Welcome to
Castle Douglas High School
Handbook
CONTENTS
1.
2.
3.
4.
Letter from the Head of Education
Letter from Mr Gerald Donnelly Head Teacher
Education Services Aims
School Ethos
5.
5.1 5.2. 5.3 5.4
5.5 5.6
5.7
School Information
6
Address
6
General Contact Details
6
Head Teacher Details
6
School Roll
6
School Staff
7
Terms & Holidays
8
Secondary Transition Calendar9
6.
6.1
6.2 6.3 Specific Contact Details
10
Contact the Senior Management Team:
10
Contact the Pupil Support Team:
10
Contact Principal Teacher for Additional
Support For Learning
10
Contact Principal Teachers of Faculties and
Subjects10
Contact the Chair of the Parent Council
11
Complaints
11
6.4 6.5
6.6 7. 7.1 7.2
2
3
4
5
7.7 How The School Works
12
School Day
12
School Uniform / Dress Policy12
School Meals
14
School Transport
14
Class Organisation
15
Positive Behaviour and Celebrating Success 15
Bullying
17
8. 8.1
8.2 8.3
The Curriculum
Curriculum for Excellence
Subject Information
S4-S6 Curriculum
18
18
19
24
9.
9.1
9.2 9.3 9.4 The Wider Curriculum
Extra-Curricular Activities
Pupil Council
School Trips
The Community
25
25
25
25
25
7.3 7.4 7.5
7.6
10. Home / School Partnership
26
10.1 Parent Council
26
10.2 Communicating With Home
27
10.3Attendance
30
10.4 Homework
31
10.5 How Is My Child Doing : Assessment & Reporting.
31
10.6 Pupil Profiles 32
10.7 Helping The School
32
10.8 Helping Your Child
32
11.
11.1 11.2 11.3
11.4 11.5 11.6
11.7 Support for All
33
Pupil Support
33
Pastoral Care
33
Local Authority Policy on Additional Support Needs
33
Getting It Right For Every Child (GIRFEC)
37
Child Protection
37
Educational Psychologist
38
Educational Maintenance Allowance38
12. Leaving School
39
12.1 Careers Choices
39
12.2 Employability Co-ordination Group40
13. School Improvements
13.1 Improvement Plan & Priorities
13.2 Equal Opportunities
41
41
46
14. Health and Safety
47
14.1 Emergency Procedures
47
14.2 Severe weather and school closure arrangements
47
14.3 Leaving school premises: 47
14.4 Health Care
47
14.5 Employment of Pupils
48
14.6 Images of Pupils
48
14.7 Use of Internet
49
15.
Useful Web Addresses
50
Castle Douglas High School - Handbook
1
1. Letter from the Head of Education
Education Services
Dear Parents,
Dumfries and Galloway Education Services is committed to delivering
a high quality education for your child/ren. As part of Dumfries and
Galloway Council’s overall vision we aim to provide all children and young
people with a good start in life and prepare them for adulthood and
employment.
Education Services cannot deliver this alone for children and young
people but work together with others and, as parents, you are one of our
key partners. The research tells us that when parents are involved in their
child’s education the child will do better.
The school handbook is one of the ways in which we inform parents, not
just about how the school works, but also about how you can help us help your children
to succeed in school and life.
It gives me pleasure as Head of Education to commend this handbook to you as an
invaluable source of information about your school and Education Services.
Yours sincerely,
Gillian Brydson
Head of Education
2
Castle Douglas High School - Handbook
2. Letter from Mr Gerald Donnelly
Head Teacher
Dear Parents and Carers
It gives me great pleasure to introduce this handbook to you. It describes
the life, work and opportunities provided by our school. I believe Castle
Douglas High School is a good school with an excellent ethos and a
happy, purposeful atmosphere, a place where high expectations prevail
and where there is strong sense of community and pride in what we
offer to young people.
At the heart of what we do is a commitment to the care and
development of all aspects of the young people in our charge. We are
dedicated to meeting their educational needs through high quality
learning teaching and to providing a breadth of opportunities for them
to achieve success. Of equal importance, we are committed to offering
the highest quality personal support and advice. We know that to succeed in a changing
world we need to prepare young people with the right attitudes, skills and experiences.
Last session, we reviewed our school’s vision, values and aims. This is our mission
statement and embodies what we are striving to achieve for our young people, in our
relationships and in all that we do. These can be found elsewhere in this handbook. Our
core values, which inform our relationships with, and aspirations for, all our learners,
include respect for one another irrespective of differences; a belief in the capacity of
everyone to grow, develop and improve and in the importance of hard work; a strong
sense of personal responsibility and a belief that each person must be valued equally and
individually.
In addition, we are committed to building strong, open and honest relationships with
parents and carers, thus ensuring the success of our pupils is enhanced when school and
home work together with a common purpose. There are many opportunities for you to
get involved in school life including our Education for Work programme and our Parent
Council and we are keen to promote parental participation in the life of our school. Also,
we strive to work closely with our local community for the common benefit of both.
Most importantly of all, we believe that school should be an enjoyable experience and a
place where our pupils have the opportunities and support to be all they can be.
Should you have any questions, or should you wish to arrange a visit, please do not
hesitate to contact me at the school. I shall be delighted to provide you with whatever
help and support I can.
Yours faithfully,
Gerald Donnelly
Castle Douglas High School - Handbook
3
3. Education Services Aims
Our aim is to raise levels of attainment, achievement and participation
in all our children and young people.
Our Objectives
4
•
1.We will ensure that children and young people will be at the centre of our plans.
•
This means planning by schools and support from Education Services will be focussed
on delivering to all our children and young people the entitlements embedded in
Curriculum for Excellence and Getting It Right for Every Child.
•
2.We will improve our partnership working.
•
This means an emphasis on Cluster working, training on Getting It Right For Every Child
themes, parental involvement, multi-agency working, partnership with Community
Learning and Development (CLD); Professional Learning Communities and collaboration
with Education Scotland, the Care Inspectorate and Further Education Colleges.
•
3.We will encourage innovation, creativity, collaboration and a culture of sharing and learning in all our staff.
•
This means a focus on transformational leadership, professional autonomy and local solutions and building capacity in all our staff.
•
4.We will streamline our business processes.
•
This means empowering our schools and staff to find better ways of working, with an emphasis on professional autonomy, local solutions, developing leadership, capacity building, effective Continuing Professional Development and implementing Getting It
Right for Every Child processes.
Castle Douglas High School - Handbook
4. School Ethos
CASTLE DOUGLAS
HIGH SCHOOL
VISION
We aim to equip all young people with the skills, knowledge, values and attitudes
to lead a happy and fulfilling life and to make a meaningful contribution to society.
At the centre of this vision is a commitment to ensuring that our young people
achieve their full potential and that they have the ambition and belief to achieve
the highest goals.
VALUES
Compassion Determination Honesty Self-belief
AIMS
Our aims for our school community are:

To provide the highest quality educational experience for all of our pupils

To challenge, nurture and inspire

To create a caring environment where everyone feels valued, respected and
included

To ensure that everyone reaches their full potential (personally, academically
and vocationally)

To develop closer partnerships with and a strong sense of responsibility
towards the wider community

To prepare our pupils for life and work after school
Castle Douglas High School - Handbook
5
5. School Information
5.1 Address
Castle Douglas High School
Dunmuir Road
Castle Douglas
DG7 1LQ
The school office is located on the ground floor of the main
building and is open between 8.30am and 4.30pm, Monday to
Friday.
5.2. General Contact Details
Telephone: 01556 502821
Website: www.castledouglashighschool.dumgal.sch.uk/
E mail: gw08officecastle2@ea.dumgal.sch.uk.
5.3 Head Teacher Details
Mr Gerald Donnelly
gw08donnellygerald@ea.dumgal.sch.uk
5.4
School Roll
Year
Boys
Girls
Total
S1
35
57
92
S2
46
40
86
S3
48
45
93
S4
43
40
83
S5
59
38
97
S6
32
34
66
Total
263
254
517
Castle Douglas High School is a mixed sex, inter-denominational
school which caters for pupils aged from eleven to eighteen
years of age. Our courses are based on the framework of “A
Curriculum for Excellence”, and offer learners progression in a
wide variety of subjects from National 2 to National 5 and from
Higher to Advanced Higher.
The catchment area extends from Laurieston in the north, to
Lochfoot in the east, Gelston in the west and Buittle to the
south; therefore, our associated primary schools are Castle
Douglas, Crossmichael, Gelston, Hardgate, Lochrutton, and
Springholm Primaries. Pupils who wish to continue in education
after the age of sixteen and who attend Dalry School transfer to
Castle Douglas High after Fourth Year.
6
Castle Douglas High School - Handbook
5.5 School Staff
Art
Biology
Chemistry
English
Geography
History
Home Economics
Information Technology
Mathematics
Mrs L Bowles
Mrs V Patton
Mrs A Hannah
Mrs A Little
Mr D Miller
Miss S Tingle
Miss N Dickson
Mr A Cole
Mr G Donnelly
Ms M Fowke
Mrs C Gordon
Mr P Oswald
Miss C Tierney
Mr R Bell
Mr B Henderson
Mr A Cathro
Mrs K Callander
Ms J Harvey
Miss S Linton
Mrs L Miller
Mrs L Templeton
Miss J Kerr
Miss D McClurg
Mrs M Thomson
Mrs C Mitchell
Mrs J Rafferty
Mr J Carson
Ms L Farris
Miss J Fulton
Mrs C Johnston
Mr D Macdonald
Modern Languages
Modern Studies
Music
PE
Physics
PSE
RE
Technical
Additional Support
Needs (Teaching)
Additional Support
Needs
(Assistants)
Mrs L Miller
Mrs A Robson
Ms E Todd
Mr R Bell
Mrs K Callander
Mrs L Miller
Mrs A Cook
Mrs J Riley
Mrs S St Joseph
Miss G Beattie
Mrs J Brown
Mr C Kay
Mr A McNay
Mr M Rennie
Miss C Schutz
Mrs J Brown
Miss S Linton
Mrs M Thomson
Mrs J Clayton
Mrs A Livingston
Mrs G Blackburn
Mr S Courten
Mr K Solaja
Mrs J Clayton
Mrs R Dulay
Miss G Sellers
Mrs F Boyd
Mrs F Carson
Mr K Hamblin
Mrs J McCulloch
Mrs S McKee
Mrs K Patterson
Castle Douglas High School - Handbook
7
Behaviour Support
Assistant
School Support Manager
Administrative Assistant
Clerical Assistants
Mrs A Davies
Mrs S Burns
Mrs A Steward
Mrs M Burns
Mrs W Lindley
Mrs J McQueen
Mrs L Porteous
General Assistant
Mrs M Boyd
Janitors
Mr D Hunt
Mr M Readshaw
Kitchen: Meals
Superviser
Mrs Y McQuaker
5.6
Library Assistant
ICT Technician
Science Technician
General Technician
SDS Adviser (Careers)
School Nurse
School Chaplains
Ms C Taylor
Mr C Benton
Mr F Scott
Mr C Davies
Ms P Breen
Ms S Dillon
Canon D Bayne
Father W
McFadden
Rev S Russell
Rev S AshleyEmerson
Terms & Holidays
SCHOOL HOLIDAYS – SESSION 2016/2017
TERM 1
FIRST DAY
Thursday 18th August 2016
LAST DAY
Friday 14th October 2016
TERM 2
FIRST DAY
Monday 31st October 2016
LAST DAY
Wednesday 21st December 2016
TERM 3
FIRST DAY
Thursday 5th January 2017
MID-TERM HOLIDAY
Monday 13th to Wednesday 15th February 2017
LAST DAY
Friday 31st March 2017
TERM 4
FIRST DAY
Tuesday 18th April 2017
MAY DAY
Monday 1st May 2017
TEACHER TRAINING
Thursday 1st and Friday 2nd June 2017
LAST DAY
Friday 30th June 2017
Please note that the St Andrew’s Day holiday no longer exists in November.
