Contents
James Hamilton Academy
HANDBOOK 2016-17
1
Contents

A message from the Head of Education

Headteacher’s message

Establishment ethos, vision and values

Establishment information

Establishment security

Establishment calendar

Staff information

Establishment improvement

Pre-birth to 3 (ECC only)

Curriculum 3-18

Assessment and reporting

Policies and procedures

Additional Support for Learning

Transition

Parental involvement

Learning community

Wider community links

Other information

Examination results

Disclaimer
2
A Message from the Head of Education
Thank you for taking the time to read this handbook. In writing the following pages, colleagues are
attempting to do two things. The first is to provide you with the information you need so that your child
can be given access to all of the services and facilities to which they are entitled. The second purpose
is to seek and promote a genuine partnership with you as the main responsible adult in your child’s
life. Without that partnership it will not be possible for your daughter or son to take maximum
advantage of their education and so to fulfil their potential. Quite simply, we want the best for your
child in exactly the same way you do.
My invitation to you is that should you have any doubts about your child’s progress or their entitlement
to a service, then you should not hesitate to contact the school or early childhood centre. You are
entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist
you with an answer to any question you have. All we would ask is that you do this with the courtesy
that you yourself would expect.
I know your child will enjoy their time with us and they will learn and progress every day. However old
your son or daughter, never be afraid to ask what they were doing today and whether they were
having any difficulty or problem that we, or you, can help them with. By our working together in this
way, I promise that your child will succeed and will have a great preparation for life.
Kindest regards
Alan Ward
3
Headteacher’s
message
James Hamilton Academy is a six year non-denominational, co-educational, comprehensive
establishment in Kilmarnock, East Ayrshire. The roll in September 2015 was 669 but the school has
a capacity for 1050. Its associated schools and nurseries within the Learning Partnership are:
New Farm Early Childhood Centre
Onthank Early Childhood Centre
Sutherland Drive
Meiklewood Road
Kilmarnock
Kilmarnock
KA3 7DF
KA3 2ES
Tel: 01563 523316
Tel: 01563 534660
Silverwood Primary
New Farm Primary
Kennedy Drive
Sutherland Drive
Kilmarnock
Kilmarnock
KA3 7SZ
KA3 7DF
Tel: 01563 524400
Tel: 01563 523316
Onthank Primary
Meiklewood Road
Kilmarnock
KA3 2ES
Tel: 01563 525477
Accommodation is extensive in 4 blocks with adjacent playing fields. The present teaching
complement is 47.3 with an ancillary staff allocation of 17 including 8 classroom assistants.
Every child of school age has the right to a school education provided by an education authority
(Standards in Scotland’s Schools etc. Act 2000). Our aim in James Hamilton Academy is to provide
a balanced and stimulating curriculum which will challenge our pupils and young people to achieve
their best and, at the same time, develop their personalities, talents, mental and physical abilities to
their fullest potential.
We are committed to working with you, the parents, and I hope that you will join us in our drive to
develop successful young people who will become good citizens and effective contributors to our
workforce
4
Establishment ethos,
vision and values
The establishment aims are revisited annually. Extensive consultation took place with staff, pupils and
young people, parents and school chaplains to agree our core values for the school which are :Working together through
RESPECT
FAIRNESS
COMPASSION and TRUST
These core values have been translated into particular school actions as follows:RESPECT > developing positive relationships between staff, pupils and young people via our
Learners’ Charter and Teachers’ Charter which define the roles and responsibilities
of all in contributing to an ethos of mutual respect and support. This further enhances
the positive relationships already established with parents.
FAIRNESS > ensuring that agreed and clearly understood systems are in place to deliver equality
in all aspects of school provision, for example:
pupils’ and young peoples’ access to the curriculum, resources, extra-curricular and enrichment
activities

meeting all pupils’ and young peoples’ needs

treating all staff, pupils, young people and parents fairly regardless of race, religion, cultural
diversity, sexual orientation or disability

highlighting the unacceptable nature of prejudice and discrimination
5
Establishment ethos,
vision and values
COMPASSION > encouraging all members of the school community to be aware of others’
difficulties whether on a school, community or global scale and to take action to help and support
others in need.
This translates into particular actions in school such as:
raising key issues at assemblies relating to, for example, local and national
poverty and homelessness
 informing school fundraising activities to respond to local, national or global crises
 responding to particular community issues such as Cancer Care, delivering Christmas parcels to
the elderly etc.
TRUST > believing in the willingness and commitment of pupils and young people, parents and
staff to deal with each other in an honest, open and respectful manner so that all
relationships are founded on truth and mutual support.
These four Core Values underpin everything that happens in James Hamilton Academy
and they support the development of harmonious and positive relationships between staff, pupils and
young people, parents and the community. This is essential if the school is to fulfil its main function,
namely, to provide the best quality education for all its pupils and young people so that they develop
as successful learners, confident individuals, responsible citizens and effective contributors
6
Senior Prefect Team
2015-16
Establishment
information
James Hamilton Academy
Sutherland Drive
KILMARNOCK
KA3 7DF
Tel: 01563 533221
Fax: 01563 534370
James Hamilton Academy is a non-denominational, co-educational, comprehensive school which means that it
is open to all boys and girls who live in the area which the school serves. A few parents living outside this area
exercise their right, under the Education Act, to send their children to James Hamilton Academy.
A map of the school is shown below.
Present Roll
Likely Intake
Likely Intake
Likely Intake
2015-2016
2016-2017
2017-2018
2018-2019
S1
133
139
143
139
S2
141
S3
127
S4
128
S5
91
S6
49
Total
669
7
Establishment
information
The school operates a timetable with 33 periods per week.
Each school day is organised as follows :Monday, Tuesday and Wednesday
Period 1
8.50 - 9.40 (50 mins)
Period 2
9.40 -10.30 (50 mins)
Period 3
10.30 -11.20 (50 mins)
INTERVAL
Period 4
ASSEMBLIES
11.35 -12.25 (50 mins)
Yeargroup assemblies are held on a
regular basis. This allows Year Heads to
Period 5
12.25 -1.15 (50 mins)
specific issues.
LUNCH
Period 6
pass on general information to highlight
1.55 - 2.45 (50 mins)
Religious assemblies are also held
throughout the session led by the school
Period 7
2.45 - 3.35 (50 mins)
chaplains.
Thursday and Friday
Period 1
8.50 - 9.40 (50 mins)
Period 2
9.40 -10.30 (50 mins)
Period 3
10.30 -11.20 (50 mins
INTERVAL
Period 4
11.35 -12.25 (50 mins)
Period 5
12.25 -1.15 (50 mins)
LUNCH
Period 6
1.55 - 2.45 (50 mins)
8
Establishment
information
Accommodation
The school’s accommodation is spacious and copes well with the present student population of 669.
In recent years, the kitchens have been extensively refurbished to create a new and improved
catering area and a window replacement programme has recently been completed.
Disabled pupils and young people attend the school and appropriate modifications have been made to
meet their requirements.
The school does its best to ensure the security of the building via staff identification badges, the
monitoring of the school campus at break times and securing the access to the building at the main
entrance. Security doors have been out of order for a number of years but some repairs have been
progressed.
A key feature of the accommodation is the interesting and ever-changing displays of pupils’ and young
peoples’ work and achievements. Apart from departmental displays, school Notice Boards are in
place to highlight achievements related to enterprise, health and wellbeing, citizenship, literacy and
recognizing achievement. Pupils’ work is also displayed in central areas.
Updates to accommodation in recent years have included the following:
creation of 10 whole school IT bases in English, Maths, Modern Languages, Library, HE, Art
& Design (2), Science, PSE and Support for Learning. All IT suites can be accessed by all
staff and pupils via a booking system.

