Our
Values
Everything we are trying to achieve is underpinned and sustained by our
values. We believe that values permeate all educational activity and when we
educate we communicate our values.
Shared values are important as they can:
• Provide a sense of identity;
• Convey a clear message and image;
• Support and encourage good behaviour and attitudes;
• Help us make consistent and effective decisions.
Everyone at Knightswood Secondary is committed to our values:
• Honesty
• Ambition
• Respect
• Responsibility
• Inclusion
OUR VISION
‘A place of excellence and
an excellent place to be’.
2
3
AN INTRODUCTION TO KNIGHTSWOOD SECONDARY SCHOOL
Welcome to Knightswood Secondary School which has a long tradition of successful teaching and
learning. It is a centre of excellence in many respects with our goal being to provide a broad and
balanced education that meets the needs and abilities of each of our young people, allowing them
to develop their full potential. We have high expectations of everyone in the school with a strong
emphasis on successful learning and young people being provided with many opportunities to
develop the necessary knowledge and skills which will help them to become responsible young
citizens and effective contributors. The school is fortunate to be served by very experienced,
enthusiastic and committed staff who constantly urge our young people to achieve qualifications of
the highest possible standard to maximise their choices, and opportunities, beyond school.
A unique feature of the school is that we are the home of the Dance School of Scotland which is
the country’s national centre of excellence for dance and musical theatre. We provide high quality,
specialist tuition for some of the country’s most gifted young dancers and musical theatre students.
These young people follow the school curriculum and take a full and active part in school life, in
addition to the specialist dance or musical theatre training they receive.
We also consider the process of education to be crucial and an important part of our work is the
creation of a positive learning environment where everyone is valued and a strong sense of purpose
prevails. Our staff work hard to achieve this and they demonstrate a strong commitment to every
young person in our school community. The young people themselves contribute significantly
to the excellent ethos in the school; a notable feature being their participation in the decision
making process through the School’s Student Council. Visitors to the school often comment on the
exceptional behaviour and level of engagement of our pupils, and on their obvious pride at being
part of the school community as demonstrated in their support of our dress code.
The school has very well developed links with its associated primaries and one of our strengths is
that we value, and work in partnership with parents, the local community, business partners and
other organisations. Our dynamic Parent Council, which provides outstanding support for many
aspects of school life, demonstrates our highly effective partnership with parents and carers. We
understand that the professional skills of the teacher, working in harmony with the active
encouragement and support of parents, leads to a powerful and successful influence on our young
people. Consequently I would urge you to actively participate in this partnership by attending
parents’ meetings and keeping us informed of concerns or additional information you feel is
important. Together we can ensure that your son or daughter will grow and develop with
confidence.
A school handbook can only tell part of the story. The excellent ethos which exists within the school,
its standards and the ultimate success of individual learners, are less easily put into words. For you
to make an assessment of these, recent former pupils and parents are probably your best source of
information.
I hope you find our handbook interesting and informative and that it provides you with some insight
into the life of our school. If you wish further clarification, please phone or call at the school and
we will be happy to answer your enquiry. The staff and I look forward to a happy and productive
association with you in the years to come.
Head Teacher
4
INTRODUCTION FROM THE HEADTEACHER
SECTION ONE
Knightswood Secondary and its Staff
Pages 6 - 11
SECTION TWO
Health and Wellbeing of Pupils
Pages 12 - 26
SECTION THREE
The Curriculum
Pages 28 - 37
SECTION FOUR
Statistics
Pages 38 - 39
SECTION FIVE
Local Authority Information
Pages 40 - 47
5
Our aims aspire to create an excellent learning environment
and in doing so support all of our students to become:
• successful learners • confident individuals • responsible citizens • effective contributors
Successful Learners
Responsible Citizens
Curriculum
Citizenship
To ensure a broad and balanced curriculum that
provides students with the best possible learning
opportunities, whilst encouraging them to take
responsibility for their learning.
To prepare young people for responsible citizenship
by developing values, beliefs and attitudes
compatible with living in a modern, democratic and
multicultural society.
Attainment
Ethos
To ensure that all learners are able to realise their
potential through the promotion and recognition of
achievement and excellence.
To provide a welcoming, safe and caring environment
in which learning and personal development have
a high priority and where good behaviour, selfdiscipline and mutual respect are promoted.
Our
will be supported by the following aims:
will be supported by the following aims:
Learning and Teaching
To provide high quality learning and teaching
experiences that challenge learners and enable
them to enjoy their education and develop positive
attitudes towards learning.
Professional development
To improve the quality of the learning experiences
for learners through a programme of continuing
professional development for all staff.
Management
To improve the quality of learning & teaching through
effective leadership, organisation and management of
the school’s staff and resources.
Effective Contributors
will be supported by the following aims:
Lifelong Learning
To foster in learners a desire for knowledge and
understanding, whilst equipping them with skills and
attitudes for adult and working life as a foundation
for lifelong learning.
Partnership
To build and maintain effective partnerships between
the school and its parental body, external support
agencies and the wider community.
Confident Individuals
will be supported by the following aims:
Support for Pupils
To provide effective support systems for all
young people which promote personal and social
development, and underpin academic achievement.
Health Promotion
To ensure good health in all young people through
strategies which promote physical and mental
well-being and self-esteem.
Social Inclusion
To ensure that every young person enjoys equality
of access to educational opportunities regardless of
social or economic background.
Knightswood Secondary aims to develop the full
potential of our students by providing an education
appropriate to their needs and abilities. We consider
the process of education to be crucial and a key part
of our work is the creation of a positive learning
environment where everyone is valued.
Our vision, values and aims were reviewed and agreed
at the beginning of the current improvement planning
cycle. This process involved consultation with key
stakeholders.
6
KNIGHTSWOOD SECONDARY AND ITS STAFF
Section
effective contributors
The Dance School of Scotland
“a place of excellence and an excellent place to be”
7
Knightswood Secondary School
incorporating The Dance School of Scotland
60 Knightswood Road
GLASGOW, G13 2XD
E-mail: headteacher@knightswood-sec.glasgow.sch.uk
Telephone No: 0141 582 0160
Fax No: 0141 582 0161
Website: www.knightswoodsecondary.org.uk
Twitter Account: twitter@KnightswoodSec
DSS Website: www.thedanceschoolofscotland.org.uk
Our
Knightswood Secondary School is a comprehensive school which is co-educational, nonselective, and non-denominational. We cater for pupils of all ability ranges from First
Year through to Sixth Year.
The school's current roll is 1280 but has capacity for 1400. The building provides up-todate facilities for a wide range of subjects.
The school has a duty to ensure that all our young people have equal access to the curriculum,
supported as appropriate to their needs. This covers not only the content of the lessons and
teaching strategies but also minor adaptations to the physical environment of our building
to address the needs of pupils with physical or sensory impairment. We also ensure that
parents who have a disability have equal access to information about their children.
The school has no lift between floors and is designed in such a way that there are many
flights of stairs even within each designated floor level. The design of the building is not
adapted for pupils with severe disabilities but children with minor disabilities can be
accommodated. Access to the main administration area is available to all via ramps and
offers access to a disabled toilet. The school will ensure that information is available for
any parent who is unable to access regular forums. Staff are fully briefed on issues relating
to social inclusion and are provided with information relating to individuals who require
additional support
The school also has a Youth Wing. This accommodation along with our PE facilities, is used
in the evening to serve the needs of the community.
Applications for lets of any accommodation should be made to:
School Letting, Glasgow Life, 20 Trongate, Glasgow, G1 5ES, Tel: 0141 287 8987
8
The school incorporates the national centre of excellence for dance and musical theatre - The
Dance School of Scotland. Pupils are selected by audition and undertake professional training
whilst following a modified academic curriculum in the school.
There are 6 associated Primary Schools – Bankhead, Blairdardie, Garscadden, Knightswood,
Scotstoun and Yoker – which transfer pupils to us at the end of their Primary Education and
it is the concern of both the Primary staff and ourselves that this transfer is made as easy and
as pleasant as possible. We are fortunate to share exceptional relationships with our associated
Primary Schools and there is effective partnership working and sound communication between
us in relation to the curriculum, learning and assessment and wider aspects of achievement.
What sort of a school is Knightswood Secondary?
HM Inspectorate of Education make expert and objective evaluations of all schools. Our most
recent inspection was in October 2014 and their report will be available on the Education
Scotland website. In November 2012 the Council carried out a School Quality Review and
reported back on the current quality of provision.
Here are twenty things they have written about Knightswood Secondary in these
reports:
“The school had an outstanding ethos.”
“The ethos of the school supports young people to
achieve and learn.”
“Parents, pupils and staff were very positive about
the school.”
“Most classes provide a purposeful and calm
atmosphere for learning.”
“Pupils said they liked being at this school. They
got on well with other pupils and felt safe and
secure.”
“The school improvement plan clearly identifies
priorities for targeting improved attainment and
achievement.”
“The range of planned activities on offer to young
people to provide them with wider achievements is
outstanding.”
“The provision of support for young people is a key
strength in the school. The Pupil Support Team
work very effectively to meet the needs of young
people in the school.”
“Teachers felt that there was mutual respect
between teachers and pupils and that they
regularly celebrated pupils’ successes.”
“The Dance School of Scotland has a track record
of outstanding success in developing young people’s
talents. Highly trained and skilled staff achieve the
highest standards and they are very successful in
ensuring positive destinations for young people.”