8
Castle Douglas High School - Handbook
5.7 Secondary Transition Calendar
Our transition programme features a series of
visits to our associated primary schools:
Castle Douglas Primary School, Crossmichael
Primary School, Gelston Primary School,
Hardgate Primary School, Lochrutton Primary
School and Springholm Primary School.
NOVEMBER – P7 Parents’ Open Evening
•
Issue ‘Beginner’s Guide’ booklet
•
Complete P7 profile with P7 teacher and
discussion of pupils’ needs
MAY - Visit by staff from Pupil and Learning
Support
Purpose:
•
Prepare pupils for Induction days
•
Distribute ‘Lift Off’ booklet from S1 pupils
•
Class lists made up and primaries informed
of S1 classes
•
Work with P7 pupils requiring ‘Supported’
or ‘Enhanced’ transition
Purpose:
•
Welcome parents and carers to the High
School
•
Explanation of the transition process
JUNE
•
Tour of school
Visit by Primary Pupils to CDHS
Purpose:
JANUARY - Visit by Pupil Support Staff
•
Purpose:
•
Meet P7 pupils
•
Introduction to Pupil Support
FEBRUARY / MARCH - Visit by Head Teacher
and S3 House Captains
Purpose:
•
Meet P7 pupils
•
Answer questions that arise from Pupil
Support visit
Induction Days: teambuilding activities and
pupils follow normal timetable
Visit by Parents to CDHS (Evening)
Purpose:
•
Meet the Senior Management Team and
the Pupil Support Team
•
Opportunity to ask questions and discuss
support needs.
Transition: Curricular Links
•
Meet P7 pupils
The High School works closely with our
associated primary schools to make sure this
transition process is as straightforward for our
young people as possible. Maths and English
teachers work with primary colleagues on crossmarking work in order to ensure a common
standard is being applied and pupils have the
opportunity to involve themselves in project
work to further ease the transition. In the past,
these projects have involved a wide range of
subjects and this will be further developed over
•
Issue and explain Prospectus
the next few years.
•
Presentation about school life
•
Discuss High School and any general issues
which arise
Supported and/or Enhanced Transition
•
Support PTs will liaise with Primary staff on
specific learning difficulties and behaviour
concerns and complete P7 profiles
electronically
FEBRUARY / MARCH - Visits by SMT
Purpose:
•
Meetings with parents in the local primary
school to introduce S1 curriculum
MARCH - Visit by member of Pupil Support
and ASFL staff
Purpose:
Pupils requiring supported or enhanced
transition are identified as early as possible and
work with ASFL staff on a regular basis.
Castle Douglas High School - Handbook
9
6. Specific Contact Details
6.1
Contact the Senior Management Team:
Mr Gerald Donnelly
Mrs Alison Cook
Ms Joyce Harvey
Mr Philip Oswald
Vacancy
Head Teacher
Depute Head Teacher
(Solway)
Depute Head Teacher
(Kelton)
Depute Head Teacher
(Threave)
School Support Manager
gw08donnellygerald@ea.dumgal.sch.uk
gw07cookalison@ea.dumgal.sch.uk
gw08harveyjoyce@ea.dumgal.sch.uk
gw08oswaldphilip@ea.dumgal.sch.uk
6.2 Contact the Pupil Support Team:
For pastoral issues, careers advice or to raise a general concern regarding an issue with your child’s
learning, please telephone 01556 502821 or use the email address listed below for your child’s Pupil
Support Teacher.
Miss Sarah Linton (Threave)
gw08lintonsara@ea.dumgal.sch.uk
Mrs Jennifer Brown (Solway)
gw08brownjennifer10@ea.dumgal.sch.uk
Mrs Maybelle Thomson (Kelton)
gw08thomsonmaybelle@ea.dumgal.sch.uk
6.3 Contact Principal Teacher for Additional Support For Learning
For discussion about pupils who may have Additional Learning Needs, please contact:
Miss Gemma Sellers
gw08sellersgemma@ea.dumgal.sch.uk
6.4 Contact Principal Teachers of Faculties and Subjects
For academic issues, please contact the Principal Teacher in charge of each subject area by
telephoning 01556 502821 or by using the e-mail address listed below to arrange a discussion or an
appointment.
“The teachers know
us well and help us to
understand what our
next learning steps
should be.”
John Armstrong
10
Castle Douglas High School - Handbook
Mr James Carson
(Mathematics)
Mr Stephen Courten
(Technical, IT, Music and Art)
gw08carsonjames@ea.dumgal.sch.uk
gw08courtenstephen@ea.dumgal.sch.uk
Miss Genna Beattie
(CfE Broad General Education)
gw11beattiegenna@ea.dumgal.sch.uk
Mr Andrew McNay
(Home Economics, Physical Education and Health
and Wellbeing)
gw08macnayandrew@ea.dumgal.sch.uk
Mr Michael Rennie
(Physics, Chemistry and Biology)
gw08renniemichael@ea.dumgal.sch.uk
Mrs Ashley Robson
(English, French and German)
gw08robsonashley2@ea.dumgal.sch.uk
Mr Alister Cathro
(Geography, History, Modern Studies and Religious
Education)
gw08cathroalister@ea.dumgal.sch.uk
6.5
Contact the Chair of the Parent Council
Mr John King
jking67@gmail.com
6.6 Complaints
To the school:
We are committed to providing the highest standards of service to our community. Our staff are
encouraged to take a positive attitude to complaints as they are a useful tool for us to use in
improving our services. We want to hear from you if you are unhappy with the way you have been
treated or with a service we provide so that we can put things right. As well as any complaints you
may have, we also want your comments or suggestions which could help us to improve our services.
All complaints should be directed to the Head Teacher or member of the Senior Management Team.
Complaints can be made in person, by e-mail, by phone, or in writing. The Senior Management Team
will then discuss the complaint or concern with the relevant staff.
Most concerns parents have are resolved by talking about things at the earliest possible stage. We
want to know if you have a concern. The sooner you let us know about it the better the outcome is
likely to be.
To Education Services:
Education Services operate within the complaints handling procedures for Dumfries and Galloway
Council. Information on this can be found at http://www.dumgal.gov.uk/index.aspx?articleid=9246
Education Services aims for enquiries, concerns and complaints to be dealt with at as local a level
as possible, where possible at individual school level. Individual schools are supported to ensure
that matters of complaint are recorded, acknowledged and responded to within normal complaints
handling timescales; the usual response is within ten working days. Normally, issues arising at a school level should be brought to the attention of the class teacher and
senior school staff, such as Head or Depute Head Teachers as appropriate. Further support and advice
can be provided to individual complainants or teaching staff through contacting either the complaints
handler within Education Services or to the Council’s Corporate Complaints Unit.
Castle Douglas High School - Handbook
11
7. How The School Works
7.1 School Day
The school operates a 6-period day (30 periods a
week) as follows:
8.55
9.00 – 9.20
9.20 – 10.10
10.10 – 11.00
11.00 – 11.15
11.15 – 12.05
12.05 – 12.55
12.55 – 13.40
13.35
13.40 – 14.35
14.35 – 15.30
Warning bell
Personal Support
Period 1
Period 2
Interval
Period 3
Period 4
Lunch
Warning bell
Period 5
Period 6
7.2 School Uniform / Dress Policy
Following a
consultation
process with pupils,
staff, parents and
all other interested
agencies, school
uniform was
changed in line
with the results of
that survey.
For all pupils, a white shirt with the appropriate
house tie should be worn, along with black
trousers or skirt.
Black school shoes must be worn (not trainers,
Converse, Vans or any other similar brand).
Each house tie has the traditional set of gold
stripes on a black background, but with a
counter stripe in red for Threave, blue for Kelton
and green for Solway.
Staff / Parents / Carers should note the following:
12
•
Denim jackets, shirts and jeans are not
allowed.
•
Clothing which displays offensive words or
diagrams should not be worn.
•
Sporting slogans are not permitted.
Castle Douglas High School - Handbook
•
Necklines and hemlines on girls’ uniforms
must be appropriate for a school
environment.
•
Jumpers can be worn: these should be
black V-necks without logos or patterns.
•
Outdoor jackets, hats and scarves cannot
be worn in class and must be removed;
hats cannot be worn indoors at all.
In Session 2015 – 2016, school blazers were reintroduced on a voluntary basis for our Sixth
year students. We have been delighted with the
uptake and response and will consider rolling
this out to other year groups in due course.
PE Kit
A change of clothing must be provided for PE
consisting of:
•
Round-necked tee shirt or round-necked
sports top
•
Shorts, tracksuit trousers
•
Sports socks
•
Change of trainers (not black-soled)
•
Towel
Pupils must also bring suitable clothing to go
outside in cold weather.
There is clear advice from Dumfries and
Galloway Council and Health and Safety
Organisations regarding what is appropriate
clothing for pupils in school.
Consultation had taken place with School Boards
and Parent Teacher Associations within Dumfries
and Galloway and schools are encouraged to
ensure that pupils dress for school in a way
which is inexpensive, practical, hard-wearing
and appropriate for the work to be done in
school. After due warning, if pupils continue to
wear clothing that creates health and safety issues, then the Education Authority, through its
disciplinary policy, reserves the right to exclude a
pupil from school.
The Education Authority suggests that the
following categories of clothing should not be
allowed, including those that:
•
encourage factions (e.g. football colours)
•
cause offence (e.g. anti-religious or
political slogans)
•
carry advertising, especially for alcohol or
tobacco
•
cause health and safety issues (e.g. loose
fitting clothing, dangling ear-rings, nose
rings etc
•
cause damage to flooring
•
could be used to inflict damage on other
pupil
•
are of flammable materials which may be
a danger in certain classes
Parents in receipt of a grant for footwear and
clothing from the authority will be encouraged
to purchase items which are in accordance with
the school dress code.
Guidance is available on Clothing Grants from
Pupil / Parent Support Unit on:
http://www.dumgal.gov.uk/index.
aspx?articleid=2235
While it would not normally be the policy of the
authority to exclude a pupil from school solely
on the basis of his/her dress, persistent refusal
to respond to a reasonable dress code could be
deemed to be a challenge to the Head Teacher’s
authority and thus be detrimental to the wellbeing of the whole school community. In such
circumstances, a Head Teacher could justify the
use of the school disciplinary procedures.
