencies and communities working with parents high quality leadership
6

Establishment ethos, vision and values
PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL VALUE
In Stewarton Academy, we are committed both through our ethos and the curriculum to provide appropriate opportunities for the development of the pupils’ spiritual, moral, social and cultured value.
We welcome and encourage diversity and individuality while emphasising a commitment to moral values such as honesty, respect for others, compassion and justice.
We implement East Ayrshire Council policies – Equality and ensure that all pupils have access to the full range of educational experiences available with the resources at the school.
Each year we hold a Rights Respecting School Week when pupils have opportunities within and outwith the classroom to debate and discuss issues of social justice and disadvantage.
The school has a well-established Amnesty International Group and Fair Trade co-operative. Each year many hundreds of pounds are raised and distributed to local and global charities.
Stewarton Academy is working towards becoming a Rights Respecting School and also towards achieving an ECO School Green flag status.
We believe in and are committed to working in partnership with parents. We want your child to be happy, safe and achieving their potential and we have close links with the local churches. Our chaplain contributes to assemblies and other school events.
7

Establishment ethos, vision and values
We all agree that there is an unacceptable gap in attainment and achievement between children from our most and least advantaged backgrounds and that gap is wider than in some comparable
European countries. The average tariff scores on leaving school of young people from areas of most disadvantage is still less than half that of those from areas of least disadvantage. This is not a new issue for Scotland, it has been with us for decades. At Stewarton Academy we are committed to ensuring that young people get an equal chance at education. We will support our children and young people to fulfil their full potential. Education is about where you are going, not where you are from. At
Stewarton Academy we recognise that, as educational attainment increases, pupils much more likely to be employed, earnings are likely to be higher and pupils less likely to live in poverty.
We are committed to working towards the ‘ Raising Attainment for All ’ Stretch Aims -
Stretch Aim 1
To ensure that 85% of children within each school cluster have successfully experienced and achieved CfE Second Level Literacy, Numeracy and Health and Wellbeing outcomes in preparation for Secondary School by 2016.
Stretch Aim 2
To ensure that 85% of children within each school cluster have successfully experienced and achieved CfE Third Level Literacy, Numeracy and Health and Wellbeing outcomes in preparation for the Senior Phase by 2019.
Stretch Aim 3
To ensure that 95% of young people within each school cluster go on to positive participation destinations on leaving school by 2018.
Stretch Aim 4
To provide the leadership for improvement, both nationally and locally, across the Raising
Attainment for All Programme.
8

Establishment information
CONTACT DETAILS
Address:
Telephone
Fax Number
E-Mail
Glow Blog
:
:
:
:
Cairnduff Place, Stewarton, KA3 5QF
01560 482342
01560 485339
Stewarton.Academy@east-ayrshire.gov.uk
https://blogs.glowscotland.org.uk/ea/STEWARTONACADEMYBLOG/
Description:
Twitter:
Stewarton Academy is a co-educational, non-denominational, six-year comprehensive secondary establishment.
@stewarton_Acad
THE SCHOOL DAY
(Please note that the school day details may change)
MONDAY, TUESDAY, THURSDAY WEDNESDAY, FRIDAY
Period 1
Period 2
8:45 – 9:35
9:35
– 10:25
Period 1
Period 2
8:45
9:35
– 9:35
– 10:25
BREAK
Period 3
Period 4
Period 5
10:25 – 10:40
10:40
– 11:30
11:30 – 12:20
12:20 – 1:10
BREAK
Period 3
Period 4
Period 5
10:25
10:40
11:30
12:20
– 10:40
– 11:30
– 12:20
– 1:10
LUNCH
Period 6
Period 7
1:10 – 1:55
1:55 – 2:45
2:45
– 3:35
LUNCH
Period 6
1:10 – 1:55
1:55 – 2:45
CURRENT ROLL 2015/16 (ACCURATE AT OCTOBER 2015)
S1 - 148 S2 - 136
S4 -
TOTAL
125
755
S5 - 123
S3
S6
-
-
134
89
9

Establishment information
SCHOOL MEALS
The management of the Catering Service in your school is provided by the Council through Onsite
Services in conjunction with the Head Teacher. http://www.east-ayrshire.gov.uk/CouncilAndGovernment/About-the-Council/Ourdepartments/EducationalAndSocialServices/OnsiteServices.aspx
https://www.east-ayrshire.gov.uk/CouncilAndGovernment/About-the-Council/Ourdepartments/EducationalAndSocialServices/OnsiteServices.aspx
The government provides assistance to families on low income to access school meals through The
Education (Establishment Meals) (Scotland) Regulations 2003 and the Education (School Lunches)
(Scotland) Regulations 2009.
It is the parent/carers responsibility to apply for free school meals. Application forms can be obtained from Stewarton Academy or by contacting the Area Registration Office, Department of Neighbourhood
Services, Burns Centre, Kay Park Kilmarnock or online at: http://www.east-ayrshire.gov.uk/CouncilAndGovernment/Benefits/Benefits-
EducationAndSchool/FreeSchoolMeals/FreeSchoolMealsMilk.aspx
Accommodation in school premises is made available for pupils carrying packed lunches. These pupils are requested, however, not to carry glass bottles or Energy drinks to school.
The school cafeteria offers a wide choice to pupils and a large number of our pupils regularly have lunch there.
The cafeteria is also open to pupils at the morning interval.
All pupils who lunch in school are expected to remain within school grounds during the whole of the lunch break. Only those pupils/young persons who are able to go home for lunch should leave the school. In the interests of safety and good conduct pupils are discouraged from going out of school or into town to buy lunch, and we welcome the support of parents in maintaining this approach.
Please note:
10

Establishment information

A selection of hot and cold dishes are available in the cafeteria on a cash only basis.

Medically prescribed diets and meals for ethnic and religious requirements can be provided.

Pupils who bring packed lunches may have the use of a classroom from 1.10 - 1.30 pm.
Appropriate behaviour and care of the classroom is expected.
ENROLMENT

If your child is presently in P7 at an associated primary school you will receive full details concerning transfer to Stewarton Academy from the Primary Head Teacher.

If you wish to make a placing request please apply to East Ayrshire Council and contact the school for an appointment to meet senior staff and see the campus facilities. Please note that the Education Authority does not provide transport for those pupils in receipt at a placing requests.
11

Establishment information
ASSOCIATED PRIMARY ESTABLISHMENTS
Lainshaw Primary School
Kilwinning Road
STEWARTON
Ayrshire
KA3 5AS
Telephone: 01560 483653
Headteacher: Ms E Speirs
Kilmaurs Primary School
Sunnyside
KILMAURS
Ayrshire
KA3 2RY
Telephone:01563 538388
Headteacher: Ms R Lindsay
Nether Robertland Primary School
Pokelly Place
STEWARTON
Ayrshire
KA3 5PF
Telephone:01560 482035
Headteacher: Mrs S Wilson
Dunlop Primary School
Main Street
DUNLOP
Ayrshire
KA3 4AN
Telephone:01560 484098
Headteacher: Mrs P Wilson
PARENTAL COMPLAINTS
Should you wish to comment on or make a complaint about any aspect of provision made by the establishment, you should contact the establishment in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact.
You have the right to contact the Care Inspectorate with any complaint that you have about an early childhood centre. Please see part 2 of the handbook for further information.
ACCOMMODATION
A map is provided. There is a lift available for those who cannot access the stairs.
Facilities for community use: to let any part of our accommodation during the evening or at weekends, please contact:
East Ayrshire Leisure Community & Recreation, Letting, Western Road, Kilmarnock KA3 1LL
12

Establishment information
A lift is available for disabled pupils.
13

Establishment security
The following security measures have been adopted in Stewarton Academy to help ensure the safety and well-being of our pupils and staff.

