Castlepark Primary School
Handbook
2015 – 2016
Castlepark Primary
School Carron Place
Castlepark
Irvine
North Ayrshire
KA12 9LQ
Tel 01294 279764
Fax 01294 32414
www.castlepark.northayrshireschools.co.uk
castlepark@ea.n-ayrshire.sch.uk
CONTENTS
Educational & Youth Employment
Introduction
School Aims
Staff Information
School Information
School Hours
School Holidays 2015 - 2016
School Uniform
School Security
Child Protection
Girfec (Getting It Right For Every Child)
Mobile Phones
School Meals
School Transport
Playground Supervision
Children leaving school premises at breaks
Curriculum for Excellence
Withdrawal
Psychological Service
Inclusion
Behaviour and Discipline
Reporting to Parents
Extra Curricular Activities
Additional Support for Learning
Equalities
Medical and Health Care
Registration and Enrolment
Class Structure
Transfer to Secondary School
Attendance/ Absence
Parent Forum/ Parent Council
Home/School Links
Adult Involvement
Homework
Reporting to Parents
Behaviour and Discipline
Extra Curricular Activities
School/Community
Listening and Learning
Data Protection Act 1984
Concerns
Information in Emergencies
Important Contacts
Statistical Data
Education & Youth Employment Services Statement
Our Overall Aim
To work in a sustainable way with our partners to build a better North
Ayrshire in which all citizens can participate, learn and contribute to the
community.
Our Values
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Excellence
Openness
Respect
Inclusion
Equity
Our Priorities
 Increasing Educational attainment and achievement.
 Developing confident individuals, responsible citizens, effective
contributors and successful learners.
 Increasing the number of young people moving to positive postschool destinations.
 Promoting better health and more physical activity.
 Reducing disadvantage and promoting equality.
 Empowering community through participation in cultural and lifelong
learning.
 Supporting the professional development of staff.
 Providing high quality facilities making best use of resources.
Dear Parents and Carers
On behalf of all of the staff at Castlepark Primary School, I should
like to welcome your child to our school community.
In Castlepark Primary, the learning and achievement of all children is
valued and high aspirations and ambitions are promoted.
We aim to provide a stimulating and caring environment where children
can acquire the knowledge, understanding and skills necessary to become
happy and successful members of society.
We value each child as an individual. We hope that the experiences
gained in our school give our children the self-esteem and confidence to
make considered choices and sensible decisions.
The information in this handbook is intended as a guide to all parents and
carers of new pupils.
Please do not hesitate to contact me if you have any problems or queries
connected with your child’s education.
Yours sincerely
Elynn Crone
Head Teacher (Interim)
Aims, Values & Priorities
Castlepark Primary School Aims
Castlepark Primary School Statement of School Aims
Castlepark Primary School strives to provide the best quality learning and
teaching in a happy, safe and secure environment, creating an ethos which
promotes positive behaviour and attitudes by valuing and supporting each
individual. We endeavour to promote education as an active partnership
between parents, pupils, teachers, support staff and all sectors of the wider
community in order to ensure that we help develop and educate our young
people and invest in them to become:
Successful Learners with enthusiasm and motivation for learning and
openness to new ideas and determined to reach high standards of
achievement
Confident Individuals with physical, mental and emotional well being, self
respect and ambition
Responsible Citizens with respect for others and a commitment to
participate responsibly in political, economic, social and cultural life whilst
developing a knowledge of the world and Scotland’s place in it
Effective Contributors with resilience and self-reliance who can
communicate, work in partnership and apply critical thinking, solve problems
and be enterprising and creative
The Curriculum/Learning
We aim to provide a positive learning experience for all.
We aim to achieve this by:
 providing a broad, well balanced curriculum following National
guidelines
 planning lessons based on assessment of previous learning
 adopting a variety of teaching methods and styles
 making provision for differentiation to motivate all pupils
Pupil Progress and Attainment
We aim to give each child challenging but achievable targets to ensure
progression and satisfaction.
We aim to achieve this by:
 setting realistic targets based on continuous assessment, both
formal and informal
 planning appropriate learning programmes which are regularly
monitored and evaluated
 reporting to parents through Parents' Meetings and written
reports
 passing on information when a pupil moves on to another teacher
Resources/Accommodation
We aim to manage all available resources efficiently.
We aim to do this by:
 making the best possible use of all current resources
 having a systematic approach to ordering, cataloguing and storing
resources
 providing a centralised resource area which is easily accessed by
staff
 effective time tabling of accommodation
Ethos
We aim to have a well disciplined and happy atmosphere within the school.
We aim to do this by:
 having a clearly defined policy which encourages positive behaviour
 promoting positive attitudes towards self and others
 creating a welcoming, stimulating environment for pupils, parents
and staff
 encouraging good manners and mutual respect
Links with Parents/Community
We aim to create positive relationships with parents and the community.
We aim to do this by:
 involving parents as partners in their children's learning
 encouraging parents to take part in the life of the school
 communicating effectively through spoken and written means
 using expertise within the parent body and local community as an
educational resource
Staff Management
We aim to promote a high level of morale throughout the staff.
We aim to achieve this by:
 ensuring effective communication among all staff
 providing opportunities for personal and professional development
 creating opportunities for team building
 promoting an atmosphere of trust, whereby staff feel confident in
the process of self evaluation
Staffing
Head Teacher (Interim)
Depute Head Teacher
Depute Head Teacher
Class Teachers:
Mrs Smith
Miss S Davies
Mrs A Corrigan
Mr Todd
Miss Ashwood
Mrs Parker / Mrs McKellar
Mrs Caldwell
Mrs Drysdale
Vacancy
Mrs Dalziel
Mrs Wylie
Mrs L Cardwell (Principal Teacher)
Mrs R Robertson (Principal Teacher)
Miss M Hornsby
Mr Falconer
Mrs Davidson
Mrs Crone
Mrs Brabbs
Mrs Wilson
P1A
P1B
P1C
P1D
P2A
P2B
P3/2
P3
P4
P4/3
P5/4
P5
P6/5
P6
P7/6
P7
Ms Bellshaw
Mrs Fairfull
Mrs Mackenzie
Mrs McDougal
Mrs Bell
Practitioner
Pupil Support Teacher
Pupil Support Teacher
PE Specialist
Music Specialist
Nurture
Visiting Music Instructors
Mr R Watson
Mrs McFadgen
Mrs Robinson
Mr G Sharp
Janitor
Mr J Brisco
Clerical Staff
Mrs L Coia
Mrs Breckenridge
Classroom Assistants
Mrs G McNeil
Mrs C McPherson
Mrs
Mrs
Mrs
Mrs
Hlibyczuk
Burns
Regan
Breckenridge
Catering Staff
Mrs Scott
Mrs Gaw
Mrs Lyndsay
Mrs Eldridge
Mrs Black
Mrs Cook
Mrs Campbell
Cleaning Staff
Mrs Gaw
Mrs Knox
Mrs Cooney
The school leadership team all have a responsibility for management and
pastoral care. Each post also carries a curricular remit, which may
change in accordance with school priorities. Currently the remits are Head Teacher
Whole School Management
Quality Improvement
Raising Attainment
Child Protection
Looked After Children
Assessment & Tracking
Curriculum for Excellence
Promoting Leadership
Continuing Professional Development
Monitoring and Evaluating
Professional Review & Development
Depute Head
Additional Support for Learning
Enterprise & Determined to Succeed
Religious & Moral Education
ICT
Monitoring and Evaluating Planning and Practice
Professional Review & Development
Depute Head
Nursery/P1 Transition
Primary/Secondary Transition
Mathematics
Educational Visits including Residential
School Website
Monitoring and Evaluating Practice
Professional Review & Development
Principal Teacher
Literacy & Reading
Art and Design
Display
Principal Teacher
Probationer Teachers & Student placements
Health & Wellbeing
Physical Education
Sport
School Information
Castlepark Primary School
Address
Carron Place
Irvine
KA12 9LQ
Telephone number
01294 279764
Fax Number
01294 312414
E-mail
castlepark@ea.n-ayrshire.sch.uk
School website
www.castlepark.northayrshireschools.co.uk
Capacity
500
Present Roll
385
Current Roll per year group:
Primary 1
Primary 2
Primary 3
Primary 4
77
53
54
63
Primary 5
Primary 6
Primary 7
47
50
41
Denominational Status
Non-denominational
Co-educational
Associated Secondary School
Irvine Royal Academy
Kilwinning Road
Irvine
KA12 8SJ
School Information (continued)
Castlepark Primary School is situated on the north side of the town of Irvine
and serves the area from which its name is derived. The school, community
centre and nearby nursery are focal points in the community of Castlepark. The
school is a non denominational primary school, catering for boys and girls from
around 5 years to 12 years of age.
