1
CONTENTS
Introduction
Parental
Involvement
Pupil
Involvement
School
Ethos
Curriculum
for
Excellence
Contact details
Rector’s foreword
2
3
Parent Council
5
Head Teams, Pupil Councils,
Enterprise, Learning & Teaching
6
School Ethos
7
Health & Wellbeing – Growth Mindset
Literacy & Numeracy
Curriculum
Rationale
Equal Opportunities
Work Experience
Curriculum for each Year Group
Personal & Social Education
Religious & Moral Education
Musical Instruments
Adults in School
Learning & Teaching
Quality Assurance
Teacher Learning Communities
Working Together
Denominational Links
Homework
Community Learning & Development Service
Active Schools
8
10
11
11
11
11
12
16
16
16
16
17
17
18
18
18
18
19
19
S3 Profiles
Calendar for Parents’ Nights & Reports
21
21
Transitions
Primary 7, S3 & Post 16
22
Support for
Pupils
Pupil Support Department
Promoting Positive Behaviour
Getting it Right for Every Child (GIRFEC)
Individual Health Care Plans
Respectful Relationships
Recognition of Achievement
24
25
26
26
27
28
Assessment
& Reporting
School
School Improvement Report 2014-16
Improvement
Practical
Staff
Information
The School Day
Resilient Schools
Financial Assistance
Who Teaches What?
Term Dates for 2015-16
Mobile Phones
Uniform
Extra Curricular
Lockers
Education Maintenance Allowance (EMA)
Activities outside Normal School hours
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29
30
30
30
30
31
32
32
33
34
35
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INTRODUCTION
Jedburgh Grammar School aims to ensure that new pupils and staff settle quickly and easily into the
School. It is also our intention that up-to-date and immediate information is available. This booklet
attempts to provide some of that information. It is not exhaustive and there are policies in key areas
available from the School, and information available on the JGS website.
Most importantly you are invited to contact the School or visit the school website for further details
on any of the information contained here.
CONTACT DETAILS
ADDRESS
Jedburgh Grammar School
High Street
JEDBURGH
TD8 6DQ
TELEPHONE NO
FAX NO
WEBSITE
E-MAIL
(01835) 863273
(01835) 863993
www.jedburghgs.co.uk
jedburghgs@scotborders.gov.uk
RECTOR
Mrs Susan Oliver
PARENT COUNCIL
CHAIR
Mrs Anne Mitchell
SCHOOL ROLL
340
S1 to S6 students
CONTACTING OR VISITING THE SCHOOL
The Pastoral Teacher is the first point of contact for parents.

Pupil absence

Complaints
Concerns
Subject Issue


Phone the school office on the day of absence or write a note
If your son or daughter is absent from school for more than one day parents are
expected to contact the school each day that they are absent or tell the school
the exact dates he or she is absent at the beginning of the absence.
Contact the appropriate Head of House (Depute Rector).
Contact the appropriate Pastoral Teacher
Principal Teacher
To arrange a visit, please contact the school and ask for Laura Howie, Depute Rector.
2
WELCOME
I am delighted to have been appointed recently as Rector of Jedburgh
Grammar School as it is a privilege to lead such a wonderful school. The
pupils are fantastic and there is something quite special about the
atmosphere in the school and also the place it holds within the community.
It gives me great pleasure to be able to welcome fellow newcomers to our
school. The purpose of this handbook is to give you a clear picture of the
school and we hope you will find the details we have provided useful.
Jedburgh Grammar School is a friendly and ambitious school. We have fantastic staff who are
committed to providing engaging learning experiences and building positive relationships with all of
our pupils. Our focus is on ensuring that pupils leave school with the best possible chance of future
success, in their working lives and personal well-being. We recognise that learning is life-long and
our aim is to ensure that pupils achieve qualifications and accreditation, while at the same time
developing the skills they need for learning, life and work that will sustain them in the future.
Curriculum for Excellence is underpinned by the values inscribed on the mace of the Scottish
Parliament: Wisdom, Justice, Compassion and Integrity.
We make our high expectations clear to pupils and encourage them to aspire to be the best they
can be. A close partnership between parents and the school is of a great benefit to the pupils and
we look forward to working closely with you.
We place great importance on helping new pupils settle into the school quickly and hope that your
child will find the transition from primary to secondary an exciting and enjoyable process. If you
would like to see round the school or require any further information, please do not hesitate to get in
touch.
Susan Oliver
Rector
We would like to welcome all new pupils to Jedburgh Grammar School and are looking forward to
getting to know you. We know that you might be
nervous about changing school but you don’t need to
worry! All S1 pupils will have a ‘buddy’ and every pupil
also has a Pastoral teacher, who will get to know them
really well and is always there for support and advice.
The high school is quite different from primary but we’re
sure you will settle in quickly and really enjoy your time
here. We’ve all benefited from making the most of the
available opportunities and encourage you to get
involved in the wide range of activities on offer.
Very best wishes to you all!
Finlay, Aaron, Caitland & Alex
JGS Head Team
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School Vision
We will work together with parents and partners to ensure our pupils:

Learn skills for life, learning and work.

Develop as successful learners, responsible citizens, effective contributors and confident
individuals.
School Values