All pupils wear school uniform. This helps us to identify strangers quickly.

All staff should wear an identity badge.

All visitors should report to the school office and sign in. They will be issued with an identity badge. Anyone in the building not wearing an identity badge is challenged.

Security cameras have been installed in and around the school building.

The cafeteria and allocated areas around the school is available to pupils during severe weather conditions.
14

Establishment calendar
ESTABLISHMENT CALENDAR
EAST AYRSHIRE COUNCIL
SCHOOL HOLIDAY ARRANGEMENTS 2016/2017
Term Break Dates of Attendance
First
Second
Third
Mid Term
Mid Term
Teachers (In Service)
Pupils return
Local Holiday
Local Holiday
Close
Teachers (In Service)
Pupils return
Close
Re-open
Close
Teachers (In Service)
Teachers (In Service)
Pupils return
Close
Local Holiday
Re-open
May day
Teachers (In Service)
Local Holiday
Close
Session 2016/17 Teachers (In Service)
Pupils return
Tues 16 Aug 2016
Wed 17 Aug 2016
Fri 16 Sep 2016
Mon 19 Sep 2016
Fri 7 Oct 2016
Mon 17 Oct 2016
Tues 18 Oct 2016
Wed 23 Dec 2016
Mon 9 Jan 2017
Fri
Thu
Fri
Mon 20 Feb 2017
Fri
10 Feb 2017
16 Feb 2017
17 Feb 2017
31 March 2017
Mon 17 Apr 2017
Tues 18 Apr 2017
Mon. 1 May 2017
Thurs 4 May 2017
Mon 29 May 2017
Thu 29 Jun 2017
Wed 16 Aug 2017
Thu 17 Aug 2017
15

Staff information
STEWARTON ACADEMY
– STAFF LIST
(This staff list is correct at October 2015)
HEAD TEACHER - Mrs Katy Hegarty
The Head Teacher, Mrs Hegarty, is responsible to the Depute Chief Executive and Chief Financial
Officer for the overall management of the school.
Depute Head Teachers -S1/S2
-S3/S4
-S5/S6
Mrs Y Ward/Mr L Hendren (Acting)
Mr F Hardie
Mrs Alexis Barbour (Acting)
The Depute Head Teachers have particular responsibilities for certain year groups, overseeing the educational experience of their pupils, including the curriculum, guidance and discipline.
Mrs Ward/Mr Hendren are responsible for S1/S2, Mr F Hardie for S3/ S4 and Mrs A Barbour (Acting) for S5/S6, and adult students. The Depute Head Teachers, together with Pupil Support Staff, play a vital role in the partnership between home and school, and will welcome contact from parents on all matters of concern.
16

Staff information
ART, HE & TECHNOLOGY FACULTY
Mr P McGurn Acting PT Faculty
Mr G Johnston
Mr D Morrison
Technical PT Pupil Support
Technical
Mr E McKie (0.6) Technical
Mr S Dunlop (Technical Probationer)
Ms K Templeman H.E
Ms M Dorrian H.E
Mrs S Hitchman Art
Mrs L Macintyre Art
Ms S Rainey
Ms S Beattie
Art
Art
ENGLISH DEPARTMENT
Mrs C Doherty PT
Ms H Biddiscombe
Mrs E Brown
Ms B Kane
Ms K Robertson
Acting PT Pupil Support Mr B Smith
MODERN LANGUAGES DEPARTMENT
Mrs E Verneau Conlan PT
Ms J McCrone
Mrs F
O’Connell
Mrs S Richardson PT Pupil Support
Ms A Conner Probationer
MUSIC & PERFORMING ARTS
DEPARTMENT
Mr G McGuire PT
Mrs H Mallan (0.4)
Mrs L Watson (0.8)
PHYSICAL EDUCATION & HEALTH
PROMOTION FACULTY
Mr M Renny PT
Ms C Cardosi
Ms S Dumigan
Mrs E Munro (0.6)
Miss E Vallance PT Pupil Support
RELIGIOUS EDUCATION DEPARTMENT
Mr D Gray
Ms V Wilson
17

Staff information
MATHS,COMPUTING & BUSINESS STUDIES
FACULTY
Mr I Pettigrew PT Maths/Computing/
Bus Studies
Mrs B Hudson Mathematics
Mr A McLean
Ms M Smillie
Mathematics
Mathematics
Mr N Watt
Mrs C Chester
Mathematics
Business Studies
Mr R Ross (0.8) Computing
Mr D McLean Computing
SOCIAL STUDIES FACULTY
Mr Kyle PT Social Subjects
Job share
Ms P White PT Social Subject
Job share
Ms L Robertson
Ms G MacGlade
Ms C Ramage History Probationer
SCIENCES AND THE ENVIRONMENT
FACULTY
Mr L Hendren Acting Depute Head Teacher
Mrs A Barbour Acting Depute Head Teacher
Mr G Smallwood Acting PT
Mrs A Smith (0.6)
Ms S Beattie
Mr A Wilson
Ms M Taylor
Mr M McCormack Biology Probationer
JANITORS
Mrs A Ingram Senior Janitor
Mr C McCamon
LIBRARY & RESOURCE CENTRE
Mr A Willetts
18

Staff information
PUPIL SUPPORT (PASTORAL)
Mr B Smith (Boyd) Acting PT Pupil Support
OFFICE
Mrs M Andrews AFO
Mrs S Richardson (Cunningham) PT Pupil Support Mrs L Wilson Administration Assistant
Mrs A Barnes Clerical Assistant Ms E Vallance ( Stewart ) PT Pupil Support
Mr G Johnston(Montgomery) PT Pupil Support Mrs C Whitehill Clerical Assistant
PUPIL SUPPORT (SUPPORT FOR LEARNING)
Mr J McDowall PT PS (Support for Learning)
Mrs L Tait Clerical Assistant
Ms M Murphy
CLASSROOM ASSISTANTS
Mrs W McWilliam
TECHNICIANS
Ms J Strachan Snr. Science Technician
Mr J Brown Technician
Mr D Mauchlen I.T.
Mrs C Findlay
Mrs M Devlin
DAY CLEANER
Mrs M Myles
Mrs M McGhee
Mrs S Smith
Mrs A Orr
Ms M Kirkby
Abbreviations used: DHT - Depute Head Teacher, PT - Principal Teacher,
PT PS - Principal Teacher Pupil Support,
I.T.
- Information Technology, AFO - Administration Finance Officer.
19

Staff information
PUPIL SUPPORT
Each pupil in Stewarton Academy is assigned to a Principal Teacher of Pupil Support. The school
Pupil Support staff work closely with the Depute Head Teachers.
HOUSE SYSTEM
Stewarton Academy operate a House System. The school is divided into 4 houses:
Boyd, Cunningham, Montgomery and Stewart . Each Principal Teacher of Pupil Support is also the head of a House Group.
HOUSE
Boyd
Cunningham
Montgomery
Stewart
HEAD OF HOUSE
Mr Smith
Mrs Richardson
Mr Johnston
Ms Vallance
Each pupil is assigned to a House Group. Each House Group will have pupils from each year group.
Pupil Support teachers are the first point of contact with secondary school: they make it their business to get to know each pupil in their house group; they interview pupils individually and meet them in groups; they closely monitor their progress and attempt to deal with any problems or difficulties in school which they may experience; they assist with problems of discipline and attendance and serve as a vital link between school and home.
Pupil Support staff have a number of responsibilities, in addition to their normal teaching duties.