The school was refurbished and extended in 2013. The new facility offers an
excellent learning and teaching environment in which to deliver a Curriculum
for Excellence.
All facilities are accommodated within one large building. Surrounding the school
is a playground, grass area, gardens and car park.
The school has a working capacity of 500 pupils, with the current roll standing
at approximately 385. Pupils are taught in semi open-plan teaching areas
although within the facility there are several “closed” rooms. Children in the
Infant department are supported by a specialist Early Years teacher who works
closely with P1 class teachers. Pupil Support teachers are also part of the
school staffing complement. We also have the services of classroom assistants
to further enhance and support learning and teaching. The school is
appropriately staffed with clerical assistants.
The school is well resourced to implement national and local policies and
guidelines. We are therefore able to offer our pupils a high standard of
education which we trust will prepare them well for the future.
Castlepark Primary works in conjunction with the Irvine Royal Academy cluster
schools to adopt and further develop an interagency approach with the clear aim
of enhancing pupil attainment. This involves working together with Ayrshire &
Arran Health Board, Social Services and Police who can provide our young people
with the opportunities to achieve greater success.
Through our continued close community links and parental support we provide all
our pupils with an appropriate, high quality education, equipping them to face the
challenges within and outwith school.
School Day
Open
Interval
Early Lunch
Late Lunch
Close
9.00am
10.45am–11.00am
12.25pm - 1.10pm
12.45pm–1.30pm
3.00pm
Latecoming
At Castlepark Primary a security system is in operation and it would be
helpful if pupils could arrive at school on time. Latecomers miss out on
teaching time as well as disrupting the class for others. If pupils arrive
late, the outside doors and security doors will be locked, so pupils should
come to the dining hall doors where a member of staff will be waiting to
meet them. In extreme late-coming, pupils should come to the main
entrance and use the entry bell.
Parents will be kept informed of any unsatisfactory pattern of late coming,
and your support in prevention of this is greatly appreciated.
The School Year
FIRST TERM
Teachers Return
Pupils Return
In-Service Day
October Holiday
SECOND TERM
In-Service Day
Re-open
Local Holiday
Local Holiday
Closed for Christmas
THIRD TERM
Re-open Teachers/Pupils Return
Local Holiday close
Monday 17 August 2015
Tuesday 18 August 2015
Monday 21 September 2015
Monday 12 October 2015 to
Friday 16 October 2015
Monday 19 October 2015
Tuesday 20 October 2015
Friday 13 November 2015
Monday 16 November 2015
Wednesday 23 December 2015
(2.30pm)
Monday 4 January 2016
Friday 12 February 2016
Monday 15 February 2016
FOURTH TERM
In-Service Day
Pupils Return
Easter Holiday
Tuesday 16 February 2016
Wednesday 17 February 2016
Monday 4 April 2016
FIFTH TERM
Teachers/Pupils Return
May Day
In-Service Day
Local Holiday
Monday 18 April 2016
Monday 2 May 2016
Friday 27 May 2016
Friday 30 May 2016
School Closes
Teachers Return
Pupils Return
Wednesday 29 June 2016 (1.00pm)
Tuesday 16 August 2016
Wednesday 17 August 2016
Dress Code
It is the policy of North Ayrshire Council to support the introduction
of a reasonable and flexible dress code in its area. The Council
encourages each school to adopt its own code, after discussion with
parents, pupils and the Parent Council.
The Council believes that establishing a school dress code has many
benefits. These include, improvements in safety, security, discipline,
school and community spirit and a decrease in bullying and in expense for
parents.
The Council will support schools in encouraging and helping pupils to
conform to the chosen dress code. Some type of clothing will not be
allowed at school in any circumstances, for reasons of safety, decency or
discipline.
Types of clothing which will not be allowed include:-
Clothes which are a health and safety risk.
Clothes which damage the school building.
Clothes which may provoke other pupils.
Clothes which are offensive or indecent.
Clothes which slogans/logos which encourage or promote the use of
alcohol or tobacco.
The Council will support schools taking disciplinary procedures against
pupils in serious or persistent cases.
Parents receiving job seekers’ allowance or income support, family credit,
housing benefit or council tax rebate will normally be entitled to grants
for footwear and clothing and free meals for their children. Information
& application forms (which need to be completed every year) may be
obtained from schools or from the Area Registration Office, 106
Bridgegate House, Irvine, KA12 8BD.
Our school policy is to encourage and help, if necessary, all pupils to
adhere to our dress code.
The royal blue school sweatshirts, v necks, cardigans, polo shirts, ties
and gym bags can be purchased from the school. Black or dark grey
straight legged trousers/skirts, along with white or blue shirts and the
school ties also form part of our school dress.
Dress Code for PE
Pupils are required to wear suitable clothing for PE. Shorts and T – shirts
with soft shoes, (plimsolls please and not trainers) for indoor activities.
We adhere strictly to health and safety guidelines and pupils must
remove any item that may cause danger, i.e. metal buckles, jewellery.
These items are the responsibility of the pupil.
Long hair should be tied back.