Possessions
All school books and jotters should be covered
for protection and clearly marked with the
pupil’s name and class.
•
Clothes and schoolbag should be clearly
marked with pupil’s name.
•
Valuables such as jewellery and large sums
of money should not be brought into
school.
•
During PE, money, jewellery etc. should be
left with the teacher, not left in pockets or bags in the cloakroom.
There are some lockers available to pupils for a
deposit of £5 per year of which £2 is returnable.
Mobile phones and MP3 players remain the
responsibility of pupils and must not be switched
on in class, or between classes. Inappropriate
use of phones will result in the phone being
confiscated and held securely until the end of
the school day.
“I came to this school
at the end of S4 from
Dalry and both schools
worked really hard to
make this change work
well … and it has.”
William Sainsbury
Castle Douglas High School - Handbook
13
Dining Hall
7.4 School Transport
When school transport is required for a pupil,
the school will contact the Parent / Pupil Support
Unit. If your child is eligible, details of the
transport arrangements will be communicated
to you in time for the new academic year. You
can check whether your child is entitled to
school transport using ‘Find My Nearest’ on the
Council’s website: http://www.dumgal.gov.uk/
index.aspx?articleid=6293
7.3 School Meals
A “Meal Deal” costs £1.95.
For the past nine years Dumfries and Galloway
Council’s school meal service has taken steps to
improve the nutritional quality of school meals.
This has been influenced by the introduction
of both “Hungry for Success” and “The Schools
(Health Promotion and Nutrition) (Scotland) Act 2007”
which:
•
places health promotion at the heart of
school activities
•
ensures that food and drink served in
schools meets nutritional requirements
•
ensures local authorities promote the
uptake and benefits of school meals and,
in particular, free school meals
This has resulted in a service which provides and
promotes healthy food choices with a restriction
of certain foods high in fat, salt and sugar.
For more information call 030 33 33 3000 and
ask for DG First, Facilities Management (catering)
Free school meals are available to support
families who live and attend a school in
Dumfries and Galloway and who are in receipt
of qualifying benefits.
Any questions about Free School Meals can
be directed to the Pupil/Parent Support
Unit or http://www.dumgal.gov.uk/index.
aspx?articleid=2233
14
Castle Douglas High School - Handbook
Any alterations to transport arrangements
that occur during the school year will be
communicated prior to any changes being made.
If school bus passes are required these are issued
at school.
There is a Policy on School Transport and a Guide
for Parents, and also Guidance for transport
of children and young people with Additional
Support Needs. These are available from your
school or on the Council’s website or from
the Pupil/Parent Support Unit at: http://www.
dumgal.gov.uk/index.aspx?articleid=1487
A copy of the Council policy “Home to School
Transport: A Guide for Parents & Carers” is
available from Mr P Oswald.
Behaviour on Buses
Transport is provided free to pupils who live
more than three miles from the school although
some pupils who live closer than three miles
are transported on a “grace and favour” basis
if there is room on a bus. This is under regular
review and is a Local Authority rather than a
school decision.
School Transport
Pupils travelling on school buses are expected
to conduct themselves in an orderly fashion and
show consideration to their fellow passengers.
School drivers should also be treated with
respect and pupils should follow all their
instructions with regard to seat belts and general
safety.
A House Captain or senior pupil will be
nominated on each bus to report to school staff
any problems which may arise during journeys to
and from school.
Parents should note that the Education
Authority can withdraw permission to travel
on school buses if necessary as a result
of inappropriate behaviour. Under such
circumstances, it is the responsibility of the
parents to transport children to and from school.
Issues with transport should be addressed to Mr
P Oswald in the first place.
7.5
Class Organisation
When pupils enrol in S1, the transition process
helps staff to place your child in a mixed ability
class in most subjects; there is setting in some
subjects (setting a pupil with others of a similar
ability level).
This takes into account information shared
between associated primaries and the High
School and is regularly reviewed.
Details of this policy are issued at the Gateway
Meetings detailed later or on request from Mrs
A Cook, DHT.
7.6
Positive Behaviour and Celebrating Success
Achievement
We celebrate the achievements of our pupils in a
variety of ways, including the following:
•
House Assemblies once a term afford
the opportunity for pupils to deliver
presentations or to talk about their
achievements outwith school
•
Staff at these assemblies will announce
pupil achievements
•
The awarding of certificates for merit
awards is made at such assemblies
•
Each House has a notice board on which
achievement is celebrated
•
Notice boards around the school are used
for this as well;
•
Letters and postcards are sent home to
celebrate in-school achievements;
•
The school newsletter contains news
regarding pupil achievement;
•
The local press prints our news and details
our successes.
•
The House Council system allows pupils to
share details of their success
•
The Personal Learning Plan completed
in the Personal Support class records
achievement.
•
In S1-S3 Personal Support classes, pupils
complete the “MyMerit” e-portfolio to
record achievement.
As they progress through the school, pupils make
choices regarding the subjects they will study.
They will then be set in classes according to the
level of course they are studying.
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15
Merits and Demerits
This system which allows staff to award “merits”
has clear categories outlined within it as to why
pupils should be given a merit point. We are very
keen to reward the good behaviour and attitude
of all our pupils, especially those who always
work hard, who always contribute effectively
and who make a positive contribution to the
working life of the school.
While the emphasis in this system is about being
positive, there is another area which allows staff
to record “Demerits”; this will be used to build
up a clearer picture within the school of areas in
which individual pupils can make improvements.
This, too, may be taken into account when
activities are offered at the end of term but
this is still in the planning stage. What it does
do is allow Pupil Support staff to monitor pupil
behaviour more easily and may help them to
intervene when issues arise.
Behaviour and Discipline
Pupils are expected to behave in a manner
which allows the school to meet the aims stated
previously in this prospectus.
All pupils are expected to attend regularly and
to be punctual and well-prepared for class.
Frequent absence, lateness or persistent failure
to complete tasks given as homework will be
discussed with parents in order to achieve a
resolution to the problem.
Staff monitor the attendance, academic
performance and behaviour of each pupil
carefully and the policy is one of early
intervention which involves working in
partnership with parents and perhaps relevant
support agencies as well. The exact nature of
this intervention depends on the issue to be
addressed.
The school’s policy of social inclusion means that
it is always a last resort to exclude a pupil; there
is an isolation unit in which pupils can be placed
away from their mainstream classes for a short
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while and this allows both pupils and staff the
opportunity to address the issues which may
have led to inappropriate behaviour in the first
place.
In serious cases of unacceptable behaviour,
pupils may be excluded from school for a period
of time and will only be readmitted following
full discussion between school and home
regarding the exclusion and the way forward.
The school’s GIRFEC (Getting It Right For Every
Child) group meets monthly to review any Child’s
Plans which may require additional support and
to discuss issues that may be pertinent to pupils
within the school .
School Rules
Most pupils use their common sense and show
respect for others and their surroundings as
a matter of course. The rules for the school
offer sound advice to pupils regarding the way
in which they conduct themselves on school
premises. They are designed as a safety measure
and to ensure that respect for the school
environment is a priority for everyone.
In class (as displayed in the classroom
code):
•
Pupils should be punctual
•
Pupils should be aware that it is their
responsibility to bring the correct
equipment
•
Pupils should have good manners at all
times
•
Outdoor clothing should not be worn
•
Eating is not allowed especially chewing
gum
•
School property should be respected at all
times
•
Mobile phones and music players should
be switched off during class time,
including study classes
•
Only water should be consumed in class
In the corridor:
•
Pupils should keep left in corridors
•
Pupils should adhere to the one way
system on the stairs and use appropriate
entry and exit doors
•
Pupils lining up outside classrooms must
do so in a sensible fashion
•
Pupils must never run or barge into other
pupils
•
Pupils should not go on the road side of
the safety barriers, especially those pupils
waiting for buses
7.7 Bullying
Bullying is not tolerated in Castle Douglas High
School.
It is hoped that there is an ethos within the
school which makes bullying something which
most pupils will not experience but all referrals
regarding bullying are taken very seriously by
staff. It is to be hoped that pupils will report any
bullying concerns they may have to a member of
staff in order for action to be taken. All pupils
have a duty to do what they can to help prevent
bullying and should report any concerns they
may have about others being bullied to staff.
Parents are asked to contact the school if they
have the slightest reason to suspect that their
child is being bullied.
In the environment:
•
Pupils should arrive at school before 9.00
a.m. and they may not leave the school
grounds at interval without permission
•
Pupils should not smoke in school or its
immediate environment
•
Pupils should use litter bins in school and
along Dunmuir Road
•
The consumption of food should be
confined to the ground floor of the school
and wherever possible within the confines
of the cafeteria
•
Bags should be left in classrooms over
lunchtime and pupils should be aware that
they cannot access them until the end of
the lunch break
“This school does a
great job in covering so
many subjects.”
Tom Russell
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8. The Curriculum
8.1
Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence has been introduced
across Scotland for all 3-18 year olds – wherever
they learn. It aims to raise standards, prepare
our children for a future they do not yet know
and equip them for jobs of tomorrow in a fast
changing world.
Curriculum for Excellence enables professionals
to teach subjects creatively, to work together
across the school and with other schools, to share
best practice and explore learning together.
Teachers and practitioners will share information
to plan a child’s learning from 3-18, helping their
progression from nursery to primary, primary to
secondary and beyond, ensuring the change is
smooth. They’ll ensure children continue to work
at a pace they can cope with and with challenge
they can thrive on.
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Castle Douglas High School - Handbook
Curriculum for Excellence balances the
importance of knowledge and skills.
Every child is entitled to a broad and deep
general education, whatever their level and
ability. Every single teacher and practitioner will
be responsible for Literacy and Numeracy – the
language and numbers skills that unlock other
subjects and are vital to everyday life. Health and
Wellbeing is also the responsibility of all staff,
working with young people to create mutually
respectful relationships within a positive and
supporting environment.
It develops skills for learning, life and work to
help young people go on to further study, secure
work and navigate life. It brings real life into the
classroom, making learning relevant and helps
young people apply lessons to their life beyond
the classroom. It links knowledge in one subject
area to another helping children understand the
world and make connections. It develops skills
so that children can think for themselves, make
sound judgements, challenge, enquire and find
solutions.
The course in S1-S3 is known as the Broad
General Education (BGE).
There will be new ways of assessing progress and
ensuring children achieve their potential.
Since 2012/13 new qualifications, known as
Nationals, have replaced Standard Grade and
Intermediates. Our well-regarded Access, Highers
and Advanced Highers have been updated to
take account of and support the new approaches
to learning and teaching.
Ultimately, Curriculum for Excellence aims
are to improve our children’s life chances, to
nurture successful learners, confident individuals,
effective contributors, and responsible citizens,
building on Scotland’s reputation for great
education.
8.2 Subject Information
The following information explains what
each subject offers within the Broad General
Education (BGE). Information about courses in
the middle and upper schools is available on
request but is usually issued to pupils at the time
of subject choice procedures.
