Guidance
Hurlford Primary School
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

Disclaimer
2
Contents
3
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
4
Headteacher’s
message
Welcome to Hurlford Primary School and Early Childhood Centre.
At Hurlford, we believe learning and teaching are at the heart of an effective establishment. At
Hurlford, we seek to create a positive, learning environment developing a sense of shared purpose
and community. We encourage all of our children to contribute positively to our school community and
take on roles and responsibilities within our school.
We strive to spark a love of learning in our children so that they fully engage with experiences which
can change and develop them. We recognise the importance of high quality teaching, taught by staff
who are professional, enthusiastic, knowledgeable and skilled. As an establishment, we are
committed to self evaluation and continuous improvement to ensure the highest quality education for
all our children. We support our children
to be leaders of their own learning and encourage their
voice within our school.
We recognise the importance of positive partnership with parents, local and wider community in
supporting our children and enhancing our curriculum.
Hurlford Primary school was inspected by Her Majesty’s Inspectorate in May, 11, highlighting the
following:

Improvements in performance - very good

Learners’ experiences - very good

Meeting learning needs - very good

The Curriculum - very good

Improvements through self evaluation - very good
I hope you will find this handbook helpful in preparing you and your child for their time at Hurlford
Primary. I look forward to meeting you and your child. If you have any questions, please feel free to
contact me.
Gillian Campbell
Head Teacher
5
Establishment ethos,
vision and values
At Hurlford Primary School and Early Childhood Centre, our vision is to ‘work together to create a
safe, happy and healthy school environment, where everyone has the confidence, motivation
and encouragement to be the best we can be.’
We seek to put the following values into action in all that we do promoting ambition and
commitment, recognising achievement, valuing truth, respect and teamwork.
At Hurlford Primary School and Early Childhood Centre, we aim to

Create a welcoming, safe and secure environment

Recognise and celebrate achievement and success

Provide a broad, challenging and stimulating curriculum, developing the four capacities

Provide high quality learning and teaching, promoting lifelong learning

Encourage mutual respect

Promote partnership with Parents/Carers and the wider community
6
Establishment
information
Hurlford Primary School & Early Childhood Centre
ADDRESS
Union Street,
Hurlford,
Kilmarnock
KA1 5BT
TELEPHONE & FAX NO.
01563 525098
E-MAIL
gilliankeenan@east-ayrshire.gov.uk
SCHOOL HOURS
9- 10.40AM
SESSION 1
10.40-10.55AM
INTERVAL
10.55-12.35PM
SESSION 2
12.35-1.20PM
LUNCH
1.20-3PM
PRESENT ROLL
SESSION 3
228 Pupils
40 Nursery pupils
CAPACITY
350
P1 –P7
STAGES COVERED
NO. OF PUPILS IN EACH YEAR
Pre 5
P.1
P.2
P.3
P.4
P.5
P.6
P.7
40
43
30
38
29
32
25
31
7
Establishment
information
Hurlford Primary school is Non- Denominational and Co-Educational. Parents should note that the
working capacity for the school might vary dependent on the number of children at each stage and
the way in which the classes are organised.
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.
8
Establishment
security
We endeavour to provide a safe and secure environment in which your child can learn. All visitors to
the establishment must ring the bell in order to gain access to the building. A member of staff will
welcome visitors who must show identification and sign the Visitors book. East Ayrshire identification
badges will be issued to visitors who do not already have East Ayrshire personalized badges. Visitors
calling at the establishment are asked to park in the car park or outside the main office gate well away
from the yellow lines.
Parents are respectfully asked not to call directly to their child’s teacher, as he/she will be busy with a
class of children, but try to call firstly at the Office or telephone to make an appointment to see the
class teacher. The main gate will remain closed during normal school hours except for access to
workmen or deliveries. An adult presence is provided in the playgrounds at break time in the terms of
the School (Safety and Supervision of Pupils) (Scotland) Regulations 1990.
All these measures are designed to make the school a safe place for the children and staff and I
would ask for your co-operation on all of them.
9
Staff Information
TERM 1
Inservice day 1
Tuesday 16 August 2016
Pupils return
Wednesday 17 August 2016
Local Holiday
Friday 16 September 2016
Local Holiday
Monday 19 September 2016
School Closes
Friday 7 October 2016
October Holiday
Monday 10 October 2016 - Friday 14 October 2016
TERM 2
In-service Day 2
Monday 17 October 2016
Pupils Return
Tuesday 18 October 2016
School Closes
Friday 23 December 2016 at 2.30pm
Christmas Holiday
Monday 26th December 2016– Friday 6th
January 2017
10
Staff Information
TERM 3
Teachers/pupils return
Monday 9 January 2017
Close
Friday 10 February 2017
In-Service Day 3
Thursday 16 February 2017
In Service-Day 4
Friday 17 February 2017
Pupils return
Monday 20 February 2017
School Closes
Friday 31 March 2017
Easter Holiday
Monday 3 April 2017 – Friday 14th April 2017
TERM 4
Local Holiday
Monday 17th April 2017
Teachers/pupils return
Tuesday 18th April 2017
May Day
Monday 1 May 2017
In Service-Day 5
Friday 26 May 2017
Local Holiday
Monday 29 May 2017
School Closes
Thursday 29 June 2017 at 1pm
SESSION 2017-18
TERM 1
Inservice day 1
Wednesday 16 August 2017
Pupils return
Thursday 17th August, 2017
11
Staff Information
TEACHING STAFF:
HEAD TEACHER:
MRS GILLIAN CAMPBELL
DEPUTE HEAD :
MRS JUDITH GOVANS
PRINCIPAL TEACHER:
MRS GAYLE MILLER
TEACHING STAFF:

P1
MRS CUTHBERTSON

P1
MRS MUIR

P2
MISS FREW

P3/2
MRS CAREY

P3
MRS MCMILLAN/ MRS MILLER

P4
MISS STEEDMAN

P5
MRS FERGUSON/ MRS MILLER

P6
MRS DEVLIN

P7
MRS JOHNSTONE/ MRS IRVING

P7
MRS WILSON
Please note: This class structure may change due to a change in the school roll.
EARLY CHILDHOOD CENTRE STAFF
MRS A. HOPKINS (EARLY EDUCATION & CHILDCARE PRACTITIONER)
MS A. CROOKS (EARLY EDUCATION & CHILDCARE PRACTITIONER)
12
Staff Information
VISITING SPECIALISTS