“Parents, staff and pupils identified strongly with
the school. “
“The Headteacher and senior leadership team are
very effective and work well as a team.”
“Staff and pupil relationships were exceptionally
positive.“
“The Headteacher has a clear vision for the school.
The values and aims of the school are clearly
articulated”
“Parents and visitors were warmly welcomed.”
“The school communicated effectively with
parents”.
“The school had a strong sense of equality and
fairness.”
“The school has established high expectations of
young people in their learning, behaviour and
attendance.”
“The school is actively developing leadership
capacity, and significant developments and
improvement have taken place within a very short
time frame.”
“There is a high degree of confidence that the
school will secure further improvement under the
strong leadership of the Headteacher and the senior
leadership team.”
9
OUR SCHOOL DAY
THE SENIOR MANAGEMENT TEAM
OUR STAFF
Period 1
Period 2
Registration
Interval
Period 3
Period 4
Lunch
Period 5
Period 6
08.55 – 09.45
09.45 – 10.35
10.35 – 10.55
10.55 – 11.10
11.10 – 12.00
12.00 – 12.50
12.50 – 13.30
13.30 – 14.20
14.20 – 15.10
Period 7
15.10 – 16.00 (Monday)
Details of holiday dates are available on the Glasgow City Council website:
www.glasgow.gov.uk/index.aspx?articleid=9418
Mrs Kay Dingwall
Head Teacher
Head Teacher – has responsibility for the leadership, good management and strategic
direction of the school; health and safety; the management and development of the school
curriculum and policies; the management of all staff , their care and welfare, and their
ongoing professional development; working in partnership with parents, other professionals,
agencies and establishments; acting as adviser to the Parent Council and to participate in the
selection and appointment of the staff of the school.
Mr Douglas Brown
Depute Head Teacher (S2)
Mrs Mandy McCreaner
Depute Head Teacher (S3)
Ms Anna MacLellan
Depute Head Teacher (S1)
Mrs Ann Skinner
Depute Head Teacher (S5)
Mr John Hood
Depute Head Teacher (S6)
Mr John Burns
Depute Head Teacher (S4)
Depute Head Teachers take a lead role in quality assurance, and in the development
and improvement of the school; promote and maintain good order and discipline within
their year group; take a leading role in pupil support and pastoral care work of the school;
monitoring and support of link departments/faculties.
Apart from being responsible for supporting and maximising the potential of individual
young people within their year group, and their link departments, each Depute Head
Teacher also has delegated responsibility for the strategic and operational leadership and
management of specific areas e.g. Primary/Secondary transition, teaching and learning,
raising attainment, employability and enterprise, health promotion.
10
THE PASTORAL CARE TEAM
OUR
The Pastoral Care Team at Knightswood Secondary School exists in order to look after the
welfare of all of its pupils. Pastoral Care staff seek to establish a good working relationship
with parents and carers and in doing so play their part in developing an effective partnership
between the school and home. This helps to ensure that our young people have every
opportunity to achieve their full academic potential, and to develop both personally and
socially, so that they move into the world beyond school with the knowledge, skills and
resilience required to support success.
To be effective in their role, Pastoral Care staff have to get to know the young people in
their groups. To assist in this process, each Principal Teacher of Pastoral Care has been
given responsibility for a number of young people from S1 to S6 who are members of the
registration classes allocated. The Principal Teacher with responsibility for the groups is
shown below:
ARRAN HOUSE
Mr Kenny Agnew
R1 and R2
SKYE HOUSE
Mr Craig Shields
R3 and R4
BUTE HOUSE
TIREE HOUSE
Miss Catriona Brand
Mr Richy Thomson
R5 and R6
R7 and R8
ISLAY HOUSE
HARRIS HOUSE
Mrs Karen Owens
R9 and R10
Miss Rachel Kerr
R11 and R12
ORKNEY HOUSE
Mr Adrian Diver
R13 and R14
11
HEALTH AND WELLBEING OF OUR YOUR YOUNG PEOPLE
Section
confident individuals
Bryce Lamont (Advanced Higher Drama)
13
SYSTEMS
The Pastoral Care Team
The Pastoral Care system exists in order to look after the care and welfare of all of our young
people. Pastoral Care Staff seek to establish a good working relationship with parents and in
doing so play their part in developing a partnership between the school and parents. Doing
so helps to ensure that pupils of the school achieve their full academic potential as well as
promoting their health and well-being, and their personal and social development.
Each Principal Teacher of Pastoral Care Teacher has responsibility for a number of young
people arranged according to their registration classes.
Registration Classes:
Pastoral Care Teacher
House Names
R1 & R2
R3 & R4
R5 & R6
R7 & R8
R9 & R10
R11 & R12
R13 & R14
Mr Agnew
Mr Shields
Miss Brand
Mr Thomson
Mrs Whelan
Miss Kerr
Mr Diver
Arran House
Skye House
Bute House
Tiree House
Islay House
Harris House
Orkney House
OUR PUPIL
This arrangement enables them to get to know families and allows parents and carers to always
deal with the same Pastoral Care teacher throughout the time their children are at our school.
Talking with Young People
As well as getting to know pupils in the course of every day school life, Pastoral Care Teachers
interview pupils regularly during the years they are at school. Pupils have their first interview
during their first few weeks of their First Year. At that time it is explained to pupils that they
should think of their Pastoral Care Teacher as someone they can always come to if they are in
any kind of difficulty, or have problems, which will affect how they are getting on at school.
Talking with Parents and Carers
Parents are encouraged to think of their child’s Pastoral Care Teacher as their first point of
contact within the school. They should not hesitate to contact them if they want to pass on
information to the school or want to discuss problems or difficulties associated with their
child. An early contact between the home and school can often prevent minor problems
becoming more serious issues. In particular parents should speak to Pastoral Care Teachers
about any matter which appears to be making their child unhappy at school. On the other
hand, if any event in a child’s home life is likely to affect him or her at school, then Pastoral
Care Teachers can be informed and will do what they can to provide support.
Contact with Pastoral Care Teachers
Pastoral Care Teachers can most easily be contacted first thing in the morning, before 08.55
am. As they all have a teaching commitment parents and carers should always telephone in
advance to make an appointment.
The school telephone number is: 0141 582 0160.
14
Monitoring Progress
Pastoral Care Teachers play a key role in monitoring pupils’ progress. They receive regular
reports from subject teachers as well as the results of underachievement trawls. Part of their
response to these is to keep parents informed of their children’s progress and where necessary
meet with the parent and discuss strategies for ensuring that their child progresses as he or
she should.
Social Education
Pastoral Care teachers are responsible for the preparation and collation of materials which
are used in the Social Education programme. Each group goes to Social Education for 1
period per week. The topics covered range from aspects of Health Education, Sexual
Health, Drugs Awareness and Parenthood to developing Interpersonal Skills.
The Chaplaincy Team
Ministers and Youth Workers from our local churches form the school’s Chaplaincy Team.
The Chaplains hold regular assemblies for the year group and are always sensitive to the
fact that there are young people of many faiths and those who do not have a faith. At times
Chaplains may be invited to participate in classroom lessons and under certain circumstances
can have a pastoral role.
Careers Education
This forms an important part of the Social Education programme. From S1 to S6, the Social
Education programme contains increasing amounts of vocational education material. The
material includes:
 self-awareness
 decision making skills;
 job classification and information
 job seeking skills etc.
Young people are taught how to use the careers library and to access the information held on
computer which relates to the qualifications needed for entry to specific courses and careers.
Vocational Guidance
Every young person has an individual interview at important points in their school careers.
For instance, they have an interview towards the end of their Second Year when they have
to start making choices about the subjects they would like to study in S3 and S4, and again
before they go into Fifth Year, when they are thinking about which subjects they will continue
with in Senior School.
Pastoral Care Teachers will keep parents and carers fully informed at such times and are most
welcome to meet with Pastoral Care teachers to discuss these important decisions. In addition,
parents and carers will be invited to Parents’ Meetings which provide additional information
and ensure that young people make informed, and appropriate, choices. Representatives
from Skills Development Scotland (Careers Service), and from Further Education Colleges,
come to these meetings to talk with the young people and their parents/carers and describe
the courses that are available. Pastoral Care staff also attend and meet with parents/carers.
15
Employment and Skills Manager
A Skills Improvement Officer, from an area team, works in partnership with the Pastoral Care staff to
ensure that every young person leaving the school is supported into employment, training, Further
or Higher Education. The Area Employability Support Team also helps with the planning and
organisation of the work experience programme for young people in S4.
Business Partnerships – Enterprise: Partnership Information
Knightswood Secondary has recently teamed up with Scottish Business Class and Enterprise rent-a-car
to further enhance our engagement with business. We aim to make long term and sustainable links
with Enterprise which will bring real life business experience to the school for the benefit of both
pupils and staff.
The partnership will:
further enhance the curriculum
provide high quality work shadowing / experience opportunities
work with identified groups of young people on developing their employability skills
mentor young people to further develop their personal qualities and skills to help them to reach their
full potential
CHILD SAFETY / CHILD PROTECTION POLICY
Knightswood Secondary School takes positive steps to ensure that programmes of
health and
personal safety are central to the curriculum and that our young people have a clear understanding
of the difference between appropriate and inappropriate behaviour on the part of another person, no
matter who.
The school creates and maintains a positive ethos and climate which actively promotes
welfare of the young people and a safe environment by:
•
•
•
•
the
ensuring that our young people are respected and listened to
ensuring that programmes of health and personal safety are central to the curriculum
ensuring that staff are aware of child protection issues and procedures
establishing and maintaining close working relationships and arrangements with all other
agencies to make sure that professionals collaborate effectively in protecting our young people.