Art & Design
The S1 - S3 Art and Design Curriculum takes
learners though a variety of media handling
skills and techniques. The course is designed
to develop new and existing skills while
incorporating challenge and enjoyment. Practical
work is divided into two areas Expressive and
Design. Expressive activities introduce learners to
the visual elements which help them to develop
a personal response to subject matter. Design
activities expect learners to find practical and
innovative solutions to a given brief. Practical
work is accompanied by a critical element which
introduces young people to the work of relevant
Artists and Designers.
Business Studies and IT
The BGE curriculum covers Technology, Business
and Enterprise outcomes. Learners are taught
how to use integrated Microsoft Office software.
Assessment is undertaken at the end of topics
and requires learners to produce a printed copy
as evidence. Business and Enterprise includes
the understanding of how different types of
businesses contribute to the economy, customer
service and marketing. Progress checks and
group work form the basis of assessing successful
achievement of these outcomes.
English
Learners build on their primary school
experience of English and follow a course which
increases their existing skills in reading, writing,
talking and listening. The course focuses on
studying a range of texts in class, including a
novel, poetry, drama and a film. This acts as a
stimulus for learners not only to enhance their
reading skills but also to develop a wide range
of writing skills through completion of critical
reviews, discursive essays, informative writing
and report writing. Class and group discussions
about texts studied will improve the learners’
skills in listening and talking. Learners’ progress
in developing the skills of reading, writing,
talking and listening is constantly monitored and
regularly assessed. All major pieces of assessment
are collated and learners keep a folio of their
work throughout the BGE. This is complimented
by a booklet which allows the young people
to evaluate their own performance at regular
intervals, identify areas for improvement and
set their own targets. An important part of
the BGE course is encouraging learners to read
for pleasure at home. To this end, the English
Department, in conjunction with the Library,
runs book groups which learners are encouraged
to join. BGE classes are set at a level which is
thought to best suit the needs of the individual.
However, progress is regularly monitored and a
change of class will be made if this is considered
to be in the individual’s best interests.
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19
French
German
French is offered to all learners in the BGE.
We aim to develop ability in reading, writing,
talking and listening through the study of topics
such as self and family, physical description and
personalities, hobbies and free time, food and
drink, town, time and transport. Grammar is an
integral part of the course. There is an emphasis
on building confidence in speaking and fostering
an enjoyment of learning a foreign language.
German is offered in S2 for a three week block
in January. This taster session deals with basic
personal communication and aims to be an
introduction to the types of activities taught
in S3. If someone opts to study German in S3,
we aim to develop ability in reading, writing,
talking and listening through the study of topics
such as self and family, physical description
and personalities, and hobbies and free time.
Grammar is an integral part of the course. A
variety of resources and methodology is used
to support the delivery of German in the BGE:
listening texts, grammar exercises, paired and
group speaking activities, reading and writing
texts, language games and interactive computer
material. Materials have been developed to take
account of the needs of beginners of differing
levels of ability. The emphasis in the first instance
is to develop spoken competence in German.
A variety of resources and methodology is used
to support the delivery of French in the BGE:
listening texts, grammar exercises, paired and
group speaking activities, reading and writing
texts, language games and interactive computer
material. Through the use of differentiated
resources, we cater for all levels of ability.
Progress in developing the skills of reading,
writing, talking and listening is constantly
monitored and regularly assessed. This is
complimented by an evaluation form which
involves all stakeholders. Learners formally
evaluate their own performance after each set
of tests and identify areas of strength, areas for
improvement and next steps. This evaluation
form is sent home to parents for comment and
signature after every set of results and then
returned to the class teacher for safe keeping.
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Castle Douglas High School - Handbook
Home Economics
The Home Economics course has been designed
to reflect the values, principles and purposes
of a Curriculum for Excellence. This is achieved
by providing a flexible course which provides
opportunities for personalisation and choice
and for young people to apply their learning in
real-life situations. Home Economics contributes
to both Health and Wellbeing and Technology
curricular areas. It focuses on food, nutrition
and health, fabric properties and safe hygienic
practices as well as informed practices in the
use of equipment, materials and procedures.
The course has been developed to allow for the
acquisition of the knowledge and skills which
will help to make informed health and lifestyle
choices, providing a positive effect on health,
the health of families and within the community,
both now and in the future. Learning is mainly
delivered through participation and practical
activities; these will focus on real life situations
and take account of local, national, cultural and
media influences, technological, innovation as
well as provide an opportunity to explore wider
issues relating to consumer choice.
Mathematics
In the BGE, learners follow a general course and
receive a broad education in Mathematics. The
course is broken into three levels and learners
meet the same topics in Arithmetic, Algebra and
Geometry. Classes are set at levels where the
individual needs of each learner are best met.
Progress is regularly monitored so that a change
of level can be made if it is considered that such
a change would be beneficial. Support for those
who may require it is available throughout
the year. Learners will thus arrive at the end of
S3 in a position to further their education in
Mathematics at a suitable level in the Senior
phase.
Music
The BGE Music course is divided into course work
and skills based learning.
Skills based learning covers solo and group
performance and invention and listening
using a variety of instruments, including
keyboard, acoustic guitar, bass guitar, electric
guitar, descant recorder, voice and drum kit.
Young people have the chance to choose
two instruments with which to further their
progress in performance, both group and
solo and invention and listening. Course work
involves both practical and theoretical work as
basic musical concepts are explored via topic-
based units. Using a variety of methods and
techniques, concept-based topics include Scottish
Music, World Music, Opera and Musicals, Popular
Music and Instruments of the Orchestra. During
the course, learners will be assessed against
the Curriculum for Excellence experiences and
outcomes in each of these areas as necessary.
Physical Education
Learners have the opportunity to take part in a
balanced course of activities with emphasis being
placed on enjoyment, fitness and the acquisition
of basic skills. As part of the Broad General
Education, young people will gain experience in
a variety of contexts. For example, they will be
challenged individually and also while working
as part of a team. This will be in competitive and
non-competitive situations and in both indoor
and outdoor learning environments. Classes are
taught in both single gender and mixed groups,
depending on the activity. Activities offered
include football, hockey, rugby, basketball,
dance, gymnastics, racket sports, athletics and
aquatics. Learners also undertake a course in
fitness education.
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21
The course contributes to the Curriculum for
Excellence outcomes in Health and Wellbeing,
Literacy, Technology and Numeracy. Throughout
the course, learners are assessed against
the appropriate Curriculum for Excellence
experiences and outcomes in each of these areas.
Work undertaken in S1 and S2 is used as a basis
to complete Level 4 outcomes in S3 and prepare
for National Course awards in S4.
Religious and Moral Education
The main aim of this course in S1, S2 and S3
is to introduce young people to religion and
to encourage them to explore meaning, value
and purpose in their own lives and in the lives
of others. It is hoped that by the end of S2
they will have a greater understanding of, and
respect for, religion, themselves, others and their
environment. Over the course of the three years,
young people will study Christianity and other
world religions.
The S1 course focuses on the nature of religion.
and the key question: ‘What does it mean to
belong? In S2, the learners progress to the study
the nature of belief and they also trace the link
between belief and action by doing a crosscurricular unit on climate change. In S3, a fair
trade topic looking at poverty in the Developing
World and its link to First World economies is
studied as well as work on Morality, Values and
Social Issues. This includes vegetarianism and
intensive and free range farming.
Science
Young people study units which cover “Planet
Earth”, “Forces, Electricity and Waves”,
“Biological Systems” and “Materials”. Each unit
allows for the development of knowledge and
understanding, problem solving and practical
skills. In S3, the Sciences are delivered in
individual subjects. These skills are developed
throughout the course through research
projects, experimental report writing, discussing
and debating scientific issues and by presenting
information to their peers. Learners will
investigate the environment, collect and present
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Castle Douglas High School - Handbook
evidence, investigate the big ideas and concepts
in Science and the impact of Science on our lives.
End of unit assessments test Knowledge and
Understanding , the ability to solve problems
and the work undertaken during practical
activities.
Homework can be expected, which could take
up to thirty minutes to complete each week.
This could be a written exercise, or research,
or revision, or preparing a presentation or
completing the homework booklet.
Social Subjects
In S1 and S2, Social Subjects are combined so
that Geography and History each incorporate
elements of Modern Studies. In S3, Social
Subjects are delivered individually. In S1
Geography, learners study topics which look
at mapping and a topic about the local area.
In S2, pupils further develop their skills when
Technical
The BGE course in Craft, Design and Technology
introduces the four distinct areas of the subject:
Making: The skills required to produce
increasingly complex objects in a variety of
materials using both manual techniques and
machines are taught.
Design: Initially, learners are presented with
simple design tasks as part of their practical
work. As the course progresses these tasks
become increasingly demanding with young
people taking a greater responsibility for the
design decisions being taken.
Graphics: Skills in the use of both manual
and computer based graphics are gradually
developed, ranging from basic 2D and 3D
sketching, drawing and rendering to complex
computer modelling and graphic techniques.
they study Development and Earth Forces. As
they progress into S3, they study the Scottish
Landscape and Land Settlement. Whilst studying
these topics, they will undertake research
activities, field work and activities using ICT. They
develop skills and experiences which are relevant
for life beyond school.
In S1 History, there is an investigation into the
Celts and Romans and study of The Middle Ages.
In S2, pupils explore The Black Death and then
progress to work on women’s right to vote.
They also study the assassination of President
Kennedy. In S3, different wars throughout time
are studied and this is followed by a project
when learners investigate a historical event
of their choice. They are able to use their
knowledge of a historical period to interpret
evidence and to describe the cause and effect
of events. They are assessed in a variety of
ways throughout the BGE course. In S3 Modern
Studies, the continent of Africa is studied and
our society is compared with society in some
African countries. A topic exploring how China
operates is undertaken as well. Learners are
assessed in a variety of different ways.
Technology: A number of practical projects are
undertaken which will introduce learners to
aspects of structural strength, energy transfer
and movement.
Added Value
Added value courses are offered to allow
learners to enhance their learning experience
and to develop their understanding and
participation in a wider community context.
From session 2016-2017, pupils will study the
SQA Personal Achievement Award up to Gold
level in S1-S3. This award develops pupils’
confidence, independence and communication
skills and gives them the opportunity to
contribute to their school or local community
across a range of contexts. In addition, we
will be exploring the introduction of the SQA
Scottish Studies course in S3, another award
designed to bring greater coherence to pupils’
studies across a range of topics and subjects,
this time with a Scottish focus. There is also the
opportunity for the development of skills in
other curricular areas.”
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23
8.3
S4-S6 Curriculum
Following three years of the Broad General
Education, young people make choices for the
next stage of their education. There is a process
involving consultation between school and home
to ensure that learners take courses which are
suitable to their level of ability and which allow
them the scope to further develop their skills.
More information about these courses will be
communicated as young people make progress
through their education but further details are
available at any time on request.
Subject choice forms (S2-S3; S3-S4; S4-S5; S5-S6)
are available from around mid-February. These
can be downloaded from the school website or
are available at the School Office.