Care of new pupils.

Monitoring the academic progress of pupils.

Monitoring of attendance and timekeeping.

Advice on course choices.

Care of pupils experiencing difficulties
– academic, physical, emotional.

Preparation of report on pupils – universities, college, employees, other.

Contact with parents/carers – telephone, letter, interviews, meetings.

Linking with other agencies e.g. Social Work, Career Services, other agencies.

House Groups
20

Establishment improvement
THE SCHOOL IMPROVEMENT PLAN PRIORITIES
SESSION 2015-2016
SUMMARY FOR STAFF
In this session our priorities for improvement include East Ayrshire priorities for education as detailed below:

Raising attainment

Equipping children and young people for the world of work

Recognising wider achievement

Life Long Learning
SPECIFIC TARGETS OVER NEXT 3 YEARS

Continue to raise the attainment of learners to bring their performance to a level which is well above the national average and better than similar schools.

To close the attainment gap between our most and least advantaged pupils. (including
“Raising Attainment for All” involvement)
 Continue to improve the rigour of Assertive Tracking designed to track learners’ performance and involve pupils fully in the process.

To review curriculum structure and planning to deliver the entitlement to a Broad General
Education and a Senior Phase that meets individual needs of all learners.

Continue to develop, monitor and evaluate courses and programmes for delivery of the curriculum in BGE.

To develop and improve systems for moderation to ensure the national standard.

Continue to improve the coherence of the curriculum by developing literacy, numeracy and health and wellbeing skills across the curriculum.

To increase opportunities to share good practice across the 4 contexts of learning.

Review and develop interdisciplinary learning experiences.
 To work towards becoming a ‘Dyslexia Friendly School’, ‘Rights Respecting School’ and ‘Green
Flag’ holder.

To ensure that the Children & Young Person Act is fully implemented within the school.

To develop a Promoting Positive Behaviour policy within the principles of nurture.

Continue to work to ensure that all young people achieve a positive and sustained destination.
 To develop Scotland’s Young Workforce.
21

Establishment improvement

Continue to develop and improve partnerships with a range of organisations to support the delivery of the curriculum across all departments.

Implement the Skills Framework to inform the delivery of the entitlement of learners to develop skills for life, learning and work and ensure progression.

To provide increased opportunities for staff to engage in professional learning and develop leadership skills.

To provide as many opportunities as possible for parents/carers to engage in the school improvement process, the curriculum and in the life of the school.
Maintenance Agenda

Continue to strengthen and enhance transition programmes

Further improve/refine systems for tracking post 16 destinations

Additional support needs/focus on Looked after Children

Quality assurance – Departmental/Faculty reviews

School policy review
22

Curriculum 3-18
Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and community learning from three to 18 and beyond.
Since autumn 2010, learners from pre-school to S1 have been working to Curriculum for Excellence guidance and standards.
The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility (for example, for young people who are particularly able and/or have additional support needs).
LEVEL early first
STAGE the pre-school years and P1, or later for some to the end of P4, but earlier or later for some second third and fourth to the end of P7, but earlier or later for some
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish
Credit and Qualifications Framework level 4.
The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. senior phase S4 to S6, and college or other means of study.
From pre-school to the end of S3 (3-15), young people will experience a broad general education which is designed to enable each pupil/young person or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor.
The broad general education will include all of the experiences and outcomes across all curriculum areas up to and including the third level. Throughout all learning, prime importance is given to literacy, numeracy and thinking skills; skills for learning, life and work; an understanding of society, the world and Scotland's place in it and an active and healthy lifestyle.
23

Curriculum 3-18
Learning across the curriculum helps young people make links between subjects, and learning outside classrooms in the outdoors and in the community, which gives opportunities for learners to deepen their learning in real-life contexts. Most learners will progress into the fourth level in many aspects of their learning before the end of S3, laying strong foundations for more specialised learning.
Information about how the curriculum is structured and curriculum planning – http://www.educationscotland.gov.uk/thecurriculum/
Young people approaching the senior phase (15-18) will have a range of options that reflect their abilities and aspirations, including staying on at school, going to college or university, entering workbased or community-based learning, volunteering, or a combination of these. These options offer the opportunity to study for qualifications and enhance skills important to their success in learning, life and work.
New qualifications have been developed by the Scottish Qualifications Authority (SQA) which support and reflect young people’s learning in Curriculum for Excellence. These allow a more personalised approach to study. For example, with guidance from their teachers, young people will be able to take advantage of more flexible arrangements: options to take qualifications over one or two years; taking
National 4 and 5 qualifications in S4, S5 and S6 or by-passing these and working towards Higher. www.youngscot.org (learners) www.parentzonescotland.gov.uk (parents and carers) www.sqa.org.uk (information on qualifications www.educationscotland.gov.uk (curriculum, learning, inspection) www.engageforeducation.org (share ideas and questions about education) www.scotland.gov.uk/cfeinaction (real-life examples)
24

Curriculum 3-18
The curriculum includes the totality of the experiences which are planned for the pupils in their education. These experiences are grouped into four categories:

Curriculum areas and subjects

Interdisciplinary learning

Ethos and life of the school

Opportunities for personal achievement
The curriculum is described in terms of experiences and outcomes. The use of the terms experiences and outcomes emphasises the importance of the quality and nature of the learning experience in developing attributes and capabilities and in achieving active engagement, motivation and depth of learning. An outcome represents what is to be achieved. The experiences and the outcomes are used both to assess progress in learning and to plan next steps.
Curriculum for Excellence balances the importance of knowledge and skills.
All pupils, whatever their level and ability are entitled to a broad and deep general education. All teachers have responsibility for developing literacy and numeracy skills in pupils – skills that are essential to succeed in everyday life.
Curriculum for Excellence develops the skills for learning, skills for life and skills for work. It brings real life into the classroom, making learning relevant and helps young people apply their lessons to their life beyond the classroom.
There is personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that is needed. There is a new emphasis on staff looking after the health and wellbeing of our young people.
We aim to ensure that we Get It Right For Every Pupil/young person (GIRFEC) and that all pupils are safe, healthy, achieving, nurtured, active, respected, responsible and included.
Ultimately Curriculum for Excellence aims to improve the life chances of young people, to nurture successful learners, confident individuals, effective contributors and responsible citizens.
25