Ambition
Effort
Respect
Equality
Responsibility
Data
In accordance with practice in schools throughout the region, details of pupils are maintained through
a computerised administration system. All such information is used according to the principles set out
in the Data Protection Act.
Child Protection
It is the duty of all staff in Jedburgh Grammar School to be alert to and report Child Protection
issues. All staff in the school have undergone SBC level 1 training in 2013 and receive yearly
reminders of procedures through Inset training. All staff are kept informed of relevant details
pertaining to Child Protection. The Pastoral Staff and House Heads have received training to level 2.
The Child Protection Officer in the school is Miss L Howie, Depute Rector.
School Communication
The school contacts parents through Parents’ Evenings and termly Newsletters. The Newsletters
provide an important update on news and achievements. In addition to normal Parents’ Evenings we
have Curricular Information Evenings at Course Choice time for S2 to S5 and a Raising Attainment
Evening for all parents. Our website provides a wealth of information like the Calendar and we also
use Groupcall and letters. All parents are encouraged to provide the school with an email address.
We also have an active Facebook page.
4
PARENTAL INVOLVEMENT
We believe the support of parents is vital to
the success of Jedburgh Grammar School. Our
aim is to do everything possible to provide
parents regularly with information and
opportunities to visit to learn of matters that
relate to their child’s education. There is
constant communication between the school and
parents.
Being part of the Parent Council is an
opportunity to give your views on school issues,
staffing and the curriculum. Any new and
innovative ideas for fund raising are always
welcome. For further information please contact
the Chair Anne Mitchell 07905 757844 or
email
annemitch7511@btinternet.com
or
Jedgrammarparentcouncil@gmail.com
The main aim of the Parent Council is to:
 Support the school in its work with pupils
and parents
 Represent the views of parents
 Promote contact between the school,
parents, pupils, feeder schools, nurseries and
the community
 Fundraise and organise social activities
 Be involved in the recruitment of senior staff
We are very supportive of parents enhancing
the opportunities we provide. Please contact
the Rector if you would like to do this. We are
also involved in the parental evaluation work
done by the school, such as whole school parent
surveys and surveys at parents’ evenings.
In addition to normal parents’ evenings we
have a P7 Parents’ Evening and Curricular
Information Evenings at Course Choice time for
S2 to S5 and a Raising Attainment Evening for
all parents. There is also an S3 Graduation
and an S6 Leavers’ Ceremony. These are
really important and very well attended. Our
parents’ evenings are very well attended and
a significant number of parents and carers
attend performances, exhibitions and sporting
events. As a small school we pride ourselves in
providing a personal service to our pupils and
families.
We meet approximately seven times a year
and cover a variety of subjects. We have a
close, proactive relationship with the school and
help to make the school an integral part of the
community. Our biggest achievement so far has
been a successful auction raising around
£7000. This was only possible because of links
built up with local business people and
members of the community. The schools ethos is
to raise the ambitions and aspirations of its
pupils and JGS Parent Council support this
approach.
In the classroom, all pupils have planners which
are used to record homework and checked in
Personal and Social Education by the Pastoral
Teacher weekly. We encourage parents to sign
these too.
The Parent Council are involved in improvement
planning in that all developments go to the
Parent Council for consultation.
If a parent gets in touch we respond very
quickly. Our Pastoral Staff and indeed all our
staff have very positive relationships with
parents.
Anne Mitchell
Parent Council Chair
Scottish Borders Council Policy on Parental Involvement:http://www.scotborders.gov.uk/info/859/parental_involvement/671/parental_involvement_policy
Education Scotland Parentzone website:http://www.educationscotland.gov.uk/parentzone/index.asp
5
PUPIL INVOLVEMENT
Our pupils contribute to school improvement in a number of ways. For example:S6 Head Team and House Captains
Student Council
The Head Team (Head Boy and Girl and
Deputy Head Boy and Girl) and House
Captains are elected following a process
involving applications and presentations to
their peers. These pupils have formal roles as
ambassadors for the school, such as visiting
local primaries and organising events in school
such as fund raising, house competitions and
the Remembrance Assembly. The Head Team
meet the Rector every week and raise issues,
feed back to students and provide an
essential part of the work of the school.
Representatives are elected by classes S1-6
and meet regularly to represent student views
and feed back to students. In the past they
have worked in partnership with the Parent
Council and ran the consultation on school
values.
Learning and Teaching
Regularly throughout the session our pupils
provide feedback and engage with their
teachers about their learning and courses.
Informally this is done as part of the teaching
process, in questioning and feedback during
lessons. Formally, all our departments ask for
pupil feedback throughout the session through
questionnaires, focus groups and surveys.
Results of this consultation are fed back
through a 'you said, we did' approach around
the school. Also, every year, all our pupils
complete a formal survey on all their classes
about the learning experience from homework
to challenge to variety of activities. This is
conducted by the Senior Management Team
who feed back to staff.
S5 Head Team
These pupils are appointed following a vote
and assist the S6 Head Team as well as
serving on the Student Councils.
S5 Enterprise and Peer Education Group
This group runs Enterprise Days and Peer
Education for Primary 7 pupils and in doing so
gain a formal qualification called First Steps
to Working with Young People.
6
SCHOOL ETHOS
The four capacities of Curriculum for
Excellence are the target for all Scottish
Schools. They state that, at all levels, the
school should strive to enable pupils to fulfil
their capacity to become:




opportunities to celebrate these both at class
and whole-school level.
Our overarching aim is to equip our young
people with the skills, knowledge and
personal qualities for them to be able to
contribute to society.
Successful Learners
Confidential Individuals
Effective Contributors
Responsible Citizens.
We strive to deliver attainment and
achievement through core values like hard
work and also, importantly, ambition.
We have excellent relationships between staff
and students and all our staff are very proud
of their school and care about their students.
We believe in respect, we show compassion;
we demonstrate wisdom and act with integrity.
Everyone has an important role to play and
everyone can develop and progress.
We want all our young people to be
ambitious, well balanced, confident, respected
and respectful individuals.
Emphasis is placed on the House structure to
instil a sense of belonging, and much of the
work done in Personal and Social Education
classes is of prime importance here. In
addition pupils take part in activities outwith
the normal timetabled day to develop
individual skills, talents and interests, such as
musicianship, sport, drama or public speaking.
We offer a very wide range of extracurricular events and, for example, around 80
pupils represent the school every week in
rugby and hockey.
The structure to support this is a curriculum
which challenges and supports young people
and offers opportunity, choice, specialisation
and variety.
We work hard to provide a vibrant learning
environment for learning and teaching where
our young people enjoy learning and benefit
from imaginative and rigorous teaching.
We believe that the best schools have the best
teachers. We have a very supportive ethos in
the school where teachers support each other
and feed back to each other on peer lesson
observations.
We aim to take care to know all our young
people as individuals, develop them as
individuals and understand and help to fulfill
their aspirations.
Pupils may choose from a range of activities
offered by the school or wider community.
Many of these will provide opportunities for
personal achievement. Pupils also have