“I have always found
the young people to be
heard-working and keen
to learn”
Ms Todd
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9. The Wider Curriculum
9.1
Extra-Curricular Activities
See Appendix 1.
9.2 Pupil Council
Candidates are elected anonymously and there
are two or three representatives for each year
group. There is a Junior Pupil Council which
represents S1-S3 and a Senior Pupil Council for
S4-S6. Councils occasionally meet together to
discuss whole school issues which are relevant
to the general running of the school. Pupil
Council meetings take place each month. There
is a “drop-in” opportunity for all pupils in the
Assembly Hall during one lunchtime in the week
before the meetings to allow pupils to raise
issues. The meetings are attended by the Head
Boy and Head Girl and a minute is taken which
is discussed with SMT. Feedback is given to all
pupils on noticeboards and at assembly.
9.4 The Community
Close links are established with many local
businesses and enterprises due to our work
experience programme for senior pupils or pupils
who are about to leave school. This is a ket area
for development in the forthcoming session. We
enjoy close partnership links with the Rotary
Club of Castle Douglas. Full details of all these
links are available on request from the school.
The school enjoys close links with staff who
represent local churches. Attendance at whole school and House assemblies allows school
chaplains to meet and work with staff and
pupils.
9.3 School Trips
We run and organise a great number of school
trips. Some are curricular based and some are
extra-curricular. All pupils will be given the
opportunity to take part in these throughout their school career.
It is our policy to reward pupils with two activity
days at the end of each session. These trips have
been arranged by members of staff to reward
the pupils for their efforts and hard work
throughout the year. There is a cost for these
activities. Recent trips have included a week-long
visit to Paris; trips to the theatre in Glasgow and
Edinburgh; Geography Department excursions
to the Lake District, Edinburgh and Glasgow;
sporting events and activities within the Region
and beyond and Art Department visits to
galleries and museums.
Pupils will not be allowed to attend trips if their
behaviour is deemed to have been unacceptable
in school.
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25
10. Home / School Partnership
10.1 Parent Council
By law schools have a duty to promote parents’
involvement in children’s education. We are
very keen that parents feel able to be involved
in their child’s education and learning and that
they are active participants in the life of the
school. They should feel able to express their
views on school education generally.
Every parent who has a child at our school is a
member of the Parent Forum. The Parent Council
is a group of parents who have chosen to
represent this forum. As a member of the Parent
Forum, each parent can expect to:
•
Receive information about the school and
its activities
•
Hear about what partnership with parents
means in our school
•
Be invited to be involved in ways and
times that suit you
•
Identify issues you want Parent Council to
work on with the school
•
Be asked you opinion by the Parent
Council on issues relating to the school
and the education it provides
•
Work in partnership with staff and
•
Enjoy taking part in school life in whatever
way possible.
The type of things in which the Parent Council
may get involved include:
•
Supporting the work of the school
•
Gathering and representing parents’ views
to the Head Teacher, Education Authority
and Education Scotland
•
Promoting contact between the school,
parents, pupils and the local community
•
Discussing aspects of the School
Improvement Plan
•
Fund-raising and organising events
•
Reporting to the parent forum and
•
Being involved in the appointment of
senior promoted staff.
“This is a great school to
teach in – I am really glad
I made a recent move
here.”
Mrs Blackburn
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Castle Douglas High School - Handbook
The Parent Council meets on a regular basis (approximately once every six weeks) on a Thursday
evening at 7pm in the school. A minute of each meeting is taken and is published on the school
website or is available on request from the school office or any member of the Parent Council.
Mr John King, the chairperson, can be contacted by email at jking69@gmail.com
10.2 Communicating With Home
An essential aspect of our working partnership is for all parents / carers to know there is effective
communication between school and home. We will make every effort to maintain good contact
through newsletters, our website, letters which praise individual contributions and achievements and
early phone calls or letters should we have any concerns.
We also value communication from home to school, so please know that you are welcome to contact
us at any time. We will be delighted to make arrangements for you to meet the member of staff
relevant to your concern.
Parents and carers who may wish to place their child in Castle Douglas High School should make initial
contact with the Head Teacher. A visit to the school can then be organised at a mutually convenient
time.
Regular means of communication include the following:
Parents’ Evenings
One formal meeting per year following a full report
Reporting
One full report; tracking reports in S1, S2 and S5/6; on-going and regular target
setting conversations with S4 and S5/6 and regular tracking & monitoring with S3
classes.
Newsletter
Newsletters are published in the last week of each term. This can be accessed on
the school website
Website
www.castledouglashighschool.dumgal.sch.uk
Facebook
www.facebook.com/cdhighschool
Twitter
www.twitter.com/cdhighschool
Text messaging
Important information is often sent via text message e.g. regarding deadlines,
forms to be completed etc. It is important that we have most recent numbers and
e mail addresses.
Letters
Staff may correspond by letter regarding issues to do with behaviour, SQA,
transport, school trips and excursions etc.
Age / stage specific
evenings
When innovation or development is an issue, special parents’ evenings may be
called to explain changes. Special evenings – e.g. How To Help Your Child Pass
evenings – are also organised.
Communication Regarding Assessment (Reporting)
All pupils are assessed on a regular and systematic basis throughout their time in school. Formative
and summative assessments are used to gauge progress and early intervention when there are issues
is a key strategy for staff in this school.
Parents and carers are encouraged to contact the school should they wish a report to be arranged.
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29
10.3Attendance
•
That any planned absences, medical or
otherwise, are officially notified by letter
or telephone to the school in advance.
•
That holidays should be arranged to
coincide with school holiday periods.
Holidays taken outwith these times will
be recorded by the school as unauthorised
holidays, in accordance with council policy.
School Responsibilities
The safety of the pupils is of paramount
importance to the staff at Castle Douglas High
School. Every effort is made to ensure that
their whereabouts are known to us when they
are entrusted to our care, and if they are not
fit to attend school we should be informed
immediately.
Procedures for dealing with unexplained
absences are robust and effective. An
unexplained absence is one for which no
explanation (written or in person or by
telephone) has been received from the parent/
carer.
Punctuality
Pupils should be present to be registered in their
Personal Support class, at 9.00 a.m. If they arrive
after 9.00 a.m. they will be deemed to be late
and should report to the Main Office.
Frequent late-coming will be discussed with
parents if required.
We operate a text messaging system which alerts
parents to the fact that their child is absent from
school and no reason has been provided. This
system has proved to be very effective and has
dramatically reduced the number of unexplained
absences. All unexplained absences will continue
to be followed up in this manner on a daily basis
until an explanation has been received from
the parent/carer. In the event of no message
being received, contact will be made either by
telephone or by a visit from a member of the
GIRFEC group.
Parental Responsibilities
To assist in this, parents are asked to ensure:
•
That any legitimate absence is notified to
the school by telephone before 9am on
the first day.
•
If the absence is anticipated to be for
more than one day, an indication as to
the expected date of return to the school
would be helpful.
•
That contact telephone numbers - whether
for home, for parents at work or for other
contacts are kept up to date. These should
be numbers at which a response can be
obtained in all normal circumstances.
•
That the school is kept informed of the
progress of an absence and the likely
return date.
“I started here after
everyone else and I
found it really easy to
settle in and to make
friends”
Tommy McGrath
30
Castle Douglas High School - Handbook
10.4 Homework
Homework is considered to be an important
learning tool within the school as it:
•
Helps to develop good study habits
•
Allows parents to be involved in their
child’s learning
•
Encourages motivation and learning
•
Inspires confidence in school work
•
Helps pupils to practise what they have
learned in class
•
Helps with exam and test preparation.
Homework exercises might be:
•
Consolidating on work undertaken in class
•
Completing unfinished work from class
•
Written exercises
•
Revision for a class test
•
Finding facts for a classroom project
•
Preparing for a talk
All pupils receive homework from subject
departments on a regular basis and it is the
responsibility of the pupils to record homework
in the diary issued in school and to ensure that
they complete homework on time and to the
best of their ability.
Parents can help monitor the completion
of homework by checking and signing the
homework diary on a weekly basis.
Homework Room
Room 6, on the first floor, is set aside during
specified lunchtimes from 1.10 pm to 1.35
pm for any pupil to use as a quiet place to do
homework.
It can also be used as a quiet place to read, draw,
write or study.
Members of staff are there to offer help and
support with work but the work is not done for
pupils.
10.5 How Is My Child Doing : Assessment & Reporting.
‘Assessment’ is the word used to describe all
the things which schools do to see how your
child is getting on, what they are learning
and what they know and understand. It is
important to know how each child is getting on
so that schools can make sure that each child is
progressing and developing according to their
abilities. Assessment happens all the time in
schools and your child’s progress will not just
be based on ‘tests’ but also on how they learn
both in class and in other settings. Written
work will be used to assess your child but so
will their ability to take part in class discussions,
make presentations, be in a production or
team, produce drawings or projects etc. Parents
will be involved both informally in discussion
with teachers, looking at their child’s work and
also formally through parents nights, profiles
and reports. In this school, children have the
opportunity to be assessed through a range of
qualifications.
The progress of all pupils is monitored regularly
and systematically but also through the
assessment of course work, end of unit tests and,
where appropriate, formal examination.
Pupils in S1 and S2 are assessed formatively and
summatively using the National Assessment
Resource (NARs) and end-of-unit tests.
Castle Douglas High School - Handbook
31
Many subjects test pupils’ knowledge and
understanding of what has been taught in
the form of an end of unit test. There are no
formal examinations until pupils are completing
National 4 or National 5 courses.
A Tracking Report which gives information about
your child’s progress against his/her previous
performance offers information on effort,
behaviour and homework. A numerical code is
applied for these latter categories. A Full Report
offers this information with the addition of a
teacher comment which focuses on the present
situation and what steps should be taken to
ensure further progress is made. An explanation
of the codes and the terminology applied is
issued with each report.
10.6 Pupil Profiles
A profile is a snapshot of a child’s or young
person’s best achievements at a given point in
time. Profiles are primarily aimed at learners
and their parents and draw together a range
of information about a child or young person’s
learning. It is one of the ways in which a
learner’s achievements can be recognised.
Nationally it has been agreed that profiles will
be produced at the P7 and S3 stage. The end of
S3 represents an important milestone in every
young person’s education. By the end of S3 all
young people will have completed the Broad
General Phase of Curriculum for Excellence.
Young people should have produced their
own profile, supported by staff, which gives a
reliable and full account of their progress and
achievements to date. It should include a focus
on what they feel are their latest and best
successes.
All P7 pupils within out cluster and in S1-S3
use “MyMerit” e-portfolios to keep a record of
achievement.
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Castle Douglas High School - Handbook
10.7 Helping The School
All parents and carers have the opportunity to
help in the school in a variety of ways. Those
who are interested in doing so should contact
John King, the Chair of the Parent Council or Mr
Donnelly, Head Teacher.
10.8 Helping Your Child
Parents’ Evenings are a regular fixture in the
school calendar and are an opportunity for
parents and carers to meet with staff; discussions
about how parents / carers can help their
children to learn can be had at those times.
At times of educational change and innovation,
meetings are held in school to explain those
changes to parents / carers.