MRS L. BABINGTON
(EAST AYRSHIRE SUPPORT TEACHER)

MISS C. BARR
(SPEECH & LANGUAGE THERAPIST)

MISS F. MCCOLL
(EDUCATIONAL PSYCHOLOGIST)
NON TEACHING:

SENIOR CLERICAL/DMR:
MRS C. PETHERICK

CLERICAL
MRS M.ROSS

JANITOR:
MRS L. SPEIRS

CLASSROOM ASSISTANTS:

MRS A. HUNTER

MRS A. PATON

MRS J. MILLS

SCHOOL COOK:
MS N. MCNAUGHT

CLEANING SUPERVISOR:
MRS V. JOHNSTONE
13
Staff Information
14
Establishment
improvement
IMPROVEMENT PLAN PRIORITIES 2014-15
1. Introduction and Key Strengths
Hurlford Primary School and Early Childhood Centre has 229 pupils, with 10 classes in the school
and 40 children in the Early Childhood Centre. SIMD 2012 data indicates we have 68% school
population in Band 1-3 and 32% school population in Band 4-7. We have 48 pupils on the ASN log,
including LAC pupils and 7 pupils on the ASN log in the Early Childhood Centre.





Most pupils are making good progress in literacy, numeracy and health and wellbeing
Meeting learners needs
Positive ethos - promoting positive behaviour in most pupils
Committed, hardworking school and early childhood centre staff team
Pupil involvement
2. How well do young people learn and achieve?
STEM
Pupils worked in groups to take part in a variety of challenges, including making bridges with a
variety of materials, 3 D models of buildings, making wind turbines, making model palm trees,
building box vehicles and axels for windmills. The children in the ECC enjoyed making cars and
exploring magnets and forces.
Pupils who took part in STEM activities were surprised at what they could achieve when they
worked together in groups. Staff noted that pupils worked collaboratively to take part in STEM
activities with enjoyment and enthusiasm. Pupils supported each other in their activities. Pupils are
beginning to have a better understanding of engineering.
BIG MATHS
Pupils took part in Big Maths activities at all stages on a weekly basis. Staff have noted that most
pupils are very enthusiastic and engaged in these activities. Staff have noted that most pupils
enjoy the games, jingles, CLIC challenges and beat that tests. They enjoyed the challenge of trying
to improve their score every week. Staff have noted from observations and test scores that pupils
have improved mental agility. The staff found Big Maths approaches useful within the ECC,
improving counting skills.
15
Establishment
improvement
DYSLEXIA FRIENDLY SCHOOLS
Pupils took part in a wide range of literacy activities. Most pupils are making good progress in
literacy. Children within the ECC enjoyed doing an interdisciplinary topic on ‘Going on a bear hunt’.
Most children are able to use the term author and illustrator. The children have also been learning
sign language and some children are able to do basic signs. Within the school, most pupils enjoy
active spelling approaches and Big Writing. Pupils are gaining confidence in talking about their
learning in literacy and what they need to improve. Staff have noted improvements in pupils’
motivation in writing. Pupils benefit from regular feedback from their teacher. Opportunities to
develop Literacy across the curriculum is developing.
Staff use a range of approaches in assessing progress and achievement, including using the East
Ayrshire Literacy Reading Assessment tool at P3, P4, P6 and P7. Moderation tasks in talking
and listening have also developed pupil skills. Staff noted strengths in finding and using information
and identifying the main idea. Pupils are developing their understanding of writer’s style and
different genre and
developing their understanding
of different questions, both literal and
inferential. This is an identified area for improvement. Most pupils are making good progress in
spelling. Pupils need to develop this skill in their free writing. This is an area for improvement.
RME
Within the Primary and ECC, Pupils take part in a range of activities focusing on the RME
experiences and outcomes. Pupils appear motivated and enjoy learning about different religions.
Pupils are developing their understanding of Christianity, Islam, Judaism and Hinduism. Some
pupils have taken forward their learning at home, through personal research on key figures. Pupils
take part in class discussions, encouraging pupils to share their thoughts, opinions, feelings and
reflections.
GROUNDS FOR LEARNING
Pupils have been involved throughout the whole process of developing our school grounds for
learning project, from the initial application, design process and consultation, taster sessions and
implementation. The new playground has been a great success. Pupils are enjoying the
playground developing their collaborative play skills, problem solving skills and health. Pupils
have devised rules for each area and loose play materials. Pupils are able to assess and manage
risk on a daily basis. Pupils actively take responsibility for the area with positive play observed.
Children in the ECC have enjoyed using this area with our Primary 1 pupils. They have also
enjoyed using their outdoor bags to enhance their learning.
16
Establishment
improvement
3. How well does the school /centre support young people to develop and learn?
STEM
STEM activities have provided opportunities to develop literacy and numeracy across the
curriculum. Staff noted that some pupils developed their skills in accuracy, following instructions
and modifying plan, as required. STEM activities encouraged pupils to use their literacy and
numeracy skills in a practical, realistic context. This appeared to motivate and engage some pupils,
who can be reluctant to engage in learning activities.
STEM activities have also allowed the further development of partnership activities with Loudoun
Learning community, through a P6 technology transition event and safety training session with the
technical staff. Resources were also purchased to support the development of STEM within the
school. Primary 5 enjoyed a visit from VE Energy focusing on wind turbine development. Next
session, pupils will continue to develop their understanding of engineering, encouraging more
businesses into our school. Pupils will continue to develop their problem solving skills, through
the development of STEM activities within the classroom.
BIG MATHS
The Big Maths approach have allowed pupils to gain confidence in problem solving and increased
retention of number bonds. Children within the ECC are continuing to develop their counting skills.
Pupils appear more confident in chunking down the challenge, making number connections and
having a greater awareness ‘it’s nothing new’ approach. Beat that test are adapted for some pupils,
by removing the timed element, which can put one or two pupils under pressure. The Big Maths
approach has further highlighted to pupils that ‘Maths is fun! Mistakes help us learn’, which is the
approach taken across the school through Bounce Back.
DYSLEXIA FRIENDLY SCHOOLS
The school has a variety of ways in which pupil progress is tracked and monitored. Some pupils
have been identified as having additional support needs in literacy. Pupils are beginning to have an
understanding of what it means to be dyslexic and what can help them to learn. Dyslexic and ASN
pupils are beginning to use the FAB (Coats) box to support their learning in the class. Staff and
Parents/Carers meet regularly to discuss pupil progress in this area. Pupils are supported by their
class teacher, the EAST teacher and Classroom assistants within the classroom. Staff have
employed a range of strategies to support pupils, including
good differentiation, a range of
teaching approaches, active learning,
using different backgrounds on smartboard, use of
overlays, study buddies and coloured chalk on each line. Staff will continue to develop strategies
to support learners’ needs. Children within the ECC, have required a range of supports, including
17
Establishment
improvement
the use of PEC cards and visual timetable. Dyslexic pupils are beginning to use the computer
more to support the writing process. This is an area for further development.
RME
Staff use a range of resources to stimulate and engage pupils in their learning, including the
internet, books and presentations. Staff have adapted planning to ensure all experiences and
outcomes are covered. Staff are continuing to make links across the curriculum, to ensure depth of
learning and to help pupils to make connections in their learning.
GROUNDS FOR LEARNING
Staff have supported pupils well throughout the
consultation and implementation of the
playground development. Pupils have very positive relationships with all staff. Staff encourage the
pupils to be independent, but also support where required. Staff will seek to develop opportunities
for taking the learning outdoors. Parents/Carers have supported the development of our outdoor
learning.
4. How well does the school/centre improve the quality of its work?
STEM
The school and ECC are committed to embedding Technologies within our curriculum. Staff have
attended a wide range of engineering training, including: Primary Engineer Training, Mechanisms
with gears, pulley and levers and Engineering Music. Staff have developed a skills planner to
provide progression and development of skills. Staff also attended safety training to develop their
own confidence in doing STEM activities. Most staff have undertaken a STEM activity in their
class. Next session, we will continue to build staff confidence and explore ways in which we can
support staff to deliver STEM within their classroom in small groups.
BIG MATHS
All staff have undertaken Big Maths training. Staff have familiarised themselves with the Big Maths
manual and implemented Big Maths within their classroom and ECC. Staff have adapted the
annual Big Maths planner to support the planning process. Staff noted that pupils have engaged
well with Big Maths. Big Maths will continue to be embedded in practice next term.
18
Establishment
improvement
DYSLEXIA FRIENDLY SCHOOLS
A member of staff has taken a lead role in developing our school as dyslexia friendly. She has
attended EAST training and developed the following: FAB box (with resources helpful for ASN and
dyslexic pupils), developed a display on dyslexia, developed a presentation for staff on dyslexia
and led training with staff. She has spoken to staff on an informal basis, sharing a range of
strategies. Staff have undertaken self-evaluation of strategies useful for ASN and dyslexic pupils
and most have identified a strategy to employ in their class to support pupils. Staff within the ECC
have worked very closely with the Educational Psychologist and Speech and Language therapy
to support children’s needs. ECC have attended Nurture and SLT training. Most staff attended
dyslexia awareness raising training. The school will continue to work towards attaining our Dyslexia
friendly school bronze award.
RME
Staff are committed to delivering RME. We will continue to develop this area of the curriculum and
identify ways in which we can enhance learning and teaching, through the use of Critical Skills and
arranging visits and inviting visitors into the classroom.
GROUNDS FOR LEARNING
The school and ECC are committed to taking forward outdoor learning. A play policy has been
developed with the appropriate risk benefit assessment. The playground has been named the ‘Ozone’ by pupils and progress is reviewed on a weekly basis at assembly. Plans are in place for
further development of our playground.
19
Establishment
improvement
Improvement plan priorities for 2015-16