upgrades to departmental areas such as the creation of a Fitness Suite in PE including an
aerobics/dance area to ensure that physical exercise within school reflects what is available
in the community.

installation of promethean boards across the curriculum which allows more interactive
learning to take place.
9
Establishment
information
BLOCK A
This houses the Social Subjects/RE department and the Modern Languages department.
BLOCK B
This houses the Home Economics department and the Library. On the ground floor is the main school
office, the SMT offices and a Pupil Support Base which was established in August 2004.
BLOCK C
This is the main teaching block. Here are the practical rooms for Science, Technical Education,
Art & Design, Business Education and IT. English and Mathematics are also situated here near the
Support for Learning Base.
BLOCK D
The Games Complex is sited here with a purpose built Games Hall, Gymnasium and Fitness Suite.
The Music department and the Assembly Hall (which incorporates the Dining Hall) are also housed
here. The Assembly Hall area is used for assemblies, special events and school shows.
Special heavy duty handrails, ramps, toilets and lifts are provided for pupils and young people with
Additional Support Needs.
MAKING A COMPLAINT
Should you wish to comment on or make a complaint about any aspect of provision made by the
establishment, you should contact the establishment in the first instance. Our aim is to resolve as
many complaints as possible at the first point of contact.
You have the right to contact the Care Inspectorate with any complaint that you have about an early
childhood centre. Please see part 2 of the handbook for further information.
10
Esablishment
security
We consider that the safety and well-being of pupils, young people and staff in James Hamilton
Academy is of the utmost importance and as such have introduced the following security measures:(i)
All pupils and young people wear school uniform. This allows us to identify strangers
immediately.
(ii)
All staff wear Identity Badges. Again, this allows for immediate identification of strangers in the
building.
(iii)
Visitors have to sign in at the Office and are provided with a visitor’s badge.
(iv)
Security cameras have been installed at appropriate points around the school buildings and
grounds to monitor activity throughout the day. Thus, any unauthorised person or persons are
quickly spotted.
(v)
Supervision of Playgrounds
An adult presence is provided in playgrounds at breaktime in terms of the School (Safety and
Supervision of Pupils and young people) (Scotland) Regulations 1990.
Playgrounds, car parks and school grounds are supervised in the morning before 8.50 am and
at intervals, lunchtimes and at 3.35pm (Monday, Tuesday and Wednesday) 2.45pm (Thursday
and Friday) by Janitorial Staff and by the Senior Management Team. This ensures that pupils
and young people are safe whether at leisure within the grounds or when entering or leaving on
school buses.
A wet weather / social area is provided throughout the day in the Dining Hall which is supervised by
janitorial staff, classroom assistants, teaching staff and the Senior Management Team.
11
Establishment
calendar
First Term
Teachers return to duty
Tuesday 16 August 2016
Pupils return
Wednesday 17 August 2016
Local Holiday
Friday 16 September 2016
Local Holiday
Monday 19 September 2016
Close
Friday 7 October 2016
Teachers return to duty
Monday 17 October 2016
Pupils return
Tuesday 18 October 2016
Christmas
Close
Friday 23 December 2016
Second Term
Re-open
Monday 9 January 2017
Mid Term
Close
Friday 10 February 2017
Teachers return to duty
Thursday 16 February 2017
Pupils return
Monday 20 February 2017
Easter
Close
Friday 31 March 2017
Third Term
Pupils return
Tuesday 18 April 2017
May Day Holiday
Monday 1 May 2017
Teachers’ In-service Day
Thursday 4 May 2017
Local Holiday
Monday 29 May 2017
Close
Thursday 29 June 2017
Mid Term
12
Staff information
Head Teacher: Mrs J Teale
Depute Head Teachers
Mr J Mitchell
Mrs A Brownlie
Mrs L Millar
Art, Design & Food Technology
Ms E Boylan PT
Mrs A Azeem PTPS
Mrs G Catterson
Miss H Young
Mrs I Cartwright
Principal Teachers Pupil
Support:
Mrs A Azeem
Miss J Harvey
Physical Education/Music
Mr S Edgar, PT
Mr J Mitchell DHT
Mrs L Gibson
Mrs K More
Ms F Ramsay (Music)
Mr C Oates*
Miss J Harvey PTPS (HE)
Business Education
and Information Technology
Mrs M Nicolson PT
Mr J Rae
Mrs J Higgins
English
Miss H Shaw
Mrs L Egerton PTPS
Ms G Pryce PTPS
Mrs C Frew
Mrs J Gillan
Miss L Moore
Mathematics
Mrs N Brotherwood PT
Mrs L Millar DHT
Mr K Gibson
Mr D Grieve
Mrs J Gurun
Mrs G Liddell (0.4)
Mr M Jones*
Modern Languages
Mrs J Hamilton PT
Mrs A Brownlie DHT
Miss C Playe
Miss F Mullin*
Miss F Ferrier*
Science
Mrs C McKissock (Acting PT)
Mr A Sangster
Mr S Struthers
Mr S Cartner
Miss L Haxton
Miss A Murray
Social Subjects/RE
Mr G O’Rourke PT
Ms D McClung
Miss F Milne
Mr C Broderick*
Ms O Smith□
Ms G Pryce
Mrs L Egerton
Instrumental Staff
Mr D Capkiner
Miss K Donnelly
Miss E Kerr
Mr A McKreel
Mr J Bains
Dr J Petrac
Miss E Tomlinson
Admin & Finance
Vacancy
Mrs M Steven
Ms L Tait
Mrs J Taylor
Technicians/Support Staff
Mr D McGraw Senior Technician
Mr J Brown
Mrs S Rutherford
Support for Learning
Vacancy
Mr G McIndoe
Mr J Cullen
Mr C Kilpatrick (T)
Classroom Assistants
Mrs K Davidson
Mrs J Dick
Mrs L Everson
Mrs J Fulton
Mrs H Haggerty
Mrs A McCracken
Mrs J Paterson
Mrs M Shields
Technical Education
Mr S Nelson PT
Mr I Smith
Mr G McGibbon
Janitorial Staff
Mr R Chatham
Mr G McDonald
Mr J Campbell
* Denotes probationer
T: Temporary
□ Covering Ms McClung
(Mat leave)
13
Establishment improvement
Session 2015-16: School Achievements