Any member of staff who has concerns regarding the welfare or safety of any young person must
report these concerns to the Head Teacher or the Depute Head Teacher designated as our Child
Protection Coordinator. If the decision taken is that that there may be grounds for concern
regarding the welfare or safety of any young person, the Head Teacher, or Child Protection
Coordinator, will advise the Duty Senior Social Worker at the local Social Work Area Office of the
circumstances. The Social Work Service would then take the matter forward.
JOINT SUPPORT TEAM
The school has a very effective Joint Support Team. This is multi-agency group involving
representatives from the school, Health, and Social Work and our Educational Psychologist. This
team meets monthly and the aims are:
• to provide support for young people experiencing difficulties in order to maintain, as far as
possible, such young people within their own school, home and community.
• to improve communication and mutual understanding through closer interagency
collaboration.
• to encourage parental/carer involvement in meeting the needs of their child.
16
Bullying
Bullying is much less of a problem in Knightswood than in many other schools. However,
when bullying does take place, we take this very seriously. We have a very strong antibullying policy, of which all teachers, parents and pupils are very aware. Bullying is dealt
with in Social Education and young people are taught social skills through the ‘Skills for
Adolescence’ programme.
Should bullying occur, it is vitally important that it is reported to Pastoral
Care teachers as soon as possible. This does two things. It keeps to a
minimum the lasting damage that can be done to a young person’s school
career and their self-esteem if bullying happens over a period of time. It also
ensures that the person doing the bullying can be dealt with at an early stage
before things have gone too far and be given the opportunity to understand
the wrongness of their behaviour and be helped to change it for the better.
Pastoral Care e.g Reluctance
582 0160
exclusion from the school.
17
PRIMARY/ SECONDARY LIAISON
Knightswood Secondary and its associated Primaries of Bankhead, Blairdardie, Garscadden,
Knightswood, Scotstoun, and Yoker have forged close links to ensure that the transition
from Primary to Secondary runs smoothly, in both educational and
pastoral terms. Support for Learning staff, Pastoral Care staff, and the
S1 Year Group Head work very closely to ensure support strategies for
all pupils and especially pupils with Additional Support Needs are in
place before the transfer. Information and advice on teaching strategies
is passed to Knightswood Secondary staff so that they are aware of the
needs and the strengths of the incoming S1 pupils and can plan
appropriate support measures. Continuous and effective consultation,
co-operation and communication are the foundation on which this
liaison with our Primary colleagues is built.
GETTING TO KNOW KNIGHTSWOOD SECONDARY
To help ensure a smooth transition from Primary to Secondary a programme of visits
provides an opportunity to gather information which begins in Primary 6.
• During the year various activities are arranged for Primary 6 pupils such as The Math
Challenge, Technology Challenge and French Challenge.
All
Primary 6 & 7 parents are invited to the Secondary Open Night in October. Parents
•
have the opportunity the see the school at work, visit departments and talk with staff
and pupils during the evening.
• Primary 7 pupils follow their timetable for 3 days in May/June. These visits allow
Primary 7 pupils to follow their August timetable in their 'new' classes which will be a
mix of young people from other Primary schools. This is a 'dummy run' for the start of
the session and pupils have the opportunity to meet their teachers and see all areas of
the school including the Fuel Zone, Pastoral Care offices and Year Group Heads office.
Last year we included an early visit in Oct/Nov for the completion of CEM tests. These
tests provide us with a measure of potential of numeracy, literacy and problem solving
skills
• Primary 7 Parents are invited to an S1 Induction Evening in June. This is held in
Knightswood Secondary and is an important opportunity for parents and carers to
meet key staff and have questions answered by the Head Teacher, Depute Head
Teacher for S1, as well as Support for Learning staff and our Principal Teachers of
Pastoral Care.
Primary 7 Parents are invited to an S1 Induction Evening in June. This is held in
Knightswood Secondary and is an important opportunity for parents and carers to find
out more about the transition from Primary to Secondary. They can also meet key staff
and have questions answered by Head Teacher, Depute Head Teacher for S1, as well as
18
THE TRANSITION PROCESS
• This process is essential for identifying the needs of our new S1 young people well in
advance of their arrival. Numerous meetings are held between, Primary Staff, Support and
Pastoral Care Staff, Depute Head Teacher and any external agencies in order to collate and
disseminate valuable information as well as providing an opportunity to discuss and access
support.
• Primary 6 Screening process is started between Primary and Secondary staff, educational
psychologist, usually April/May.
• Knightswood Secondary also operates an Enhanced Transition Programme. This is to
meet the needs of Primary 6 & 7 pupils with significant Additional Support Needs. The
Enhanced Transition Programme begins in P7.
• Primary Joint Support Team meetings are held with Support for Learning staff, Principal
Teacher Pastoral Care, Depute Headteacher and Primary Staff. These meetings take place
in the secondary school and they are an opportunity for Primary Heads and Primary 7
staff to discuss specific pupils who might be especially vulnerable or who have Additional
Support Needs. This allows appropriate support to be arranged prior to the August start
date.
•
•
•
•
•
Transition data base is completed by Primary 7 staff and sent to Secondary in April.
Transition data base includes information on current working levels, general progress
and areas of strength and for all curricular areas as well as information on siblings and
successful peer groupings.
SFL will also attend a number of additional review meetings prior to August.
Support for Learning staff and the Depute Headteacher for S1 carefully consider all this
information when organising the S1 classes for August.
To inform staff and allow them to prepare for their S1 classes, pupil information is shared
with all staff on the in-service day in August. This information is stored electronically and
regularly updated on school system.
All these supports are reviewed and refined annually in order to ensure that we continue
to successfully meet the needs of all our new S1 young people. Through our commitment
to work closely with Primaries, parents, support agencies and most importantly the
pupils we intend that our new S1 young people make the transition to Secondary
seamlessly and continue to achieve their full potential.
Spy Quest Challenge
A dynamic new inclusion to our transition programme is the Spy Quest Challenge
which allows all our youngsters to work together in their new tutor groups to complete
several secret missions. This challenge allows them to explore their new surroundings in
an imaginative and fun way. Each mission ensures that the teams have to share core
skills of communication, problem solving, being observant and using ICT. They crack
codes, solve puzzles, follow clues, and encounter some very interesting spies!
19
KNIGHTSWOOD SECONDARY SCHOOL HOUSE SYSTEM.
We successfully introduced a House System. The rationale for its introduction was:
-
to foster and further develop the personal qualities and social skills of all our young
-
people to maximise their success in school, life and work.
to further support an increased sense of identity, belonging and ownership for all
members of our school community.
- to enhance the leadership and team-working opportunities for students of all ages.
- to increase interaction between learners of different ages and stages and through
that the further development of ‘pupil voice’, peer support/education, citizenship
- to support greater participation in a range of competitive activities across the school
year in key House events
House Student Leadership Structure -
Each House will have:
From S6
From S5
• 2 Captains, 1 male + 1 female,
• 2 Vice Captains, 1 male + 1 female,
KNIGHTSWOOD
• 2 Prefects, 1 male + 1 female
• 6 Prefects, 3 male + 3 female
From S1-S4
• 2 Class representatives from each year group, 1 male
+ 1 female
This model will provide 196 positions of leadership & responsibility for learners across the
school. Our young leaders will ensure that the ‘pupil voice’ informs future policy and
decision-making, and our ongoing improvement agenda both at House and whole school
level.
The Knightswood Buddy System
The school operates a very successful Buddy Programme in order to support all our S1
pupils. The Buddy programme is also designed to provide senior pupils with the
opportunity to make a positive contribution to the school community and develop their
leadership skills.
The Aims for the Buddy Programme are to –
-Encourage the development of good relationships and respect for all members of the
school community.
-Contribute to the successful transition from Primary to Secondary
-Contribute to the development of responsible citizens
-Raise awareness and support the school’s Anti – Bullying strategy
Who are our Buddies?
We use an inclusive rather than an exclusive selection process. This ensures that we have a
broad range of personalities and aptitudes rather than selecting only model students. All S6
pupils are given the opportunity to attend Peer Support Training. This training has been
developed and is delivered in the school by trained members of the Pastoral Care team.
Training our Buddies
The training allows the senior pupils the opportunity to identify, explore and practice
various skills and techniques relevant to Peer Support.
What do our Buddies do?
Our Buddies help the successful transition from Primary to Secondary by alleviating many
of the most common concerns. They do this by:
-escorting S1 classes around the school from class to class to help the new members of our
school community get used to the layout.
-supporting the new First Years by monitoring the S1 playground, social area and Fuel Zone
on a daily basis so that they are available to answer any questions and concerns.
-assisting the Support for Learning staff with initiatives such as Paired Reading and the Toe
by Toe programme
-contributing to the promotion of a positive school ethos by following the school’s dress and
behaviour codes and being excellent role models for the younger pupils.
20
FOR LEARNING TEAM
The Support for Learning staff works closely alongside colleagues in all other departments
in the school to support young people with Additional Support Needs access a full and
balanced curriculum. The department has a number of roles within the school:
• Consultancy: providing advice, strategies and support to departments.
• Staff Development: keeping staff up to date about legislative or policy changes, new
resources, and strategies to support pupils.
• Cooperative Teaching: working with a class teacher to plan and deliver the lesson, and to
support individual pupils in class.