Curriculum 3-18
Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning. Learners’ progress will be closely monitored by staff, who reflect with them on their strengths , learning needs and next steps, and take action based on this. Learners themselves will be increasingly involved in this process, as they develop the skills needed to be able to make effective judgments on their own learning; skills that will be important to them throughout life. Testing will continue to be part of the framework of assessment, providing additional evidence of what learners know, understand and are able to do, and helping teachers plan learning experiences which are motivating and challenging.
BROAD GENERAL EDUCATION (S1 - S3)
Interdisciplinary studies, literacy, numeracy, health and wellbeing, enterprise, international education and information technology permeates all courses.
In S1 – S3 pupils follow a broad, deep and general education. There will be some opportunities for personalisation and choice. There will be opportunities for subject areas working together, thematic approaches and learning out of school. Pupils will study a range of subjects: In S1/S2 English,
Mathematics, French, Social Subjects, Sciences, Art, Music and Drama, Information and communications technology, physical education, religious and moral education, personal and social education, home economics, technology. There will also be an opportunity to develop Leadership skills through a wider achievement period.
Interdisciplinary learning permeates the broad General Education where pupils benefit from deeper contribution and learning.
SENIOR PHASE (S4 -S6)
Towards the end of their broad general education pupils will finalise their choice of subjects to study in
S4. S4 pupils will study seven subjects in National 3 - 5 SCQF level plus a range of short courses.
There will be opportunities to gain awards, recognising wider achievement.
In S4 all subjects are offered at two or three different levels namely National 3, National 4 and
National 5. The emphas is in pupils’ study is directed towards the most appropriate level as courses develop.
26

Curriculum 3-18
After S4 pupils personalise their studies even further by specialising in 5 courses.
A detailed programme of support starts during January at S4 to ensure pupils select the most appropriate subjects.
In S5/6 a range of courses is provided comprising Advanced Higher, Higher Grade, National 5 and
National 4, as well as other vocational courses. These courses are detailed in a separate Senior
School Handbook. Pupils can also follow the Scottish Baccalaureate in Languages, Science and
Expressive Arts as well as a selection at Open University Modules through the Young Applicants in
School Scheme.
On transition from Fourth to Fifth Year, pupils are encouraged to negotiate their timetables with the
Pupil Support staff and are helped to make informed choices. Parents are again invited to join in this important discussion at a Parents’ Evening. Besides the wide provision which the school can make, pupils in Fifth and Sixth Years can travel to other schools and Ayrshire College (Kilmarnock) to pursue courses not available at the Academy.
The responsibility for transportation to and from the venue, however, would be the responsibility of the senior pupil and it is anticipated that he/she would check with his/her Pupil Support Teacher/Year
Head to minimise any potential timetable clashes by factoring in travelling time when planning their individual option programme.
Not all courses available in S3/S4 can be offered at post 16 levels. The availability of a course will depend on the number of pupils choosing the subject.
The school will work with pupils and parents to help ensure that leavers achieve a sustainable destination.
At Stewarton Academy we seek to build a partnership between teachers, pupils, their families and the community in which they live and work. The aim of our curriculum is to provide opportunities for our young people to experience a broad range of learning experiences, access up to date relevant learning material and resources, build on their existing skills and knowledge and access support or help when they need it.
27

Curriculum 3-18
Pupils are expected to follow a full curriculum and so with very limited exception, pupils cannot be withdrawn from particular subjects/parts of the curriculum or specific activities. The limited exceptions, when a pupil may be withdrawn by parental request, exist in relation to (i) religious observance and instruction and (ii) sex education programme. Other than these two excepted areas, however, pupils are requested to participate in all parts of the approved curriculum.
The Personal and Social Education Programme will include a range of topics including sexual health, relationships, drug awareness and parenthood.
16+ LEARNING CHOICES
All young people in Scotland have an entitlement to a senior phase of education which:

Provides specialisation, depth and rigour

Prepares them well for achieving qualifications to the highest level of which they are capable

Continues to develop skills for learning, skills for life and skills for work

Continues to provide a range of activities which develop the four capacities

Supports them to achieve a positive and sustained destination.
All secondary schools work closely with Skills Development Scotland, Careers Scotland, Job Centre
Plus, Community Learning and Development, Social Services, local training providers, including
Kilmarnock and Ayr Colleges, Inspiring Scotland and local businesses to ensure that all young people of statutory leaving age are offered, in advance of their school leaving date, a meaningful, appropriate, relevant, attractive offer of learning post-school.
The whole initiative is linked very much to the senior phase of a Curriculum for Excellence:
The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning
–http://www.skillsdevelopmentscotland.co.uk
CLASS SIZE POLICY (SECONDARY)
In law, the maximum number of pupils/young persons in S1-S2 is 33. However, average class sizes normally do not exceed 30, except in extreme cases go to 33. In S3-S6 the maximum class size is
30, and many class sizes can be less than this depending upon subjects chosen.
Course options may vary and are determined by available resources. Any fall in the school roll could result in a reduction/alteration of choice available.
28

Curriculum 3-18
EXTRA CURRICULAR ACTIVITIES
An essential part of any good school is a healthy range of extra-curricular activities.
Through these, pupils can develop their personal talents and aptitudes and widen their interests; their social development is enhanced through contact with fellow pupils and teachers outwith the classroom situation; they benefit from the right spirit of competition in inter-school contests; and it gives them a source of identity with their own school of which they should be justly proud.
In Stewarton Academy, the following extra-curricular activities are currently available:-
Theatre Trips
Water Based Sports Trip (France)
Debating
Young Enterprise
House Competitions
Wind Bands
Choirs
Jazz Band
Music Club
String Group
Football
Netball
Gymnastics
Ski-ing
Table Tennis
Dodgeball
Athletics/Cross Country
Dance
East Ayrshire Interactive Project
S3 Young Enterprise GroupRights
Respecting Schools Group Robotics
Challenge ( Tech Dept)
Micro Tyco
Mentor Groups
Charities
Computing Club
School Yearbook(S6)
Basketball
School Show
Higher Spanish Club
Higher French Club
Fair Trade (Young co-operative)
Amnesty International
Animal Rights
Junior Games Club (Learning Zone)
Craft Club
Games/Wii club
Leisure reading (Library)
Access to Computers (Library)
Author visits/Book events (Library)
Fashion & Textile Club
Science Club
Sewing Club
Junk Couture
Cartoon Club b
29

Curriculum 3-18
In addition to these clubs and societies which operate on a regular basis throughout the year, school trips at home and abroad are arranged almost every session. Social events such as discos and parties are organised for the pupils with the support of staff and there are many opportunities for pupils to take part in competitions and quizzes.
Where pupils are involved in out of school activities, a parental consent form has to be completed in advance.
STUDY/REVISION
Most subjects run at lunchtime or after school at various times during the school year.
Supported Study sessions run in blocks during November – March. Easter classes run during the
Easter break.
30

Curriculum 3-18
S1
S2
S3
S4
S5
HOMEWORK
At the beginning of each school session, every pupil is issued with a student planner. The student planner is an essential tool in the development of good study skills and the planning of homework.
Parents are invited to check their pupil/young person ’s planner on a regular basis and are able to comment on it.
If you feel that your pupil/young person is having difficulties please do not hesitate to contact your pupil/young person’s Pupil Support teacher.
A record of homework is kept by the teacher. A record is also kept of pupils who fail to do homework exercises. These records can be helpful in dealing with enquiries from parents.
Homework is necessary to consolidate the work of the school but because every pupil is different, only guidelines can be offered in relating to the amount of time that they should be spending on homework each evening.
- ½ hour per evening
- 1 hour per evening
- 1.1/2 hour per evening
- 2 hours per evening
- 2.1/2 hours per evening.
31