Raising attainment in Literacy and Numeracy
 Dyslexia Friendly School – Bronze award

To continue work towards attaining the bronze dyslexia friendly school
award
 P7/S1 Literacy transition project
 2+1 languages

To prepare staff for the implementation of French from the ECC-P7
 Big Maths


To embed Big Maths within the curriculum.
Health and Wellbeing
 Health & Wellbeing programmes integrated into the classroom
 GIRFEC


Raise awareness of Children and Young people’s bill with staff and its
implications for practice, including the role of the named person.
Learning and Teaching
 STEM

To embed engineering programme in classroom practice
 Social Studies curriculum development

To use Critical skills pedagogy to enhance learning and teaching activities in
Social Studies.
 Questioning

To enhance learning and teaching in all areas of the curriculum, through focus
on Questioning (Blooms Taxonomy)
20
Establishment
improvement
.
21
Pre-birth to 3 (ECC only)
22
Curriculum 3-18
Curriculum for Excellence is about preparing all children to become :

Confident Individuals

Successful Learners

Responsible Citizens

Effective Contributors
Curriculum for Excellence is not a single document. It provides the framework to young people’s
learning so that they can develop in all of the four areas mentioned above. It focuses on planned
experiences and outcomes.
Learning will take place through a wide range of planned experiences and activities which will be
designed to achieve specific outcomes. These will be provided for all the Curriculum areas.
The curriculum has been organised into 8 areas.