Direct
Teaching: working with individual pupils/groups on basic literacy & numeracy.
•
• Liaison with External Agencies: liaison with agencies out with the school.
The aims of the Support for Learning Department are:
• To promote recognition and understanding of the range and diversity of additional
support needs experienced by many pupils.
• To show a commitment to meeting pupils’ needs in a positive and sensitive manner.
• To provide appropriate and effective support for young people experiencing both long and
short term additional support needs.
• To inform and support staff in their commitment to promoting effective learning for all
• pupils.
• To support the commitment to the provision of an appropriate curriculum for all learners. To
support parental involvement in a positive and sensitive manner to encourage effective
home/school partnership.
• To ensure that all pupils have equal access to the curriculum irrespective of gender, race,
social background, belief or nature of additional support needs.
The Support for Learning Department works particularly closely with young people with
additional support needs (ASN) and their parents. These needs may be temporary or long
term and can be addressed in a number of ways e.g.
OUR
•
•
•
•
•
•
•
•
providing direct one-to-one support from a specialist teacher.
the allocation of an additional (co-operative) teacher to the class.
providing advice to classroom teachers.
referral to specialist services, e.g. Psychological Services.
arranging review meetings for pupils with additional support needs.
providing specialist resources e.g. alphasmart, spellchecker.
arranging with the Scottish Qualifications Authority (SQA) for special
examination arrangements to be made where appropriate.
Every opportunity is taken to establish the nature and extent of a young person’s learning
difficulty as soon as possible. Close liaison with our associated primary schools means that
information is available to us before the young people join us in August. This ensures that
we can forward plan and support a successful start to their secondary education for all young
people.
As a local authority our schools and early years establishments process information about
children and young people in order to provide education and care. In doing so we must
comply with the Data Protection Act (1998). This means, amongst other things, that the
data held about children and young people must only be used for specific purposes.
However, you should be aware that we may use this information for other legitimate
purposes and may share this information where necessary with other public bodies or
where otherwise required by law. We may also use any information for research purposes.
However, all personal data is treated as confidential and used only in accordance with the
Data Protection Act and the Information Use and Privacy Policy approved by the City
Council. For further information please see our full privacy statement
at www.glasgow.gov.uk/index.aspx?articleid=2895
21
PROMOTING POSITIVE BEHAVIOUR
Knightswood is rightly proud of the calm and purposeful atmosphere in the school. Pupils,
parents and staff work very hard to support this through a wide range of strategies. One of
these is our Reward and Praise programme which significantly influences the good order
enjoyed by the school. Every young person is eligible. Those who go onto enjoy the rewards,
which ranges from day trips to television studios, theatre trips to longer trips to London,
Paris, etc., must demonstrate a positive attitude, attend well, and support our
expectations regarding dress and behaviour. The policy is based on young people
gaining merit awards which are recorded on the schools IT system. Pupils and tutor
teachers discuss merit and awards in tutor time every 3-4 weeks. It would be of
great support if parents and carers would check Learning Diaries regularly to track
home learning and give encouragement to complete this to the best of their ability.
“Encouraging self-discipline and personal pride” underpins our attitude to the
management of pupil behaviour. We try not to regiment our pupils but live by
the Code of Conduct. As our young people become older and more responsible,
we expect that these standards no longer need to be imposed but that they have
developed the self-discipline which is necessary for adulthood. As a school we
take considerable pride in the good ethos in the school. Visitors comment very
positively on the excellent working relationship between the young people and the
staff, which allows good learning to take place. We also take pride in our pupils’
behaviour outside of school and continually remind them to be a credit to you, to
themselves, and to their school, at all times.
However, where a young person’s behaviour is causing concern, we try to inform
the parents and carers as quickly as possible. Pastoral Care staff or Year Group Head
will contact parents and invite them into school at a mutually convenient time, to
discuss the issues. It is very important that parents and teachers support each other
in the interests of the young person to ensure that they develop into a responsible
and caring young adult.
There will be occasions when punishments for unacceptable behaviour are necessary.
The staff may issue a severe reprimand, referral to a Principal Teacher or a Standard
Punishment exercise. Standard Punishment exercises require a parental signature
and are recorded in a central file. A careful monitor of these is kept by Year Group
Heads who will take appropriate action when these do not have the desired effect of
improving a young person’s standard of behaviour.
In cases of severe indiscipline, when a number of strategies have been tried with
no improvement, or others in the school community are put at risk by a young person’s
behaviour, the young person may be temporarily excluded from attendance at school.
This is a serious situation for the young person, as well as the parents.
Finally, our base line is that every young person’s entitlement and the entitlement of each
member of staff, is a pleasant and purposeful working environment without disruption.
You will be pleased to know that persistent classroom disruption, which prevents others
from learning, is a rare occurence in the school but is taken very serious situation.
Our Code of Conduct, are the basic rules, which we expect all young people to respect and
are included in the learning diaries and displayed in every classroom.
22
HOME LEARNING AND SUPPORTED STUDIES
All pupils are given regular home learning tasks and all S1 – S3 pupils receives a Knightswood Secondary Learning
Diary at the start of each session. Pupils use this not only to note home learning tasks but also to list the main
learning intention of each of their lessons. It is essential that Learning Diaries are brought to school each day as
pupils are expected to have their Diary on their desk at the start of every lesson. It is greatly appreciated if
parents/carers sign the diary each week and space is provided for parents to note comments that they would like to
be drawn to the attention of staff.
Parents who have any questions or concerns about their child’s homework should feel free to contact their childs
Pastoral Care teacher. Parents will be informed by letter if their child is experiencing difficulties in completing
home learning tasks on time and to a high enough standard.
For senior students wishing extra help with homework or class work there is an extensive programme of afterschool Supported Studies classes available. Some subjects will offer Supported Studies classes throughout the
session while others will provide after school classes at key points in their courses. Supported Studies classes are
available for every subject at some stage during the session. At the start of the session, each pupil in S4 and in S5/6
is given a Supported Studies timetable from August until December and, in January, they receive a Supported
Studies timetable detailing the after school classes available from January until the end of the session. If funding
allows, S4-S6 pupils can also attend Saturday classes in school for a wide range of subjects in the weeks before the
SQA exams. Knightswood Secondary also operates a very popular and successful Easter School for our S4-S6
pupils.
A comprehensive supported study programme for dance and musical theatre students is also provided in the
evenings at Dalrymple Hall, for those in residence.
The willingness of teachers at Knightswood Secondary to provide such a comprehensive Supported Study
programme, and the eagerness of our young people to attend these classes, has been an important factor in the
steady increase in the success of our learners, in terms of SQA exam performance, in recent years.
CLUBS AND MORE!
Writing about Knightswood Secondary, HM Inspectorate of Education observed, “The school had an outstanding
ethos.” One reason for this “outstanding ethos”, why staff and pupils at Knightswood get on so well, why our pupils
enjoy being at school, is that education at Knightswood Secondary means so much more than simply sitting in
classes and listening to teachers. Knightswood Secondary is a vibrant community in which there is always a great
deal going on.
In subject departments, staff ensure that each new session brings even more in terms of visiting speakers, field trips,
educational visits and participation in local and national competitions and initiatives.
There is an impressive, and steadily growing, number of lunchtime and after school clubs and sporting activities
available to our young people.
There is also a host of special occasions during the session, ranging from our Awards Ceremonies, the Dancethon
and the S6 Prom, to the stunning performances by the Dance and Musical Theatre students and the talent on display
at our Creative and Aesthetic Evening, the Reviews by our Glee Club, and our annual School Panto.
Young people are also encouraged to develop into responsible citizens and effective contributors by joining
initiatives such as our very active Eco Group or the Mark Scott Leadership for Life programme.
And of course, there are also our hugely popular Reward and Praise trips heading off each year to Euro Disney,
Alton Towers or other theme parks, or take in a West End musical.
23
PARTNERSHIP WITH PARENTS AND CARERS
We highly value the partnership between school staff, the young people and their parents or carers
in helping to maximise the development of each young person both academically and socially.
How does the partnership work? There are many ways that a school communicates with its
parent body. We communicate by:
•
•
•
•
•
•
•
regular Newsletters, and through our school website and Twitter account, to keep you informed of
current issues and learning opportunities and to celebrate the many successes of our young people;
sending letters on specific aspects of school life;
texting you with important information and posting important documents to you at key points in
the session;
welcoming you on Parents’ Evenings and events;
asking you to complete questionnaires so that you can influence our decisions and our priorities for
further improving the school;
running evenings to help with Personalisation & Choice in S2 and S4/5 as well as evenings such
as the Open Night for parents and carers of Primary 7 and S1 pupils.
ensuring that individual contact with you is made easy and informal.
THE PARENT FORUM AND THE PARENT COUNCIL
The Scottish School (parental Involvement) Act 2006 has changed the arrangements for parental
representation in all schools. Since August 2007, all parents/ carers are automatically members of the
Parent Forum for their school and have a right to establish a Parent Council to represent them.
Parent Forum
The Parent Forum is all parents/carers who have a child or young person at an education authority
school. The Parent Forum allows parents/carers to have a say in the local arrangements to enable
their collective view to be represented on matters such as the quality and standards of education at
the school and other matters of interest to parents/ carers. The Parent Forum is able to express their
views through the Parent Council and consultations
Parent Council
The Parent Council is a group of parents/ carers selected by members of the Parent Forum to represent
all the parents/ carers of young people at the school. Parent Councils are very flexible groups and the
Parent Forum can decide on the type of group it wants to represent their views.