opportunities to develop and display
leadership qualities through activities like the
pupil councils and the leadership programme
for senior pupils. All pupils will also contribute
to their personal achievement through
Personal Learning Planning and there are
Jedburgh is a very strong community with
important heritage and history. We maintain
links with local groups and businesses because
we feel that our young people are better
equipped to make an impact in their town,
country and the world when they understand
their own heritage and have a sense of
belonging.
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CURRICULUM FOR EXCELLENCE
Health & Wellbeing – Growth Mindset
Growth Mindset:
• is an important part of our delivery of Health and Wellbeing which has ‘increasing aspiration and
ambition’ as a central aim.
• is an important IDL (Inter-disciplinary Learning) development in our school because it is addressing
a identified challenges such as aspiration and ambition.
• helps improve learning and teaching because it improves our feedback to learners and improves
our pupils’ ability to receive feedback.
• helps to raise attainment because it means that we have a belief that all children can achieve.
What does Growth Mindset mean for teachers, students and parents?
TEACHERS How to praise in a more effective way
Not Person-oriented Praise – this can be damaging, eg:
‘you’re good at this’ ‘you are clever’
‘well done, you did this quickly and didn’t even have to try’
Success is therefore attributed to personal attributes and talent
 Success is short lived
 Difficulties are then associated with personal weakness
 Praise for very little emphasises low expectations
 Distorts need for learning and depend on how they are seen by others
Messages about Success
Listen for the messages in the following
examples:
These can be seen as supportive, esteemboosting messages. But listen more closely. See if
you can hear another message. It’s the ones that
children hear:
“You learned that so quickly! You’re so smart!”
“If I don’t learn something quickly, I’m not smart.”
“Look at that drawing. Is he the next Picasso or
what?”
“I shouldn’t try drawing anything hard or they’ll
see I’m no Picasso.”
“You’re so brilliant; you got an A without even
studying!”
“I’d better stop studying or they won’t think I’m
brilliant.”
8
Effort/Process/Task-oriented Praise – this can have positive effects
‘You tried hard’
‘You took care with that piece of work’
‘That was a good way to do it’
‘Your technique has improved’
‘You listened well’
 Praising effort, choosing difficult tasks over easy tasks, improvement, manners, care with work,
manners
 Success is attributed to effort, strategy, technique, persistence, process, choices, struggle
 Success is longer lasting and controlled by student
 Esteem from trying and effective strategies
 Setbacks are seen as arising from lack of effort and inappropriate strategies
 Every student can earn praise
FIXED MINDSET
GROWTH MINDSET
Beliefs
Intelligence and ability are fixed
I cannot Label people according to ability
Determined by nature
Innate ability to do some things and not others
eg I am good at Art, I am not good at Maths
Priority
Can I?
Prove myself
Avoid failure at all costs
Cautious, avoiding
Risk of failure uppermost in mind
Lack of ability may be exposed
What could have been is better than risking
failure
Protect ego
Feel inferior
Try guessing or copying
Implies lack of ability
If you have to try, you must be stupid
Intelligence and ability are not fixed
Intelligence is malleable outside small minority
of ‘geniuses’ and those with real learning
difficulties
Effort, seek help, take advice, take risks,
change my strategy will all give me a good
chance of succeeding
How can I?
Improve myself
Seek challenges
Opportunity to learn
Seek out new challenges
Enthusiasm and control over learning
Feel inspired to have a go
Try new strategies
Seek advice
Challenges
Effort
Setback
Who can I blame?
Try less – no point
Toxic, haunting, stressed
Failure = stupid
Study
Grades
Read, read, memorize
How clever I am
Desperate to see how they did in relation to
others
Look at grades of people who did worse
All important
A demonstration of talent
Success
Feedback
Suggests lack of ability
Can be a touchy subject
9
All important – underpins learning and
development
If you have to try, you must be learning
What can I learn?
Try harder
Can be hard but seen as opportunity to learn
– will succeed in future
Failure = adapt strategies
Themes, strategies, how, why
Set of skills
Snapshot of where I am
A way of improving
Look at grades of people who did better
Important and means mastery, learnt new
skills
Not a demonstration of talent
All important
Opportunity to learn, especially if from
someone they respect
Literacy
Literacy across Learning (LAL) is a central plank
in the Curriculum for Excellence. Literacy is an
essential
life
skill,
encompassing
the
communication skills of Reading, Writing,
Talking and Listening, which are required in the
world of work.
As part of English, the pupils are given Reading
Award booklets. These are also designed to
encourage reading as a habit and range from
Bronze to Platinum. Pupils start with the Bronze
booklet at the beginning of S1. The minimum
requirement is that they complete the Bronze
Award in S1 and the Silver Award in S2 but we
would like to see as many pupils as possible
getting Gold or Platinum.
At Jedburgh Grammar School we have several
strategies in place to support the development
of these skills. It is recognised that teaching the
skills in isolation is an ineffective way to
encourage the use of them, thus pupils at JGS
are required to use them throughout the
curriculum.
All pupils in S1-3 are also expected to write a
‘Moment of the Week’ entry in their homework
diaries. Just like reading, writing is improved by
the habit of doing it. In doing a ‘Moment of the
Week’ pupils are encouraged to reflect on what
is happening to them, consider what is important
to them – and express it in a coherent way.
Because the entry need only be 50 words, it is
accessible to all pupils, yet it also makes writing
about things a normal part of life rather than
only being about assessment.
An important aspect of this is that teachers have
the expectation that pupils should use these skills
properly at all times whether or not it is part of
what is being assessed. Good Literacy comes
from the habit of using relevant skills and
knowledge correctly at all times.
Additionally, all pupils in S1 and S2 are
expected to have a book with them so that they
can read it when they have some free time.
Research shows a strong correlation between
how good a reader a child is and the exam
results they get. Reading gives the individual
access to information and ideas, so by
encouraging reading in this way we hope to
inculcate a lifelong habit that will benefit the
pupils throughout their lives.
Pupils are also given opportunities, throughout
the curriculum, to develop their Talking and
Listening skills. Being able to communicate well
verbally is very important and by using these
skills across the curriculum it allows pupils to
practise the skills without being directly assessed
upon them.
Numeracy
“Numeracy is the everyday knowledge and understanding of number and reasoning skills required to
access and interpret the world around us.”
Education Scotland
At Jedburgh Grammar School we are
committed to ensuring all our pupils leave
school being numerate. Numeracy is an
important life skill, encompassing Estimation
and Rounding, Number and Number
Processes, Time, Money, Data Analysis,
Measurement and Ideas of Chance and
Uncertainty. These skills are vital to ensure
future success in the world of work.
It is essential that pupils are given the
opportunity to experience and demonstrate their
numeracy skills across curricular areas. This
ensures pupils develop an appreciation of
numeracy being a significant life skill.
All teachers are required to deliver numeracy
across the school and the maths department
have produced booklets and PowerPoint
presentations to assist with this. These resources
are available to all staff, parents and pupils on
the Jedburgh Grammar School website.
Throughout their time at school all pupils will
develop their numeracy skills using a variety
of strategies and within a variety of subjects.
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CURRICULUM
In 2008 the Scottish Government published “Building the Curriculum 3”, which states that the
curriculum is: “the totality of all that is planned for children and young people throughout their
education”. This is further split into 4 categories:




Ethos and life of the school as a community
Curriculum areas and subjects
Interdisciplinary learning
Opportunities for personal achievement
RATIONALE
EQUAL OPPORTUNITIES
The formal curriculum at Jedburgh takes account
of the influence of national guidelines as issued
by the Scottish Consultative Committee on the
Curriculum and regional guidelines as set out by
Scottish Borders Council, as well as the needs of
the local community. In designing the curriculum,
the school pays heed to the principles of
Curriculum for Excellence:
Boys and girls are offered the same
curriculum and gender plays no part in the
criteria used for admission to courses. In
most circumstances, classes are mixed.
Coursework and course choices are under
continual review to remove gender
stereotyping.







Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
WORK EXPERIENCE
All S4 pupils are offered the opportunity to
go on Work Experience for a week. This is
an important part of the Senior Phase.
Placements can be chosen from our
database of employers or pupils can opt for
a self organised placement. It is also
possible, and quite common, for S5 and S6
pupils to have work experience on a regular
basis, for example every Thursday
afternoon in a primary school or a local vet.
We have very close community links to
facilitate this and it provides pupils with an
edge when it comes to further/higher
education and employment.
Much of this relates to traditional subject needs,
but also takes account of health and well-being
and study or thinking skills as well as other key
core skills like working with others, researching
and presenting. To improve breadth, depth and
coherence in particular, pupils will be given the
opportunity to experience interdisciplinary
learning. An element of choice is introduced in
S2, where pupils choose ‘electives’ in some
curricular areas. In S3 pupils choose specialist
subjects from each of the curricular areas as the
final stage of their Broad General Education. In
the Senior Phase (S4-6) pupils can choose from
a wide range of subjects from National 3 to
Advanced Higher.
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CURRICULUM AREAS & SUBJECTS
S1/S2
All S1 and S2 pupils are assigned to mixed ability
classes and follow a common course consisting of:
Curricular Area
Subject
Languages
English
French
Mathematics
Mathematics
Health & Wellbeing Home Economics
PE
PSE
Expressive Arts
Art
Music
RME
RME
Social Studies
Social Studies
Sciences
Sciences
Technologies
Technical
ICT
Emphasis is laid upon pupils continuing
the process started at Primary School of
developing skills, knowledge and
understanding of themselves and the
outside world.
Help is available to
individual pupils and departments from
Pupil Support Staff. In Social Education,
pupils will be helped to understand their
place as individuals in the school and the
community at large. Just before moving
into S2, pupils choose from a range of
‘electives’ in the curricular areas of
Science and Social Subjects. This allows
them to explore some areas of the
curriculum in more depth.
More information on these subjects is
shown below
S2 Electives
Social Subjects
Geography
Eco-School
History
The Slave
Trade
Modern
Studies
Child
Soldiers
In this topic you will build on work already in place to create a higher ecoschool profile.
In this topic you will study the Slave Trade in its three main stages –
Capture in Africa – the Middle Passage – Slave Auctions in America. The
topic loosely follows the story of Kunta Kinte the hero of the TV
blockbuster Roots.
In this topic you will study child soldiers across the globe, in particular DR Congo:
 The role of a child soldier
 Hardships faced by child soldiers
 Effects of war on children
 How the lives of child soldiers compares with yours
 The Kony 2012 campaign and the work done by organisations to help
child soldiers.
Sciences
Biology
Biology
Chemistry
Physics
Have you ever wondered how the forensics teams work out who did it? You
The Science
could find out in this elective. Study the techniques involved and use them in
of CSI
a final crime scene!
This topic will give you an introduction to micro-organisms. You will learn
about the positive uses of microbes in industry, agriculture and food
Microbeasts
technology. You will also learn about the negative effects of microbes on
human health and well-being.
Problem
solving
In this topic you will be given the opportunity to take a range of problems
which will challenge and develop your logical thinking skills.
Find out the answers to your sound engineering questions in this elective:
Look at:
Sound
 Musical instruments, microphones and amplifiers
engineering
 How does your ear work?
 What physics do we need to stage a concert?
12
S3
S4
In S3 the school continues to offer a broad curriculum
for all students with further opportunities for
specialisation.
In S4 students embark on the Senior
Phase of their education. This is a natural
progression from the Broad General
Education of S1-3.
Core:
All students will continue to study:
 English and Literacy
 Mathematics and Numeracy
 Personal & Social Education
 Physical Education
 Religious & Moral Education
Core:
All students continue to study, per week:
 English & Literacy
(5 periods)
 Mathematics & Numeracy (5 periods)
 Core
(2 periods)
 Personal & Social Education (1 period)
Choice:
In addition students choose two discrete subjects from
the following curricular areas:
Social
Business Studies
Studies
Geography
History
Modern Studies
Moving On
Sciences
Biology
Chemistry
Physics
Pupils choose a further five subjects, taking at least
one from each of these curricular areas:
Languages
French
Spanish
Expressive
Drama
Arts
Art
Music
Media
Technologies, Design & Manufacture
Health &
Hospitality
Wellbeing
PE
Pupils are able to choose their specialisation options
during the second term of S2. All courses in S3 focus
on Experiences and Outcomes from Levels 3 and 4 of
Curriculum for Excellence to provide a broad and
challenging education. They also begin preparation
for National 4 and 5 courses.
Some of the
coursework and assessments may be held by
departments as part of the presentation for National
4/5 in the Senior Phase.
At the end of S3 students choose which of their S3
subjects they wish to continue to study for the new
National examinations in S4 and then beyond.
13
Choice:
In addition students choose to study 4
more subjects at National 3, 4 or 5 level,
as appropriate to their ability, from a
wide range of courses offered. For most
students this is a continuation of their
studies in S3. Students make their choices
during the second term of S3. In
discussion with subject and pastoral staff
some students may choose a subject at
Higher level, where they already meet
the entrance criteria for this course. Each
National level course is studied for 5
periods per week. Higher courses are
allocated 6 periods per week.
At the end of S4 some pupils may choose
to leave secondary school to continue
their formal education at college. Others
may choose to leave formal education to
take up employment or apprenticeship.
Many others will remain at secondary
school to continue their studies.
S5
In S5 students follow a full timetable of 33
periods per week.
Advanced Higher courses have a minimum of 2
taught periods with an expectation of further
directed study for up to 6 periods with
practical and written assignments.
Subjects are shown in the Appendices.
Core
All students in S5 have 3 periods per week of
Core activities:
 Core PE (1 period per week)
 Personal and Social Education (1 period pw)
 Supervised Study (1 period pw).
Opportunities for Personal Achievement
S5 students are encouraged to take up
opportunities to extend their experience
through various Volunteer works or through
engagement in other school-based projects,
including working with primary pupils.
At the end of S5 some pupils may choose to
leave secondary school to continue their
formal education at college or university.
Others may choose to leave formal education
to take up employment or an apprenticeship.
Many others will remain at secondary school
to continue their studies, mostly with a view to
gaining qualifications and experience leading
to further academic study at university.
Choice
In addition students choose to study 5 subjects at
National or Higher level, as appropriate to their
ability and prior attainment, from a wide range
of courses. In discussion with subject and
pastoral staff those students who have already
gained a qualification at Higher level may
choose to continue their studies in that subject at
Advanced Higher level. Each National level
course is studied for 5 periods per week. Higher
courses are allocated 6 periods per week.
S6
In S6 students negotiate an individual timetable
according to their choice of course. This should
occupy at least 24 periods. Students may also
spend some extra time in departments, helping
in classes etc. S6 students will have some time
when they are not committed to classes and they
may even take this outside the school.
Each National level course is studied for 5
periods per week. Higher courses are allocated
6 periods per week. Advanced Higher courses
have a minimum of 2 taught periods with an
expectation of further directed study for up to 6
periods with practical and written assignments.
Opportunities for Personal Achievement
S6 students are encouraged to take up
opportunities to extend their experience through
Volunteer work or through engagement in other
school-based projects, including working closely
with S1 pupils in a buddying programme.
Core
All students in S6 have 3 periods per week of
Core activities:
 Personal and Social Education
(1 period per week)
 Supervised Study
(2 periods per week).
At the end of S6 many students continue their
formal education at college or university and
are supported by Pastoral and subject staff in
their applications throughout the session. Others
will enter employment or an apprenticeship at
this stage.
Choice
In addition students choose from a range of
courses at National, Higher or Advanced Higher
level as appropriate to their ability and prior
attainment:
 4 subjects if taking only one subject at
Advanced Higher level
 3 subjects if taking two or more subjects at
Advanced Higher level.
14
College
Jedburgh Grammar School has strong links with local colleges to offer more choice and a broader
experience to pupils.
In S4 some pupils will choose to take part in
college-based courses for 1 afternoon per
week at Borders College, choosing from a
range of topics such as:





S5/6 Pupils might wish to follow the BTEC
Introduction to Base Sport, while S6 pupils are
offered Higher Psychology.
In addition, S5/6 pupils are offered a range
of courses delivered by a consortium of
Borders College and Queen Margaret
University (Edinburgh):
Social Care and Childcare
Motor Vehicle Maintenance
Rural Skills for Work
Construction and Building Skills
Hairdressing and Beauty