With senior school pupils, an annual session
entitled “How To Help Your Child Pass” is held;
parents and carers have the chance to attend a
meeting with their children and teachers and
discuss how to help learners to maximise their
potential in NQ examinations.
11. Support for All
11.1 Pupil Support
This is done via a programme of:
Each child is allocated to a House System. In the
main, family members are allocated to the same
House, thus meaning that parents/carers have a
single point of contact within the school.
•
Effective pastoral care
•
Curricular and career advice at key
moments in the educational life of the
pupil (e.g. the transition stages)
The House arrangements are as follows:
•
An appropriate Health & Wellbeing
programme
House
Depute
PT Pupil Support
Threave
Mr P Oswald
Miss S Linton
Solway
Mrs A Cook
Mrs J Brown
Kelton
Ms J Harvey
Mrs M Thomson
11.2 Pastoral Care
It is the job of the Pupil Support Teacher to
ensure that each pupil has the opportunity to
fulfil his or her potential while in this school.
The Pupil Support Team includes:
•
Members of the Senior Management Team
•
ASN staff
• Teachers with specific remits to offer
pupils support and relevant support
agencies such as Social Services, the
School Nurse, Attendance Liaison
Officer and other such professionals.
11.3 Local Authority Policy on Additional Support Needs
Dumfries and Galloway Council is committed to
the well-being and educational development
of all learners. The process of inclusion requires
all involved in the business of Learning and
Teaching to demonstrate commitment,
innovation and flexibility in order to ensure that
all children and young people have access to
quality learning opportunities and experiences.
The Authority attempts to meet the needs of all
children with additional support needs through
a range of provision from mainstream classes
(with or without support) to part-time or fulltime provision in a school with a Learning Centre
or base.
It is generally recognised that approximately
20% of children may have additional support
needs at some time, which are likely to range
from mild and intermittent difficulties through
to those which are more complex or they may
have multiple factors proving to be barriers to
their learning.
Castle Douglas High School - Handbook
33
The Additional Support for Learning Act
The new Additional Support for Learning Act
makes it incumbent upon schools to have a
clearly set out policy for identifying additional
support needs. Chapter 3: Section 55 of the
Code of Practice outlines the typical path for
identifying and meeting additional support
needs and the authority has created a five step
table which summarises the procedures for
identifying and responding to need.
The term ‘additional support needs’ will apply
to children and young people who, for whatever
reason, require additional support, in the short
or the long term, in order to help them make
the most of their school education.
•
are looked after
•
have a learning difficulty
•
Children and young people may require
additional support for a variety of reasons and
may include those who:
are living with parents who are abusing
substances
•
are living with parents who have mental
health problems
•
have motor or sensory impairments
•
have English as an additional language
•
are being bullied
•
are not attending school regularly
•
are particularly able or talented
•
have emotional or social difficulties
•
are on the child protection register
•
are young carers
“I like coming to
school as I feel that
there is always plenty
to do.”
Oskar Wnuk
34
Castle Douglas High School - Handbook
It is anticipated that most pupils who arrive at
the school from associated primary schools who
have additional support for learning needs will
already have gone through some or indeed
all of the steps identifying and responding to
need. The effective and robust procedures for
primary/secondary transition mean that any
pupil, who may require help and support with
their learning, has been identified and their
needs established and addressed. From this point
onwards, the monitoring and tracking of pupils
and the vigilance of all staff, ensure that any
further needs that may arise are identified and
supported appropriately. The form this support
takes will vary according to the needs of the
pupils. It may involve:
•
consultation with teachers
•
liaison with support agencies
•
co-operative teaching within the classroom
•
small group or individual work
•
placement in the Learning Centre
•
exam concessions in S4-S6
Any pupil or parent can ask at any time for help
and support for a specific difficulty. The Support
Bases are the bases for all support from S1-S6
for the range of learning issues experienced
by pupils. This accommodation is used for the
delivery of the curriculum, as well as informal
areas where pupils can socialise in a more
controlled and supported environment.
Pupils have Individualised Education Plans (IEP)
are not only identified within the confidential
information booklet, but also have the details
and targets of the IEPs store in SEEMIS, which all
staff can access. IEPs are reviewed twice a year
and parents are invited to either contact or come
into the school to discuss both Long and Short
term plans.
Some pupils who require support will have
individualised timetables and will work in
mainstream classes with their peer group as
much as possible; ASFL staff may work with the
class teacher as and when appropriate. When
not in mainstream classes, pupils will be based
in the Learning Centre where the emphasis is
on courses which develop skills for living and
working on basic literacy and numeracy skills.
Annual Reviews will be held for pupils with a coordinated support plan (CSP). All relevant subject
staff and outside agencies are asked for written
reports before Annual Reviews or Transitional
Review meetings.
The priority for all pupils is:
Young people are involved in discussions about
their progress where appropriate. Parents/carers
are involved in a number of ways:
•
Annual Year Group Parents’ Evenings: ASfL
staff present at all Parents Evenings
•
to achieve their full potential
•
P7/S1 Open Evening
•
to increase self esteem
•
•
to help develop independent learning
skills
•
to encourage social skills
Reports: ASfL teachers write detailed
reports at the appropriate points in the
school calendar for all pupils who are
extracted from class for extra support.
•
to develop an awareness of community
•
Consultation meetings.
•
IEPs are reviewed twice a year and parents
are invited in.
•
Annual Reviews will be held for pupils
with a CSP.
•
Transition Meetings: Parents of pupils
in S3-S6, (depending on when they are
leaving school) who have additional needs
are invited to attend transition meetings.
Monitoring of pupils with Additional
Support Needs
All pupils who have identified additional support
needs are noted in a booklet of confidential
information that is updated regularly. This
booklet is stored within yellow folders stored
in each teaching area and other key locations
around the school, including office areas
and staff rooms. This information stored is
comprehensive, noting specific conditions/needs
and possible strategies for staff to use. It is also
stored electronically in a file which all staff can
access. Files are kept on all pupils with whom
the Additional Support for Learning Department
works on a regular basis. These files are open
to all Pupil Support Teachers, the Senior
Management Team and to other members of
staff on request.
In the event of parents having concerns about
the progress of their child or having concerns
that there may be problems with their child’s
learning, they may, by contacting the school,
seek to discuss these issues with a Pupil Support
Teacher, Class Teacher or an ASFL Teacher. Staff
will do everything to address parental concerns
but in the event that the solution lies out
with the school, a referral can be made to an
appropriate member of the Local Authority’s
support services such as the Educational
Psychologist.
Castle Douglas High School - Handbook
35
Parents who require further information and
advice with regards to Additional Support Needs
should contact Miss Gemma Sellers or Ms Joyce
Harvey.
Dispute Resolution (also known as
Independent Adjudication)
This allows for a formal review of an individual
case by an independent third party, external to
the local authority.
Disagreements may be about:
•
Whether or not the child or young person
has additional support needs.
•
The accuracy of the description of a child
or young person’s additional support
needs.
•
The refusal of the education authority to
respond to a request to establish whether
a child or young person has additional
support needs.
•
The refusal of an education authority to
respond to an assessment request.
•
The person carrying out an assessment or
examination or the method of carrying it
out.
•
The failure of the authority to provide,
or make arrangements for the provision
of, the additional support for learning
required by the child or young person.
•
The failure of the education authority to
request help from an appropriate agency.
The Scottish Government specify an independent
adjudicator to consider the information and
decide on the best course of action to follow.
Further information is available from www.
enquire.org.uk.
Advice and further information about the
provision for pupils with additional support
needs can be obtained from:
Andrew Pattie
Head of Service
Strategic Support (West)
Woodbank
Edinburgh Road
Dumfries
01387 260427
Mary Thomson
Education Officer
Brewery House
Newton Stewart
01671403455
Organisations which can provide advice, further
information and support to parents of children
and young people with ASN, identified under
the Additional Support for Learning (Sources of
Information) (Scotland) Amendment Order 2011
are:
(a) Children in Scotland: Working for Children
and Their Families, trading as “Enquire –
the Scottish advice and information service
for additional support for learning”, a
charitable body registered in Scotland under
registration number SC003527;
(b) Scottish Independent Advocacy Alliance, a
charitable body registered in Scotland under
registration number SC033576; and
(c) Scottish Child Law Centre, a charitable body
registered in Scotland under registration
number SC012741.
Each child is entitled to pastoral support. This
will take the format of at least one individual
interview per year with a named and identified
member of staff with responsibility for the
individual child. This will be the Pupil Support
Teacher for the appropriate House.
During these interviews, pupils will be able
to discuss any issues which may have arisen in
school which are affecting their lives outside
school. They will also review their progress in
school and agree strategies to tackle any issues.
36
Castle Douglas High School - Handbook
Sometimes a pupil requires more than one such
interview per year; under these circumstances,
a more sustained series of interviews may be
required.
Teachers, parents and support agencies can
request information at any time about pupils:
this will be co-ordinated by the member of staff
with responsibility for pastoral support.
11.4 Getting It Right For Every Child (GIRFEC)
All Pupil Support Teachers have been appraised
of the principles of GIRFEC (Getting it Right
for Every Child), and have been trained on the
GIRFEC model and the assessment process. The
implementation of GIRFEC formalises much of
what Pupil Support Teachers and other staff are
already doing in their daily work.
Getting It Right For Every Child is an approach
from The Scottish Government that sets out how
schools and other services should work with
children and their families. GIRFEC is all about
ensuring that children get the help they need
when they need it – the right help at the right
time. For you and your child, GIRFEC means that:
•
You are the expert on your child and
what you think matters. Getting it right
for every child means that the School will
always seek to involve you, to listen to
your opinions and take them seriously.
•
Since April 2013 your child has had a
Named Person in the School. If you or your
child need any advice or any support, the
Named Person is your first point of contact
and will make sure you get the help or
advice that you need. Having a Named
Person means that if there is anything
that could affect your child’s wellbeing,
he or she will receive support as quickly as
possible so that problems do not develop.
•
If your child has complex needs and needs
help from several different services, all
these services must work together for you
and your child. You should never have to
keep telling your story to lots of different
staff in the School or the Education
Department or the NHS. Your child will
have a single plan that everyone works to
and everyone is clear about what they are
doing. When your child leaves secondary
school there will be a Transition Plan in
place for them in good time.
For more information at GIRFEC@dumgal.gov.uk.
11.5 Child Protection
The school has a child protection policy which
is known to all members of staff and which
is amended and updated on a regular basis
according to local authority and national
guidelines. This policy outlines advice, strategies
and support on a number of issues and is
designed to make clear the school’s role in
protecting children from abuse, including
bullying.
Ms Joyce Harvey is the Child Protection Coordinator for the school.
All schools and early child care and education
settings in Dumfries and Galloway are expected
to record any unusual incidents or concerns
they may have about a child. Normally this
information will be shared with parents or carers
when issues of concern arise. This information
may also be shared with other agencies, such as
Social Work. This allows all agencies who come
into contact with children to make the best
decisions for each individual child and to make
sure they get the help they need when they
need it.