The type of things the Parent Council could get involved in include: supporting the work of the school;
gathering and representing parents’/cares’ views to the Head Teacher, education authority and HMIE;
promoting contact between the school, parents/ carers, young people and the local community;
fundraising; involvement in the appointment of senior school staff.
Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has
the right to information and advice on matters which affect young people’s education. So, the school
and local authority must listen to what the Parent Council says and give it a proper response.
Membership of the Parent Council
Generally, members of the Parent Council must be parents/ carers of children and young people who
attend the school and the Chairperson must have a child or young person in the school. However, the
Parent Council can decide to co-opt other members from teachers and the community who will have
knowledge and skills to help them.
Chair Person – Mrs Debbie Smith
Adviser to the Council – Mrs Kay Dingwall (Head Teacher)
Staff Representative - Mrs Ann Skinner, Ms Anna MacLellan,(Depute Head Teachers)
24
HEALTH PROMOTION AT KNIGHTSWOOD SECONDARY
Knightswood Secondary is accredited as a Health Promoting school. This followed a
thorough review of our provision with regard to health and wellbeing involving consulting
with our student body.
Health and well-being is delivered in a variety of ways at Knightswood. The main vehicle for
delivery is the curriculum. The Physical Education, Health and Fitness faculty offers a wide range
of activities and has an exceptional participation rate ensuring all our youngsters have access to
regular exercise and important dietary messages. The young people also have access Dance in the
curriculum. Food Technology and the Sciences provide nutritional information allowing pupils to
make informed choices about what to eat, how to cook it and how much to eat. A major aspect of
Health Promotion is delivered through our Pastoral Care team who, through our Social Education
programme and free standing events, provide a huge amount of information on emotional, social and
sexual health.
ZONE
Out with the curriculum there are a huge variety of clubs and activities on offer at lunchtime and after
school, including Netball, orchestra, swimming, football, table tennis, rowing, basketball and
many more. During the last three sessions we have had an S1 health day, an anti-smoking day, and
an S4 health summit.
HEALTH PROMOTION AT KNIGHTSWOOD SECONDARY
The school Fuel Zone is run on a cafeteria system. All purchases are made using a special swipe
card, a little like a bank card, called a Q Card or by using the pupil Young Scot Card. New starts to
the school are issued with a card. Pupils who receive a lunch allowance have this added
automatically each day. T he pupil pays for what s/he eats from the choice of menu offered. There
are facilities for those pupils who wish to bring a packed lunch.
The school worked in partnership with Cordia to increase the capacity of the Fuel Zone by creating
a new cafe-style area. Our young people named the area Scholars’ Cafe and designed and created
graffiti art for the walls.
OUR
All services available in the Fuel Zone are developed in line with The Schools (Health
Promotion and Nutrition) (Scotland) Act 2007 which aims to help young people eat healthily
during the school day and beyond. Cordia supports Education Services to meet the requirements
of the Act by providing healthy food and drink in schools to encourage Glasgow’s young people
to make the right choice in order to maintain a healthy lifestyle.
Breakfast/ Mid-morning Break
Young people can enjoy a nutritional breakfast and mid -morning snack, choosing from a range
of hot and cold options including fruit juice, cereal and milk, toast, hot filled rolls and fresh
fruit. In addition a hot drinks bar is available serving a selection of teas, coffees and hot chocolate.
Lunch
Fuel Zone Choices offers eight different choices of zones these include the following:
- Subzone; fresh baguettes with a range of fillings to choose from.
- Big Burger; a healthy burger bar serving fresh home made burgers.
- Hot bites; a traditional main meal of the day.
- Pasta bar; pasta with a variety of fresh sauces to choose from.
In addition to the main items in each zone, young people can select home made soup and bread, a
variety of hot vegetables, salad options, a selection of fruit, yoghurt, semi skimmed milk or water.
Special diets
If your child has a special medical diet requirement please seek a referral from your dietician. Please
then contact your catering manager who will deal with your request.
If you require further information about the catering service please contact your catering
manager. Catering Manager Name – Andrea Graham, 0141-582-0168 www.fuelzone.co.uk
25
PROCEDURE FOR PUPIL ILLNESS/ACCIDENT
1. Pupils taken ill in class or having an accident should make this known to the nearest
teacher, or member of our support staff, who will act according to the circumstance.
2. If there is any doubt as to the severity of a young person’s state of health or wellbeing, the
member of staff will call upon one of our trained First Aiders. The First Aider will assess
the situation and will take appropriate action. This may include informing the appropriate
Pastoral Care teacher or Year Head that one of his/her pupils is sick/injured, or arranging for
an ambulance to be called.
3. The Pastoral Care teacher or Year Head will make the necessary arrangements for the
pupil’s welfare. This would involve:
• in the case of a minor ailment, make arrangements within the school
• contacting the parent or carer
• arranging for the young person to be picked up by their parent/carer and taken home or
to their doctor or nearest A & E department to be checked.
MEDICAL MATTERS
Parents and carers must inform the school of any particular medical issues and requirements
in relation to their son/daughter. It is also vitally important that all contact details are kept
up-to-date, including the ‘emergency contact’ in case the parent/carer is not available, so that
arrangements can be made if a young person requires to be taken home.
SCHOOL NURSE
Schools no longer have the services of a full-time School Nurse. We do, however, have access
to a school nurse who will arrange to see a young person at the request of teachers or at the
request of the young person themselves. This includes young people with additional support
needs.
If a young person wishes to see the school nurse about a health matter, an appointment can
be made, by contacting their Pastoral Care teacher.
MEDICINES
Parents must inform the school if a young person has a medical problem which may require
medication or special attention in school e.g. asthma, epilepsy, allergies etc. It cannot be
stressed too much that all medical requirements of this kind must be notified to the school as
soon as the problem is known. Not only do parents need to let us know what to do when an
attack occurs, but also to provide written instructions on how to administer any medication.
The parents/ carers can, if they wish, get extra medication from the GP which can be held by
in the school office, in case of emergency.
27
THE CURRICULUM
Section
successful learners
Lauren Butler
Endevour Award
28
ENROLMENT OF PUPILS
Information about enrolment is normally channeled through our six associated primary schools,
but we welcome enquiries from parents and carers of children attending other schools, and are
more than happy to meet with them, by arrangement, at the school.
All of the Primary 7 children who are going to join us for the new session are invited to attend
several transition support events, culminating in them attending Knightswood Secondary for 3
Induction Days in June to allow them to follow their new timetable, with their new classmates.
We also hold a meeting for parents and carers of Primary 7 pupils in June to ensure that they are
provided with the information and advice to help them support a smooth transition for their child
from Primary to Secondary school.
Broad General Education
The S1 and S2 learning programmes build on the education children have received in their
Primary School. The general principle is to provide a broad, balanced, common course for all
learners.
In Primary school children study 5 modal areas:
• English language
• Mathematics
• Environmental Studies
• Expressive Arts
• Religious and moral education.
In S1 to S3 all young people study a Broad General Education as follows:
• Language and Literacy (including English and French)
• Mathematics and Numeracy
• Social Subjects (Geography, History, Modern Studies)
• Science (Biology, Chemistry, Physics)
• Technology (Technical Studies, Food Technology, Information Technology).
• Creative and Aesthetic subjects (Art, Drama, Music).
• Physical Education (usually taught in single gender classes)
• Social Education
• Religious Moral Education.
The above curriculum is enhanced through various IDL (Inter Discipline Learning) experiences
across departments, school events and extra- curricular activities. All these learning
opportunities help develop important knowledge and specific and transferable skills.
Pupil Profiles all S1- S3 learners have a profile which reflects their progress in learning and
achievement and emphasis their strengths. The profile documents their key achievements in
school, at home and in the community and the content is decided by the young person. The
profile provides a valuable way for learners to reflect and share information about their
achievements and also supports the move into the senior phase of secondary school.
29
Education in S3
In S3 young people continue to enjoy the breadth of curriculum provided in S1 and S2. They
learn across all of the experiences and outcomes in the 8 curriculum areas: Expressive Arts,
Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences,
Social Sciences and Technologies.
Some personalisation and choice is offered in S3. However, all learners have to continue to
study at least one subject in each of the curricular areas identified above. We offer a small
number of courses that lead to qualifications which are more vocational in nature
e.g. ASDAN programme of study.
Young people also have the opportunity to continue the necessary skills development in these
curricular areas to equip them for success in the Senior Phase courses and external
examinations. They also have opportunities to develop skills for learning, life and work.
It should be noted that the personalisation and choice possibilities identified in the sample form
below, are those currently available. Should the roll of the school reduce or young people’s
choices of subject change significantly, the same range of subjects may not be available in the
Senior Phase in future.
S3 Personalisation and Choice
Pupil Name: _____________ Class: 2R ____
All pupils will study English, Maths and French. You will also do a period of Religious Education, Physical Education and Social Education.