These are subject to change in any given
session.
Food Science
Health & Social Care
Creative Industries
Hospitality & Tourism
Sample Pathways
Jack
He is in S4 and studying N4 English and N5 Maths
along with PE, Geography, French, Physics and
Design & Manufacture. He plans to return to
school to take Highers in Physics, Maths and
Geography. He will continue with English at N5
level and take up N4/5 Chemistry, a subject he
had followed in S3, but not continued in S4. He
hopes to gain entry to college at the end of S5 to
study for an HNC in Engineering.
Sarah
She is in S3. She plans to take N5 English and
Maths along with Modern Studies, Biology,
French and Drama. However, Sarah has been
playing piano and flute since the age of 8
and is currently studying for her Grade 6
music exams in both of these instruments. After
discussion with her Music teacher and Pastoral
teacher, her House Head agrees that she
should study Music at Higher level.
Beth
She is in S4. She is studying N5 English and N4
Maths along with History, Business Management,
Biology, Art and Hospitality. She has also taken
part in the Schools Plus programme and found she
enjoyed this. She has decided not to return to
school next year, and has applied to College to
study Hairdressing.
Colin
Colin is in S5 and has been studying for 5
Highers in English, Maths, Physics, Product
Design and Geography. He plans to return to
S6 to study Advanced Higher Maths and
Higher PE, which he had taken in S4. In
addition he will extend his qualifications in the
field of Science by taking up N5/H Chemistry,
which he had followed in S3, and H Accounts.
He plans to study Maths to degree level at
university.
Simon
He is in S4, studying N4 English and N3 Maths
along with PE, Geography, Design &
Manufacture, and Art. He has been supported in
the Tutorial group. He plans to leave school at the
end of S4 and go into employment. He has
already applied for two posts and is keeping
watch for vacancies in local papers.
15
Personal &
Social Education
Musical Instruments
Some pupils in Primary School receive tuition
in musical instruments. This can continue in
Secondary, and certain other instruments are
available. As in Primary School, there is now
an annual fee, payable in instalments. This
fee includes the use of an instrument, but not
the cost of any music or accessories, which may
be required. However, the first year of tuition
for a first instrument is free.
All pupils in the school have a timetabled slot of
Social Education. The Social Education
programme is regularly reviewed and revised
to take account of changes in society. It is an
essential part of the personal development of
young people but it is not the sole part since
much work in this respect goes on in other parts
of the curriculum. Social Education contains such
elements as personal relationships, health
education including sex education, safety,
careers advice, parenthood and approaches
these topics using a mixture of group discussion,
role-play, outside speakers and written work.
We are anxious that all pupils should have the
chance to pursue the study of a musical
instrument. If any family faces difficulty in
paying for tuition, they should contact the
Headteacher.
Pupils are encouraged to
purchase their own instruments whenever
possible, and Scottish Borders Council offers
greatly reduced prices to anyone receiving
tuition.
This tuition is arranged by
withdrawing pupils from normal classes on a
rotating basis.
Further information is
available and requests should be made to the
Music Department
The school actively promotes a healthier lifestyle
to ensure pupils' continued well-being. This
includes:
 learning about nutrition and how to prepare
healthy meals in the Home Economics
department
 taking part in a variety of fitness activities in
PE
 a choice of healthy meals in the School
Canteen
 vending machines offering healthy drinks
 the school nurse’s weekly lunchtime drop-in
session
Religious & Moral
Education
Our S1-S3 course is called ‘Faith, Challenge
and Values’. Following Council and National
policy, pupils receive one period of religious
& moral education per week following a
course which takes a comparative approach to
some of the most common world religions and
discussion of a variety of moral and ethical
issues. Pupils also attend two religious
assemblies per year. Parents who wish to
exercise their right to withdraw their child
from religious instruction and/or religious
observance should contact the Rector to
arrange a meeting to discuss alternative
arrangements for your child.
Adults in School
The policy of the Authority is to encourage
adults to enrol at secondary schools. Adults
have joined existing classes here in the past and
it has worked very well. Adults wishing to enrol
for a particular class should contact Mrs Farrell.
16
Learning & Teaching
part of a small group and because these
individuals’ needs are different, a variety of
activities will be required. Some activity will
be resource-based with the work organised in
such a way that the pupil needs only limited
help from the teacher to progress at a pace
which is appropriate but which is set to stretch
each pupil.
Pupils will therefore meet a
variety of methods as they are appropriate
from day to day and subject to subject and
one of the aims of school policy is to
incorporate the best practices into its teaching
methods.
Approaches have been devised to meet the
needs of learners and society and are based
on the four capacities from The Curriculum for
Excellence.
Learning & Teaching offers experiences which:
 teach learners how to learn.
 teach learners how to access safely and
successfully information and knowledge
available through new technologies.
 challenge learners to reflect and express
their views of the learning experience.
 provide appropriate challenge to ensure all
learners experience success and are able to
achieve worthwhile outcomes.
 involve learners as active participants in the
learning process both individually and cooperatively.
 identify
and support learners with
additional support needs.
 complement the learning partnership with
parents, other providers of children’s
services, including colleges and the wider
community.
 provide
opportunities for depth and
breadth of experience through “rich” tasks
and interdisciplinary activities.
Quality Assurance
Learning and Teaching in the school is
monitored regularly as part of a rigorous
quality assurance programme.
There is an active development programme
focused on aspects of learning and teaching to
ensure that all staff have opportunities to be
informed about new developments. There are
opportunities for discussions on methodology
with colleagues and sharing of good practice.
Throughout the session staff observe each
other in the classroom and discuss next steps to
further improve the experience for learners.
Pupils will complete evaluations for their
courses at the end of topics or significant units
of work. Teachers use this to inform any
necessary changes to their courses. Pupils are
also asked to provide formal feedback in the
form of an annual questionnaire on their
experiences in each class. This is shared with
staff and used as a basis for discussion around
any desired alterations to practice.
Changes to Learning and Teaching will be
based on well-considered rationale, involving
consultation with stakeholders and monitored
and evaluated for positive outcomes.
Learning and Teaching links to the Journey to
Excellence Dimensions:
1 Engages young people in the highest
quality learning activities
10 Develops a culture of ambition and
achievement
The views of parents and carers are sought
through questionnaires at parents’ evenings or
individual letter and through the Parent
Council.
Increasingly the curriculum is delivered through
a variety of teaching styles and methods.
Though there is still an important place for the
teacher-led session to a whole class, other
methods are also used. The emphasis is on
the needs of the pupil as an individual or as
The progress of pupils is monitored through a
tracking programme monitored by House
Heads who activate an early intervention
system when concerns are being raised about
individuals. This provides solid evidence for
discussion with pupils and parents / carers.
17
Teacher Learning
Communities
Denominational Links
Leaders of learning lead the teacher learning
communities where an aspect of teaching in
tried out, discussed, supported and
challenged.
At Jedburgh Grammar School we have many
links with denominational bodies.
 We work closely with Rev Graham Astles
from Jedburgh Old Parish Church and he is
our school minister.
 Each year S1 pupils are visited by Mr Ken
Fotheringham from the Gideon Society.
 This year ministers from various Christian
churches came into school to speak to our
pupils.
 The school is also linked with Scripture Union
should pupils wish to partake. Our contact is
Esther Bailey. Further info to be found on this
link http://www.suscotland.org.uk/educationand-schools/regional-staff/scottish-borders/
 End of term services and worship are held at
the end of each school term in Jedburgh Old
Parish Church.
Working Together
Homework
The aims of the school can be met only in part
by the school itself.
Obviously, the pupils
have their own part to play but equally
important, indeed vital, is the role of the
community and particularly parents.
The
school does not work in isolation and in the
setting and maintenance of high standards;
co-operation among school, home and
community is of the greatest importance. In
particular, support at home is vital, in
encouraging a work routine for homework and
revision; providing (as well as possible) a
suitable place to work; and in taking an
interest generally.
Homework plays a very important part in the
education of all pupils. Homework is set on a
regular basis at all stages. It should be done
neatly and handed in on time. Homework helps
to develop a sense of responsibility, helps with
the task of learning and especially in later years
is increasingly an essential part of the course. It
is important to develop good study habits even
from S1 and there is always work to be done,
even when no specific work has been set. All
pupils receive a Study Planner in which they
should note all homework as well as test dates
and exams. This Study Planner also contains a
variety of useful information.
Parents are encouraged to contact their child's
Pastoral teacher if they have concerns about
the work their child is undertaking.
The co-operation of all parents/carers is
requested, to ensure that pupils make the most
of their opportunities at school. It is helpful if
parents make a regular check of the Study
Planner to ensure work is done and set out in an
organised manner.
All our staff are involved in peer observation
of teaching and follow up feedback and
discussion. This is very valuable as research
tells us clearly that teaching improves when
teachers work together to support each other
in this way. We are committed as a school to
developing our practice all the time and this
collegiate work is the basis for this. The whole
process is monitored and evaluated by the
Depute Rector in charge of Learning and
Teaching.
Further information on a national level can be
found on the following websites.
18
Community Learning & Development Service
The Community Learning and Development
Service (CLDS) aims to empower the pupils to
make positive changes in their lives and their
communities through learning. To achieve this we
provide a wide range of needs led, informal
learning and development opportunities for the
young people at Jedburgh Grammar
School. These opportunities begin during the
Primary 7 Transitions phase (Enterprise Events,
Information days and the S1 Buddy System) all
the way up to supporting the leadership
development of Senior Pupils (Volunteering, Peer
Mentoring and P7 Events Planning). CLDS also
provides alternative accreditation options for
young people through Saltire Awards, which
support their achievements through volunteering
and Youth Achievement Awards (YAA), which
accredits personal development in participation
and leadership both in and out of school. YAAs
are accredited through the SQA and will help to
build their CV and support their transition to a
positive destination after school. In addition to
this CLDS supports the young people on the
Student Council to ensure that all pupils are
given a voice during decision making processes
and to also help make improvements around the
school. Additional projects are run throughout
the year depending on the needs of the pupils.
Active Schools in JGS
Background to Active Schools
Active Schools aims to provide more and higher quality opportunities for children to participate in
school and community sport and to increase capacity through the recruitment of the volunteers who
deliver the activity sessions.
The Active Schools Network works together with organisations and individuals, including PE staff and
Sports Development Officers, to provide a wide range of opportunities connected to physical
education, school sport and club sport.
Main Areas of Work in JGS