Curriculum 3-18
OUTDOOR LEARNING
All of our pupils will have regular opportunities to learn outdoors both in the school grounds and in the local community. Parents will be asked to consent to this regular localised outdoor learning once at the beginning of each session, with medical and emergency contacts being requested. Thereafter parents will be notified of the venues and dates of off-site visits, in order that pupils can be adequately prepared. However it is the parents ’ responsibility to inform the school if emergency contacts or medical conditions change or they don’t wish their pupil/young person to participate in a visit.
Further information can be found on the following WebPages: www.youngscot.org
(learners) www.parentzonescotland.gov.uk
(parents and carers) www.sqa.org.uk
(information on qualifications) www.hmie.gov.uk
(standards, inspections) www.ltscotland.org.uk
(teaching practice and support) www.engageforeducation.org
(share ideas and questions about education) www.scotland.gov.uk/cfeinaction (real-life examples)
REPORTING PUPILS’ PROGRESS
Curriculum for Excellence emphasises that assessment is an integral part of day-today teaching and learning. Learners’ progress will be closely monitored by staff, who reflect with them on their strengths, learning needs and next steps, and take action
The preliminary examination for S4- S6 takes place in January.
Pupils/young persons who may have additional support needs, or who require a Co-ordinated Support
Plan will be assessed in a way suited to their individual requirements. Further information is available from the Head Teacher.
The actual SQA examination takes place in May or June.
32

Assessment and reporting
TRACKING AND MONITORING
As pupils move through Stewarton Academy it is crucial that their learner journey is tracked and monitored; thus ensuring appropriate progress is made though each stage of their school career as well as maximising opportunities for pupils to reach their potential.
Pupil progress is tracked using a variety of different methodologies; assessment is for learning strategies, class evaluations, discussion at departmental meetings, report analysis, SQA result presentations to staff, SMT, Parent Council and East Ayrshire Council Directorate.
Stewarton Academy have an ‘Assertive Tracking’ programme whereby every teacher has a dialogue with each pupil on four occasions throughout the academic year to have a meaningful 1:1 discussion about their progress and strategies for improvement. This allows pupils to take ownership of their learning and targets, identify underperformance and receive intensive support from teachers, Principal
Teachers and Senior Management in order to maximise their academic attainment.
REPORTING TO PARENTS
Full reports on progress and attainment are issued once a year for each year group. In addition to this, an interim report which gives a brief overview of current progress and any areas of concern is issued earlier in the session for all year groups. Timings of reports are as follows:
YEAR GROUP INTERIM REPORT FULL REPORT
S1
S2
S3
S4
S5/6
November
October
November
February
October
May
January
March
December
February
33

Assessment and reporting
PARENTS’ EVENINGS
Our programme of pare nts’ evenings are highlighted in the table below. Please note; in addition to our regular parents’ evenings, we hold a variety of information evenings which give parents the opportunities to hear about opportunities available to pupils et each transition stage in their school career as well as hear from key staff in the Academy with regards to subject option choices, career paths, university pathways etc.
YEAR GROUP PARENTS’ EVENING INFORMATION
EVENING
P7
S1
Wednesday 11 th May
Thursday 10 th December Tuesday 8 th September
S2
S3
Thursday 28 th January
Tuesday 22 nd March
Tuesday 1 st December
Thursday 10 th March
S4
S5
S6
Tuesday 23 rd February Tuesday 9 th February
Thursday 5 th November Thursday 24 th September
Thursday 5 th November
Besides our formal parents’ evenings, parents/carers are welcome to contact the school at any time if they would like to discuss any matter of concern. In the first instance, parents should contact the appropriate member of the Pupil Support department or Depute Head Teacher. Please contact the school office to arrange an appointment.
34

Policies and procedures
The establishment has a range of policies and procedures which are available for parents to read.
ATTENDANCE AND ABSENCE
Stewarton Academy operates a computerised attendance system which is linked to “Group Call”. This means that the parents/carers of any pupil/young person absent from school without prior warning will receive a text, telephone call, voice message to alert them to the pupil/young person ’s absence.
Parents must contact the school by 9.00 am on the first day of absence, explaining the reason for non-attendance. It is important that the school is notified, to prevent unnecessary procedures being followed. In extreme circumstances, there may be the need to involve social services or police. The parent should provide a written note on the pupil/young person’s return, confirming the reason for absence.
MEDICAL AND HEALTH CARE
If pupils feel unwell during the school day, or if they have minor cuts and bruises, our First Aid staff look after them in the first instance. However we do not have any nursing staff in the school, and sometimes it is necessary to arrange for a pupil to go home, or even to hospital. In these circumstances, we make every effort to contact parents. This is why we ask all parents, at the start of each session, to give us an emergency contact and to complete a form giving details of their son/daughter’s health.
PUPILS SHOULD NOT PHONE PARENTS/CARERS DIRECTLY WITHOUT THE SCHOOL’S
PERMISSION.
If your son or daughter has any special requirements arising from medical conditions, please contact
Pupil Support staff at an early stage, so that appropriate arrangements can be made, e.g. retention of certain medicines by the school.
Regular medical examinations of pupils are arranged by Ayrshire and Arran Health Board and are carried out on school premises. Parents will be advised in advance of these examinations and they are always welcome to be present when these medical checks are made.
35

Policies and procedures
The Standards in Scotlan d’s Schools etc. Act 2000 (Section 57) requires establishments to ensure that the child (if of the age of legal capacity) has given their personal consent to receiving medical or dental treatment at school before any treatment is given.
DRESS CODE
At Stewarton, our pupils are strongly encouraged to follow the school dress code. This has been well supported by the vast majority of parents over the years and we believe that this helps to promote a positive atmosphere in the school, as well as a positive image for our pupils in the wider community. I am sure that this also goes a long way to continuing the high standards already achieved by the pupils and of maintaining general morale within the school and the community. The dress code can also be of help to parents in avoiding expensive competitive dress.
The Authority’s latest statement of policy on clothing states: “Given that there is substantial parental and public approval of dress code, schools in East Ayrshire are free to promote their own dress code.
In encouraging the dress code, account must be taken in any proposals to prevent any direct or indirect discrimination on the grounds of race, religion, disability or gender. Any proposals will be subject of widespread consultation with parents and pupils. Against this background it should be noted that it is the policy of the Education Cabinet 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 rivalry (such as football colours); could cause offence (as a result of wording or pictures); could cause health and safety difficulties (such as loose fitting clothing and dangling earrings) are made of flammable material (such as track suits in practical classes) could cause damage to flooring carry advertising, particularly for alcohol, drugs or tobacco; and could be used to inflict damage on other pupils or be used by others to do so.
36

Policies and procedures
Under no circumstances will pupils be deprived of any educational benefit as a result of not adhering to the dress code and, in particular, pupils will not be denied access to examinations as a result of not conforming to the dress code.
As mentioned above the school has been delighted with the support received in the past regarding school dress and I hope that future years will continue with and even improve upon the standards set.
Where possible jeans or denim should NOT be worn.
The dress code of the school:
White shirt (boys) or blouse (girls) with school tie
Black dress trousers (boys)
Black skirt or dress trousers (girls)
Black V neck jersey or cardigan
Black shoes (NOT TRAINERS)
A black blazer with breast pocket badge completes the dress code and the wearing of this would also be encouraged. (S6 prefects wear black blazer with braiding).
For some activities, such as Technical Subjects, protective clothing is supplied by the school; however it is recommended that pupils should wear sensible sturdy shoes for all craft classes. In Physical
Education, personal kit is needed which cannot be provided by the school. For Physical Education, we recommend:
Shorts, T-shirt, suitable trainers.
These items are available from local retailers.
Please note piercings should be removed.
Football shorts and Football shirts should not be worn.
37

Policies and procedures
PROMOTING POSITIVE BEHAVIOUR
In Stewarton Academy we see discipline as a positive matter; how to get things right rather than what to do when things go wrong. We have an agreed code of conduct and always aim to ensure that there are good relationships between staff and pupils.
In dealing with repeated misbehaviour, we recognise the support of parents is vital. In this case, parents will be invited to come and discuss the situation with a member of the Senior Management
Team or Pupil Support staff.
Copies of the school policy of Promoting Positive Behaviour is available to parents on request.
SCHOOL CODE OF CONDUCT.