Implementation of the Senior Phase → S6
Introduction of Skillforce to support vulnerable children into positive
destinations.
Extension of electronic profiling from S1-S6.
Development of Outdoor Learning initiatives
Introduction of Health and Wellbeing profiling.
Whole school/community evaluation of school practice in relation to SHANARRI□
Future Plans






Refine/improve curricular pathways from S2→S5/6.
Further develop STEM to include a STEM Themed day.
Extension of Inter-disciplinary projects in S1-S3.
Further development of Outdoor Learning to include a community project.
Review the Broad General Education and update as appropriate.
Review/improve Monitoring and Tracking within the Broad General Education.
Literacy, Numeracy and Health and Wellbeing



Literacy: Standards improved via the Closing the Literacy Gap programme
and the Performance in English testing to confirm pupil attainment profiles
and identify next steps.
Numeracy: Setting from S1 ensures pupils are well supported according to
their attainment profile. Regular formal testing informs next steps and allows
work to be effectively differentiated.
Health and Wellbeing: All experiences and outcomes embedded within
PSE; pupil progress in Health and Wellbeing is benchmarked via bespoke
school profiles.
Attainment
Refer to the Examination Results section of the Handbook.
Leavers’ Destinations
The information on the main destination of 2013-14 (Follow-up) school leavers has been provided by
the local careers service and the percentage figures for the School, Authority and Country are
tabulated below.
2013/14
Number
of leavers
Full-time
higher
education
(%)
Full-time
further
education
(%)
Training
(%)
Employment
(%)
Voluntary
(%)
Activity
Agreements
(%)
Unemployed
Seeking (%)
Unemployed
Not Seeking
(%)
%
Positive
%
Other
James
Hamilton
Academy
East
Ayrshire
118
32.2
44.9
4.2
11.0
0.0
0.0
5.1
2.5
92.4
7.6
1,169
36.2
37.6
2.7
14.8
0.3
1.5
5.6
1.3
93.1
6.9
This is a follow-up analysis for 2013-14.
Further Information: refer to www.jameshamiltonacademy.co.uk
□Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included
14
Curriculum 3-18
Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges
and community learning from three to 18 and beyond.
Since autumn 2010, learners from pre-school to secondary have been working to Curriculum for
Excellence guidance and standards.
The table below matches the five curriculum levels to stages of learning generally applicable, with
flexibility (for example, for pupils who are particularly able and/or have additional support needs).
LEVEL
STAGE
early
the pre-school years and P1, or later for some
first
to the end of P4, but earlier or later for some
second
to the end of P7, but earlier or later for some
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish
Credit and Qualifications Framework level 4.
third and
fourth
The fourth level experiences and outcomes are intended to provide
possibilities for choice and young people's programmes will not include all
of the fourth level outcomes.
senior phase
S4 to S6, and college or other means of study.
From pre-school to the end of S3 (3-15), pupils will experience a broad general education which is
designed to enable each pupil to be a successful learner, a confident individual, a responsible citizen
and an effective contributor.
15
Curriculum 3-18
The broad general education will include all of the experiences and outcomes across all curriculum
areas up to and including the third level. Throughout all learning, prime importance is given to
literacy, numeracy and thinking skills; skills for learning, life and work; an understanding of society, the
world and Scotland's place in it and an active and healthy lifestyle.
Learning across the curriculum helps pupils make links between subjects, and learning outside
classrooms in the outdoors and in the community, which gives opportunities for learners to deepen
their learning in real-life contexts. Most learners will progress into the fourth level in many aspects of
their learning before the end of S3, laying strong foundations for more specialised learning.
Information about how the curriculum is structured and curriculum planning –
http://www.educationscotland.gov.uk/thecurriculum/
Pupils approaching the senior phase (15-18) have a range of options that reflect their abilities and
aspirations, including staying on at school, going to college or university, entering work-based or
community-based learning, volunteering, or a combination of these. These options offer the
opportunity to study for qualifications and enhance skills important to their success in learning, life and
work.
New qualifications developed by the Scottish Qualifications Authority (SQA) support and reflect pupils’
learning within Curriculum for Excellence. These allow a more personalised approach to study. For
example, with guidance from their teachers, young people are able to take advantage of more flexible
arrangements such as taking qualifications over one or two years; taking National 4 and 5
qualifications in S4, S5 and S6 or by-passing these and working towards Higher.
www.youngscot.org
(learners)
www.parentzonescotland.gov.uk
(parents and carers)
www.sqa.org.uk
(information on qualifications)
www.educationscotland.gov.uk
(curriculum, learning, inspection)
www.engageforeducation.org
(share ideas and questions about education)
16
Curriculum 3-18
Progress of Curriculum for Excellence within James Hamilton Academy

All pupils from S1-S6 are now following Curriculum for Excellence. This means that they are
learning through the designated experiences and outcomes in each subject area. These define
the type of learning taking place and clarify what pupils and young people should
achieve.

All pupils have personal evaluation documents relating to each subject area so that they can
review their progress and identifying next steps.

Within subject teaching, the Assessment is for Learning programme has been further
consolidated to improve pupil understanding and to create confidence in learning. This includes
strategies such as peer and self-assessment which allows pupils and young people to track
their progress on an ongoing basis.

A Senior Phase programme has been developed identifying pathways which pupils and young
people will follow from S4 onwards. This reflects courses currently available and the same
range may not always be available every year.

Across the curriculum, enterprise is incorporated into all courses so that pupils and young
people get daily opportunities to practise core skills such as working with others, problem
solving and using technology and so that they also get the chance to develop a sense of
responsibility and a commitment to lifelong learning.

All departments have devised inter-disciplinary projects where they link with another
department to deliver particular teaching and learning related to a specific project. This helps
pupils and young people to see connections between learning across the curriculum.

Designated themed days take place to highlight the importance of key cross-cutting themes
such as:
Health & Wellbeing
Education for Citizenship
These are the responsibility of all teaching staff and as such all departments contribute to the
themed days to raise awareness of these important elements of education within their own
subject area.
17
Curriculum 3-18

High quality CfE reports are in place in S1-S4 and these include reports on progress in the
cross-cutting themes (Literacy, Numeracy, Health and Wellbeing).