Choose ONE subject from each of the columns below. Choose a SECOND subject choice from each column. Remember
you cannot choose the same subject twice
Social Subject
Science Subject
Technology Subject
Creative Subject
Elective Subject
Geography
Biology
Administration
Art & Design
Art & Design
Or
Or
Or
Or
Or
History
Chemistry
Computer Studies
Craft & Design
Chemistry
Or
Or
Or
Or
Or
Modern Studies
Physics
Food Technology
Drama
Biology
Or
Or
Or
Graphic Communication
Music
Dance
Or
or
or
Physics
Physical Education
Drama
Or
Or
Or
DSS
Dance
Music
Or
Or
DSS
Physical Education
Education in S4
The structure for the Senior Phase is designed to provide pupil personalisation and choice,
particularly in S5 and S6, and maximise attainment. It is designed on the premise that young
people will continue with their studies in the 8 curriculum areas in S4 (Senior Phase, Year 1)
and will achieve National 4 or 5 by the end of S4. Those young people who choose to leave
school at the end of S4, will build on work completed during their BGE and achieve National 3
and 4 qualifications. Though there will be external exams for those studying at National 5,
those studying at National 4 and National 3 level will not sit external exams until May/June of
S5.
30
Senior Phase Curriculum
The curriculum in the Senior Phase is expected to be delivered through schools, however
there will be valuable opportunities for learning in colleges and through partnerships
with other schools to ensure that we meet the needs of all our learners and support them
towards positive destinations when they leave school. For this reason, all young people
will continue to be exposed to learning experiences which further develop their skills for
learning, life and work.
In both the final year of the BGE (S3) and the first year of the Senior Phase (S4), young
people follow an individualised timetable in classes or sets for each curricular area chosen.
At this stage, if timetabling allows, classes are sometimes formed on the basis of ability.
This is done to ensure appropriate pace and challenge in learning for each young person,
and to maximise their attainment.
In S4 learners are provided with detailed information about the nature and scope of the
choices available in the next 2 years. They are fully supported through this by their Year
Head, Pastoral Care teacher and our Careers Advisor. In selecting their subjects for the
remainder of the Senior Phase, young people will generally be looking at establishing a
coherent programme of study for both S5 and S6
Education in S5 and S6
Fifth and Sixth Year provide our young people with a range of more challenging opportunities
as they prepare for leaving school and moving into Further or Higher Education, or the
world of work. The opportunities will allow them to:
•
•
•
•
study subjects at advanced levels;
obtain specific qualifications needed for their intended career route;
broaden their range of interests and qualifications;
develop important core skills in areas such as, team-working, leadership and
communication, which will support their success in the work beyond school and ensure
that they can contribute effectively to society.
Every effort is made to accommodate the combination of subjects senior pupils wish to
study but our ability to do so will be affected by our staffing and the number of young
people wishing to study a subject at a particular level.
S5 Programmes of Study
S5 pupils are required to study 5 subjects. All S5 pupils must continue with English, and
choose another 4 subjects from the 8 subjects they studied in S4. It is most unusual to
take up new subjects at this time, with the exception of a small number of vocational
courses, and this can only be done after interview with their Pastoral Care Teacher and is
subject to availability of places.
Some young people may wish to leave school at the end of S4 and seek training,
employment or a college placement. Pupils who will be 16 before the 30th September are
eligible to leave school from 31st May of that year.
Those whose 16th birthday falls between 1st October and the end of February are eligible
to leave school at the start of the Christmas holidays. If any of these young people who are
‘winter leavers’ are keen to follow a vocational course at college from the August this can
be arranged with permission from the school. The school will work in partnership with
the young person concerned, their parent/carer, and colleagues in the Further Education
sector to identify an appropriate course and ensure that the young person continues to
attend and achieve.
31
S6 Programmes of Study
S6 students are normally required to select 4 courses of study and the levels and subjects
studied will be dependent on their S5 passes. We also provide some flexibility for those
young people studying Advanced Higher courses, which are particularly demanding and
require an increased amount of independent learning.
The school works in partnership with other secondary schools in the locality to maximise
choice for young people in S6, particularly in minority subjects and at Advanced Higher
level.
SENIOR SCHOOL QUALIFICATIONS
Senior students currently study for SQA Qualifications in a wide range of subjects at four
levels:
National 4
National 5
Higher
Advanced Higher
National 4
These courses are designed for students progressing from National 3 award is S4 or who
have prior experience of the subject
National 5
These courses are designed for students progressing from National 4 awards in.
Higher Courses
The normal entry requirement is a Pass at National 5, grade A or B. The differences between
Nationals and Higher are significant in terms of workload and difficulty. There are a number of
specific entry requirements we look for in Knightswood as a result the evidence of them being
strong indicators of success. These include a comfortable pass at National 5 in English
Highers are the normal entry route to University courses.
Advanced Higher Courses
Candidates for Advanced Higher courses are required to have a Grade A or B pass at Higher Level
in that subject.
Advanced Higher courses provide an important preparation for students intending to pursue
further studies in that particular, or closely related, area at University. Emphasis is placed on
students taking more responsibility for their own learning and thus not only deepening their
knowledge of a particular area of study but also developing more advanced study skills. Such
courses involve considerable amounts of guided study, practical work projects, dissertations,
as well as an external examination.
Due to the constraints on the timetable there
are a limited number of Advanced Higher
courses available, although we will always
endeavour to meet demand. In recent years
we have run Advanced Higher courses in
Mathematics, English, Art, Biology, Music,
Graphic Design, Chemistry and Computing,
where staffing and numbers have allowed. We
have also worked closely with our
neighbouring schools to maximise the student
choice.
S4 Design Unit
Art and Design
32
CURRENT NATIONAL COURSES, UNITS AND ASSESSMENTS
• All courses at National, Higher and Advance Higher level are made up of National Units,
usually 3 in number. A Unit is designed to last for 40 hours.
• In each unit a number of learning outcomes must be achieved. To gain a pass in a unit all
the learning outcomes must be successfully completed.
• All units are internally assessed by the school under strict exam conditions on a pass or
fail basis.
• Assessment
materials from the SQA National Assessment Bank, NABs, are used by
departments for unit tests. This ensures that pupils are assessed to national standards.
• Unit NABs are assessed on a basic competence. This means that pupils should be able to
comfortably achieve a pass rate if they are up to date with their coursework, homework and
attendance in classes.
• If a student is unsuccessful in a first attempt at a unit test they will have another opportunity
for re-assessment. Parents will be informed of these, and will be asked to contact the school
if their son or daughter fails at the second attempt. Failure at this stage will usually indicate
that the student is studying at the wrong course level.
• In order to gain a course award, a pass must be obtained in each of the internal unit
assessments and in the external assessment. The external assessment is always of a much
higher standard than the basic competence of the unit NABS taken in school, so students
are required to do a huge amount of home revision for the final exam.
• All courses are externally assessed by the SQA.
• Grades A, B and C are pass grades, awarded in the final exams on the basis of performance
in the external assessment.
• Units and courses are certified by the SQA and any student successfully completing all or
some of the units in a subject without passing the course exam will have these internal
assessments, and the progress they recognise, recorded on their final certificate.
33
SENIOR SCHOOL PERSONALISATION AND CHOICE 2013/14
SENIOR SCHOOL OPTION SHEET 2013 / 14
Some subjects may not run if numbers are insufficient. NB All courses require a minimum number of pupils to be viable. Subjects which are oversubscribed will impose strict entry conditions. (see option Booklet)
Return to fifth year will only be accepted on condition that a sound educational plan is in place and that there is sufficient academic rigour in the option choice.
Col A
Maths
History
Geography
Modern Studies
Music
Business Management
Sport
Col B
English
Physics
Biology
Travel & Tourism (Int 1& 2)
Col C
Maths
Administration
Computing
Graphic Com.
Biology (Higher)
Food Technology
Col D
English
Art and Design
Dance
Product Design(H &
Int2)
Practical Craft Skills
(Int 1&2)
DSS
DSS/MTC MTC
Hospitality
Digital Photography/PC
Passport
Construction
Col E
Accounting
Art and Design
Chemistry
Drama
French
P.E
Dance (DSS-MTC)
Early Years education
Health
College Courses
1st choice + level
2nd choice + level
Name
Class
I wish to apply for the Christmas Leaver College option.
Parent
Date
Yes / No (delete as appropriate)
Pupils must indicate a second choice in columns A – E, in case 1 st choice is not available. If there is an option combination which is not available with this option sheet, note it ifhere and it may be considered.
34
S5/6
ASSESSMENT AND REPORTING
Assessment
First and Second Year
Progress in subjects during these years is measured by continual assessment. Nearly all
subjects divide the course into units of work and when a unit of work is completed, it is
normally tested. In this way an accurate record is kept of the pupil’s progress as the course
unfolds. There is no “big bang” exam at the end of the year. Knightswood Secondary works
in close harmony with our associated Primary colleagues to ensure that we can build on the
young peoples’ previous learning and take cognisance of the assessment evidence provided.
We receive profile information from our associated Primary schools and all of this is provided
to staff in all departments within the Secondary. We also undertake Cognitive Ability
Testing (CEM) with all P7 pupils. This provides us with further information regarding each
individual’s potential in different areas of learning.
Throughout the year, the progress of individual pupils is monitored by their Class Teachers,
the Principal Teachers of Subject and of Pastoral Care, as well as the Depute Head Teacher
with responsibility for the year group.
During the first term a Tracking Report based on the following headings will be issued.
Effort in class
Behaviour in class
Homework
These are reported as a 4 point scale from grade 1- Excellent to grade 4- Major Concerns.
The report operates a red, amber, green coding system which provides an immediate
interpretation of a young person’s progress in each area of that subject. This helps inform
parents regarding their child's progress in each subject area. In March for S2 and May for
S1 a full detailed Report, structured to reflect the Curriculum for Excellence reporting
guidelines, is produced by all departments and sent home to parents and carers.