Personal Belongings
It is appreciated that parents and pupils may be distressed over the
ccasional loss of pupil’s clothing and/or personal belongings. Parents are
asked to assist by ensuring that valuable items of clothing or personal
belongings are NOT brought to school.
Parents should note that the authority does not carry insurance to
cover the loss of such items.
When items have been lost please contact Mr Brisco, the janitor.
Please make sure that all articles brought to school are clearly
marked with the child’s name.
School Security
North Ayrshire Council has introduced procedures to ensure the safety and
security of children and staff when attending or working in a school.
A number of security measures are used including the use of a visitor’s
book, badges and escorts while visitors are within the school building.
Every visitor has to sign the visitors’ book and wear a badge. On leaving
school, they are asked to return their badge and sign out in the
visitors’ book. This system of registration also serves as a Fire
Register.
Normally, anyone calling at a school for any reason will be asked to report
to the school office. Access is by the main entrance only. The school
office staff will make any necessary arrangements in connection with your
visit to the school.
The security system (closed circuit monitor) now in place at the main
entrance operates when you press the buzzer and office staff will
control the door via an internal key pad. On hearing the release
signal, please pull door open.
Child Protection
Education & Youth Employment services has a fundamental duty to
contribute to the care and safety of all children and young people in
North Ayrshire. In fulfilling this duty, the service must engage in
close partnership with parents/ carers and relevant agencies,
primarily Social Services and Health and where appropriate the
Scottish Children's Reporter's Administration Service will work in
partnerships with a number of levels within the establishment or
school, within the cluster or local area and through integrated
Children's Services and Community Health Partnership.
The Standard Circular entitled “Protecting North Ayrshire Children”
provides guidance for policy and practice within all educational
establishments. The Council is one of the key partners in North Ayrshire
Child Protection Committee, a multi-agency group which takes the lead
role in ensuring that our children and young people are cared for,
protected from harm and grow up in a safe environment.
Each school has a named Child Protection Co-ordinator who is the main
point of contact for school staff and for external agencies seeking
contact with the school on child protection matters. There is an
extensive staff training programme available to staff and, in addition, at
the beginning of each school session all staff receive an update on child
protection policies and procedures.
Getting it Right for Every Child (GIRFEC)
Getting it right for every child (GIRFEC) 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.
Taking a ‘Getting it Right for Every Child’ approach to supporting every
child is a priority within our school and we aim to assist every child in our
school to reach their potential in each of the areas listed below;
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Healthy - Experiencing the highest standards of physical and mental
health, and supported to make healthy safe choices.
Achieving - Receiving support and guidance in their learning
Nurtured – Having a nurturing and stimulating place to learn
Active – Offering opportunities to take part in a wide range of
activities
Respected – To be given a voice and involved in the decisions that
affect their well-being
Responsible – Taking an active role within the school
Included – Receiving help and guidance to overcome social,
educational, physical and economic inequalities; accepted as full
members of the communities in which they live and learn
And above all, to be safe … protected from abuse, neglect or harm
For more information on Getting it Right for every Child in North
Ayrshire go to www.girfecna.co.uk
Mobile Phones
While the benefits of mobile phones are recognised , they can be a
serious distraction to learning. Therefore, we discourage pupils from
bringing phones to school.
Pupils whose mobile phones disrupt lessons can have them confiscated
until the end of the school day. Repeated disruption may result in phones
being retained until uplifted by a parent.
Inappropriate use of text messages and/or photographs whilst in school
may be treated as a breach of school discipline or a serious incident
which could be referred to the police.
Meals
Midday meals are provided daily in the school dining hall. There is a
wide choice of main courses including desserts, fruit and soup. The
cost for a meal, dessert and flavoured milk is £1.90 per day. Special
dietary requirements can also be provided for. Please send in a
medical line or a note from your G.P.
The school dining hall operates a cashless system. The machine for prepayment is situated in the main foyer at the front entrance of the
school.
An area of the dining hall is allocated to children who bring a packed lunch
to eat in school. Fizzy drinks, cans and glass bottles should not be
brought to school as these could cause an accident – e.g. cuts from cans
or broken glass. Please bring packed lunch in a named lunch box so that it
can be placed on the trolley.
To apply for Footwear/Clothing Grants and Free School Meals please
call 01294 310000 and a Customer Adviser will process your
application over the telephone.
Only those children whose parents receive job seeker’s allowance or
income support will be entitled to free milk. Milk will, however, be
available for purchase in the school dining hall during the lunch period.
No pupil is allowed out of school without permission during school hours;
this includes “packed lunch” as well as “school meals” pupils, who must
remain in school during the entire lunch break.
Playtime Snacks
If you are giving your child a snack at interval, please restrict what you
give to her/him to one item.
A healthy breakfast is far more important.
To prevent damage to books from spillage, all drinks and packed lunches
must be put in the lunch box and kept in the lunch trolley. Please do not
send fizzy drinks to school. Children are able to drink from the school
water fountains and jugs of water are freely available in the dinner hall at
lunchtimes.
Plastic bottles of plain water with special non spill caps can be brought
into class by all pupils. Children are not allowed to visit lunch trolleys at
playtime.
Transport
North Ayrshire Council has a policy of providing free transport to all
primary pupils who live more than two miles from their catchment area
school by the recognised shortest safe walking route. Parents and Carers
who consider they are eligible should obtain an application form from the
school or from the Area Registration Offices. These forms should be
completed and returned before the end of February for those pupils
beginning school in August to enable the appropriate arrangements to be
made.
Applications may be submitted at any time throughout the school year but
may be subject to delay whilst arrangements are made.
The appropriate officer has discretion in special circumstances to grant
permission for pupils to travel in transport provided by the authority,
where spare places are available and no additional costs are incurred.
Pick-Up Points
Where free transport is provided it may be necessary for pupils to walk a
certain distance to the vehicle pick-up point. Walking distance in total,
including the distance from home to the pick-up point and from the dropoff point to the school in any one direction will not exceed the authority’s
limits (see above paragraph). It is the responsibility of parents to ensure
that their child arrives at the pick-up point on time. It is also the parent’s
responsibility to ensure the child behaves in a safe and acceptable manner
while boarding, travelling in and alighting from the vehicle. Misbehaviour
can result in your child losing the right to free transport.
Placing Requests
North Ayrshire Council does not provide transport for those pupils in
receipt of a placing request other than in exceptional circumstances.
Parental Responsibility
It is the parent’s duty to ensure that their children know and can use all
road safety procedures.
At school, pupils must enter and leave only by the two pedestrian gates
and a side gate at the bridge. They must walk across the car park at the
Zebra crossing.
If you drive your child to school
Please remember that the car park is for staff and service vehicles only
during school hors. Mr Brisco has been asked to monitor the use of the
car park and for the safety of all children, please do not enter the
school premises in your car.
Children and parents are asked to use the pedestrian paths at entry and
exit times. Pupils are instructed NOT to use the car park at any time for
access.
Playground Supervision
An adult presence is provided in playgrounds at break times in terms of
the Schools (Safety & Supervision of Pupils) (Scotland) Regulations 1990.