Recognising achievement is also an important aspect of Curriculum for Excellence in James
Hamilton Academy. The school provides opportunities for pupils and young people to achieve
through a range of experiences including youth work, Community Learning and Development,
involvement in the voluntary sector as well as through extra-curricular activities within the
school. We also ensure that achievements in these areas are recognised both through formal
accreditation (such as the National Achievement Awards) and informally through highlighting
these in Parents’ Bulletins and in the local press etc.

Community Links: In the wider school opportunities are provided for pupils and young people
to link with the local community, including involvement with New Farm Community Council,
which allows them to link their learning to issues relating to their local area.

Pastoral Support: A comprehensive PSE programme is in place which covers the Health and
Wellbeing experiences and outcomes and includes issues such as sexual health, relationships,
parenthood and drugs awareness.

Religious and Moral Education: This is delivered via the Social Subjects/RE department in
S1-S3 and via PSE in S4.

Religious Observance: This takes place via formal assemblies around 4 times per session.
These are led by the school chaplains.
Parents can request to withdraw their child if they wish; separate arrangements for pupils to
undertake meaningful work are made at these times.
18
Curriculum 3-18
Curriculum Planning
Pupils follow the Broad General Education in years S1-S3. There is some personalisation and
choice introduced at the end of S1 within the overall framework of Broad General Education.
In S3, pupils select 6 subjects to continue into S4.
In S4, pupils select 5 subjects to continue into S5 along with an additional Personal Achievement
award.
Copies of the curricular pathways are available on request (Tel: 01563 533221).
In S4, we normally have around 80% of the yeargroup opting to remain in S5 and around 60% of
the cohort remaining from S5-S6.
19
Curriculum 3-18
Key
Stage
S1
S1-S2
S2
S3
Delivery of Curriculum
Core Time
Notes
 All pupils follow the Broad General Education
which is delivered via experiences and
outcomes at Level 3.
 IDL□ is progressed via the Shared
Responsibility Project and Themed days
(Health and Wellbeing and Education for
Citizenship).
 Pupil profiling is introduced to support pupils
in evaluating their own progress and
identifying next steps.
 Dynamic Youth Awards are introduced to
ensure accreditation for wider achievement.
1 x PSE
RME delivered within
Social Subjects
2 X PE
1 X Bounce Back◊
Skills for learningᴓ, life and
work are embedded within all
areas of the curriculum and
progress within these is
included within formal
reports.
 Some personalisation and choice is
introduced to allow pupils to ‘major in’ 8
subjects and to develop these in considerable
breadth and depth.
 All pupils must keep within the BGE learning
areas#.
 Pupils’ depth of learning is enhanced through
projects which expand their learning in key
areas (Maths, Science. IT, Art & Design etc).
 All pupils follow six 6 week projects in addition
to their routine subject allocations.
 IDL is continued via Themed days and
departmental link projects.
 Pupil choice is extended to SQA Awards; they
can select one award to pursue which they
can complete in S5.
 IDL is continued via the Musical Theatre
project and the Vocational Training initiative
linking Automotive Skills and Steps to Work.
◊ Course designed to
develop resilience in
young people.
1 X PSE
2 X PE
RME delivered as above
1 x Project
1 X PSE
2 X PE
RME delivered as above
1 X Health and Wellbeing
2 X SQA Award/ IDL
Project
Pupil profiling continues
throughout S1-S3.
1 – 1 Mentoring with
designated PTPS calendared
Twice per year
Time allocations per subject
per year are included within
the Options Booklet.
Additional time provided in S2
for Social Subjects/RE and
Science to ensure all pupils
achieve level 3 experiences
and outcomes in all discrete
areas.
Examples of S2 Projects:
Science CREST Award
Photography
Personal Finance etc.
1 – 1 Mentoring with
designated PTPS calendared
2 – 3 times per year
This includes:
 supporting the electronic
profile S3 pupils must
complete as a record of
their best achievements
within the BGE
 opportunities for 1-1
mentoring on a weekly
basis with designated
PTPS
 tracking Health &
Wellbeing progress.
1 – 1 Mentoring with
designated PTPS calendared
2 – 3 times per year
#
Literacy & English
Expressive Arts
Health and Wellbeing
Numeracy &Mathematics
Modern Languages
Sciences
Social Studies
Technologies
□ Inter-disciplinary learning
ᴓ A list of these is included within the Options Booklet.
20
Curriculum 3-18
Key
Stage
S3-4
Delivery of Curriculum
Core Time
Notes
 Pupils select 6 subjects from 8 to continue
into S4.
 School emphasis is on breadth and depth
of learning leading to better qualifications.
1 x PSE/RE
2 X PE
RME subsumed within
PSE
S4-S5
 Pupil select 5 subjects from 6 to continue
into S5.
 Pupils receive five SQA Highers or
Nationals plus an SQA Award.
S5-S6
 Pupils select from the S5 course choice
plus an additional bank of Highers and
Advanced Highers.
 Many of the Highers in S6 do not require
previous knowledge or accreditation.
Pupils select an SQA
Award (2 periods weekly)
or can continue an award
started in S3.
Core PE delivered via the
Improving Wellbeing
award.
As above.
S6 pupils can also be
involved in a Fair Trade
Group (to achieve a
Saltire Award) or Young
Enterprise Group (to
achieve the YES Award).
Maths and English
compulsory.
Donna Vivers, CFE Liaison
Manager, on selection of 6
subjects in S4.
‘No employer in Scotland
asking for 8 or 7 Standard
Grade awards (or their
equivalent)’
“Better to take 6 subjects …….
and get 5 periods a week than
do a lot of subjects most of
which you won’t need”
Only English is compulsory.
No compulsory subjects.
21
Curriculum 3-18
Homework
The school firmly believes in the importance of regular, meaningful and challenging homework. It is
regarded as a normal, not extra, part of school work. At the beginning of a new session pupils are
issued with Homework Diaries in which they are expected to record all homework as it is issued and
to note the date on which it is due.
Information to Parents
A parental leaflet detailing information on Homework is sent out to parents/carers at the beginning of
the session. This clarifies the amount and type of homework set by each department for each
yeargroup. A whole School Homework Policy is in place which clarifies issues relating to the
homework set and how we support pupils and staff in relation to this.
The Types of Homework will mainly be:-
learning facts or new words
-
written tasks e.g. completing exercises
-
preparation - finding out information for a project or investigation; doing research
-
revision – for tests or assessments
The Parent’s Role
The completion of homework is the pupil’s responsibility. However, we can all, staff and parents, play
an important part in supporting pupils. We would suggest that parents try, as far as possible, to do the
following:(i)