Third Year
By this stage an element of personalisation and choice has been introduced into the curriculum
and our young people are further developing the skills and techniques which will ensure their
success in the internally and externally assessed courses in the Senior Phase i.e. S4-S6.
A key aim of Curriculum for Excellence is to reduce the burden of assessment which young
people are engaged in and find space for breadth, challenge and application of learning
from S1 to S3. The curriculum at this stage should ensure this and provide programmes
which allow young people to achieve Third and Fourth Level Experiences and Outcomes as
well as experiencing richness and depth in their learning.
Pupil progress through the various Levels of Experiences and Outcomes in the 8 curricular
areas will be tracked and reported on at two points in the school year, normally October
and April. Young people will also have the opportunity to reflect on their attainment and
wider achievements from S1-S3 and build a profile of themselves as a learner.
35
Fourth Year
In January/February there is a block of assessment for all S4 pupils to provide evidence
of progress, support target setting and confirm presentation levels.
Pupils working at National 5 level will sit Prelim exams at this time. These are important
exams because not only do they provide the practice element to our young people but the
results are evidence to parents, teachers and the young people of current progress and what
still requires to be completed before confirmation of presentation for the final exam. All
assessments & examinations even those internally organised provide crucially
important evidence of progress. Each department will report twice to parents. Firstly
through a
Tracking Report in October and later through a full report Jan. These reports comment
on the areas highlighted on the previous page, as well as indicating the predicted level of
attainment and the areas for improvement prior to the final exams.
Fifth & Sixth Year
Higher and National 5 Prelim exams are held early in February in order to cover a
significant part of the course. Some departments hold further, final prelim after the Spring
break for extra practise and to support any appeal.
The pressures of covering Higher courses, assessments and homework are huge and
senior pupils must work to their best abilities at all times during their senior years.
Reporting
Progress Reports will be given to your son or daughter to bring home to you at a time of
the session which is significant for that year group. One of these reporting times is also
supported by the opportunity for you to meet with your son or daughter’s class teachers to
obtain more detailed feedback on their progress and advice about how they can improve
on the quality and depth of the learning and their attainment.
Information at any other time can be obtained by contacting your childs Principal Teacher
of Pastoral Care (PTPC)
36
THE DANCE SCHOOL OF SCOTLAND AT KNIGHTSWOOD
The Dance School of Scotland is the country’s National Centre of Excellence for Dance and
Musical Theatre and has been part of Knightswood Secondary since 1983.
Entry to the Dance School is open to students from throughout Scotland and is by audition
only. Because so many students come from outside Glasgow, many stay in our residence,
which is Dalrymple Hall, in Great Western Road.
The Dance School has approximately 140 students who come to Knightswood in order
to train for a career in Dance or Musical Theatre. There are two courses:
• Dance Course - main entry point is S1
• Musical Theatre Course - main entry point is S5. We also run a Preparatory Theatre
Course for a small number of students to enter in S3.
All Dance School students attend mainstream classes. In addition to their vocational
training, they study from the same subjects choices albeit reduced in number, sit the same
tests and exams, have the same Pastoral Care teachers and for most of the time are
indistinguishable from any other pupils in the school.
However, they do spend some time each day getting specialist Dance and Musical Theatre
training from professionals as well as visiting artists. They also have specialist classes after
school which last until approximately 5.30pm.
Knightswood Secondary is unique in its ability to offer a programme of study which
includes both academic and specialist vocational training in Dance and Musical Theatre
37
STATISTICS
Section
responsible citizens
Litter Pick Up
38
SCHOOL EXAMINATION RESULTS
Interpreting examination results and ‘league tables’ can be a bewildering exercise for parents and carers.
In examining our SQA examination results please be aware of the following points:



Knightswood is unique in that it incorporates the national Dance School.
Approximately 120 students attend the Dance School, which represents about 9% of our pupil population
overall and 12-14% in S5/6.
The young people in the Dance School study a restricted curriculum in terms of SQA examinations.
Instead of sitting 8 Nationals and 5 Highers, they are restricted to a maximum of 6 Nationals and 3
Highers. This has an effect on our overall results and must be taken into account when analysing our
SQA passes S4 – 6.
I would also like to bring to your attention the following results which are not shown in the official SQA
statistics in this section of our Handbook:





Our young peoples’ literacy and numeracy skills have improved year on year for the past 3 years and
we are now very proud of our performance in these areas.
Our Dance Course students sit R.A.D (Royal Academy of Dance) examinations which are equivalent
to Highers. We had 100% success rate last year. They also sit I.S.T.D (Imperial Society of Teacher’s
of Dance) dance exams and once again we had 100% success rate, almost all with distinction or merit.
Our Musical Theatre students sit A.T.C.L (Associate Trinity College London) examinations where
we also had 100% success rate. This is an internationally recognised qualification.
Some of our youngsters study for A.S.D.A.N qualifications and we have enjoyed significant success in
this area for the past 3 years at both Bronze & Silver levels.
We have close links with Anniesland Campus of Glasgow Clyde College some of our youngsters pursue
part time college courses in S4. Their success in these vocational courses is notable as is the number of
S4 pupils who secure entry to NQ courses on leaving school.
In summary, last year’s examination results at Knightswood demonstrate that we are continuing to
maintain, or in many cases improve on, the levels of attainment achieved by our young people. This clearly
bodes well for the future.
INFORMATION FOR PARENTS 2015 SECONDARY SCHOOLS
Examination Results (within Scottish Credit and Qualifications Framework)
(2014/2015 results are pre-appeal)
2015 SQA Exam Diet - Current Attainment, S4
School Name
Knightswood
Secondary
SCQF Level 3 (Presentations) (Nat 3)
Presented
Passes
% Passes
SCQF Level 4 (Presentations) (Nat 4)
Presented
Passes
% Passes
SCQF Level 5 (Presentations) (Nat 5)
Presented
Passes
% Passes
505
733
777
505
100.00%
733
100.00%
722
92.90%
S4
Cohort
Roll
266
S5
Percentage of S5 achieving
(based on % Cumulative
Achievement)
1+ Level 6 or better
2012
2013
2014
2015
2012
2013
2014
2015
Knightswood Secondary
39.90%
41.10%
48.80%
41.30%
15.40%
13.60%
17.70%
18.60%
S6
Percentage of S6
achieving (based
on % Cumulative
Achievement)
Knightswood
Secondary
3+ Level 6 or better
3+
Level 6
or
better
5+ Level
6 or
better
1+
Level
7 or
better
2012
2013
2014
2015
2012
2013
2014
2015
2012
2013
2014
2015
23.80%
31.20%
23.70%
29.90%
12.50%
15.80%
11.40%
15.70%
9.40%
6.30%
2.10%
9.40%
39
LOCAL AUTHORITY
Section
effective contributors
The Annual Danceathon
Which raises over £1000
40
CURRICULUM FOR EXCELLENCE:
BRINGING LEARNING TO LIFE AND LIFE TO LEARNING
Curriculum for Excellence is now being introduced 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 the jobs of tomorrow in a rapidly 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 parent/carers across the country to have access to Glow.
Teachers and practitioners will share information to plan a child’s ‘learning journey’
from 3-18, helping their progression from nursery to primary, primary to secondary and
beyond, ensuring the change is smooth. Staff will ensure young people 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 young person 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, for life and for work and helps young people go on to
further study, to secure work and to 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 young people understand the world
and make connections. It develops the types of skills that allow young people to think for
themselves, to make sound judgements, to challenge, to enquire and to find solutions.
There will be new ways of assessing progress and ensuring young people achieve their
potential. New National 3, 4 and 5 qualifications are now in place. Our well regarded Highers
and Advanced Highers courses have been updated to take account of and support the new
approaches to learning and teaching.
There is personal support to help young people fulfill their potential and make the most
of their opportunities, with additional support should that be required. There is an
increased emphasis on looking after our young people’s health and wellbeing by all staff –
to ensure that the school is a place where young people feel safe and secure and are
able to make positive life choices.
Ultimately, Curriculum for Excellence aims to improve our young peoples’ life chances,
and to nurture successful learners, confident individuals, effective contributors, and
responsible citizens, building on Scotland’s reputation for great education.
41
Data Protections Act 1998
Information on young people, parents and carers is stored on a computer system and may be used for teaching,
registration, assessment and other administrative duties. The information is protected by the Data Protection Act
1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact
the school.
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 including: The 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 reasons for decisions made by it.
The legal right of access includes all types of “recorded” information of any data held by the Scottish public
authorities. From 1 January 2005, any person who makes a request for information must be provided with it,
subject to certain conditions.
Further information is provided on the Glasgow City Council web-site:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centres.
Equal Opportunities and Social Inclusion
The Education Authority requires every school to produce its own Race Equality Policy to comply with the Race
Relations (Amendment) Act 2000. A copy of the policy is held in the school office.
Dealing with Racial Harassment
The Race Relations Act of 1976 makes it unlawful to discriminate against someone because of his/her colour, race,
nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate unlawful
racial discrimination.
In 1999 the guidelines, ‘Dealing with Racial Harassment’ were issued to assist all teaching staff in dealing with such
incidents. The adoption of an anti-racist approach should be seen as one part of the continuing attempt to improve the
quality of education.
Glasgow City Council recognises that support from the home is essential if these aims are to be achieved. Every
young person in Glasgow has the right to be happy and secure at school.