Classroom Assistants and the Janitor are always on duty during intervals.
and are supported by other supervisors. Promoted members of staff are
on duty during both intervals.
Inclement Weather
Children are not expected to stay outside to play when it the weather is
wet and supervision is provided during the interval and lunchtime. We
would ask that children are kept at home until the last moment when
there is very heavy rain or strong winds. The school is open from
8.50am to allow access in the event of inclement weather.
Children Leaving School Premises at Breaks
Schools have a duty to look after the welfare of their pupils. This means
that the staff should take the same care of pupils as a sensible parent
would take, and includes taking reasonable care of pupils’ safety during
intervals and lunch times. It is the policy of North Ayrshire Council that
pupils should not leave the school ground at intervals. Primary pupils
should only leave school grounds at lunch times when they are going home
with their parents’ consent. Parents should encourage their children to
follow these rules in the interests of safety. The Council meets the terms
of the legal requirement that pupils be supervised in the playground by at
least one adult during the interval or lunchtime if there are fifty or more
pupils at the school. An adult presence is provided in the playground at
break times. ‘Schools (Safety & Supervision of Pupils) (Scotland)
Regulations 1990’.
Our school policy is that no pupil is allowed out of school without
permission during school hours. Children will not be released from school
during school hours unless collected by a responsible adult.
Please try and let your children enter the playground on their own. Our
children are supervised from 8.50am. Children are encouraged to be active
in playing games at break times, supervised by classroom assistants and
the Janitor. Their duties are overseen by the Senior Management Team.
Our policy is to afford pupils a safe, caring environment both within
the school building and in the playground.
Curriculum for Excellence
Curriculum for Excellence (CfE) enables professionals to teach subjects
creatively, to work together across the school and with other schools.
Teachers and practitioners will share information to plan a child's
“learning journey” from 3-18, ensuring children continue to work at a pace
they can cope with and with challenge they can thrive on.
Curriculum for Excellence is intended to balance the importance of
knowledge and skills.
Every child is entitled to a broad, general education where every single
teacher and practitioner will be responsible for literacy and numeracy.
There is an emphasis too on health and wellbeing - to ensure that the
school is a place where children feel safe and secure.
CfE 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. 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.
There are a number of ways of assessing progress and ensuring children
achieve their potential. Ultimately, Curriculum for Excellence aims is 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.
Principles of Curriculum Design
CfE is designed to ensure that children are involved in a curriculum which
provides:
Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
Curriculum Areas
Your child will studies a number of different subjects at school and these
are grouped as follows:
Health and Wellbeing
Languages
Mathematics
Sciences
Expressive Arts
Social Subjects
Technologies
Religious and Moral Education
As well as the curriculum areas, all professionals who work with children
have a responsibility to develop, reinforce and extend skills across
learning in health and wellbeing, literacy and numeracy.
The curricular areas are organised into the experiences pupils will engage
in and the learning outcomes they will achieve.
Curriculum areas are not structures for timetabling. A Curriculum for
Excellence allows us to have the freedom to think creatively about how
the experiences and outcomes might be planned. This encourages deep,
sustained planning from our staff who strive to meet the needs of their
children and young people.
There are five curriculum Levels, which in general should be attained as
follows:
Early
Pre-School and P1
First
P2 to P4
Second
P5 to P7
Third and Fourth S1-S3
Learning & Teaching
In Castlepark Primary School we use a Critical Skills approach to learning
teaching. This approach develops pupils’ skills in decision-making,
collaboration, presenting and evaluating. These skills are proven to be
the necessary requirements for young people entering society and the
world of work. Furthermore, the philosophy behind the Critical Skills
Approach completely supports the principles of Curriculum for Excellence.
During this coming Session you will have the opportunity to find out more
about Curriculum for Excellence and how best to support your child.
WITHDRAWAL
Under the terms of the Education (Scotland) Act 1980, parents have the
right to ask for their child to be withdrawn from religious observance.
The school will deal with such requests with sensitivity and understanding.
The head teacher will offer to meet with any parent wishing to withdraw
their child to ensure that they are clear about the school policy on
religious observance.
In particular, parents should be reassured that the religious observance
planned by the school adopts an open and respectful approach and does
not seek to compromise the beliefs of any pupils or their families.
Where a child is withdrawn from religious observance, suitable
arrangements will be made for the pupil to participate in a worthwhile
alternative activity.
Educational Psychological Service
The Educational Psychological service in North Ayrshire contributes to
the aims of the Education & Youth Employment Service by improving
outcomes for children and young people. Educational psychologists work
together with teachers, parents and other professionals to help
children and young people make the most of their lives, particularly in
educational settings.
When does an educational psychologist become involved?
Your child’s school already has a system of staged intervention for
identifying, assessing, monitoring and reviewing the ongoing progress of
all children and young people. As part of this wider system of support,
each school has a link educational psychologist who visits on a regular
basis.
When concerns arise about a particular pupil the school takes action to
address these concerns. If the concerns continue, school staff may have
an informal discussion with the educational psychologist. However, if the
educational psychologist is to become more involved this will be discussed
with you beforehand by school staff and a joint meeting arranged.
Through this process the educational psychologist can contribute to the
ongoing assessment and support for your child.
Inclusion
The “Standards in Scotland’s Schools etc. Act 2000” (Section 15) gives every child and
young person in Scotland the right to have their educational needs met within their local
mainstream school. This right is seen as part of the individual rights enshrined within
Scottish educational law.
There are three “exceptional” circumstances where alternative educational settings can be
considered:

Where mainstream education in the local school is not in the best interests of the
child or young person

Where the sound and efficient education of other children in the school would be
compromised by the child’s presence in the class/school

Where to educate the child in the local mainstream school would require
unreasonable public expenditure
Alternative educational planning for a child or young person is required to demonstrate the
influence of one or more of these exceptional circumstances before it would be deemed
lawful to proceed to consider this.
The Education (Disability Strategies and Pupils’ Educational Records)
(Scotland) Act, October 2002, requires local education authorities to prepare and
implement accessibility strategies to improve, over time, access to education for young
people with disabilities. Access covers:

The physical building and grounds

The curriculum (both formal and informal)

Information on any educational planning that might affect the child’s/young
person’s education
The Disability Discrimination Act (1995 and as amended 2005) and the Disability Equality
Duties (2006) require all public bodies to ensure that no child or young person within an
educational establishment is put at a significant disadvantage or treated less fairly than
their peers because of any reason relating to their disability.
The Education (Additional Support for Learning) (Scotland) (2004,2009) Act sets out
certain duties on local education authorities and confers certain rights on children and
their parents. These duties include the need to:

Identify, assess and address the need for additional support for any child or young
person failing to benefit from school education, for whatever reason

Seek and take account of the views of the child or young person on issues relating
to their education

Engage in helpful partnership working with parents/carers and staff from other
agencies
These are the various pieces of legislation that support the right to inclusion and that
define the main features of that right.