Languages

Mathematics

Social studies

Sciences

Technologies

Religious and moral education

Expressive arts

Health and Wellbeing
Learning experiences should provide both challenge and enjoyment. Children should be active in their
learning and have opportunities to develop and demonstrate creativity. Cross curricular outdoor
learning opportunities are developed, whenever possible.
There should also be scope for children and young people to learn and develop in a variety of different
ways. There should also be opportunities for personal choice as children move through their school
career.
23
Curriculum 3-18
Links from one aspect of learning to another as well as links with experiences and learning taking
place at home will be a key feature. It will be important for schools and parents to work closely to help
bridge the links between home and school.
LANGUAGES
READING
Early reading consists of looking at and talking about pictures and then moving on to reading in a
variety of contexts. In the Early years we use a variety of resources and games to help children learn
initial sounds. Children also develop an awareness of words which sound the same and learn to
recognize onsets and rimes which combine to make words e.g. c + at =cat.
Onset and rimes are introduced:
-at,-ap,-an,-it,-in, -ip,-et,-en,-ar,-ot,-op,-og,-ug,-ub,-un, -up,-ay, -ed,-am
Children go on to develop consonant blends (ll, ff, ss, ck) and consonant digraphs (sh, ch, wh, th).
Children develop initial consonant blends(bl,cl,fl,gl,pl,sl,br,cr,dr,fr,gr,pr,tr,sc,sm,sn,st,sw,sk,tw)
and vowel digraphs ( oo, ee,ai,ee,oa,ea,ou,oi ue).
A range of resources are used to teach phonics, including Jolly Phonics.
Children are taught to read using a structured reading scheme. In the Early Stages, Oxford Reading
Tree is used and in the Middle and Upper stages Rapid Readers and Literacy World. Children are
provided with a variety of texts in which to develop their reading and writing skills. The support of
parents at home is vital in helping children to read. ICT websites and resources are used to support
and enhance the learning and teaching process.
We teach the children to make use of the school library and visit our local library fortnightly. Children
have to learn to use a variety of skills in reading different types of text, but they also have to derive
enjoyment from books. We value the help from parents in encouraging children to read regularly.
24
Curriculum 3-18
WRITING
Our establishment uses the ‘Big Writing’ approach to develop Writing skills. Big Writing focuses on the
four key aspects of quality writing:
Vocabulary—every child is encouraged to widen their use of language, in order to make their
writing richer e.g. ‘The sirens filled the sky.’ - not that interesting! However, by developing
vocabulary: ‘The screaming
sirens were suffocating the quiet night.’ is a far more interesting
sentence to read!
Connectives—or joining words, are really important for ensuring writing is cohesive and
interesting. Good examples are: although, however, besides, even though, never the less, in
addition to, contrary to, despite, etc.
Openers—by varying the way you open sentences, writing becomes more engaging to read.
Many Connectives also make good openers, other good examples are: Before very long, An
important thing, Having decided to, etc. Meanwhile. Using adjectives at the start of sentences is
also powerful eg, ’The golden sun’ or ’The grumpy old man’. Varying the sentence length and
word order can also help, as well as using complex sentences structures.
Punctuation —Children are encouraged to use appropriate punctuation to lift their writing off
the page e.g. ‘We were sailing hard at 23 knots (very fast!) through perilous and ice cold
waters.’ By Primary 7 pupils should be using a range of punctuation, for example, “ ”:; , … ( ) ? !
.-’
Children take part in a range of
VCOP activities to develop their skills in the following areas:
Vocabulary, Connectives, Openers and Punctuation. Rapid Writing is used to support some children
with their writing skills.
Contexts for teaching the skills of writing are provided. This gives relevance to the tasks and the
children are motivated because they are interested. Children require to
express themselves in
different written formats and for different reasons. They are given the opportunity to express their own
ideas and opinions or for a more practical purpose, to learn skills for letter writing, completing forms,
25
Curriculum 3-18
etc. We use a variety of resources to teach writing including Literacy World and other areas of the
curriculum.
Assessment is for learning strategies will be used to help pupils develop their skills. For example, self
and peer assessment using the
VCOP grids. Children are encouraged to develop and consolidate
their writing skills across the curriculum.
SPELLING
Accurate spelling is encouraged by using the same method throughout the establishment. Collins
Spelling
is used from Primary 3 and is adapted to suit the needs of the school and the pupils.
Children are encouraged to look for patterns in words and spelling rules are taught throughout the
school.
Spelling games are also used to consolidate pupil learning. Homework Spelling activities are related
to Big Writing activities. Phonological Awareness Training (P.A.T.) is also a resource available as an
alternative and is used as required.
HANDWRITING
Handwriting skills are developed throughout the school. Skills are developed using Nelson
Handwriting. Children are encouraged to take care with their handwriting and presentation of work at
all stages.
LISTENING & TALKING
In the classroom, children are taught to be active listeners. A variety of activities are used such as
tapes, games, stories and specially devised materials. Listening skills are developed through many
aspects of the curriculum.
26
Curriculum 3-18
It is through discussion and talking together that children make sense of their learning. Opportunities
are planned across the curriculum for children to talk in pairs, groups or individually with their peers,
the teachers or other adults.
LITERACY ACROSS THE CURRICULUM
Literacy is the passport to essential learning across the wider curriculum and lifelong learning. It is
important to make and highlight connections between the different curricular areas and promote the
development of literacies across the different curriculum areas: expressive arts, health and wellbeing,
languages, mathematics, religious and moral education, science, social subjects and technologies. It
is important that pupils recognise that skills are transferable across all subject areas.
MODERN LANGUAGES
Primary 5, 6 and 7 receive French lessons using ‘Collins Primary French Resource.’
MATHEMATICS
For young children Maths is embedded in their play and everyday situations. At Hurlford Primary we
also build on and extend these experiences in a structured way. The main scheme used by the school
is
Scottish Heinemann Mathematics and Teejay Maths. Although a number of additional resources
are used to supplement this scheme where appropriate.
As well as basic number work, the children learn about shape, measurement, money, information
handling, problem solving and enquiry and calculator work. Financial education is further developed
during Money Week.
Interactive Mental Maths plays an important part of our pupil’s learning. The emphasis is on activity
and practical example. This is then followed by consolidation and practice. Assessment is built into
the scheme and this allows the teachers to plan accurately for the next steps in the children’s learning.
The computer is a valuable resource and learning tool in Mathematics. The children learn a great
deal of the mathematical concepts through the ‘fun’ of using the computer in conjunction with
commercially produced software. The use of I.C.T. is embedded in the learning and teaching of
mathematics.
27
Curriculum 3-18
NUMERACY ACROSS THE CURRICULUM
Numeracy is a fundamental life skill. Being numerate involves developing a confidence and
competence in using number that allows individuals to solve problems, interpret and analyse
information, make informed decisions, function responsibly in everyday life and contribute effectively
to society. It gives increased opportunities within the world of work and sets down foundations which
can be built upon through life-long learning.
Whilst numeracy is a subset of mathematics, it is also a core skill which permeates all areas of
learning, allowing pupils the opportunity to access the wider curriculum.
Teachers look for opportunities to develop and reinforce numeracy skills within their own teaching
activities and through inter-disciplinary projects and studies.
SOCIAL STUDIES, SCIENCES AND TECHNOLOGIES
Children have to interact with the environment all of their lives and will be able to cope better if they
have an understanding of it. We aim to provide some of these skills. The many aspects taught are
Social Studies, Sciences and Technologies. These include:
SOCIAL STUDIES
SCIENCES
People, past events & society
Our Physical World
People, place & environment
Our Living World
People in society, economy & business
Our Material World
TECHNOLOGIES
We aim to develop knowledge, understanding, skills and attitudes associated with the above
components. We are concerned with how the children learn as well as what they learn. Children are
encouraged to learn by being actively involved in their learning.
28
Curriculum 3-18
These subjects are taught through interdisciplinary projects, encouraging pupils to contribute to the
planning process. This approach ensures that all components are delivered and ensure a balance of
time will be spent delivering this aspect of the curriculum each year.
This programme is continually being modified to embrace ‘A Curriculum for Excellence’. Teachers
seek to make greater connections between the
various curricular areas and encourage pupils to
become more actively involved in their learning.
Educational visits to the local area and further afield, enable pupils to develop their skills. Visitors are
also invited to come in and speak about a particular subject. The school has close links with Ayrshire
Chamber of Commerce.
Technologies are connected strongly with all other areas of the curriculum, whether through
extending and applying the specialist knowledge and understanding developed in the sciences,
through the creative use of technology in the expressive arts, or through use of technologies to
enhance learning. PCs are used within the school. Each classroom has an Interactive Smartboard.
Enterprise/Eco school
Enterprise permeates our curriculum. Our pupils are encouraged to be enterprising and innovative in
their outlook. The school has developed a number of links with local businesses and welcomes their
input throughout the year.
The school has an active Eco committee which works hard throughout the year. Our
pupils have
continued to work hard to maintain our Eco-school status and encouraged to take a leading role in
developing our school and local environment.
We have gained two Green Flags.
29
Curriculum 3-18
RELIGIOUS AND MORAL EDUCATION
Pupils learn about the following religions: Judaism, Hinduism, Christianity and Islam.
Our pupils visit Hurlford Parish church at Christmas and Easter. Rev. McCulloch takes part in our
assemblies throughout the year.
EXPRESSIVE ARTS
This includes Art and Design, Drama, Music and Dance.
ART & DESIGN
Art is taught using the skills programme devised in line with A Curriculum for Excellence. The
programme is aimed at teaching all the
required skills in a systematic and progressive way.
Children’s art work is displayed throughout the school.
DRAMA
The aims of drama are to develop imagination, expression, understanding and co-operation. This is
carried out by group activities, role playing, mime and improvisation. East Ayrshire Drama Programme
of study is used and modified in line with A Curriculum for Excellence.
MUSIC
The school follows the structured music scheme called Sounds of Music. One of the main priorities of
music in the school is for enjoyment. The children are given the chance to sing, listen to and create
music of their own. Many types of music are included in the listening sections. The children are also
involved in presenting musical productions at various times of the year. P5-P7 pupils also have the
opportunity to learn to play an instrument, taught by East Ayrshire Instrumental instructors.
DANCE
Dance is integrated into interdisciplinary themes. Scottish Dance is taught annually.
30
Curriculum 3-18
We encourage the involvement of local artists in our school and identify opportunities to visit
museums and art galleries enhancing children’s experiences. We work closely with the Creative
Minds team.
HEALTH & WELLBEING
The main purpose of health and wellbeing within Curriculum for Excellence is to develop the
knowledge and understanding, skills, capabilities and attributes necessary for mental, emotional,
social and physical wellbeing now and in the future.
This includes learning about:

Mental, emotional, social and physical wellbeing

Planning for choices and changes

Physical education, physical activity and sport

Food and health

Substance misuse

Relationships, sexual health and parenthood
The establishment has a holistic, health and wellbeing programme focusing on the above areas. We
have recently introduced ‘Bounce Back’ to promote their resilience. All of our children are encouraged
to contribute positively to our establishment’s community and we promote their involvement within our
establishment.
Health and Wellbeing is promoted informally through the ethos of our establishment, encouraging
healthy eating, daily tooth brushing and encouraging physical activity. Our establishment has gained
Health Promoting school status.
Personal and social education is concerned with the development of life skills. Through personal and
social education children are encouraged to value themselves, to be aware of others and their needs,
and how to keep themselves safe.
31
Curriculum 3-18
We seek to create a community which provides a warm, caring and supportive atmosphere by treating
the children as individuals, listen to their needs, offering equal opportunities to all, stressing the
positive achievements and encouraging strong links between parents/carers, children and our
establishment. Our pupil council also plays an important role in developing pupil roles and
responsibilities.
The establishment follows a differentiated approach to P.E, using a variety of resources, including the
Borders PE pack and Elevated Athletics pack. A variety of additional resources are also used to
supplement this programme. East Ayrshire’s Active schools team also support the establishment in
taking forward this curricular area. Primary 7 pupils also have the opportunity to have swimming
lessons at Loudoun Academy.
Pupils take part in weekly
outdoor
‘Work Out Wednesdays’ developing their fitness skills. The
school works closely with Ayrshire College Students and Active School, promoting physical education
and physical activity.
Where appropriate, the school nurse and community policeman, as well as a number of additional
health professionals support the delivery of the programme. Head lice is an ongoing problem, if you
require advice place contact our School Nurse at the local health centre.
MEDICAL & HEALTH CARE
Routine medical examination are carried out by Ayrshire and Arran Health Board in conjunction with
the school. Parents/carers will be notified by letter of any medical examination in advance.
Parents/carers are encouraged to accompany their children
Dental Examination of selected pupils are carried out in school and treatment given where requested
by parents.
It is imperative that parents keep the establishment
fully informed about any medical condition
affecting their children, and of any arrangements to be made in such cases.
32
Curriculum 3-18
ACTION TAKEN IF CHILD BECOMES ILL AT SCHOOL

Parents/carers are contacted by telephone and asked to collect their child from the
establishment

If there is no –one at home, the emergency contact is telephoned and above procedure is
followed.