set aside a regular time in the evening for homework and ensure that it
is completed before your child settles down to other evening activities
(ii)
check the Homework Diary to monitor the homework your child gets and SIGN IT WEEKLY to
indicate that you have seen it
(iii)
provide a quiet area at home to allow your child to study uninterrupted
(iv)
offer help with tasks if appropriate
(v)
encourage your child to make use of the school library as a source of information on a point of
interest or uncertainty
(vi)
contact the school whenever there appears to be a problem with homework (too little, too
much, difficulty completing work, etc.)
(vii)
attend, where possible, any Parental Workshops or Meetings which offer help on how to
support your child at home with homework
22
Curriculum 3-18
(viii)
praise your child when he/she produces good work at home
The School’s Role
As a staff, we are committed to doing all we can to ensure that your child can complete the homework
set. Where there appears to be a problem, we will contact you either via a telephone call from Pupil
Support, or via a Letter of Concern.
Support and Incentives
One of the major initiatives to support pupils with homework is the Homework Diary. The diaries are
checked and in the main pupils are diligently using these to note homework details. We would invite
all parents to use these as a means of communication with staff where there is a concern about
homework or any other matter.
Within individual departments, pupils are rewarded for completing homework timeously and to a high
standard as part of the departmental rewards system. We have also altered our PSE courses to
include lessons on noting and completing homework, how to organise, prioritise and plan tasks and so
on. This helps to reinforce to pupils the importance of their role in taking responsibility for the
organisation and completion of homework. After school homework sessions to reinforce these skills
are also offered to pupils in S1-3. General Supported Study, focussing on subject specific work, is
offered to pupils in S4 – S6.
23
Assessment and reporting
The broad aims of assessment can be summarised as follows (a)
To assess progress and to provide feedback to pupils, young people and teachers regarding
the attainment of defined learning targets
(b)
To provide information on the next steps in pupils’ and young peoples’ learning
(c)
To diagnose individual problems and weaknesses allowing appropriate support for learning
to be allocated
(d)
To motivate pupils and young people by emphasising individual strengths and encouraging
pupils and young people to build upon them
(e)
To assess the effectiveness of teaching and learning materials and methodologies
(f)
To gain information which may be used to:(i)
form desired/appropriate groups in a class
(ii)
facilitate course choice
(iii)
form the basis of reports to parents
S1 – S3
Pupils and young people undertake day-to-day assessment which allows teachers to check informally
on their progress and skills development. These include watching pupils and young people work,
discussing their work with them, Assessment is for Learning techniques as well as setting special
tasks, school tests and internal moderation.
Formal summative tests are also used by all departments to check on learning and inform reports.
Pupils and young people are formally assessed twice per session and results inform contacts with
parents. Progress is closely monitored in relation to prior learning and action is taken to set specific
targets with clear timescales where pupils and young people are failing to achieve their best.
24
Assessment and reporting
In addition, Cognitive Ability Testing is used in P7 and S3 to identify pupil targets in relation to
National examinations. Teaching staff monitor progress against these to ensure pupils are achieving
their best.
National 4/5
In S4, ongoing assessment continues alongside formal examinations to check on progress and a
formal Prelim diet is held in January.
The monitoring of progress and follow-up of underachievement follows the same arrangements as for
S1→S3.
S5
In S5/6 we offer a range of National Qualification (Post 16) courses: Advanced Higher, Higher,
National 5/4 and Intermediate 1. This is the last year of Intermediate courses as from 2015-16, the
new National qualifications will also be in place in S6. Pupils and young people are assessed in
accordance with pre-determined criteria laid down by the examining body.
School Based Courses
Our links with Ayrshire College also allows some pupils and young people to access courses such as
Construction Crafts during one afternoon per week over two years. All assessment of these courses is
internal but pupil work is moderated to ensure pupils and young peoples work meets national
standards.
Other vocational courses offered in school include Steps to Work, Automotive Skills, Employability
Award and Skillforce. All of these courses are formally accredited.
25
Assessment and reporting
The dates for this session’s Parents’ Evenings are:S1
27 October
S2
6 October
S3
21 January
S4
2 February
S5/6
24 February
The dates for this session’s Primary-Secondary Transition Evenings are:Information Evenings
2 November
Information Evenings
26 May
P7 Induction
6 June, 7 June, 8 June
In addition to these formal meeting times, the Head Teacher publishes a School Calendar
annually to inform parents of reporting and other key dates.
The Head Teacher also issues a summary of the School Improvement Plan towards the end of
each session to allow parents to be involved in the evaluation of the Plan and to comment of
proposed priorities and targets for the forthcoming session.
Please contact the school for a copy of these documents.
26
Assessment and reporting
Assessment is for Learning (AifL)
In line with A Curriculum for Excellence all departments use AifL techniques to support pupils and
young people in their learning. These techniques involve pupils and young people in ongoing
assessment where they learn to evaluate their progress on a regular basis and to identify what they
need to do to improve. AifL supports pupils and young people through the following strategies:
clearly stating lesson aims
identifying the purpose of learning
giving appropriate feedback
giving advice on how to improve
identifying next steps
supporting the pupil in deciding on what needs to be done and who can help
Additional Support Needs
Children who may have additional support needs, or who require a Co-ordinated Support Plan will be
assessed in a way suited to their individual requirements. Further information is available from the
Head Teacher.
27
Policies and procedures
ORIGINAL
DATE
2011
UPDATED
STATUS / NOTES
Current
PERSONNEL
Authority Document
Additional Support for
Learning
2007
2014
Current
A Brownlie/L McPike/
SfL dept
Administration of
Medicines
2008
2014
Current
A Brownlie
Anti-Bullying/Respectful
Relationships Policy
2008
2015
Issued via PTs meeting
(February)
Pupil Contract for Respectful
Learning also issued.
Implemented August 2015
A Brownlie/EfC
Committee
Attendance
2008
2011 and
2013
Current
Head Teacher/Pupil
Support Staff
Assessment and Reporting