In North Ayrshire educational establishments, Staged Intervention supports early
identification of need and earliest possible building of positive partnerships.
Additional Support Needs
Any child who needs more or different support to what is normally provided in
schools or pre-schools is said to have ‘additional support needs’. This includes
children who may need extra help with their education as a result of issues arising
from social and emotional difficulties, bullying, physical disability, having English as
an additional language, a sensory impairment or communication difficulty.
The Additional Support for Learning Act
The Education (Additional Support for Learning) (Scotland) Act 2004 came into
force in November 2005. In June 2009, the Act was amended. These amendments
form the Education (Additional Support for Learning) (Scotland) Act 2009 and
came into force on November 2010.
Summary of the main provisions of the Act




The Act provides the legal framework underpinning the system for supporting
children and young people in their school education, and their families.
This framework is based on the idea of additional support needs. This broad
and inclusive term applies to children or young people who, for whatever
reason, require additional support, long or short term, in order to help them
make the most of their school education and to be included fully in their
learning.
The 2009 Act automatically deems that all looked after children and young
people have additional support needs unless the education authority determine
that they do not require additional support in order to benefit from school
education.
In addition, education authorities must consider whether each looked after
child or young person for whose school education they are responsible requires
a co-ordinated support plan.
What North Ayrshire Council does to meet its duties under the
‘Additional Support for Learning’ legislation
North Ayrshire must assess any pupil with additional support needs and provide
with any support necessary for them to benefit fully from their education. All the
evidence says that it is best to intervene early to prevent any difficulties
developing and taking root. For example by making sure reading is very well taught
and that all pupil gets encouragement and support at home we can hopefully reduce
later difficulties. Whatever the type of challenge that arises, it is important to
detect it early, develop a shared understanding of what is needed (the school may
request extra specialised help to do this) and take action to help to pupil achieve.
Whenever we start this process for any child or young person, we will always
explain to them and to their parents/carers what our concerns are and what we
will do to help
The school can get support from a range of visiting professionals including
Educational Psychologists. These professionals are regularly in all schools and
teachers and others will ask for informal advice on supporting pupils for example
on the best way to support a pupil who is having difficulties with reading. If the
school wants more detailed individual help then they would talk to you about
formally involving the educational psychologist. The educational psychologist can
only be involved in seeing your child after seeking your agreement to this.
For a few children and young people their needs are so complex that professionals
from two or more agencies need to work together over a significant length of time
to enable the child to benefit from school education. Where this is needed, the
child or young person will have a plan to co-ordinate the various actions of these
professionals: for this reason it is called a Co-ordinate Support Plan.
Where a child or young person has additional support needs, extra planning is required
every time there is a move to a new class, new school or college. How far ahead this
transition planning needs to start depends on the particular type of needs but for most
children and young people with Additional Support Needs transition planning should
start at least one year before the date of the planned move.
Dispute Resolution Procedures
You may feel that things are not being done properly to support your child. If you feel
like this then the Council has a range of ways to work with you to resolve any issues.
You can ask at any time for a copy of the booklet called ‘Resolving Disagreements’. This
booklet will give you ways to make sure your concerns are listened to and addressed.
Data Protection
The school and the educational psychology service are required to keep records which
are, of course, available to you. These records are strictly confidential however both
schools and educational psychology are subject to inspection by Her Majesties
Inspectors of Education who may look at confidential files in order to make sure
children and families are getting the best possible service.
Further Support
The following organisations are able to provide advice, further information and
support to parents of children and young people with ASN.
1. Enquire: Scottish Advice and Information Service for Additional Support for
Learning
Website: http://enquire.org.uk/
Helpline: 0845 123 2303
Email: info@enquire.org.uk
2. Scottish Independent Advocacy Alliance
Website: http://www.siaa.org.uk/
Telephone: 0131 260 5380
Email: enquiry@siaa.org.uk
3. Scottish Child Law Centre
Website: http://www.sclc.org.uk/
Telephone: 0131 667 6333
Email: enquiries@sclc.org.uk
Parents are informed of any specific problems and are encouraged to
come and discuss their child’s progress at any time. The interest and cooperation of parents is of immense value in helping the child.
Most support teaching is carried out in groups and, where children are
having difficulty in mastering an idea or achieving a skill, the teacher will
plan their work to provide the appropriate support - additional teaching,
alternative materials, use of ICT, etc. A range of appropriate strategies
are employed to create effective learning and teaching situations.
Where a child has a specific difficulty, the Class Teacher and Additional
Support Co-ordinator (Depute Head Teacher) will discuss this together
and devise an appropriate programme to help support the child. The
programme is monitored on a regular basis and changed when necessary.
The school has the support and co-operation of specialist agencies.
Their help may be sought for consultation and assistance e.g. Educational
Psychologist, Speech and Language Therapist, School Nurse, Community
Nurse, Paediatrician and Area Learning Support Teacher.
At present, we have two part-time Learning Support teachers who work
with groups and individuals to assist with literacy, mathematics.
Equalities Provision
In line with NAC policy, educational provision is open to all pupils,
regardless of sex, age, religion, race, disability or any other potential
barrier and all reasonable measures will be taken to ensure that
the curriculum is available to every child. Schools also have a duty to
promote equality and to eliminate racist and other discriminatory
behaviours.
The Gender Equality Duty came into force in April 2007 (in addition to
the Race Equality Duty and the Disability Equality Duty). Schools have an
obligation to implement these duties and to report annually on progress
being made in this regard. It should be noted that under the gender
Equality Duty, schools have an obligation to encourage both parents to
play an active role in their children’s education. If parents have concerns
about this duty in relation to their child, they should contact the school
in order to discuss the matter.
At Castlepark Primary we aim to provide children with an educational and
social environment which will enable them all to reach their full potential
irrespective of race, background sex or religion.
Castlepark Primary School is committed to pursuing equality of
opportunity for all by:
 Developing an ethos in which everyone feels valued, safe and
respected.
 Embracing initiatives which address the differing needs of specific
groups.
 Implementing procedures, including counselling, to deal with and
reduce incidents of discrimination, bulling and harassment.
 Providing a curriculum which appropriately engages and challenges all
learners
Medical & Health Care
Medical examinations are carried out at various times during a child’s
primary school years. Parents are given notice of these and encouraged to
attend. Vision and hearing tests and dental examinations (which parents
need not attend) are also carried out and parents informed of any
recommended action or treatment. All examinations are carried out by
Ayrshire and Arran Health Board staff.
Parents should notify the school of any medical requirements or allergies
that their child may have. If medication is required it is better if this can
be provided outwith the school day – but in cases where it is necessary
during the school day, parents should contact the school to make
appropriate arrangements for this.
Staff are NOT obliged to administer medicine to pupils but parents
may have access to school to do so themselves.
If a pupil becomes ill or has an accident at school which requires them to
be sent home or for treatment, First Aid will be provided and parents or
carers contacted. For this reason, it is important that the school has
contact details for parents/carers and additional contact persons in case
parents/carers cannot be reached.