If neither parent/carer or emergency contact is at home, the child remains in school, being kept
as comfortable as possible under the supervision of our First Aid person.
In the event of an accident, the parent/carer is notified, the child is taken to the local Health centre or
casualty department of the hospital if need be by a member of staff. If the parent cannot be contacted,
the Head Teacher will follow through the above procedure, notifying the parent of action taken.
It is very important that the establishment has on record the correct telephone numbers in order to
contact parents and emergency contacts. Please notify the school of any changes to these telephone
numbers over the session.
At the start of each new session, pupil care plans are updated, as required. If your child requires
medicine to be administered, please contact the main office to complete a ‘Administration of
Medication’ form.
33
Assessment and
reporting
In Hurlford Primary School and Early Childhood Centre, we value both summative and formative
assessment as they each fulfil different, parallel purposes, as the following quote highlights.
If we think of our children as plants, summative assessment of the plants is the process of
simply measuring them. The measurements may be interesting to compare and analyse, but, in
themselves, do not affect the growth of the plants. Formative assessment, on the other hand,
is the garden equivalent of feeding and watering the plants- directly affecting their growth.
(Clarke. S, Unlocking Formative Assessment 2001)
Formative assessment furthers the learning:

How can I improve this?

How can I better understand this?
Summative assessment determines what has been learnt:

I can……

I know that…
Formative assessment describes the processes of teaching and learning, whereas summative
assessment takes place after the teaching and learning.
Staff use a wide range of assessment evidence when monitoring children’s progress. Staff are
constantly monitoring and assessing children’s progress. Assessment is an integral part of all
teaching, allowing staff to meet children’s
needs and plan future learning. Assessment is both
summative (e.g. Scottish Survey of Achievement, check ups,etc.) identifying where children are at a
given point and formative, identifying how children learn , as well as what they learn and involving
children more actively in the assessment process.
Children are involved in self and peer assessment. Pupils also have the opportunity to reflect on their
learning and complete their learning log on a weekly basis. This is an important dialogue between
pupil and teacher.
34
Assessment and
reporting
Each child has a FAB file with a variety of pieces of work, chosen by themselves or their teacher. This
file starts in the Early Childhood Centre and progresses throughout the school. The Transition Profile
is passed from the Early Childhood Centre to Primary 1. Progress reports are sent out once a year in
May. These reports will highlight children’s strengths and next steps. Reports will be used as a focus
for discussion at Parents night.
35
Policies and procedures
PROMOTING POSITIVE BEHAVIOUR POLICY
At Hurlford Primary School and Early Childhood Centre, we seek to promote positive behaviour by:

Ensuring an ethos exists where positive behaviour is encouraged and rewarded.

Creating a climate in and around school where pupils feel valued and their voices heard.

Promoting self-respect, respect for others and their belongings and self discipline through our
Programmes of Study, Pupil Council, Eco Committee, Playground Buddies, Captains and Vice
Captains roles

Ensuring all stakeholders are involved in promoting positive behaviour within the school
A BEHAVIOUR SYSTEM BASED ON THE POSITIVE
At Hurlford Primary School and Early Childhood Centre, we recognise that the majority of pupils
display positive behaviour within our school community. Staff
employ a wide range of strategies
within our establishment to promote positive behaviour, include:

Appropriate curriculum for all

Good classroom organisation and management

Early identification of additional support needs

Verbal praise

High expectations of behaviour

Positive relationships

Involvement of pupils/parents/all staff/outside agencies
Classroom rules are devised with the class and agreed at the beginning of each new session and
displayed prominently in the classroom.
The class teacher should reinforce these classroom rules at regular intervals throughout the session.
36
Policies and procedures
PROMOTING POSITIVE BEHAVIOUR
At Hurlford Primary School and Early Childhood Centre,, we also reinforce positive behaviour through
our two-tier positive behaviour strategy, focusing on:

Classroom Behaviour

Community Behaviour
Classroom Behaviour - Quality Ticks
Each child also has the opportunity to gain three quality ticks each day for their classroom behaviour
and effort. These will be recorded on a weekly quality tick sheet displayed within the class. At the end
of each day if a child has earned three golden ticks they gain one square is coloured on the reward
chart and displayed in the class. On a Friday each Class Teacher will record how many squares the
pupil has earned that week.
Children will participate in Golden Time on a weekly basis, as appropriate. Each child will be rewarded
according to their own behaviour within the classroom. They will work towards gaining Bronze, Silver
and Gold and Platinum Certificates and gaining the appropriate award.

50 stickers gains a Bronze Certificate

100 stickers gains a Silver Certificate

150 stickers gains a Gold Certificate

175 stickers gains a Platinum Certificate and a reward event
Positive Behaviour will be celebrated at our weekly assembly, where certificates will be awarded by
the Senior Management Team.. We also have a whole school display in the main hall displaying
which pupils have achieved bronze, silver and gold certificates. This display takes the form of three
trees – Early Level (P1), First Level (P2, P3 and P4) and Second Level (P5, P6 and P7).
When a pupil is awarded a bronze certificate for gaining 50 stickers, their photo is placed on a bronze
leaf and stuck onto their Level tree. When the same pupil attains a silver certificate, their photo is
37
Policies and procedures
taken from the bronze leaf and put onto a silver leaf on their Level tree. This way, our display is ever
changing and is an opportunity for the school community to view that positive behaviour is rewarded
and celebrated at Hurlford Primary School and Early Childhood Centre.
Poor Quality Ticks
As an establishment, we recognise that there are occasions when children require support with
behaviour. Indiscipline can take many forms and be displayed on many levels. As such it will be dealt
with in various ways appropriate to behaviour.
Examples of indiscipline in class may include:

Talking in class at inappropriate times

Distracting those around you and not working

Speaking to peers and teachers in an inappropriate manner

Throwing objects around the room

Hitting peers
If children’s behaviour is not acceptable, a Poor Quality (PQ) tick may be given. Children will be given
one oral warning before gaining a Poor Quality tick. Children will lose 5 minutes of Golden time for
each PQ.
If a child gains 3 PQ ticks in one day, a Behaviour slip will be issued and signed by the Class Teacher,
highlighting the reasons why the PQs were given. The slip will be sent to the Senior Management
team, who will also sign slip and record on Behaviour monitoring form. The slip will be sent home to
be signed by the parent/carer and on return to school, kept by the Senior Management Team.
Pupils at every stage who receive a behaviour slip will be given a period of community service at
lunchtime from 1pm until 1.20pm, supervised by the senior management team.
Behaviour will be closely monitored by the Class Teacher and the Senior Management Team.
38
Policies and procedures
Golden Time
As a reward for positive behaviour within their class, children will have the opportunity to enjoy free
play/choice during Golden Time at the end of the week. Children who have gained PQ ticks will lose
some or all of their Golden Time. A range of tasks will be devised for completion at Golden time.
Community Behaviour – House Points
The children will earn yellow House Points for various positive behaviours displayed in the
establishment, the dinner hall and the playground. All staff, teaching and non-teaching, can award
House Point Tokens for positive behaviour displayed outside the classroom environment. Every child
is a member of one of four ‘HOUSES’ each with its own name.
HOUSES:

Portland (red)

Skerrington (blue)

Holmes (green)

Ashyard (yellow)
Each House will have two House Captains and two Vice Captains, who have been voted into their
positions by the children in their House in August. When a House Point token has been awarded it will
be banked in the House Bank – P4-7 boxes are outside SMT offices, and P1-3 boxes are at the Infant
entrance doors. Each week the House Point Tokens will be counted prior to Assembly and the
winning House will be announced by the House Captains and Vice Captains. House points will be
updated on a weekly basis and displayed on the House Display board and the children’s notice board.
House points will be counted twice a year:

at the end of Term 2 (December)

at the end of Term 4 (June)
A reward event will be organised for the winning house.
39
Policies and procedures
The House with the greatest number of tokens overall will be the ‘House of the Year’. Each child in the
House will be given a reward that will be decided on an annual basis.
The two Houses that win will be presented jointly with the shield at Prize giving in June.
‘Golden Pass’ reward system for house lines
Our Captains and Vice Captains are responsible for monitoring the House lines at 9.00am, interval
and lunch time. Vice Captains focus on the P1 and P2 lines at the infant doors, and Captains work
with the P3 to P7 lines at the main entrance. A ‘Golden Pass’ is rewarded each week at Assembly.
Captains announce who is their Golden Pass winner, choosing someone who consistently stands
properly in their house line and sets an example for others to follow. Golden Pass winners are
allowed into school on the first bell, and don’t have to line up in their house lines for a full week. This
system is designed to reward the majority of our pupils who are in their lines promptly and quietly.
Thinking Thursday – 3 Point Action Plan and poster
In their Home Circles during their ‘Thinking Thursday’ sessions, every child was involved in the
consultation towards creating a ‘3 Point Action Plan’ to tackle bullying behaviour in our school, and a
visual sign and slogan was created – ‘Stop! Walk! Talk!’.
These posters are displayed in every classroom and throughout the establishment and their message
is highlighted regularly at Thinking Thursdays and whole school assemblies.
Demerits
Should there be a serious incident of poor behaviour out with the classroom, a red ‘Demerit’ token will
be banked and will cancel out one of the banked House Points.
Examples of indiscipline out with the classroom may include:

Defacing the school environment

Moving around the school in a manner that will endanger yourself or others

Behaving inappropriately in the dining room/playground/lines

Speaking inappropriately to any member of staff – teaching or non-teaching
40
Policies and procedures
Incidents will be investigated by the Senior Management team and recorded in the Behaviour
monitoring file. Incidents will be dealt with in a restorative manner, encouraging pupils to take
responsibility for their action, finding solutions and resolutions to difficult situations.
Demerits can only be given out by the Head Teacher, Depute Head or Principal Teacher, and will be
banked by the child responsible for the behaviour.
This Demerit will result in the loss of five House tokens at the final weekly count.
Continued Inappropriate Behaviour
If the inappropriate behaviour continues, then the SMT will invite parents into the establishment to
discuss the situation further. It is likely that there will already have been informal discussion between
parent/class teachers prior to this stage.
Behaviour will be monitored by the SMT and strategies/sanctions put in place, as required.
These may include:

Separation from group/temporary withdrawal from class/playground

Community service over extended period

Withdrawal of privileges

Parental interview requested by Teacher/Senior Management Team

Behaviour diary to be signed by Parent and Teacher

Individual Weekly Behaviour Sheet

Exclusion Procedures of varying lengths ( EA Standard Circular 8)
At this formal meeting a strategy will be devised to attempt to correct the behaviour patterns. Parents
are encouraged to communicate regularly with the establishment so that progress (however small)
can be noted. The child may also be involved at this stage in the meeting. There may also be
discussion about the involvement of outside agencies if appropriate e.g. Educational Psychologist,
etc.
The school has a wide range of policies and procedures. For further information, please contact the
Head teacher.
41
Additional support
for learning
The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to
special educational needs. This has now been updated by the 2009 Act which came into for on 17
November 2010.
The majority of children and young people are able to access their curricular
programme at school without the need of additional help other than that which any teacher will provide
in any classroom. However, there will be a percentage of children/young people, who may, at some
point in their education, have difficulties that will act as a barrier to their effective learning. In such
circumstances the child or young person may require additional support beyond the norm in order to
help them overcome these barriers. Such children/young people will be considered to have ‘additional
support needs’.
All schools and early childhood centre establishments have a variety of procedures to assist in the
early identification of children and young people with additional support needs. Identification and
support planning will take place at the earliest possible stage. These include:

Early identification and intervention assessment grid for children at risk in literacy/numeracy/health
and well being (Preschool year – January).

Early identification and intervention assessment grid for children at risk in literacy/numeracy/health
and well being (Primary 1 - November).

Assessment at end of P1 – reading recovery programme may be put in place at start of P2, as
required ( intensive 8-10 week block)

Professional discussion between P2 teachers and EAST support, highlighting pupils for
Additional support and Quest test screening in Primary 3(Primary 2 - June).