2009
Head Teacher
Care and Welfare
2010
2014
(APP3)
Continuing Professional
Development
2010
2014
To be subsumed within new
Learning and Teaching Policy
Current
Commended by authority 2014
Appendix 3 updated 2014
Current
Updated to reflect new
arrangements re Professional
Update.
Issued as draft Feb 2014;
confirmed May 2014.
Correspondence with the
Children’s Reporter
2009
2014
Current
A Brownlie
Curriculum Flexibility
2008
2013
Revised Curriculum Policy
issued February 2014 (draft)
which subsumed Curriculum
Flexibility.
Confirmed May 2014.
Head Teacher
Curriculum (Whole School)
2014
Current
Head Teacher
Dispute Resolution
2007
2014
Current
A Brownlie/
L McPike/SfL dept
Dyslexia
2007
2015
Revised to take account of
authority guidelines
A Brownlie/L McPike/SfL
dept
Education for Citizenship
2006
2012
Current
A Brownlie/EfC
Committee
Enterprise in Education
2008
Due for review
L Millar
POLICY
Acceptable Usage of
Computer Facilities
Equality
2008
2013
Current
* All documents are available via the Departmental Reference Folder.
Head Teacher
Head Teacher
Head Teacher
28
Policies and procedures
POLICY
ORIGINAL
DATE
E-Safety
2015
Global Citizenship
2010
Health and Safety
2011
Health and Wellbeing
2006
Homework
UPDATED
STATUS / NOTES
Issued as draft to PTs 25.5.15.
Amended/issued August 2015 as
per consultation returns.
PERSONNEL
J Mitchell/Head
Teacher
Current
Head Teacher/EfC
Committee
2015
Master Safety Files updated.
Checked by authority Health &
Safety Manager July 2015
Head Teacher
2012
Current
A Brownlie/Health &
Wellbeing Committee
2007
2012
Current
L Millar
Induction of Probationers
Information and Communication
Technology
2009
2012
Current
L Millar
2007
2012
To be reviewed by December
2015 re e-safety
J Mitchell
Information for New Staff
2010
2012
Current
Welcome Pack updated annually
L Millar
Library
2007
Guidelines/procedures to be
reviewed by Dec 15
J Mitchell/Library
Asst/PT English
Literacy across Learning
2008
Due for Review
Head Teacher /PT
English/ Literacy
Working Group
Looked After and
Accommodated Children
2010
Current
Head Teacher
More Choices: More Chances#
2011
Current
Head Teacher
Numeracy across Learning
2009
Issued at PTs’ Meeting Inset 1
L Millar
Positive Discipline
2007
2012/2014
Updated re Mobile Phone
issues/Homework etc. 2012 and
2014.
L Millar/PTs’ Group
Primary – Secondary Transition
2009
2013
Further update due Dec 15
J Mitchell/Working
Group
Pupil Support Base
2007
2011
Current
Head Teacher / PSB
Committee
Quality Assurance/
Self Evaluation
2009
2015
Draft issued to PTs/All Teaching
staff Feb 15.
Minor changes pending re
including Outdoor Learning
experiences within Quality
Assurance systems.
Head Teacher
Recognising Achievement
2014
2015
Further updates relating to criteria
for Prom/school trips etc drafted
June 2015.
Further update at SMT Meeting
on 19.8.15.
A Brownlie/
Head Teacher
2010
2015
# Opportunities for All
29
Policies and procedures
POLICY
ORIGINAL
DATE
Religious Observance
UPDATED
STATUS / NOTES
PERSONNEL
2009
Due for Review as per
Improvement Plan Priority 6
Target (ii)
Head Teacher / SMT
School – College Partnership
2008
L Millar
School Excursions and
Educational Visits
2010
Includes quality assurance
procedures.
Due for review
Current
Arrangements now covered
by authority procedures re
Evolve and revised S/C 48
SQA Internal Verification
2010
2014
Current
A Brownlie
Staff Cover
2010
2011/2015
Draft issued at PTs’ Meeting
on Inset 1. Includes details
relating to the Special Leave
Policy (Authority document)
Now confirmed.
L Millar
Substance Misuse
2013
2014
Current
Head Teacher
Sustainable Development
Education
2011
2013
A Brownlie/
EfC Committee
Water Consumption
2015
New
Due for review via Education
for Citizenship Committee as
per Improvement Plan
Priority 7 Target (viii)
Issued via PTS’ Meeting
February 2015
Implemented.
August 2015.
Head Teacher /
Excursions Committee
A Brownlie/Senior
Prefect Team
30
Additional support
for learning
The Support for Learning department, in conjunction with Pupil Support staff, Educational
Psychologist, parents, staff and the young people themselves, work together to provide effective
support systems for pupils and young people with additional support needs. In James Hamilton
Academy, there are effective systems in place to assist in the early identification of young people with
additional support needs so that support planning takes place at the earliest possible stage. The
Support for Learning department, as part of the Pupil Support Team, provides support and advice for
colleagues in their consultancy role. This consultation starts well before the pupil arrives at James
Hamilton Academy, with Primary colleagues, Educational Psychologist, Pupil Support staff and
Support for Learning staff working together from Primary 6 onwards, ensuring that the needs of pupils
and young people with additional support needs will be adequately met within a secondary setting.
The Support for Learning department uses the information gathered from primary colleagues to plan
the support provision for pupils and young people.
This provision takes the following forms;
Co-operative teaching: S1 and S2 classes have co-operative teaching English and Mathematics.
Classes also may have extra support in other curricular areas. The Support for Learning staff work
with the class teacher to ensure the materials and methods used are suitable for all pupils and young
people. Co-operative teaching continues up to S4 with a particular focus on English and Mathematics.
Where possible, support is also provided in other subjects. There are also behaviour support teaching
staff who work with pupils and young people in class, in small groups or individually to provide
support.
Class Support: Class support is provided by classroom assistants who are linked to the Support for
Learning department and who work with pupils and young people who have difficulty with motor skills,
have a physical disability or who need extra support accessing a mainstream curriculum.
Tutorials: Some pupils and young people with additional support needs benefit from individual or
small group help. These pupils and young people are given a tutorial. The Support for Learning
teacher will plan a programme of work to suit the needs of the pupil and will contain academic and
personal targets for that pupil to work towards. Some tutorial classes may be necessary for some
pupils up to S5/6.
31
Additional support
for learning
Pupils and young people in S1 and S2 who have difficulties with literacy take part in ‘Closing the
Literacy Gap’ programme, which is an intensive individual Reading package. The pupils and young
people who have taken part in the programme since 2009 achieved considerable success, which
develops their confidence and ability in literacy.
ICT: Digital Papers involve the pupils and young people being trained to operate ICT which will read
both the printed word and their own answers aloud. Pupils and young people use headphones to
listen to the papers and they work independently to sit the assessments.
Embedded within a Curriculum for Excellence ethos is the desire to develop confidence and