Bullying
Bullying behaviour will not be tolerated within Glasgow City Council’s educational establishments. All young
people in Glasgow’s educational establishments have an entitlement “to work (and play) in a learning environment in
which they feel valued, respected and safe and are free from all forms of abuse, bullying or discrimination”. (A
Standard for Pastoral Care in Glasgow Schools).
In 2009, Glasgow City council published its revised Anti-Bullying Policy, incorporating the requirement
to record and report all discriminatory behaviours within educational establishments. All
establishments are required to review their policy in light of this. Parents and carers have a significant role
to play in helping to address this problem. For this reason any anti-bullying strategy must stress the
importance of partnership with the parents and carers of their children.
42
Attendance at School
Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child or young person of ‘school
age’ to ensure that their child attends school regularly. Attendance is recorded each period of the school day.
Regulation 7 of The Education (School and Placing information) (Scotland) Amendment, etc. Regulations 1993
requires each 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/carer (truancy) or excluded from
school.
Parents/Carers do not have an automatic right to take their child out of school without permission during
term-time. The Head of Establishment can only authorise time off during term-time in exceptional circumstances.
Exceptional circumstances include:
•
•
•
•
•
short-term parental/carer placement abroad;
family returning to its country of origin for family reasons;
the period immediately after an illness or accident;
a period of serious or critical illness of a close relative;
a domestic crisis which causes serious disruption to the family home, causing temporary relocation;
Time off during term-time for the following reasons is not acceptable and will be recorded as unauthorised
absence:
•
•
availability of cheap holidays or desired accommodation;
holidays which overlap the beginning or end of term.
Clearly with no explanation from the parent or carer, the absence is unauthorised.
Information in Emergencies
We make every effort to maintain a full educational service, but on some occasions
c ircumstances arise which lead to disruption. Schools may be affected by, for example, severe weather, temporary
interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to
let you know about the details of closure or re- opening via our Twitter Account. We shall keep you through
using letters, notices in local shops and community centres, announcements in local places of worship and
announcements in the press and on local radio.
Absence for Religious Events
Parents and carers from religions other than Christianity may request that their children be permitted to be
absent from school in order to celebrate recognised religious events. Only written requests detailing the
proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions
in any one school session and the pupil noted as an authorised absentee in the register.
The Race Relations Act of 1976, makes it unlawful to discriminate against someone because of her/his colour, race,
nationality, ethnic or national background. The Act makes it the duty of Glasgow City Council to eliminate unlawful
racial discrimination. In 1990, the guidelines, “Dealing with Racial Harassment” were issued to assist all teaching
staff in dealing with such incidents. The adoption of an anti-racist approach should be seen as one part of the
continuing attempts to improve the quality of education. Glasgow City Council recognises that support from the
home is essential if these aims are to be achieved. Every child in Glasgow has the right to be happy and secure at
school.
43
Clothing
Given that there is substantial parental/carer and public approval of a dress code, schools in this authority are
encouraged to develop a school dress code. In encouraging a dress code policy 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/carers and young people. Against this background it should be
noted that it is the policy of Education Children and Families Policy Development Committee to encourage schools
to develop an appropriate dress code policy.
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 track 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 young people or be used by others to do so.
Under no circumstances will young people be deprived of any educational benefit as a result of not wearing
clothing conforming to the school’s dress code policy.
Parents/ Carers receiving Income Support, Job Seekers Allowance (Income Based), Working Tax Credit (with a
total annual income of less than £15,050*), Housing Benefit, or Council Tax Benefit will normally be entitled
to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made
by parents/ carers in different circumstances is at the discretion of the Service Director: Education.
Information and application forms may be obtained from schools and from Grants Section at Education
Services headquarters.
Glasgow City Council is concerned at the level of claims being received regarding the loss of young peoples’
clothing and/or personal belongings. Parents/ Carers are asked to assist in this area by ensuring that valuable
items and unnecessarily expensive items of clothing are not brought to school. Parents/ Carers should note
that the authority does not carry insurance to cover the loss of such items and any claims submitted are
likely to be met only where the authority can be shown to have been negligent.
Meals: lunch allowance
Young people of parent/ carers receiving benefits of various types may be entitled to a free midday meal.
Information and application forms for free school meals may be obtained from schools and from Grants
Section at Education Services headquarters.
* Income amount effective from 1 April 2010 and may be changed by the Department for Work and Pensions.
All parents/ carers eligible for free school meals for their child(ren) are strongly encouraged to apply
because the school attracts additional funding benefits and staffing based on the number of young people
registered for this entitlement.
44
Transport
1. General
The education authority has a policy of providing free transport to all secondary young people who live
more than 2.2 miles from their local school by the recognised shortest walking route. This policy is more
generous than the law requires. This means that the provision of transport could be reviewed at any time.
Parents/ Carers who consider they are eligible should obtain an application form from the school or
Education Services. These forms should be completed and returned before the end of February for those
young people beginning school in August to enable the appropriate arrangements to be made.
Applications may be submitted at any time throughout the year but may be subject to delay whilst
arrangements are made. The appropriate officer has discretion in special circumstances to grant permission
for young people to travel in transport provided by the authority, where spare places are available and no
additional costs are incurred.
The authority has an Exceptional Circumstances policy relating to e.g. homelessness, parental/ carer
disability, etc. Details are available from the school. There is also a procedure to request transport on
medical grounds. The school can advise on procedures.
2. Pick-up Points
Where free transport is provided it may be necessary for young people to walk a certain distance to
the vehicle pick-up point. Walking distance in total including the distance from home to the pick-up
point and from the drop-off point to the school in any one direction will not exceed the authority’s limits
(see above paragraph). It is the parent’s/ carer’s responsibility to ensure that their child arrives at the
pick-up point on time. It is also the parent’s/ carer’s responsibility to ensure the young person behaves
in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle.
Misbehaviour could result in your child losing the right to free transport.
3. Placing Requests
The education authority does not provide transport for those young people in receipt of a placing
request other than in individual exceptional circumstances and where appropriate legislation applies.
Education Maintenance Allowances
An EMA is a weekly payment worth up to £30 for young people who are planning to stay on at school in
post-compulsary education and who are willing to participate in an approved learning agreement at
school for a minimum of 21 guided learning hours per week.
Further information on full eligibility criteria and application forms can be obtained from the school.
External Examinations
Policy with regard to entering children and young people for public examinations:
Schools in consultation with young people/parents /carers normally decide on presentation for
examinations. However in the final analysis, the school will accede to the wishes of the parents /carers.
Comments and Complaints
If you have a comment or complaint please approach the Head of Establishment in the first instance.
If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our
Customer Liaison Unit who will:
•
•
•
take a totally neutral stance in fully investigating your complaint;
acknowledge receipt of your complaint within three working days;
give a full written response within a further 20 working days, unless another timescale has been agreed;
The Customer Care Team can be contacted by phone or e-mail:
Phone 0141 287 0900
E-mail www.glasgow.gov.uk/contact us
Customer Care Team Glasgow City
Council City Chambers Glasgow
G2 9RZ
45
IMPORTANT CONTACTS AND ADDRESSES
Education Headquarters
Maureen McKenna
Executive Director of Education
City Chambers East
40 John Street
Glasgow G1 1JL
Jim Wilson
Head of Service (North West)
City Chambers East
(other contact details as above)
Area Office – Grant Applications
Grants Section
Customer and Business Services
220 High Street
Glasgow G4 0QW
Area Careers Office
Byres Road
Tel No : 0141 429 1999
Glasgow Life
Letting Section, Tel No. 0141 302 2814/2815
Associated Primaries
Bankhead Primary School 66
Caldwell Avenue Glasgow G13
3AS
Head Teacher: Mrs C McKinlay
Tel No: 0141 959 3531 Fax
No :0141 434 0763
Blairdardie Primary School
78 Kearn Avenue
Glasgow G15 6HL
Headteacher: Mrs S Simmott (acting)
Tel No : 0141 944 1462
Fax No : 0141 944 6997
Garscadden Primary School
15-19 Hurlford Avenue
Glasgow G13 4AY
Headteacher: Ms J Montgmery
Tel No : 0141 959 2292
Fax no : 0141 950 2364
Knightswood Primary
School 36 Knightscliffe
Avenue Glasgow G13 2TE
Headteacher: Mrs A McIntosh
Tel No : 0141 959 3284
Fax No : 0141 954 6217
Scotstoun Primary School
21 Duncan Avenue
Glasgow G14 9HN
Headteacher Mrs G McKay
Taylor Tel No : 0141 959 3247
Fax no : 0141 959 3247
Yoker Primary School
56 Craggan Drive
Glasgow G14 0ES
Headteacher : Mrs A
Tel No : 0141 954 2522
Fax No : 0141 954 2522
Glasgow City Council Going to School website:
www.glasgow.gov.uk/en/residents/goingtoschool
46
COUNCILLORS
Councillor Malcolm
Balfour
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 3921
Councillor Paul Carey
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 7049
Bailie Jonathan Findlay
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 5931
Councillor JudithFisher
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 4458
Bailie Elizabeth Cameron
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 7018
Councillor Graeme Hendry
Glasgow City Council
City Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 4466
Councillor
JohnKelly
Glasgow City Council City
Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 7042
Councillor
PaulRooney Glasgow
City Council City
Chambers
George Square
Glasgow G2 1DU
Tel No : 0141 287 0234
Although this information is correct at time of printing, there could be changes
affecting any of the matters dealt within in the document:
a) before the commencement or during the course of the school year in question;
b) in relation to subsequent school years
47