Each school and early child care and education
setting in Dumfries and Galloway has a senior
member of staff who has overall responsibility
for ensuring the protection of children within
their school or establishment. This person is
called the Child Protection Co-ordinator (CPC).
In our school this is Ms Joyce Harvey and the
Depute CPC is Mr Gerry Donnelly.
Castle Douglas High School - Handbook
37
The procedures for protecting children and
young people in Dumfries and Galloway
are clearly outlined in the document ‘Child
Protection Policy for Schools and Early Learning
and Child are Settings (2016)’. This is available
on the Dumfries and Galloway website:
www. http://www.dumgal.gov.uk/CHttpHandler.
ashx?id=8531&p=0
11.6 Educational Psychologist
The school has access to the services of an
Educational Psychologist. Mrs Fiona Irving holds
the caseload for Castle Douglas High School and
her role involves:
•
Monthly attendance at the GIRFEC Group
•
Informal consultations with staff
•
Formal consultations with staff
•
Meetings with pupils
•
Verification of the additional assessment
arrangements for certain pupils in SQA
exams.
New procedures necessitate the seeking of
consent from parents/carers prior to any
consultation where the pupil is named.
11.7 Educational Maintenance Allowance
Pupils returning to full time education beyond
their statutory leaving age are entitled to apply
for the Educational Maintenance Allowance
(EMA). This applies usually to pupils aged
between 16 and 18 years of age. The EMA is a
means tested weekly allowance which is paid
fortnightly in arrears based on 100% attendance
at school during term time only. It is intended to
encourage students to stay on at school in post
compulsory education.
A Learning Agreement is an agreement between
a pupil and the school. In order to receive the
EMA a pupil must have an acceptable Learning
Agreement and abide by the terms therein at all
times.
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Castle Douglas High School - Handbook
“Castle Douglas is a good
school where everyone
is given the opportunity
to achieve. The school
encourages each child to
reach their full potential
through extra curricular
activities and clubs, study
support sessions and close
collaboration with parents. I
am grateful for the support
my children have received
which has enabled them to
reach their goals and fulfil
their potential”
John King- Chair of the Parent Council
12. Leaving School
12.1 Careers Choices
Prior to leaving school, pupils who are not
seeking University access have the opportunity
to be involved in vocational work: Skills for Life,
Skills for Learning and Skills for Work. Many
who do wish to complete UCAS forms also avail
themselves of these opportunities.
Castle Douglas High School is committed to
providing its young people with opportunities
to participate in wider achievement; developing
skills for life, learning and work. Individual
learner journeys are tailored to help meet
the needs and interests of every pupil, whilst
enhancing future career prospects and
promoting lifelong learning.
Senior pupils currently have the opportunity
to include volunteering and service work
within their timetables. Volunteering activities
strengthen community links and allow students
the opportunity to gain a practical insight into
the world of work. Added value courses are also
offered both inside and outside of the school,
to further develop employability skills. Castle
Douglas High School currently works with a
variety of local partners. Throughout the year,
students across the school can attend a variety
of workshops and events in conjunction with
the wider community, preparing them for life,
further education and the world of work.
Senior pupils can make contact with the careers
advisory service where advice on employment,
further education and financial support is
provided. Career routes of senior students are
tracked so that meaningful work experience
and wider achievement opportunities can be
provided. These routes are also recorded by the
local authority so that 16+ learning choices and
leaver destinations can be monitored. The school
utilises all available opportunities, to help ensure
that positive leaver destinations are achieved.
Pupils in S1 – S3 are also offered opportunities
for wider achievement. Students are able to
participate in a variety of added value courses,
awards and activities in order to enhance
“Seeing friends and taking
part in all the activities
are what I like about our
school.”
Shannon Hastings
learning whilst meeting the capacities of the
Curriculum for Excellence framework. Recent
opportunities undertaken in the lower school
include: Junior House Captain scheme, Pupil
Council and participation in the Duke of
Edinburgh’s Award Scheme.
Within the wider achievement and lifelong
learning frameworks, health and wellbeing,
numeracy and literacy outcomes are embedded.
Through practical, contextualised learning
experiences, pupils are equipped with the basic
skills required to lead a healthy and fulfilling
lives.
Skills Development Scotland
Skills Development Scotland delivers high quality
Career Information, Advice and Guidance.
Pupils in all year groups can access the SDS
Adviser on Mondays and Tuesdays in SB4 by
appointment.
“My World of Work” is Skills Development
Scotland’s online service to help pupils plan,
build and direct their career throughout their
lives. It contains valuable information and tools
to help people get a job and develop their
career. This service is available 24 hours a day, 7
days a week.
Please visit: www.myworldofwork.co.uk
Castle Douglas High School - Handbook
39
Skills Development Scotland has launched a
Facebook page to keep you updated on our
latest services and offers to the people of
Scotland. It includes blogs, videos and pictures
as well as information from careers advisers and
links to services we provide.
Please check out: http://www.facebook.com/
myworldofwork
The SDS attached to Castle Douglas High School
is Mrs Pauline Breen.
12.2 Employability Co-ordination Group
The aims of this group are as follows:
40
•
To work with partners to plan for and
ensure a positive destination for all pupils
in Castle Douglas High School (in line with
16+ Learning Choices: Policy and Practice
Framework).
•
To have an overview for all aspects
of “Education for Work” both in the
curriculum and beyond.
•
This will include Work Experience; Careers
Awareness; Curricular Input; Mock
Interview Programmes; Employer Links and
Partnership; Parental Partnership and Links
with Colleges.
Castle Douglas High School - Handbook
The function of the group is primarily to ensure
the co-ordination of all the work currently
being undertaken in this area and to streamline
the process. The group consists of Mr Gerald
Donnelly, Ms Joyce Harvey; Miss Genna Beattie;
Skills Development Scotland staff; College
Representation and Pupil Support teachers.
13. School Improvements
13.1 Improvement Plan & Priorities
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
1.
Curriculum
Review
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Staff and pupils develop
a better understanding
of standards, progress
and achievement in BGE
courses.
Continue to embed
significant Aspects
of Learning and take
account of Annotated
Exemplars in order to
assess progress and
achievement within
BGE courses.
PTs, all staff. INSET,
development time.
Information from regional
BTC groups
Pupils are motivated
by improved quality of
courses and staff develop
confidence in delivery of
new courses.
Prepare for and
introduce (in some
subjects) new Higher
and Advanced
Higher courses and
review and embed
approaches to delivery
of National courses.
Parents, pupils and
staff develop a better
understanding of each
faculty’s curriculum,
its vision, values and
aims, and its position on
progression, achievement,
raising attainment, skills
development, learning
and teaching, the learner
and national guidelines.
Write a curriculum
rationale for each
faculty taking full
account of the school’s
Rationale, National
Guidelines for
curricular areas and
GIRFEC.
Contribute to IDL
progamme planning
for session 2016-2017.
PO, PTs, all staff. INSET,
development time,
department meetings.
National guidelines,
attendance at SQA local and
national subject meetings
GD, PTs, all staff.
Development time,
department meetings,
Collegiate session. School
rationale, PTC training
materials.
AG, nominated/volunteer
department members.
Department Meetings, IDL
group meetings, INSET.
Pupils will experience
IDL experiences which
will provide greater
coherence, breadth, depth
and challenge to their
learning.
Castle Douglas High School - Handbook
41
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
1.
Curriculum
Review
(continued)
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Pupils benefit from
opportunities for
developing citizenship,
enterprise and leadership
skills leading to
recognized national
accreditation
Develop S1 and S2
Added value courses
to achieve SQA
Personal Achievement
Award certification
GD, Curriculum Group.
Curriculum Group meetings
Pupils have a more
coherent and progressive
experience of Experiences
and Outcomes in both
Health and Wellbeing
and Social Subjects. Staff
benefit from cross sectoral
working in terms of
subject knowledge and/or
methodology.
Develop curricular
links between Social
Subjects and associate
Primary Schools.
Develop further
the curricular links
between Health
and Wellbeing and
associate Primary
schools.
AC, AMcN, allocated faculty
staff. Cluster Collegiate
evening, mutual visits, cover if
required.
Vision, Value and Aims
embodied in all aspects of
school life and used as a
guide for decision making,
relationships, learning and
teaching etc.
Introduce ‘Vision,
Value and Aims’
statement to all
aspects of school life
SMT, PTs, all staff. INSET
18.8.15, Personal Support
lessons, assemblies, Working
Groups, Standing Committees
Implement first stage
of 1 plus 2 policy in
Modern Languages if
funding and support
provided
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Castle Douglas High School - Handbook
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
2.
Learning,
Teaching and
Assessment
3.
Quality
Assurance
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Faculties and individual
staff develop identified
areas of teaching practice
and increase awareness
of strategies to overcome
barriers to learning. Pupils
benefit from pedagogy
that takes greater account
of their needs.
Faculty and individual
targets for ‘Meeting
Learners Needs’
part of faculty
Improvement plans.
PTs, GS, all staff. Authority
evaluation report, SMT
Classroom Observation
Reports, Dumfries and
Galloway Learning and
Teaching Policy, collegiate
sessions on meeting learners’
needs and related materials
(2.11.15. and 23.5.16). In
house CPD.
Staff benefit from the full
range of good practice
that exists across the
school and adopt selected
aspects of this to improve
their own.
Participate in whole
school Sharing Best
practice Sessions.
GD, all staff. Dumfries and
Galloway learning and
teaching Policy, RART. Two
collegiate sessions (15.2.16.
and 18.4.16)
Implement new
All stakeholders’
whole school Quality
viewpoints are taken
Assurance Policy.
into account in targeting
improvements in
identified areas of school
life. Pupil voice is taken
into greater account in
learning and teaching, the
curriculum and decision
making increasing both
sense of ownership and
satisfaction of school
experience.
GD, AG, QA Working Group,
all staff. Meeting times for
QA group and its faculty
representatives, INSET
presentation, Collegiate
Sessions (16.11.15. and
23.5.16.), Department
Meetings, day to day work of
staff.
Castle Douglas High School - Handbook
43
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
4.
Raising
Attainment
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Pupils benefit from
closer monitoring of
performance and earlier
intervention and support
in BGE and Senior Phase
courses
Implement the new
Tracking , Monitoring
and Reporting
calendar
PO, PTs, all staff. SMT, PTs
PS and volunteer staff for
targeted groups.
Pupils experience a more
coherent approach to
the teaching of Literacy
skills, with an emphasis
on Writing. Staff develop
greater confidence in
teaching and assessing
different types of writing.
Establish shared
approaches to Writing
in Literacy.
A Robson/Literacy Working
Group
Staff are able to use data
more intelligently to
target teaching, learning
and support and develop
appropriate courses of
work. Pupils experience
improved support and
challenge.
Develop staff
understanding and
use of data (INCAs,
SOSCAs and INSIGHT).
AG, Working Group,
PTs, all staff. INSET Day
(18.8.15.), Collegiate Session
(31.8.15.), data spreadsheet,
RART (Using Information
Intelligently to Understand
Progress). In house CPD.
Targeted group of pupils
benefit from increased
support with numeracy
skills.