independence within young people and to address this, SQA have outlined new assessment
arrangements for candidates with additional support needs (April 2013) which will mean candidates
will be using ICT in assessments rather than human reader/scribes in Literacy assessments.
Ahead of the game, James Hamilton Academy has been leading East Ayrshire secondary
establishments in the development and the delivery of offering Digital papers in assessments for
pupils and young people with dyslexia or literacy difficulties since 2009. There are more pupils and
young people presented at James Hamilton Academy in Digital Papers than any other secondary
establishments in East Ayrshire. These have been very successful and results for students using ICT
in exams have been consistently high.
Pupils and young people start to be trained in using Digital Papers one hour a week from the start of
S2. In October 2013, James Hamilton Academy Support for Learning department led very successful
CPD in-service training on Digital papers to all Support for Learning secondary staff in East Ayrshire.
This will be followed up in February 2015.
Differentiation: All departments are involved in the continual development of differentiated course
materials. This means, for example, that resources such as worksheets are available at different
levels to suit the reading ability of the pupil. This differentiation is also extended to homework
materials.
Support for Learning staff have been working with subject teachers over the last few years creating
differentiated coursework and homework for the new curriculum for excellence courses
32
Additional support
for learning
All staff in James Hamilton Academy are totally committed to meeting the needs of each individual
pupil through providing and delivering appropriate courses for all pupils and young people and
responding to any additional support needs pupils and young people may have.
Curriculum Flexibility: The Support for Learning department is heavily involved in the development
of curriculum flexibility so that all young people are to develop their capabilities as successful learners,
confident individuals, responsible citizens and effective contributors. Various programmes have been
initiated within James Hamilton Academy via the curriculum flexibility policy e.g. BEC links with
Kilmarnock College and Health and Wellbeing class in S1. The Support for Learning department are
committed to the development of curriculum flexibility so that the individual needs of pupils and young
people with additional support needs can be met within a mainstream environment.
Lunch club: With the assistance of SMT, classroom assistants and other staff, the Support for
Learning department run an interval and lunch club, fully supervised, for vulnerable children. The
focus is mainly on S1 & S2 pupils and it provides a base which pupils and young people can access
where they can work together, get assistance with homework, share their concerns and have fun
while feeling secure within an inviting and friendly environment.
Continuing Professional Development: The Support for Learning department delivers in-house
CPD for staff on a variety of subjects such as Differentiation, Dyslexia, ADHD, Asperger’s Syndrome,
Meeting Pupils’ Needs and Addressing Challenging Behaviour.
33
Transition
The move from primary to secondary can often be one of the most important changes in a child’s
school life. However, the exchange of information within the Learning Community certainly eases the
transition. There is a structured transition programme which begins in September of Primary 7 and for
some pupils the process begins as early as Primary 6. The Depute Head Teacher with responsibility
for S1, Pupil Support Staff and the Principal Teacher of Support for Learning visit our associated
primaries to speak to pupils about the move to James Hamilton Academy. The task of teachers here
is to use this information sensitively and effectively to ensure that appropriate provision is made for
your child when he/she comes to the Academy.
Various initiatives are planned and implemented to the benefit of all pupils and young people in the
Learning Community. Each of the primaries are involved in transition projects with James Hamilton
Academy. The departments now involved are English, Mathematics, Social Subjects/RE, Science and
Business Education/IT and PE. (Secondary PE staff deliver all PE in the associated primaries). In
addition, special Science and Expressive Arts Days are held where all primary 7 pupils come together
in the secondary to experience working in the Science labs and to participate in Music, Art & Design
and PE.
Parents of Primary 7 pupils are invited to attend Parents’ Informal events in November and in May.
Parents of children outwith the catchment area who have been offered or who are seeking a place in
the school may also attend these meetings.
In June 2015, Primary 7 pupils visited James Hamilton Academy for three days when they followed a
full timetable and gain experience of all subjects.
Any parent who wishes at any time to visit the Academy may call to arrange an appointment.
The associated primary schools are
New Farm Primary School
Onthank Primary School
Silverwood Primary School
Sutherland Drive
Meiklewood Road
Kennedy Drive
Kilmarnock
Kilmarnock
Kilmarnock
KA3 7DF
KA3 2ES
KA3 7SZ
Tel: 01563 523316
Tel: 01563 525477
Tel: 01563 524400
34
Parental involvement
James Hamilton Academy
Sutherland Drive
KILMARNOCK
KA3 7DF
Tel: 01563 533221
Parents are welcome to contact the school on any matter relating to their son’s or daughter’s
well-being. It is helpful if they can approach the school in advance and arrange a meeting with the
appropriate member of staff at a mutually convenient time. The school may also request a meeting
with parents when pupils and young people are failing to maintain a reasonable standard of work or
conduct.
A number of meetings are held throughout the session to allow communication between parents and
teachers on a variety of subjects. These include:(a)
Meetings with parents of Primary 7 pupils due to attend the Academy the following session
(b)
Meetings to discuss option choices at the end of first year
(c)
Meetings for all years of the school to allow parents and teachers to discuss individual pupils’
progress
35
Parental involvement
Our partnership with parents and the community underpins every activity and development in James
Hamilton Academy. Through a programme of work experience and community service, we
encourage pupils and young people to play a part in the life of the community beyond school. We are
grateful for the support of parents and employers in delivering this programme and recognise that only
through working together can we achieve success for our pupils and young people.
The school’s commitment to involving and working with parents, carers and families is excellent. A
range of strategies has been introduced to engage parents in their children’s learning as follows:
Comprehensive information on all aspects of school provision is published on the school website*
and details are regularly updated.