This information should be updated as required. Children will not be sent
home unaccompanied.
In cases of injury to a child where hospital attention may be necessary,
the child may have to be taken there without delay. This would be done
under the care of the school staff and parents/carers contacted
immediately.
It is imperative that parents keep the school fully informed about any
medical condition affecting their children. You have the opportunity to do
this each session when the ‘data updates’ come home.
If your child has need of an inhaler in school, please ensure that this has
his/her name clearly marked on it.
Inhalers should go with your child on every outing from school.
Please check the expiry dates on these regularly.
Registration & Enrolment
Enrolment takes place annually in January. Dates and details are given in
the local press. Children who reach the age of 5 years before the end of
February of the following year are eligible for enrolment for the Primary
1 class beginning in August each year. Children who live in the catchment
area of a particular school are required to enrol at that school where
they will be informed of their right to make a placing request to another
school of their choice and will be informed of the conditions pertaining to
this.
During the summer term parents of children about to enter the beginners’
classes in August will be invited to meet each other informally and be
given some information about the learning programme in Primary 1. For
the child there is an opportunity to experience some school activities.
This is also an occasion for parents to meet socially with staff and other
parents. School routines and arrangements will be discussed.
Parents who are seeking a place in the school for their children at any
stage can arrange a visit to view the school and ask any questions they
may have. Please make an appointment, either by post or by telephone,
with the Head Teacher.
The Structure Of Classes
Primary schools educate pupils at seven broad year stages, Primary 7.
A year stage is defined as a group of pupils entering primary education
at a common date.
Schools are staffed based on the total number of pupils. However, the
numbers of pupils each year stage will vary. This means that head
teachers are required to organise classes to make best use of available
staff, resources and space to the benefit of all children in the school.
Pupils may, therefore, be taught in a single stage class or a composite
class where two or more year stages are grouped together. This may also
change as pupils move from one year to the next.
National guidelines on the curriculum indicate that pupils should progress
through learning experiences tailored to their own needs and abilities.
This means that pupils in all classes follow programmes designed to help
them progress at their own level. This applies to all pupils regardless of
whether or not they are in a composite or single year stage class.
The national agreement on class sizes states that the maximum number of
pupils in a class is 25 in P1 - P3 and 33 in P4 - P7. In a composite class,
the maximum number is 25.
Further information may be obtained in “Composite Classes - A Guide for
Parents” available in school.
Transfer From Primary To Secondary School
Pupils are normally transferred between the ages of 11 1/2 and
12 ½ so that they will have the opportunity to complete at least
four years of secondary education. The children of Castlepark
Primary normally transfer to: Irvine Royal Academy, Kilwinning
Road, Irvine KA12 8SJ Tel 01294 278756
While parents have the right to enrol their children at a secondary school
of their choice within the regulation governing placing requests, it should
be borne in mind that liaison arrangements exist between Castlepark
Primary and Irvine Royal Academy.
In November/ December class visits are made to P7 classes by staff and
former pupils and parents are invited to a meeting to discuss what
happens when their child transfers to Irvine Royal. These arrangements
ensure as smooth a transition as possible for the children and that their
education will be a continuous process from primary into secondary.
Parents will be informed of transfer arrangement not later than
December of the year preceding the date of transfer at the start of
the new session.
Attendance and Absence
All parents of a child of school age have a duty to ensure that their child
attends school regularly. Attendance is recorded twice a day, morning and
afternoon.
First Day Absence
North Ayrshire Council and Castlepark Primary would like the following
procedures to be followed.
i.
If a child is to be absent for some planned reason (e.g. doctor’s
appointment) parents are asked to let the school know on or before
the first morning of the absence.
ii.
If a child is unwell and has to say off school suddenly then parents
are asked to contact the school by 9.30am on the first day of
absence either by phone or a note sent in by a family member.
iii.
If no reason for a child’s absence is forthcoming by 9.30am on the
first day of absence then the school will attempt to contact the
parents in order that the child’s well being can be established. This
needs the full co-operation of all parents.
It would help our staff if you could phone us – please ensure that
your contact details are up to date.
iv.
If the school is unable to establish the whereabouts of a child by
v.
10.00am then the welfare officer will be involved to establish the
safety and whereabouts of the child, confirm that the parents are
aware of these procedures and report back to schools as soon as
possible.
A note should be sent with your child when he/she returns to
school if a note has not already been sent to school.
Please try to get your child to school on time. When they are late,
they miss important teaching points and disturb the rest of the
class.
vi.
Where a child has attended school in the morning but has to be absent
in the afternoon it is advisable that a telephone call is made to the school
that afternoon, especially in the case of young children. In this way a
check is made that a child has not “gone missing” on the way to school.
Please insist that your child attends school on the last day of term.
Holidays
Every effort should be made to avoid family holidays during term time
as this both disrupts the child’s education and reduces learning time.
Parents should inform the school by letter, before going on holiday, of
the dates. Such absence will be authorised only where certain and very
specific family circumstances exist.
Attendance/Absence Data
Absence rates are calculated as a percentage of the total possible
attendances for all pupils of the school in the stage shown, each
morning and afternoon of each school day being a separate possible
attendance.
At Castlepark, an attendance rate of less than 90% and more than 9 late
comings is unsatisfactory and parents will be contacted. The school
attendance officer will be asked to investigate unexplained absences and
the Authority has the power to write to, interview, prosecute parents or
to refer pupils to the Reporter to the Children’s Panel.
If a child is to be dismissed early from school for any reason e.g. for a
dental appointment then the school must be informed in writing. Children
will not be released from school unless collected by a responsible
adult.
Senior Pupils are not normally admitted to school before 8.55am. Some
pupils like to come earlier, but we would ask you not to send your child
before 8.45am.
We all on occasions ‘sleep in’ but please send your child to school however
late. Pupils arriving late should enter by the dinner hall doors until
approximately 9.15am and the after that by the main door as the other
doors are closed for security reasons at 9am and immediately after every
interval.
Parent Forum and Parent Council
The Scottish Parliament has passed a law called the Scottish Schools
(Parental Involvement) Act 2006 to encourage and support more parents
to become involved in their children’s education.
The main aims of the Act are to:
 Help parents become more involved with their child’s education and
learning.
 Welcome parents as active participants in the life of the school.
 Provide easier ways for parents to express their views and wishes.
To help achieve these aims, all parents will automatically be members of
the Parent Forum at their children’s school and are entitled to have a say
in selecting the Parent Council (the representative body). As a member of
the Parent Forum, parents will have a say in selecting the Parent Council
(the representative body) to work on behalf of all parents at the school.
The objectives of the Parent Council are:
 To work in partnership with staff to create a welcoming school
which is inclusive to all parents.
 To promote partnership between the school, its pupils and all its
parents.
 To develop & engage in activities which support the education &
welfare of the pupils.