Extra-Curricular Clubs: Jedburgh Active
Schools coordinate and support a range of
sport and physical activity opportunities
before, during and after school. These
opportunities are delivered by teachers,
club coaches, BSLT coaches, senior pupils
and parents. Current clubs include S1 - 6
hockey, S1 - Under 16 boys and girls rugby,
S1 - 6 basketball and S1 - 6 football.
contact Ewan Lindores on 07881249322 or
elindores@bslt.org.uk.
Recruiting Volunteers: Volunteers are the
heartbeat of school and community sport. A
key objective of the Active Schools network
is to recruit, retain and develop a workforce
of coaches and volunteers who can deliver
quality opportunities in school and
community sport. Jedburgh Active Schools
are always looking recruit adult and senior
pupil volunteers who can deliver new
sporting activities or support existing clubs.
Once recruited our volunteers are directed
to ongoing learning opportunities, many of
which are free of charge. If you are
interested in becoming a volunteer please
19

School - Club Links: Active Schools looks to
develop effective pathways between school
and sports clubs to support a pupils
transition from school to community sport. A
School-Club Link has several benefits for
schools, young people and clubs. The link
may take the form of curricular or extracurricular sessions, one-off taster sessions or
promotion of the club through posters and
flyers.

Lead 2014: Lead 2014 is a Commonwealth
Games legacy programme that helps young
people develop and enhance their
volunteering skills and experience. They will
receive training to develop their event
management skills which enable them to
organize and deliver sports festivals within
their school community. A group of current
S4 pupils from Jedburgh Grammar School
were appointed last session as Lead 2014
Ambassadors.


Young Coach Programme: The Young
Coach Programme was established in August
2012 as part of Active School’s contribution
to a lasting legacy for the Scottish Borders.
As such we recognise the importance of
young people leading and coaching in sport
and physical activity in the local
community. Each year between 2 and 4
candidates from Jedburgh Grammar School
are offered the platform to better
themselves and take coaching as far as they
possibly can through a structured year long
development plan. A crucial element of the
programme is that each candidate is placed
in a school and / or community sports club
for the duration of the school year. This
serves to vastly improve their coaching
ability and encourage players of the given
club to take up coaching in the future.
selected to receive the visits from the chosen
champion.
Champions in Schools (CIS): CIS is a role
model programme that places Scotland’s top
International athletes (past and present) into
the classroom to deliver inspirational
workshops on success through effort,
overcoming failure, pursuing a healthy and
active lifestyle and having a positive winning
attitude. The programme teaches valuable
life lessons that all young people can learn
from. Each year a different year group is

Sports Leaders: Sports Leaders is nationally
recognised qualification that equips young
people with the skills and motivation needed
to create and run sporting activities. Each
year senior pupils are offered the chance to
take the full year course which is delivered
by both current PE staff and the Active
Schools Coordinator. The course comprises
some theoretical, classroom based work, but
is mainly practical in nature with pupils
needing to deliver 10 hours of sporting
activity in the local community (e.g. local
primary schools and community sports clubs)
in order to gain the qualification.