regular high quality Parents’ Bulletins are issued to parents to update them on the school’s
provision, new developments and pupil attainment and achievement

comprehensive Pupil Reports are issued so that they are kept informed of their children’s progress
and have accurate details of forthcoming Parents’ Evenings

parental workshops are offered on a range of topics and organised as requested

questionnaires are sent out to evaluate aspects of the school’s provision with action taken to
address matters arising. Examples have related to:-


Parents’ Evening Arrangements

PSE course content

Additional Support Needs provision

Primary 7 Information Evening
invitations to parents to join school committees are issued via the Parent Council, Parents
Bulletins etc.

parents are well informed of policy developments and are invited to comment on these.
www.jameshamiltonacademy.co.uk
36
Parental involvement

all parents are encouraged to be involved in any major developments such as the establishment
of the school’s Core Values

special events are organised to meet the needs of particular parents such as:Parents’ Information Evenings at P7 transition stages

formal invitations are sent to parents to attend the annual Prizegiving Ceremony

the school’s Seemis Text Messaging system is well used to relay key information and reminders to
parents on a range of issues.
In the wider community, the school seeks to be involved in the following ways:(i)
Fundraising to support local charities
(ii)
Open evenings where parents and visitors can see around the school and can get a flavour of
the teaching and learning taking place
(iii)
Work Experience placements
(iv)
Supporting specific groups in the community – eg Christmas parcels for the elderly etc.
The school also encourages pupils and young people to take advantage of the many activities offered
within the community to extend their learning experience.
A Notice Board advertising clubs, community events and activities for young people within the
community is situated outside the Assembly Hall.
Community Education
The local community regularly makes use of the PE complex. Further information on the facilities and
letting procedures can be obtained from the :Community Education
The Gateway Centre
Kilmarnock
37
Parental involvement
PARENT COUNCIL
As a parent of a child in attendance at the school, you are automatically part of the Parent Forum of
the school. The membership of the Parent Forum is made up of all parents who have a child at the
school. The Parent Forum can decide to form a smaller body called the Parent Council. The Parent
Council is a group of parents selected by members of the Parent Forum to represent them.
Parent Councils are very flexible groups and the Parent Forum can decide on the type of group it
wants to represent their views. Parents might decide they want a representative from each year group
in the school. They might want to include pupils and young people, other teachers at the school or
parents from a primary or secondary school. This flexibility allows parents to choose a Parent Council
which reflects their school and will encourage parents to become involved and engaged with their
child’s education.
The Chair of the authority’s Parent Steering Group has a place on Council Cabinet to help influence
decision making about all matters relating to education. The authority’s Parent Steering Group is
composed of representatives from Parent Councils cross East Ayrshire and this group will represent
the views of parents in the school sector.
The Clerk to the current Parent Council is:
Vacancy
Members of the Council are:
Mr P Mabon, 33 Niven Court, Kilmarnock (Chair)
Mr D Tizzard, 40 Largs Avenue, Kilmarnock (Vice Chair)
Mrs A McAlinden, 74 Kennedy Drive, Kilmarnock (Parent)
Mrs J Livingston, 4 De Walden Drive, Kilmarnock (Parent)
Mrs J O’Neill, 47 Westry Drive, Kilmarnock (Parent)
Mrs K Law, 12 Dean View, Kilmarnock (Parent)
Mr S Littlejohn, 16 Galston Place, Kilmarnock (Parent)
Mr S Gilbert, 4 Bernera Place, Kilmarnock
Mrs T Robertson, 5 Fair Isle Place, Kilmarnock (Parent)
The email address is jhpc@live.co.uk
The Parent Council meets approximately every 4-6 weeks. The Head Teacher is always is attendance
and provides a report on establishment developments and activities at every meeting. Any parent who
is interested in joining the Parent Council should contact the school. Parents may also wish to request
a copy of the Parent Council Constitution via the school office.
38
Learning community
Learning Community
The school is a member of the James Hamilton Academy Learning Community which brings together
a wide range of services to benefit young people. The principal purpose of the Learning Community
is to ensure that services are better co-ordinated in order to meet the needs of young people and
raise attainment. Learning Communities support the government’s approach to GIRFEC (Getting it
Right for Every Child). This means that if a child/young person needs support then, where possible,
there will be one co-ordinated assessment and one plan for that child/young person.
The members of the Learning Community meet monthly to discuss key issues and to promote a coordinated approach across all establishments and agencies. Members of the Learning Community
include:
Head Teacher of James Hamilton Academy
Head Teacher of New Farm Primary/Silverwood Primary School
Head Teacher of Onthank Primary School
Head Teacher of Onthank Early Childhood Centre
Senior Education Manager
Representative from Community Learning and Development
39
Wider community links
New Farm Community Council
Senior pupils attend Council meetings and update members on the work of the school.
The school also contributes to the New Farm Community Council Newsletter.
Local Charities/Fundraising
The Senior Prefect Team organise Christmas parcels for the elderly on an annual basis.
Local charities are supported in accordance with pupil requests via Pupil Council meetings. (For
example, Cancer Care, Islay Dog Rescue Centre (Cumnock) etc).
Business Links
Local businesses and organisations work closely with the school to support the development of
employability skills via Mock Interviews for all S4 pupils. In addition, representatives attend the
school’s ‘Careers Clinic’ to make young people aware of employment and apprenticeship
opportunities in the local area.
St Kentigern’s Church
Senior pupils attend services to mark special initiatives (eg the link between religion and education)
and school choirs perform at special services.
S3 pupils are involved in the Christians Arts initiative where young people are supported to examine
school values through pastoral/spiritual input.
Music in the Community
The school band and senior choir perform in Ayrshire establishments to entertain other young people,
local citizens and those in hospital. Venues include Argyll House Nursing Home, Willowbank School,
Crosshouse Hospital etc.
40
Wider community links
Anthony Nolan Trust
48 senior pupils signed up to the Anthony Nolan register. Following an awareness-raising session by
staff from the Scottish Fire and Rescue Service, the pupils added their names to the list of stem cell
and bone marrow donors. Six senior pupils were recruited as school champions and did a fantastic
job of overseeing the event and assisting the volunteer staff. The drive was focused on recruiting
young people aged 16 or over as they are more likely to be chosen as donors and have fewer
complications that could prevent them donating.
41
Other information
Contact Details
Head of Education
Alan Ward, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Head of Community Support
Kay Gilmour, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member with responsibility for Skills and Learning
Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member with responsibility for Wellbeing (Children's Champion)
Councillor Iain Linton
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Local elected members for ward
Councillor Helen Coffey, Councillor Maureen McKay, Councillor Elaine Cowan
Councillor Jim Buchanan, Councillor John Campbell, Councillor Gordon Cree and
Councillor Drew McIntyre
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
42
Examination results
James Hamilton Academy SQA Results 2015
S4 Results
% of S4 gaining 5+ SCQF Level
5 (Credit Equivalent)
36%
% of S4 Roll gaining 5+ SCQF % of S4 Roll gaining 5+ SCQF
Level 4 (General Equivalent)
Level 3 (Awards at 1-6)
84%
96%
S5 Results
% of S5 roll gaining 1+ Higher
Grades A-C (SCQF Level 6)
55%
% of S5 Roll gaining 3+ Higher
Grades A – C in S6 (SCQF Level 6)
% of S5 roll gaining 5+ Higher
Grades A-C (SCQF Level 6)
31%
13%
S6 Results
% of S6 gaining 3+ Higher Grades
A – C in S6 (SCQF Level 6)
% of S6 roll gaining 5+ Higher
Grades A-C (SCQF Level 6)
% of S6 roll gaining 1+
Advanced Higher Grades A-C
(SCQF Level 7)
40%
31%
14%
43
Disclaimer
Although this information is correct at time of publication, there could be changes affecting any of the
matters dealt with in the document:

before the commencement or during the course of the school year in question

in relation to subsequent establishment years
Although this information is correct at time of publication, there could be changes affecting any of the
matters dealt with in the document:

before the commencement or during the course of the school year in question

in relation to subsequent
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