Lessons start on time – don’t be late.

Enter the room when told, in a quiet, orderly way.

Remove jackets etc., and prepare to start work.

Behave correctly in class at all times.

Do as instructed by the teacher and observe safety rules.

Homework should be done on time and as well as you can.

Graffiti is unacceptable.

Eating is only allowed in the cafeteria, packed lunch rooms and outside.

Do not ask out of class unless you have written permission.
CELEBRATING ACHIEVEMENT
Most young people respond well to praise and positive feedback on their work. All staff encourage pupils/young persons at all times and in all activities to give their best. Their efforts may be rewarded verbally by praise or STAR awards.
Pupils are rewarded for good behaviour by STAR awards, certificates of achievement and out of class activities.
ANTI-BULLYING POLICY
Every pupil/young person in East Ayrshire should grow up free from bullying behaviour. Across all sectors, those working with pupils/young persons in East Ayrshire are already aiming to fulfil the
Scottish Government and local government commitments to ensuring pupils/young persons become confident individuals and responsible citizens.
38

Policies and procedures
It is our aspiration that all those who play a role in the lives of pupils/young persons are enabled to prevent and respond effectively to incidents of bullying behaviour.
Further information on the council’s anti-bullying strategy and anti-bullying policy can be found on the following web links: http://www.east-ayrshire.gov.uk/EducationAndLearning/ActivitiesAnd
SupportForYoungPeople/SupportForYoungPeople-BullyingAndHarassment/Anti-Bullying.aspx
TRANSPORT (See part B)
LOCAL ARRANGEMENTS
Pupils from Lugton, Burnhouse and Dunlop, from Cunninghamhead, from Kilmaurs and from the surrounding rural areas travel by school busses operated by several different companies.
PUPIL VOICE
All pupils/young persons have the opportunity to become involved in decision making in Stewarton
Academy. Each class, S1-S6 elects 2 Pupil Councillors to represent them in the Year Pupil Council.
Meetings are held once per month and are attended by the DHT and PT Pupil Support.
All S6 pupils/young persons may apply to become a School Prefect. Prefects may also apply for the posts of International Ambassadors and Senior Senators.
The Senior Prefect Team consists of the Head Girl and her two deputes and the Head Boy and his two deputes. The Senior Prefect Team meet with the Head Teacher and Depute Head Teacher S5/6 on a weekly basis.
At least twice per year all Pupil Councillors and the Senior Senators meet as the School Senate.
There are many other opportunities for pupils
’/young person’s to hold posts of responsibility within the school.
39

Policies and procedures
A HEALTH PROMOTING SCHOOL
Stewarton Academy is a Health Promoting School. We recognise the importance and value of well supported and healthy pupils and staff.
PERSONAL AND SOCIAL EDUCATION (P.S.E.)
The P.S.E. programme is designed around a holistic approach to health and well being and one that takes account of the stage of growth, development and maturity of each individual and the social and community centre.
MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL WELLBEING
The mental, emotional, social and physical wellbeing of everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect.
The four aspects of wellbeing are inextricably linked and are only separated here for practical purposes.
RELATIONSHIPS, SEXUAL HEALTH AND PARENTHOOD
Learners develop an understanding of how to maintain positive relationships with a variety of people and are aware of how thoughts, feelings, attitudes, values and beliefs can influence decisions about relationships, and sexual health. They develop their understanding of the complex roles and responsibilities of being a parent or carer.
SUBSTANCE MISUSES
Learners develop their understanding of the use and misuse of a variety of substances including over the counter and prescribed medicines, alcohol, drugs, tobacco and solvents. They explore and develop their understanding of the impact of risk-taking behaviour on their life choices. The experiences and outcomes will enable learners to make informed personal choices with the aim of promoting healthy lifestyles.
40

Policies and procedures
PLANNING FOR CHOICES AND CHANGES
Learners need to experience opportunities which are designed not only to raise their awareness of future choices but also raise their expectations and aspirations. They develop the skills for personal planning and making decisions in the context of curriculum, learning and achievement which will prepare them for next stages in life.
Learners should experience activities which enable them to develop the skills and attributes they will need if they are to achieve and sustain positive destinations beyond school. Demands and employment patterns are changing, so it is particularly important for all young people to develop high levels of skill and also an understanding of the world of work, training and lifelong learning so that they can embrace opportunities.
41

Additional support for learning
Stewarton Academy is committed to providing support to all pupils. All teachers provide support for young people to improve their learning but there are times when some pupils may require specialist interventions. This support is provided by our Pupil Support teachers (Pastoral and Learning).
Our Pupil Support staff are able to call on the expertise of the East Ayrshire Support Team (EAST), psychological services, health and social work. There are also a number of classroom assistants who support our pupils.
Eve ry opportunity is taken to establish the nature and extent of a student’s needs as soon as possible.
Close liaison with our associated primary schools means that information on individual students is available to us before students join in august. For other students already at Stewarton Academy individual subject teachers monitor the performance of students closely and are able to request additional support for any student from support for learning staff.
A wide range of provision is made for pupils to help support them. These include:

Assessing and identifying individual learning needs.

Mixed ability classes. Every teacher should ensure that courses and methods match the individual needs of pupils.

Specialist learning programmes where appropriate.

Learning Support staff assisting class teachers.

Classroom assistants assisting class teachers.

Advice to departments and staff on suitable learning and teaching methodologies/strategies within the classroom.

Close tracking and monitoring of pupil progress.
If a parent has any concerns relating to their child’s learning they should contact Pupil Support staff.
42

Transition
PRIMARY
– SECONDARY TRANSITION
At Stewarton Academy we have a well established and well evaluated transition programme for all of our P7 pupils. We work very closely with Dunlop Primary School, Kilmaurs Primary School, Lainshaw
Primary School and Nether Robertland Primary School. We also have a number of pupils at the academy who join us as placing requests.
The first part of the transition process takes place in October when P7 staff visit the Academy to meet
with staff and discuss cross-sector practice. This process is continued throughout the session when a number of Stewarton Academy staff visit associated primary schools to work with future S1 pupils.
Each year we hold a Curriculum for Excellence P7 Transition Day in Lainshaw Primary School for all
P7 pupils in the learning community. As well as supporting the curriculum this is the first time the future S1 cohort meet as a group and every encouragement is given to meet new friends. A number of
Stewarton Academy staff including the Principal Teacher of Science and the Environment, Principal
Teacher of Design and Technology and Principal Teacher of Physical Education are involved in the planning and delivery of this event.
The next transition event after the P7 Transition Day is our P7 Easter School. This will take place in
Stewarton Academy during the Easter break. During Easter School pupils get the chance to socialise with their future peers whilst learning more about the geography of Stewarton Academy.
From Easter till June the transition process continues with visits from Mrs Y Ward, DHT (S1/2) and
Principal Teachers of Pupil Support to all P7 classes.
Parents are a key part of the transition process, we have a number of opportunities for parents to visit the school. A P7 Parents' Evening takes in May which includes a guided tour of the school where departments will have displays of work and pupil activities. The Senior Management Team and Pupil
Support staff will also be available on this evening.
The P7 induction days take place in June. During these days, pupils will be given the opportunity to follow their S1 timetable and meet their new classmates and teachers.
A further S1 Parents' Information Evening takes place in September. This evening provides an opportunity to find out more detailed information about Stewarton Academy and includes presentations on curricular areas.
In addition to these events we work in close partnership with all primary schools to ensure we meet the needs of all our learners and provide individual support programmes where appropriate.
43

Parental involvement
INVOLVING PARENTS
Various references are made in the handbook to meetings and contact with parents. We believe in working closely with parents is vital to the success of Stewarton Academy.
Parents are encouraged to get in contact with us about any matter concerning their pupil/young person ’s education.
At present contact with parents take many forms including

Information leaflets/letters.