Identify group of new
S1 pupils to benefit
from additional
support with
numeracy.
SMT, Mathematics
department. Timetabled slot,
time for course development.
Collegiate session
RART introduced to all SMT, PTs, all staff. RART,
Inset 19.8.15., Department
staff. Faculties adopt
Meetings
relevant strategies to
raise attainment.
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Castle Douglas High School - Handbook
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
5.
Achievement
and
Participation
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Pupils benefit from
enhanced role in decision
making, increased
understanding of
citizenship and improved
confidence, self-esteem
and sense of wellbeing.
Review function,
structure and
operation of Pupil
Council to improve
effectiveness and
impact of Pupil Voice.
AG, SMT, pupils, staff, CLD.
Meetings. ‘Having a Say at
School: Research on Pupil
Councils in Scotland’.
School community
benefits from the impacts
outlined in the RRSA
guide.
School community
explores the Rights
Respecting Schools
Award and begins
process of applying
for status.
SMT, staff, parents and pupils,
CLD, SRG. Meetings. RRSA
Guide, RRSA summary and
website.
Pupils experience
enhanced range of
opportunities for
achievement, citizenship,
leadership and
participation.
Review opportunities
for leadership,
achievement and
participation in S1-S3.
AG, SMT, CLD, S1-S3 pupils.
Curriculum Group sub group.
Pupils benefit from
enhanced understanding
of world of work, career
pathways, generic skills
required and workplace
opportunities.
Establish formalised
links with local
businesses to include
involvement in
curriculum delivery.
David Macdonald, SMT, local
business leaders.
Pupils benefit from a rich
programme of visiting
speakers with a focus
on Education for Work,
Health and Wellbeing,
Citizenship, celebrating
success. Pupils experience
enhanced opportunities
for decision making and
public speaking.
Establish Assembly
Committee to create
weekly programme
A Cathro, Assembly
Committee. Bi-termly
meetings, visiting speakers,
public speaking training
sessions
Castle Douglas High School - Handbook
45
School Improvement Plan
Key Improvement
Area
No.
Title/descriptor
6.
Pupil Support/
GIRFEC
Key Outcomes (Learners /
School Community)
Key Tasks
Planned Management of Key
Improvement Area
Lead Person(s), Resources,
Time Allocations (collegiate
sessions, etc.)
Pupils experience more
relevant, coherent,
meaningful and enjoyable
Health and Wellbeing
programme leading to
improved confidence,
independent thinking,
resilience, resourcefulness
and engagement.
Introduce new S1-S3
Personal Support/
health and Wellbeing
programme
JH,AG, PTs Pupil Support,
S1-S3 tutors. Development
time. GIRFEC documentation,
‘Making the Links’, APA,
Principles and Practice, Es and
Os, Merit
Staff develop greater
awareness of their
responsibilities to all
pupils within the GIRFEC
framework and how this
relates to their curriculum,
everyday teaching and
relationships with pupils.
Continue to build staff JH. All staff. Collegiate
session (14.3.16.). Department
awareness of GIRFEC
Meetings, In house CPD.
responsibilities and
relevance to everyday
practice.
Pupils experience more
targeted support for
behavioural issues leading
to better behaviour and
improved well-being.
Review use of
Behaviour Support
facility, introduce
behaviour support
programmes and
review remit of
Behaviour Support
assistant.
JH, GS. GIRFEC documentation
(SHANARRI indicators).
‘Behaviour in Scottish Schools
2012’.
Staff develop skills to
overcome barriers to
learning and pupils
experience methodologies
and materials more suited
to their needs.
Train staff in
methodologies
designed to overcome
barriers to learning
JH, GS, SMT. D and G ASL
Review. Collegiate sessions
2.11.15. and 23.5.16. In house
CPD.
13.2 Equal Opportunities
This school aims to ensure that all members of
our school community are valued equally and
treated with respect. Through the ethos and
through the curriculum, all pupils are provided
with opportunities to develop an understanding
of commitment to the fundamental principles of
equality and justice.
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Castle Douglas High School - Handbook
The school has a Race Equality Policy which
outlines clearly the principles and practices
designed to promote equality of opportunity
and cultural awareness for all.
This policy is available to all members of staff
and is updated on a regular basis according to
local authority and national guidelines.
14. Health and Safety
All of the following issues are arranged in line
with Council Guidelines and are available on
request from the school office:
14.1 Emergency Procedures
If your child feels ill during the school day and
we feel that he/she would be better at home,
we will telephone you or your emergency
contact. Minor accidents, e.g. cuts, bruises,
are dealt with by the school staff. Serious
accidents are few, but should one occur your
child will be immediately taken either to your
doctor or to hospital, if necessary, and you or
your emergency contact will be notified. It is
essential that we hold the accurate contact
details for your child - i.e. your own home and
work number and a telephone number of an
emergency contact. We ask, too, that contact
details are available to us for both home
settings if your child stays in more than one
home.
The school may be closed early on days
when weather conditions are extremely bad
e.g. snow lying and drifting heavily. In such
conditions, some pupils may be at risk, either
because of the conditions under which they
have to walk home, or because of the distance
they would have to walk after getting off the
school bus.
We ask parents to complete a ‘Bad
Weather’ form which requests the following
information:
• name of child(ren)
• how to contact you in an emergency
• whom we should contact if you are not
available.
Appropriate arrangements for the safety of
your child(ren) can then be made. We will do
our utmost to ensure that pupils make contact
with home before leaving school to ensure
that you know that school is closing.
14.3 Leaving school premises:
S1 pupils must remain on school grounds at
lunchtimes unless written permission is received from parents / carers; attendance guidelines
detailed elsewhere should be followed.
14.4 Health Care
14.2 Severe weather and school closure arrangements
Headteachers are authorised to make
an emergency closure when the state of
the weather or any other exceptional
circumstance make it absolutely necessary
in the best interests of the pupils. In these
circumstances parents will be communicated
with in a variety of ways including text
messages/ phone calls and emergency contact
arrangements. All school closures will be
notified on the Council Website.
Education Services is committed to ensuring
that all children are able to fully participate
in the life of the school. Many children will
require health care needs to be met at some
time within the school environment, for most
children this will be for short periods of time
only but for some children this may require
more long term planning and support. If
your child has any health care needs, we
ask that you contact us in school to discuss
arrangements. Full details of the support
available and your role as parents and the role
of your child are contained within the policy
“Health Care in Schools 3-18 (2013)” which is
available form the Council website.
Castle Douglas High School - Handbook
47
Pupils who feel unwell during the school day
should report to the School Office. Should
it be necessary to send your child home,
you will be contacted to arrange this. In this
connection, you will be asked to inform us
how to contact you in an emergency or whom
we should contact if you are not available.
While we would prefer that appointments are
made outwith school times, pupils are allowed
to attend dental and medical appointments
at times within the school day. They should
produce their appointment card and sign out
at the School Office and sign back in once
they return to school.
The School Health Team work in partnership
with the school to help pupils achieve their
optimum in health and to develop life skills
as they approach adulthood. The main focus
of work carried out is health promotion
and preventative health care. The School
Health Team will inform parents/ guardians
at the appropriate time of any immunisation
programmes carried out in the school.
It is also worth stressing that the demands of
National Qualifications in S4, S5 and S6 are
considerable and students are expected to
undertake several hours of work at home on a
regular basis. It is not advisable for a student
to attempt a number of National Qualification
courses and a demanding part-time job.
This is a recipe for overload and failure:
students who work long hours in a part-time
job are less likely to achieve good passes in
examinations. Although part-time work can
play an important role in preparing pupils for
life after school, we would urge all pupils and
parents to consider carefully the best way to
achieve the right balance between part-time
work and study.
14.5 Employment of Pupils
If a school is notified by a pupil that he/she
intends to take up part-time employment and
that this employment falls within the terms as
set out in “Part-time Employment: A Young
Person’s Guidelines”, there are procedures
for schools to follow. These procedures are
detailed within “Part-Time Employment of
Pupils – Procedures for Secondary Schools”
which is available on the Council Website.
Regulations governing the employment of
school children prohibit the employment of
children under the age of 13 (except by a
parent or guardian for light agricultural or
horticultural work). There are regulations
about the times and hours of employment
for children of 13 and over and they prohibit
work in certain occupations.
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Castle Douglas High School - Handbook
14.6 Images of Pupils
We regularly keep a record of school events,
with photographs of pupils featuring greatly.
On occasion, photos may appear in local
papers or media. The authority has a policy
on the use of images and you will be asked
to read this when your child enrols with us
and to clarify your consent with regard to the
publication of images of your child.
All schools in Dumfries and Galloway are
expected to record any unusual incidents or
concerns they may have about a child. Normally
this information will be shared with parents
or carers when issues of concern arise. This
information may also be shared with other
agencies, such as Social Work, if schools are
asked for it. This allows all agencies who come
into contact with children to make the best
decisions for each individual child and to make
sure they get the help they need when they
need it.
14.7 Use of Internet
As part of the whole learning process, we
allow pupils access to the Internet and e-mail.
The authority runs its own filter system to
ensure that young people are not at risk
from exposure to inappropriate material. This
filtering system is updated regularly.
If the school feels that any child may benefit
from assessment or support from another agency
and do not have child protection concerns they
will always talk to parents or carers about this
first.
14.8 Data Protection
Your child’s personal data will be held by the
school. All personal data is held on our secure
school management information system. We will
ensure that the information we hold is accurate
and up to date and each year you will be sent
an Update Form detailing the information held
by the school for you to check and update as
required.
Access to the school management information
system is by individual user and is password
protected. Furthermore, access to confidential
data is restricted to staff in school as
appropriate.
Your school will also ask for your consent to
take and use images of your child during the
course of the school year. This permission will be
obtained when your child starts school or at a
new school, but you can amend your permission
at any time by contacting the school office.
“Staff really have
the chance to teach
effectively as the pupils
are so actively engaged
in their learning here.”
Miss McClurg
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49
15. Useful Web Addresses
Website
www.castledouglashighschool.dumgal.sch.uk
Facebook
www.facebook.com/cdhighschool
Twitter
www.twitter.com/cdhighschool
D&G Council Policies
www/dumgal.gov.uk/index.aspx?articleid=7432
SQA
www.sqa.org.uk
SQA Exam Papers
www.sqa.org.uk/pastpapers
Education Scotland
www.educationscotland.gov.uk
GLOW
https://portal.glowscotland.org.uk/
Skills Development (Careers)
www.skillsdevelopmentscotland.co.uk
National Parent Forum
www.npfs.org.uk
NPF advice on NQ courses
www.npfs.org.uk/nationals-in-a-nutshell/
Government advice on Parent
Councils
www.gov.scot/publications/2007/08/09153454/9
Government advice on parents
working together with schools
www.gov.scot/Resource/Doc/147410/0038822.pdf
“The school is friendly
and welcoming and I
was really impressed by
how quickly they got to
know my child.”
Dawn Campbell
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Castle Douglas High School - Handbook
“My children have
always left the house
happy and found
their school day to be
enjoyable.”
Julia McCulloch
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Castle Douglas High School - Handbook
schools of ambition
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