 To identify and represent the view of parents on the education
provided by the school and other matters affecting the education
and welfare of pupils.
 To be involved in the recruitment process for appointing the Head
Teacher and Depute Head Teacher of the school.
The Parent Council has not been very active in fairly recent times.
However, recently we have been fortunate to attract interest from a
number of enthusiastic parents. Office bearers have still to be appointed
and will be communicated to you shortly. If you are interested in joining
the Parent Council, please contact the Head Teacher.
Any parent or carer of a child at the school can volunteer to be a member
of the Parent Council. The Head Teacher is the professional advisor to
the Parent Council and has a right to attend and speak at Parent Council
or Parent Forum meetings.
For more information on the Parental Involvement Act or to find out
about parents as partners in their children’s learning, please contact the
school or North Ayrshire Council Education Services or visit the
Parentzone web site on www.parentzonescotland.gov.uk.
Home/School Links
Parents’ support, involvement and encouragement is of paramount
importance and every effort is made to keep lines of communication open.
We see home and school as being in partnership to provide the best
education possible for our children.
Parents are made welcome at any time in the school. A member of the
promoted staff will be happy to speak to you if you seek advice or wish to
discuss a matter which concerns you. It is obviously easier to organise if
you arrange an appointment, but if there is an urgency, please ring or call
in at the school.
Parents are respectfully asked not to go directly to their child’s teacher
as he/she will be busy with a class of children. Mrs Crone (Head
Teacher, Interim), Mrs Wilson (Depute Head Teacher) and Mrs Brabbs
(Depute Head Teacher) will discuss the matter and arrange a meeting
with the class teacher.
Adult Involvement
At Castlepark there are a number of activities and experiences we like
our pupils to have e.g. visits to theatres, educational excursions. It is
not always possible for this to be undertaken by school staff alone.
It is at these times we look for some adult involvement to assist us. Many
of the activities we undertake in school benefit greatly from additional
adult support.
For a number of years now, we have been very fortunate in having a large
group of parents who are willing to devote a few hours each week to
assist in this area. We do give help and advice so if your child brings a
letter home requesting help and you are in a position to do so please tick
the box, we will then get back to you. This may be for 1 hour a week for
4/5 weeks or even for a single visit, so if you can help please get in touch.
Many of our activities could not take place without your support so please
keep offering!
A Disclosure form is required for a volunteer helper to supervise
children. Forms can be obtained at the Office.
We offer a number of Parental Workshops to give information and
guidance to parents. This has mainly been at the early stages although we
have tried to identify areas where parents would find it useful. We are
aware that many parents are keen to find out what goes on in the
classroom and what they can do to support their child. If there is an area
of the curriculum which you would like more information on please contact
the school or a member of the Parent Council who will pass on your
request.
Homework
A small amount of homework is given regularly, Monday to Thursday, in
every class. P4-P7 children have Homework Diaries in which they record
homework tasks. The school issues a homework guide to all new parents
and as a reminder when children enter P4. The school has a written
Homework Policy which may be borrowed on request. Homework should
not take any more than twenty to thirty minutes per night.
Children’s attitudes to school and learning are often a reflection of their
parents’ views and parents can foster a healthy attitude by encouraging
children to talk about school activities, sharing their own enthusiasm for
learning and by giving praise and encouragement when it is due.
Please contact the school if you would like to know how a learning process
is taught. Regular workshops and meetings are held for parents so that
parents are able to support their child’s learning. Some methods have
changed over the years and it helps if you know how your child learns in
the classroom.
Reporting To Parents
Two parents’ evenings are held each year and there is an appointment
system to avoid delays:
 in September to discuss progress since the last written report
 in March to discuss progress and next steps in learning
At the first evening, parents are invited to discuss how their child has
settled at their new stage. The child’s report, which was issued by the
previous teacher in June, is used to provide continuity from one session
to the next.
The second parents’ evening in March is used to update progress on your
child’s personal development, working attitude and progress towards
targets in the present class.
In June, a detailed written report will be sent to parents. The follow up
to this will be after the summer. If the school has any concerns parents
will be contacted directly.
Parents are invited to discuss their child’s progress at any time during
the school session. Sometimes a quick word is all that is needed and we
are quite used to parents ‘popping in’ quite informally. However, if a
longer interview is required, it is wiser to telephone to check when the
Head Teacher or staff member will be available.
Behaviour and Discipline
The school strives to create a caring, supportive and stimulating
environment where a pupil’s self esteem is nurtured and where the
emphasis is on self discipline. Discipline is seen to be the joint
responsibility of all staff and extends beyond, to include a partnership
with parents.
We prefer to notify parents at the early stages of poor discipline and
unacceptable behaviour. We particularly appreciate and value the cooperation of parents.
When children do not behave inappropriately, a variety of approaches are
used. These include:Discussion to clarify understanding
Reprimand and monitoring
Time out
Withdrawal of privileges
Written exercises to be completed at home (and signed)
Home/school behaviour notes
Meetings with parents
Exclusion from school for a fixed period of time
Children react much more positively to praise than they do to criticism,
sarcasm and shouting. Children are praised when they are seen to be
working hard and behaving well. A range of award certificates are
presented at Assemblies each week and staff are encouraged to award
these for effort, enthusiasm, behaviour and work. After the
certificates have been presented they are displayed centrally in the
school.
The school has high expectations of children’s behaviour and we are
rarely disappointed. Children are expected to demonstrate good manners,
politeness, helpfulness, kindness and consideration. Respect for others is
encouraged between all members of our community and the atmosphere in
school is warm, friendly and happy.
Extra-Curricular Activities
These occasions afford the opportunity for very valuable social
opportunities, apart from the obvious educational advantanges. There are a
range of activities available to pupils throughout the academic year.
The assistance of staff, friends and parents in extra-curricular activities
is always welcome and we are fortunate in having some support. Any
parent who is able and willing to share his or her talents or interests
in this way will be made most welcome.
School/Community
The school is an important feature of the community and we have
endeavoured to foster good relations locally. Children, as part of their
work, will be involved in exploring their environment and we are always
keen for people in the community to offer their expertise to enrich this
work. Member of the community, whether parents or not, are welcome to
visit the school to view the work that is going on. The children are
encouraged to get involved in projects involving the community.
Listening and Learning
It is the policy of North Ayrshire Council to try to encourage feedback
on the education service from parents and pupils. This is part of our
overall commitment to giving the best possible service and to working in
partnership. We are therefore very interested in feedback of all kinds,
whether it be compliments, suggestions or complains. If you wish to
register a comment of any type about the school you can do this by
writing, telephoning or making an appointment to see someone. All
feedback is welcome and helps us keep in touch.
If, in particular, you have a complaint about the school, please let us know.
It is better that these things are shared openly and resolved fairly
rather than being allowed to damage the home/school relationship. There
will be no negative consequences arising from making a complaint and we
will deal with the issue as confidentially as possible. If we have made a
mistake, we will apologise quickly and clearly and try to put things right.