Newsletters.
 Meetings to discuss pupil’s progress (see Reports to parents).

Parent Council.

Information evenings.

Contact by Senior Management Team/Pupil Support Team.

Workshops.

School Web site (GLOW blog).

Parent Focus Groups.
The GLOW blog will contain a list of useful websites for more information about Scottish education.
THE PARENT COUNCIL
As a parent of a pupil/young person in attendance at the school, you are automatically part of the
Parent Forum of the school. The membership of the Parent Forum is made up of all parents who have a pupil/young person at the school. The Parent Forum can decide to form a smaller body called the Parent Council. The Parent Council is a group of parents selected by members of the Parent
Forum to represent them. Further information can be found at the following link: http://www.educationscotland.gov.uk/learningteachingandassessment/partnerships/engagingparents/ whygetparentsinvolved/index.asp
Parent helpers/volunteers regularly involved in educational establishments require to have a
Disclosure Scotland PVG Scheme check before the parent helper/volunteer is allowed to assist in the establishment.
44

Parental involvement
The Parent Council should help support parental involvement. It aims to help all parents to be

Involved with their pupil/young person
’s education and learning

Welcomed as active participants in the life of the school

Encouraged to express their views on school education generally and work in partnership with the school
The Parent Council also has a role in the Appointment of Head Teachers and Depute Head Teachers.
CHAIR OF STEWARTON ACADEMY PARENT COUNCIL: Mr David Mitchell
The Head Teacher will, and local councillors may, attend all meetings as advisors to the Parent
Council and have the right to speak although, not being members of the Parent Council, no right to vote.
Meetings are usually held once per month on the second Monday of the month.
Further information on Parent Council is available on www.parentzonescotland.gov.uk
and Stewarton
Academy GLOW blog.
The Chair of the Authorities’ Parents Steering Group has a place on Council Cabinet to help influence decision making about all matters relating to education. The Authorities’ Parent Steering Group is composed of representatives from Parents’ Councils across East Ayrshire and this group will represent the views of parents in the school sector.
45

Learning Community
STEWARTON LEARNING COMMUNITY
The school is a member of the Stewarton Learning Community which brings together a wide range of services to benefit young people. The principal purpose of the learning community is to ensure that services are better co-ordinated in order to meet the needs of pupils/young persons and raise attainment. Learning Communities support the government’s approach to GIRFEC (Getting it Right for Every Child). This means that if a pupil/young person needs support then, where possible, there will be one co-ordinated assessment and one plan for that pupil/young person
Stewarton Academy
Cairnduff Place
STEWARTON
Ayrshire
KA3 5QF
Telephone:(01560) 482342,
Headteacher: Mrs K Hegarty e-mail: Stewarton.academy@east-ayrshire.gov.uk
Lainshaw Primary School
Kilwinning Road
STEWARTON
Ayrshire
KA3 5AS
Telephone: 01560 483653
Headteacher: Ms E Speirs
Nether Robertland Primary School
Pokelly Place
STEWARTON
Ayrshire
KA3 5PF
Telephone:01560 482035
Headteacher: Mrs S Wilson
Kilmaurs Primary School
Sunnyside
KILMAURS
Ayrshire
KA3 2RY
Telephone:01563 538388
Headteacher: Ms R Lindsay
Kilmaurs Early Childhood Centre
Sunnyside
KILMAURS
Ayrshire
KA3 2RY
Telephone:01563 538674
Headteacher: Ms A McCutcheon
Dunlop Primary School
Main Street
DUNLOP
Ayrshire
KA3 4AN
Telephone:01560 484098
Headteacher: Mrs P Wilson
46

Wider community links
SCHOOL AND COMMUNITY LINKS
Stewarton Academy has well-established links with the community through our work and support of local charities and through more direct involvement with organisations and groups such as Hamilton
Gardens, residential home and the local primary school of Nether Robertland and Lainshaw.
Our contact and links with businesses are maintained through pupil placement with local firms as part of this work experience programme for all pupils S4-S6.
The school works closely with the local Rotary Club, voluntary organisation and local businesses to support pupils/young persons and help foster positive relationships with the community. We have strong links with Ayrshire College to develop vocational opportunities for pupils/young persons.
Last session a group of S4 pupils worked closely with Hamilton Gardens, a local residential Home.
They raised several hundred pounds to buy gardening equipment for a joint project with the residents.
This work is continuing this session.
These Senior pupils achieved a Saltire award for their volunteer work with the local community.
47

Other information
Contact Details
Alan Ward, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Kay Gilmour, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Councillor Iain Linton
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Councillor E Freel telephone no:(01563 576043)
Councillor J McGhee telephone no:(01563 576527)
Councillor E MacColl telephone no:(01563 576058)
48

Examination results
Recognising Achievement and Raising Attainment
All schools now use INSIGHT to identify areas of success and where improvements can be made.
INSIGHT replaces a previous system called STACs (Standard Tables and Charts) and is designed to be aligned with Curriculum for Excellence and include a range of wider achievement.
INSIGHT has been developed in line with a number of Scottish Government policy commitments and has a focus on helping to reduce the gap between higher and lower attainers, raising attainment for all, improving literacy and numeracy and helping more young people to reach positive post-school destinations.
INSIGHT uses a virtual comparator school, Local Authority and National data to analyse performance.
The virtual comparator is made up of pupils from around Scotland who go to schools with a similar background and who adopt similar curricular models.
In order to aid the analysis of attainment data,
INSIGHT also uses a tariff scale which means that each qualification can be awarded tariff points based on its SCQF level. This allows different qualifications to be analysed in an open and transparent way.
National Benchmarking Measures
All of the national benchmarking measures consider pupils' achievements on leaving school and is not influenced by a school's curricular model. The national measures provide information about the attainment and destinations of school leavers. It is the national measures which offers a consistent and comparable measure of school performance.
Examination Results
– School Leavers
Stewarton Academy
Virtual Comparator
Stewarton Academy
Virtual Comparator
Stewarton Academy
Virtual Comparator
Stewarton Academy
Virtual Comparator
5+ passes at SCQF Level 3
2011-12 2012-13
95.7%
93.0%
96.8%
95.1%
5+ passes at SCQF Level 4
2011-12
91.5%
87.0%
2012-13
89.7%
88.1%
2013-14
99.1%
97.0%
2013-14
96.5%
94.6%
5+ passes at SCQF Level 5
2011-12 2012-13
64.1%
61.3%
59.6%
61.5%
2013-14
67.3%
70.9%
5+ passes at SCQF Level 6
2011-12 2012-13
40.2%
33.2%
36.5%
33.1%
2013-14
40.7%
38.3%
49