Termly tracking meetings with Head Teacher

Transition 1 and 2 meetings will take place in September and February for ASN pupils in Primary 7
moving to Secondary
Children and young people who have been identified as having additional support needs will be
supported through an Individual Learning Plan, Individual Educational Plan (IEP) or in some cases a
Coordinated Support Plan. In line with legislation, parents/carers/children and young people will be
fully consulted at all stages. ASN meetings and review take place in September and February each
year. Additional meetings are arranged, as required.
42
Additional support
for learning
The 2004 Act has been updated by the Educational (additional Support for Learning) (Scotland) Act
2009. This Act places additional responsibilities on local authorities for children who are looked after
by the local authority. It will also give more rights to parents in respect of requesting assessments in
relation to their child/young person.
Further information can be obtained from various leaflets, that can be accessed through council
website or individual copies are available in school.
Mediation and advocacy services are also available and information about these can be obtained from
the contact details below.
Enquire - the Scottish advice service for additional support for learning. Operated by Children in
Scotland, Enquire offer independent, confidential advice and information on additional support
for learning through:

a telephone helpline - 0845 123 2303

an email enquiry service - info@enquire.org.uk

an online enquiry service

two
websites
-
www.enquire.org.uk
(for
parents/carers
and
practitioners)
and
www.enquire.org.uk/yp (for children and young people) Enquire also provide a range of clear
and easy-to-read guides and factsheets explaining everything from ‘additional support in the
early years’ to ‘what planning should take place for moving on from school’
Additional Support Needs : East Ayrshire Psychological Service
Advice and support may be sought from other appropriate staff within the school and through
consultancy with visiting professionals, including the educational psychologist. Our school
psychologist is Fiona MacColl.
The educational psychologist visits the school regularly to work with and, through the staff, to best
support children and young people who are experiencing barriers to learning. Their role is often in
giving advice to the school and in the sharing of expertise with staff.
43
Additional support
for learning
School staff may discuss the support needs of individual children with the psychologist in order to
ensure that support plans are appropriate to the individual needs of the child. However, the
psychologist would not observe or meet with a child without the prior consent of the parents.
The school is responsible for ensuring that parents are aware of their procedures and the
psychologist’s role within them. The school is also responsible for seeking parental approval, when
necessary, for the psychologist to be directly involved with a child or young person.
44
Transition
TRANSITION
Children
are normally transferred between the ages of 11 and 12, so that
they will have the
opportunity to complete at least 4 years of secondary education.
Parents/carers will be informed of the arrangement no later than December of the year proceeding the
date of transfer at the start of the new session.
The pupils of Hurlford Primary normally transfer to:
LOUDOUN ACADEMY
GLASGOW ROAD
GALSTON
TEL. (01563 820661)
Close liaison arrangements exist between Hurlford Primary and Loudoun Academy, through the
Learning Partnership.
A number of visits are arranged throughout the year, to ensure a smooth transition to Secondary.
45
Parental involvement
Hurlford Primary school encourages close liaison with parents/carers in order to provide the best
education possible for our children. We are extremely fortunate that many parents/carers give their
support to our establishment, whenever it is required. We acknowledge parents/carers play a vital role
in the education of their child.
Our school encourages partnership through homework, curricular workshops, induction meetings,
ASN meetings, open days, class assemblies and special events. Parents/carers play a vital role in the
Parent Council
Parent Evenings are arranged twice a year where there is an opportunity for parents/carers to discuss
their child’s progress. Parents are invited to attend Parents’ Open days in October and
February.Parents can also arrange to see the Head Teacher or Class Teacher at any time, by prior
arrangement.
The Chair of the authorities’ Parents Steering Group has a place on Council Cabinet to help influence
decision making about all matters relating to education. The authorities’ Parent Steering Group is
composed of representatives from Parents Councils across East Ayrshire and this group will represent
the views of parents in the school sector.
Parent Council 2015-16
Chair - Stuart Nairn
Vice Chair - Kirsty Fullarton
Treasurer – Pauline Fernie
Secretary - Louise Berry
Members include:
Tracey Paton
Karen Mair
Lorna Morgan
Lorraine Crawford
Melanie Akar
Lynne Dunlop
Lorna Horne
Craig Bilham
Morag Neil
46
Parental involvement
47
Learning Community
LOUDOUN LEARNING COMMUNITY
Hurlford Primary School is a member of Loudoun Learning Community which brings together a wide
range of services to benefit children and 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. These
services include education, social work, health, community learning and development and
Neighbourhood services. The main aims of the learning partnership are to raise overall achievement
and to ensure that services are better co-ordinated in order to meet the needs of children and young
people.
The Loudoun Learning Community consists of:
Hurlford Primary School & Early Childhood Centre
Head Teacher : Mrs Gillian Campbell
Union Street
Hurlford
Tel. 01563 525098
Galston Primary School & Early Childhood Centre
Acting Head Teacher: Mrs Shona Murphy
Glebe Road
Galston KA4 8DT
Tel. 01563 820221
Fenwick Primary School
Head Teacher (acting) : Mrs Shauna Wilson
1 Kirkton Road
Fenwick KA3 6DH
Tel: 01560 600403
48
Learning Community
Darvel Primary School
Head Teacher(acting) : Mrs Donna Kirkwood
Campbell Street East
Darvel KA17 0BP
Tel: 01560 320257
Newmilns Primary School
Head Teacher : Mrs Jillian McCracken
Gilfoot
Newmilns KA16 9LP
Tel: 01560 320915
Darvel Early Childhood Centre
Acting Manager: Mrs CarolineButcher
Ranouldcoup Road
Darvel KA17 0JU
Tel: 01560 320785
Loudoun Secondary School
Head Teacher: Mrs Linda MacAulay Griffiths
Glasgow Road
Galston KA4 08PD
Tel: 01563 820061
49
Wider community links
Hurlford Primary school plays an important role in the village of Hurlford and as such it seeks to foster
good relationships with the local community.
Children, as part of their work, will be involved in exploring their environment and we are always keen
for people in the community to offer their expertise to enrich this work. Members of the community,
whether parents/carers or not, are welcome to visit the school to view the work going on and to share
the knowledge and skills.
The school invites the community to join with the children and staff in celebrating Christmas and
Easter and a wide variety of events throughout the year. We endeavour to serve the community and
responding to the needs of all.
The school has close links with Kilmarnock College and Ayrshire Chamber of Commerce.
Over the last year, Hurlford Primary School and Early Childhood Centre have been developing a
global partnership with K/Bauddha Primary and Secondary School in Gampola, Sri Lanka. This
session the focus of our partnership is on developing Children’s rights.
50
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 for Skills and Learning
Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member for Wellbeing and Children's Champion
Councillor Iain Linton
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Local elected members for ward
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
WARD 4 KILMARNOCK EAST & HURLFORD
Councillor Jim Buchanan (SNP)
Councillor John Campbell (SNP)
Councillor Gordon Cree ( Labour)
Councillor Drew McIntyre (Labour)
51
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
52