There are some things which you should take note of in relation to making
a complaint:
 It is helpful if complaints are made initially to the Head Teacher.
This makes sure the school knows what is going on and has an
opportunity to respond and resolve the issue.
 We will try to respond as quickly as possible, but often issues are
complex and need time to investigate. It is therefore helpful if you
can give some details of the issue and ask for an early appointment
to discuss it.
 If you are not satisfied with our response then you still have the
right to take up the matter further with the Corporate Director of
Educational Services at Cunninghame House, Irvine, KA12 8EE
(01294 324400).
 You should also note that you have the right to raise unresolved
concerns with your local councillor or MSP/MP.
 Parent Councils have an important role in developing links between
the school and the wider parent body and can often be helpful in
helping to deal with issues of general concern. However parents are
advised that individual, more personal complaints are not
appropriate for raising via Parent Councils due to the need for
appropriate confidentiality.
Transferring Educational Data About Pupils
The Scottish Government and its partners collect and use information about
pupils through the Pupil Census to help to improve education across
Scotland. This note explains why we need this information, how we use it
and what we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education
service, Scottish Government, education authorities and other partners
such as the SQA and Skills Development Scotland need accurate, up-todate data about our pupils. We are keen to help all our pupils do well in all
aspects of school life and achieve better examination results. Accurate and
up-to-date data allows us to:
o plan and deliver better policies for the benefit of all pupils
o plan and deliver better policies for the benefit of specific groups of
pupils
o better understand some of the factors which influence pupil
attainment and achievement
o share good practice
o target resources better
o enhance the quality of research to improve the lives of young people
in Scotland
Data policy
Information about pupils’ education is collected through our statistical
surveys in partnership between the Scottish Government and Local
Authorities through the ScotXed Programme which aims to help schools and
Local Authorities by supporting efficient collection, processing and
dissemination of statistical information. The Scottish Government then
provides analysis of the data to support research, planning, management and
monitoring of education services as well as to produce National Statistics
publications.
Education data within Scottish Government is managed effectively by
secure systems and is exploited as a valuable corporate resource, subject to
confidentiality restraints. As part of its data policy, Scottish Government
will not publish or make publicly available any information that allows
individual pupils to be identified, nor will data be used by Scottish
Government to take any actions in respect of individuals. Data is held
securely and no information on individual pupils can or would be made
publicly available by Scottish Government.
The individual data collected by Scottish Government through the Pupil
Census is used for statistical and research purposes only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in
accordance with the Data Protection Act (1998). We also comply with the
National Statistics Code of Practice requirements and other legislation
related to safeguarding the confidentiality of data. The Data Protection
Act gives you the right to know how we will use your data. This note can
give only a brief description of how we use data. Fuller details of each
individual ScotXed survey, including the purpose of each and the published
data, can be found on the ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including Education
Scotland, Skills Development Scotland and the SQA. On occasion, in order
to help meet our aim of improving the life of young people in Scotland, we
may make individual data available to partners such as the National
Registers of Scotland to carry out research relating to the national
population census and also academic institutions and organisations to carry
out additional research and statistical analysis to meet their own official
responsibilities. Any sharing of data will be done under the strict control of
Scottish Government, and will be consistent with our data policy. This will
ensure that no individual level data will be made public as a result of the
data sharing and that these data will not be used to take any actions in
respect of an individual. Decisions on the sharing of data will be taken in
consultation with relevant colleagues and individuals within and outwith
Scottish Government. At all times pupils’ rights under the Data Protection
Act and other relevant legislation will be ensured.
Concerns
If you have any concerns about the ScotXed data collections you can email
the Head of Schools Analysis, Mick Wilson, at
mick.wilson@scotland.gsi.gov.uk or write to The ScotXed Support Office,
Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page
are available, on request from the ScotXed Support Office, in other
languages, audio tape, Braille and large print.
Data Policy
The ScotXed programme aims to support schools and Local Authorities by
supporting the collection, processing and dissemination of statistical
information required for planning, management and monitoring of Scottish
education services.
A subset of this information is passed to Scottish Government for
research and National Statistics publications. Education data within
Scottish Government is managed effectively by secure systems and is
exploited as a valuable corporate resource subject to confidentiality
restraints. As part of its data policy, Scottish Government will not
publish or make publicly available any information that allows individual
pupils to be identified, nor will data be used by Scottish Government to
take any actions in respect of individuals. Data is held securely and no
information on individual pupils can or would be published by Scottish
Government.
The individual data collected by Scottish Government is used for
statistical and research purposes only. We hope that explanations
contained on the ScotXed website will help you understand the
importance of providing the information.
Your Data Protection Rights
The collection, transfer, processing and sharing of ScotXed data is done
in accordance with the Data Protection Act (1998). We also comply with
the National Statistics Code of Practice requirements and other
legislation related to safeguarding the confidentiality of data. The Data
Protection Act gives you the right to know how we will use your data. This
message can give only a brief description of how we use data. Fuller
details of the uses of pupil data can be found on the ScotXed web site.
(www.scotxed.net).
Scottish Government works with a range of partners including HM
Inspectorate of Education and the Scottish Qualifications Authority. On
occasion, we will make individual data available to partners and also
academic institutions and organisations to carry out research & statistical
analysis. In addition, we will provide our partners with information they
need in order to fulfil their official responsibilities. Any sharing of data
will be done under the strict control of Scottish Government which will
ensure that no individual level date will be made public as a result of the
data sharing and that this data will not be used to take any actions in
respect of an individual. Decisions on the sharing
of data will be taken in consultation with colleagues with relevant
colleagues and individuals within and outwith Scottish Government.
Concerns
If you have any concerns about the ScotXed data collections you can email
the Senior Statistician, Peter Whitehouse, at
Peter.Whitehouse@scotland.gsi.gov.uk
or write to the ScotXed Support Office, SEED, Area 1B, Victoria Quay,
Leith, EH6 6QQ.
Alternative versions of this page are available, on request from the
ScotXed Support Office, in other languages, audio tape, Braille and large
print.
Want more information?
Further details about ScotXed are available on the ScotXed web site,
www.scotxed.net.,
which contains a section on frequently asked questions at
https://www.scoted.net/jahia/jahia/lang/en/pid/220.
Information In Emergencies
We make every effort to maintain a full educational service, but on some
occasions, circumstances arise which lead to disruption. Schools may be
affected by, for example, severe weather, temporary interruption of
transport, power failures or difficulties of fuel supply. In such cases we
shall do all we can to let you know about the closure or reopening. We
shall keep you in touch by using letters, notices in local shops and
community centres, announcements in local churches and announcements
in the press and West FM (local radio)
Important Addresses
Corporate Director (Education & Youth Employment)
North Ayrshire Council Cunninghame House
Irvine
KA12 8EE
John Butcher
Although this information is correct at the time of printing, there could be
changes affecting any of the matters dealt with in the document.
a) before the commencement or during the course of the school year in
question.
b) in relation to subsequent school years.