Examination results
Literacy Levels
– School Leavers
Stewarton Academy
Virtual Comparator
2011-12
98.3%
94.0%
Stewarton Academy
Virtual Comparator
Stewarton Academy
SCQF Level 4
2011-12
96.5%
91.7%
2012-13
97.4%
94.5%
SCQF Level 5
2011-12
69.2%
SCQF Level 3
2012-13
100.0%
96.7%
2012-13
69.2%
Virtual Comparator 70.1% 72.7%
Numeracy Levels – School Leavers
Stewarton Academy
Virtual Comparator
2011-12
97.4%
93.4%
Stewarton Academy
Virtual Comparator
Stewarton Academy
Virtual Comparator
SCQF Level 4
2011-12
76.9%
81.7%
2012-13
82.1%
83.3%
SCQF Level 5
2011-12
58.1%
60.9%
SCQF Level 3
2012-13
98.1%
95.0%
2012-13
54.5%
61.6%
2013-14
100.0%
97.9%
2013-14
99.1%
97.4%
2013-14
77.9%
82.2%
2013-14
100.0%
97.1%
2013-14
83.2%
91.5%
2013-14
58.4%
70.4%
50

Examination results
Positive Destinations
– School Leavers
A positive destination includes Staying on at School, Higher Education, Further Education, Training,
Voluntary Work, Employment and Activity Agreements.
Positive Destinations
Stewarton Academy
2011-12 2012-13
90.0% 96.2%
2013-14
94.7%
East Ayrshire
Virtual Comparator
89.4%
91.0%
91.6%
92.4%
93.4%
93.8%
National 90.1% 91.7% 92.6%
Closing the Attainment Gap (Scottish Index of Multiple Deprivation) – School Leavers
The SIMD enables schools to map their performance against the social context in which they operate.
The SIMD. It is based on data zones (a small area geographically) and provides an assessment of multiple deprivation. The data zones have been ranked and split into ten equal parts with decile 1 being the most deprived and decile 10 being the least deprived. This information allows the school to concentrate on closing the attainment gap between the most advantaged and disadvantaged pupils.
Tariff Points
Stewarton Academy 2014 Leavers
Tariff Points National
Number in Group SIMD 1
Average
113 59
50035 562
SIMD 2
Average
564
625
SIMD 3
Average
841
700
Tariff Points
Stewarton Academy 2014 Leavers
Tariff Points National
Number in Group SIMD 4
Average
113 1004
50035 776
SIMD 5
Average
920
SIMD 6
Average
1107
832 895
Tariff Points
Stewarton Academy 2014 Leavers
Tariff Points National
Number in Group SIMD 7 SIMD 8 SIMD 9 SIMD 10
Average Average Average Average
113 1143 984 1390 1445
50035 971 1037 1135 1274
51

Examination results
Improving Attainment for All
– School Leavers
The selected group of school leavers is ordered according to their total tariff score and allocated into the corresponding parts. The average total tariff score of these candidates is displayed for each of the lowest 20%, middle 60% and highest 20%.
Stewarton Academy East Ayrshire Virtual
Comparator
National
Lowest 20% attaining
Middle 60% attaining
Highest 20% attaining
Local Benchmarking Measures
301
956
2028
157
769
1741
294
964
1916
163
805
1817
The local benchmarking measures provide data on pupils' achievements during the senior phase, whether or not they are a leaver or they are still at school. The local measures use the data for the whole year group in each stage (S4, S5 or S6) and will to some extent be influenced by a school's curricular model. These local measures are provided to offer a sense of how specific year-groups are performing.
52

Examination results
S4 Examination Results
Stewarton Academy
East Ayrshire
Virtual Comparator
National
Stewarton Academy
East Ayrshire
Virtual Comparator
National
2011-12
95.8%
92.3%
91.0%
89.5%
2011-12
84.5%
77.0%
80.3%
76.1%
Stewarton Academy
East Ayrshire
2011-12
38.7%
32.3%
Virtual Comparator
National
38.0%
33.8%
*S4 in 2013-14, based on S4 roll
S5 Examination Results
Stewarton Academy
East Ayrshire
Virtual Comparator
National
Stewarton Academy
East Ayrshire
Virtual Comparator
National
2011-12
56.5%
48.0%
50.1%
47.7%
2011-12
34.0%
25.5%
31.2%
28.5%
Stewarton Academy
East Ayrshire
2011-12
15.7%
9.8%
Virtual Comparator
National
12.0%
12.2%
*S5 in 2013-14, based on S4 roll
5+ passes at SCQF Level 3
2012-13
97.7%
93.7%
92.1%
89.8%
84.2%
77.6%
38.8%
33.8%
43.4%
35.4%
2013-14
96.9%
86.3%
88.5%
83.2%
5+ passes at SCQF Level 4
2012-13 2013-14
88.4%
76.9%
90.0%
78.5%
85.2%
76.7%
5+ passes at SCQF Level 5
2012-13 2013-14
48.5%
38.9%
48.8%
39.2%
2014-15
93.5%
73.0%
88.4%
2014-15
84.8%
67.0%
84.1%
2014-15
49.3%
33.0%
50.1%
1+ passes at SCQF Level 6
2012-13
47.9%
2013-14
55.4%
47.0%
54.9%
49.6%
49.6%
60.2%
52.6%
3+ passes at SCQF Level 6
2012-13 2013-14
32.4%
26.1%
34.4%
30.0%
33.1%
29.3%
39.3%
33.2%
5+ passes at SCQF Level 6
2012-13
16.2%
10.1%
15.4%
12.9%
2013-14
18.5%
14.4%
19.4%
16.5%
2014-15
71.0%
51.0%
64.7%
2014-15
45.0%
31.0%
45.2%
2014-15
26.7%
13.0%
20.9%
53

Examination results
S6 Examination Results
Stewarton Academy
East Ayrshire
Virtual Comparator
National
2011-12
47.0%
32.1%
40.8%
38.2%
3+ passes at SCQF Level 6
2012-13
46.6%
36.9%
41.4%
39.8%
Stewarton Academy
East Ayrshire
Virtual Comparator
National
5+ passes at SCQF Level 6
2011-12
35.8%
2012-13
37.2%
20.8%
28.8%
25.7%
24.5%
28.5%
26.9%
Stewarton Academy
East Ayrshire
Virtual Comparator
National
1+ passes at SCQF Level 7
2011-12 2012-13
18.7%
12.9%
16.9%
14.8%
19.6%
16.7%
*S6 in 2013-14, based on S4 roll
20.3%
17.7%
2013-14
43.0%
38.3%
48.3%
42.3%
2013-14
33.1%
26.6%
33.9%
29.4%
2013-14
18.3%
15.8%
21.9%
18.7%
2014-15
46.2%
37.0%
51.8%
2014-15
30.8%
26.0%
36.2%
2014-15
23.9%
14.0%
21.9%
54

Disclaimer
Although this information is correct at time of publication, there could be changes affecting any of the matters dealt with in the document:

before the commencement or during the course of the school year in question

in relation to subsequent establishment years
55