Disability: Opportunities are provided for
all children with disabilities through inclusion
into mainstream sport by providing disability
specific clubs and events. Active Schools
works closely with BSLT’s Sport Development
Officer for Disability to continually monitor
and develop this programme.
If you would like any more information on the
work Active Schools do visit www.bslt.org.uk/
schools_and_communites/active_schools or
contact
Ewan
Lindores
directly
on
07881249332 / elindores@bslt.org.uk
20
ASSESSMENT & REPORTING
Assessment and Reporting in Jedburgh
Grammar School is seen as an integral part
of teaching and learning and serves to
ensure continued student success and
progress. Teachers use a wide variety of
assessment styles through their teaching to
enable students and teachers to make
informed decisions about their learning and
progress.
Assessment is for Learning covers teaching
strategies such as sharing learning intentions,
questioning techniques, self and peer
assessment and feedback.
Students carry out personal planning
through reflective and evaluative work in
classes and through PSE.
All students will receive two reports a year.
Reports should enable students and parents
to be clear about the student’s learning
strengths and actions they require to take to
ensure progress. The reports are handed out
by the Rector and include a parent/pupil
comment slip which is acted on. House Heads
follow up with letters, interviews, meetings
with parents, praise cards etc as
appropriate.
In the Broad General Education S1 to S3,
departments monitor closely pupils’ progress
though the Experiences and Outcomes for
each subject. The reporting at this stage
focuses strongly on learning and teaching
and next steps, rather than grades. There
are no national grades as such and an
approach based on Assessment is for
Learning is important.
S4-S6 have a target setting reporting
process which details actual working grades
and target working grade in each report.
S3 Profiles
In JGS all S3 students complete a personal profile
at the end of S3. This process is supported by
teaching staff and the profile is recognised at the
S3 Graduation. The purpose of S3 Profiling is to
encourage students to reflect on their strengths and
achievements and to gain in confidence and
expertise in sharing these observations with
others. The purpose of this profile is to highlight
personal strengths in curricular areas as well as
wider contexts at the point when the students moves
from the phase of broad general education to
senior phase. Students are encouraged to highlight
personal skills that they regard as important as well
as giving an insight into challenges and experiences
which they have encountered and in which they have
succeeded. The profile will be extended to S1 & S2.
Calendar for
Parents’ Nights & Reports
Aug –
Oct
S1
S2
S3
S4-6
Short
Report
Short
Report
Short
Report
Tracking &
Comment
Report
Full Report
Tracking &
Comment
Report
Oct –
Parents’ Night
Dec
Jan –
Mar
Tracking
Report
Apr June
Full Report
Parents’ Night
Full Report
Parents’ Night Parents’ Night
Tracking
Tracking
Report
Report
The School Calendar on the website will give all
relevant dates.
21
TRANSITIONS
Primary 7 Transition
S3 Transition
The move from primary to secondary school is
an important event for our students. We make
this move as untroubled and smooth as
possible. We have an excellent relationship
with our associated primaries and we work
together to maintain this strong partnership.
S3 is an important year for students in school.
This year, although still part of the Broad
General Education, allows students to
experience significant specialisation. S3 is a
transition year in that pupils specialize in 10
subjects to be ready for 6 in S4 and 5 in S5 and
S6. To support this we have an S3 exam. In S3
pupils and parents are signposted towards
National 4 or National 5.
A planned calendar of events is in place to
ensure that information is collected and
shared to ensure the learning needs of all
students
are
understood
and
that
arrangements are in place to allow these to
be met. Students have also been through a
programme of visits, to the Grammar school,
to attend class and interschool events as well
as having discussion sessions with Jedburgh
Grammar Staff, JGS S1s and Community
Learning and Development Staff. For
example, a group of S1 pupils attended a
question and answer session with P7 pupils
and our S5 Head Team led an Enterprise Day
for all P7s.
Our S3 experience allows all students the
opportunity to study a number of subjects with
increased depth and challenge, which helps
students to prepare for the difficult decisions to
be made for the start of Senior Phase. At the
end of S3 all of our S3s are supported to
complete their S3 profile. Their profile, which
highlights information about their learning
styles, subject interests and wider achievements,
is shared with all staff to assist a smooth
transition to Senior Phase. We also have a
Graduation ceremony for all S3s and parents to
mark the end of their BGE phase and to
celebrate the start of senior phase.
Pupils with additional support needs are
supported by an enhanced transition
programme involving meeting with parents
and children, visits to the school, buddies and
partner support.
Some of our students require more support as
they move from S3 to senior phase. In March of
S3 we hold a multi agency transition meeting to
discuss personalised support structures for
nominated S3s as they move into Senior phase
and prepare for 16 + options. Parents and
pupils are fully involved in this process and close
monitoring continues as they move through S4, to
ensure that these students are in a strong
position to make a positive post 16 destination
to school, college or employment.
22
Post 16 Transition
We are dedicated in ensuring all students
make a positive destination when they come to
leave school. For the majority of students,
support from the Pastoral team, through the
PSE programme and 1-1 interviews with Skills
Development Scotland are sufficient to ensure
that students have appropriate plans in place
when they leave. UCAS personal statements for
example are thoroughly prepared and
supported for our University applicants.
However it is acknowledged that some
students, for a variety of reasons, may struggle
to make a transition from school. In Jedburgh
Grammar School we have a planned transition
programme for identified students starting in
S3, involving multi agency work. This early
discussion with appropriate agencies helps to
ensure that students and families, potentially
vulnerable in transition, are well prepared to
move on from school.
All our students are very well supported to
Higher level.
The Careers Service website is
http://www.skillsdevelopmentscotland.co.uk/
and the nearest Job Centre website is
http://www.jobcentreplusoffices.co.uk/scotland
/291-hawick-job-centre-plus-office.
We have strong links with Borders College and
some S4 pupils follow a Schools Plus
programme in S4 before applying for college.
New in 2014-15 has been the South East
Scotland Academies Partnership which involves
S6 students following courses at Borders
College, Queen Margaret University and
Edinburgh College. The Academies support the
development of some of Scotland's key growth
industries: Food Science and Nutrition, Health
and Social Care, Creative Industries and
Tourism & Hospitality.
http://southeastscotlandacademies.org.
Our PSE classes prepare students for the future
in partnership with colleges, universities and
employers. Great care is taken to ensure that
individual pathways are supported.
23
SUPPORT FOR PUPILS
The Pupil Support department at Jedburgh
Grammar school helps to support any student, in
any year that requires extra support to fulfil
their potential.
The department runs Supported Study groups
where identified pupils are taught in small
groups and are supported with coursework,
homework and helped to develop core literacy
and numeracy skills.
Pupils with Additional Support Needs are
identified in the transition process from Primary
to Secondary and liaison between staff at
schools, parents and pupils is undertaken to
ensure that the appropriate support is in place
for the students when they start S1. Information
regarding Additional Support Needs is
regularly updated and the staff are informed
of all relevant information to allow them to
appropriately prepare for their interactions
with the students.
There is a paired reading programme in S1 & 2
for pupils who need a little bit of help with their
reading skills. Senior volunteers are paired with
the younger students and meet with them once a
week to read and discuss fiction that the
younger students chose.
The aim of this
programme is to develop independence,
confidence and fluency when reading.
Also within the department is the Fast Track
Reading programme for S1 students who need
some extra help to improve their reading skills.
This group meets 3 times a week and is very
successful in improving pupils reading skills with
previous participants reporting that they found
the group really helped their reading and built
their confidence in classes.
Parents are also welcome to contact their child’s
pastoral teacher, or the Pupil Support
Department, at any stage of their child’s school
career if they have any concerns regarding
their child and possible Additional Support
Needs.
The Pupil Support department use a referral
system whereby staff can raise concerns and,
where
appropriate,
assessments
and
observations can be arranged after consultation
with pupils and parents. If a pupil has an
Additional Support Need then appropriate
support will be put in place, again in
consultation with pupils and parents. We work in
partnership with specialist services and outside
agencies where appropriate.
Lunch clubs are also held within the department
where senior students socialise, play pool, cards,
board games or just chat, with S1 & 2 pupils to
help boost their confidence in group settings.
For older students we run an Assertive Mentoring
programme which helps senior pupils, with the
demanding workloads and time commitments
they face, to stay on track and focus so that
they have the best opportunity to fulfil their
potential when it comes to national
qualifications.
The Pupil Support department has a wide range
of resources and make use of Additional Needs
Assistants who support pupils both in classes and
within the Pupil Support Department.
24
At any point in their lives children or young
people may need extra help with their
education. This may be for any reason and at
any time. This is often referred to as additional
support for learning or having additional support
needs.
Some examples of why a child or young person
may require extra help with their education are:






Bereavement or family illness
Problems at home
Bullying
Being particularly gifted or able
An illness, disability or sensory impairment
Having English as an Additional Language
A child/young person’s needs may last for a
short time and the problem may be resolved
easily. Or their needs might be very complex,
and they may require additional support for a
number of years.
If you feel that your child needs additional
support for learning, the first person to speak to
is your child’s teacher. You have the right to
request an assessment of your child. Within our
school we operate a model of staged
intervention where support is provided in varied
ways to meet individual needs. Our approach to
assessment ensures that the needs of children and
young people are recognised and appropriate
support can be provided.
You can also speak to the Education Team
Leader via SBC
Parents/carers are always involved in making
decisions about their child’s education and we
will always ask your permission before any
specific referrals are made. While your child is
receiving support, we will regularly review your
child’s progress.
At times, parents/carers and schools may come
into dispute. While we would always hope that
difficulties could be resolved at the school level,
we recognise that parents or young people may
wish to formalise their concerns. To assist with
this we have a complaints procedure and also
offer independent mediation and adjudication.
It is also possible under certain circumstances to
refer the case to the Additional Support Needs
Tribunal for Scotland.
The statutory framework for Additional Support
for Learning is the Education (Additional Support
for Learning) (Scotland) Acts 2004 and 2009.
For more information, you can contact:
a) Enquire, the Scottish advice service for
Additional Support for Learning. They have
a wealth of information, including practical
guides and fact sheets for both
parents/carers and young people. You can
find the website at www.enquire.org.uk, or
ring them on 0845 1232303.
b) Scottish Independent Advocacy Alliance, a
charitable body registered in Scotland
under registration number SCO33576;
www.siaa.org.uk
c) Scottish Child Law Centre, a charitable body
registered in Scotland under registration
number SCO12741; www.sclc.org.uk
Promoting Positive Behaviour
In JGS we believe that positive conduct in
classrooms and around our buildings is essential to
allow students to learn effectively and to feel
safe and confident. A code of student
expectations is discussed with all students through
PSE and at assemblies. This code is also displayed
in all student areas. We recognise the need for a
consistent standard to be applied by all staff in
all areas of the school.
Alongside our code for expected behaviour are
lists of consequences. We have a significant
number of ways of recognising positive student
behaviour, including use of merits, praise cards,
house points. We also have a staged list of
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sanctions which are applied in all classes and
school spaces if students fail to behave in an
appropriate manner. These start off with
minimal intervention through use of a verbal
warning and progress to use of punishment
exercises, short term removal from lesson to
referral to senior staff. Staff use Seemis to
record
positive
and
inappropriate
behaviours.
The sanctions are easily
understood by staff and students. All staff
have a role to challenge inappropriate
behaviour. House Heads and Pastoral staff
monitor behaviour through Seemis reports and
staff referrals.
Getting It Right for Every Child (GIRFEC)
This is the National approach ensures that anyone providing support puts your child at the centre.
Practitioners work together to support you and your child and where appropriate, take early action
at the first signs of any difficulty. This means working across organisational boundaries and putting
your child and you at the heart of decision making, giving all our children and young people the best
possible start in life.
GIRFEC means that everyone working with Scottish Borders children, young people and their families
are being encouraged to:





Ensure children, young people, and their families get the help they need when they need it and
are central to the process of finding solutions.
Use one consistent and equitable approach, actively share information to agreed protocols and
work more effectively together to improve outcomes for children and young people.
Be clear about personal responsibility to do the right thing for each child/young person.
Work with children, young people and their families, using a collaborative approach with fewer
meetings. This should ensure children, young people and their families give information only once,
and enables the development of one plan to meet all their needs.
Respond to children and young people and take appropriate, proportionate and timely action
with the minimum of paperwork, bureaucracy and duplication.
GIRFEC is part of the Children and Young People (Scotland) Act 2014 and the GIRFEC provisions
have to be fully implemented by 1 August 2016. The multi-agency approach of the Scottish Borders
is to phase in this implementation. If you would like any further information please ask your child’s
Headteacher.
Individual Health Care Plans
Pupils with complex illness such as diabetes, epilepsy, anaphylaxis etc. will be asked to meet
with the school nurse (who is not based full-time within the school) along with their parent/carer
to establish an Individual Health Care Plan which means that the school is able to hold and
administer emergency medication within school.
26
Respectful Relationships
Like others across the country, the school has students who are affected by inappropriate behaviour
of others, both in and out of school. In some cases, these can be regarded as ‘bullying incidents’. In
the case of these types of incidents, we follow the SBC Respectful Relationships Policy.
House Heads play a significant role in recognising positive behaviour as well as challenging and
addressing inappropriate behaviour if it becomes serious or persistent.
The key message to staff, parents and agencies in Respectful Relationships is a commitment to
resolving issues between students, focussing on behaviours and the effect of behaviour on others.
Most issues and incidents are referred to school through students themselves or parents. The actions
taken are based on the nature of the situation occurring and how the students involved want it to be
addressed; this will vary.



Incidents are recorded in Pastoral
Notes and monitored and appropriate
agreed actions are carried out.
‘Bullying’ type incidents will be
recorded in a central log which allows
staff to closely monitor students, and
therefore be alert to those who
repeatedly display bullying behaviour
or who repeatedly experience
bullying behaviour.
Re-occurrences of bullying type
behaviour are treated seriously,
incurring an increased use of sanctions,
and dialogue with parents/ carers.



Students displaying ‘bullying behaviour’ will
be offered support and strategies to address
inappropriate behaviour and will be closely
monitored.
Students experiencing ‘bullying behaviour ‘
will be offered access to supports and
strategies to support them in and out of school
with their relationships with others. These
students will be closely monitored in school.
Students who repeatedly display bullying
behaviour and continue to ignore warnings,
and who do not modify their behaviour
around others may be excluded, as a
consequence of their presence in school
making it unsafe for others.
Some incidents, which could be regarded as ‘bullying behaviour’, may actually trigger a referral to
the Police.
Students who use racist, sexist, homophobic or other types of discriminatory language to cause, or
which causes offence, are breaking the law and the Police will be informed. Students who
experience physical bullying may choose to make a complaint to the Police, as well as allowing the
school to take action.
27
Recognition of Achievement
We understand the importance of recognising the achievements and the personal qualities of our
students. We do this in a number of different ways and settings.
Daily Learning and Teaching
House Awards Assemblies
Our teachers work hard to praise and
encourage our young people verbally and
in written feedback. We are focussed on
recognising effort, pride in work and
determination as well as ability. In line with
Growth Mindset we value effort, a positive
outlook and a willingness to see setbacks as
learning opportunities above all.
House Awards Assemblies are held in the
summer term to recognise effort and behaviour
in the classroom through Merit and Distinction
awards as well as recognising out of school
wider achievements. We know our young
people well and have a good understanding of
what they do out of school which helps all their
efforts and achievements to be recognised. A
big emphasis is placed on class merits and class
House points.
Merits
These are issued by staff on a daily basis
for effort and behaviour and contribute to
the House Assemblies and S3 Graduation.
10 House Points lead to a Praise Card.
Merits are closely monitored by Pastoral
Staff and House Heads on a weekly basis
and there is very quick feedback to pupils.
S3 Graduation
We see the end of S3 as a significant event as it
signals the end of the Broad General Education
and the transition into Senior Phase and
National Qualifications. This is an evening
celebration for staff, students, parents and
guests to get together to share and celebrate or
S3's successes. In addition to the content of the
House Awards Assemblies, students are
presented with their S3 profiles and a certificate
of courses completed with recognition of level of
attainment.
House Points
These are awarded to pupils and contribute
to the House Points running total for the
House Trophy at Prizegiving and the award
for most House Points at the House
Assemblies and S3 Graduation. Weekly
totals are shown in the paper bulletin and
on screens.
Prizegiving
Our formal Prizegiving takes place at the end
of June in the Parish Church, a venue which is
large enough to bring our whole school
community together. There are Effort, Attainment
and Improvement prizes for all Year Groups as
well as subject prizes and trophies for senior
students. There are also special prizes such as
the Service to School Award, Callant Award,
Memorial Prizes and the Dux Medal. The climax
of the event is the awarding of the House
Trophy.
Rector's Award Cards
Around 10 pupils each week are presented
with Rector's Award Cards by the Rector.
Pupils are nominated for consistently high
standards in personal qualities such as good
manners, ability to get on well with people,
reliability. In general this is about making
the school a better place and possessing
important skills for life after school.
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School Improvement 2014-16
The School Improvement Report for 2014-15 and the School Improvement Plan for 2015-16 will be
on the school website from July 2015.
Summary of Action Points for 2015-16
1. Raise attainment
 Introduce new system for tracking and monitoring pupil progress and
implement follow up support for pupils.
 Implement recommendations from Scottish Borders Council review of how we
are meeting the learning needs of our pupils.
 Establish Learning Partnerships between teachers/departments in JGS and
staff in other schools.
2. Curriculum
 Review S1-3 Broad General Education, including providing more
opportunities for pupils to explore links across the curriculum.
 Increase opportunities for pupils to develop skills for life and work.
 Introduce new Advanced Higher Courses and Religious and Moral Education
input to S4-6.
3. Teaching & Learning
 Continue Teacher Learning Community approach to improving pupils’
experiences.
 Further development of assessment & moderation.
 Further development of numeracy, literacy and health & wellbeing.
4. Self-Evaluation
 Implement revised Quality Assurance Calendar to inform future
improvement planning
29
PRACTICAL INFORMATION
STAFF
The Senior Management Team
Rector
Depute Rectors
Mrs S Oliver
Mrs J Farrell
&
Miss L Howie
There are 30 other members of the teaching staff, with subject departments grouped under the
charge of a Principal Teacher Curriculum.
Pupils are also allocated to one of 3 Houses (Brewster, Rutherford and Thomson) which take part in a
variety of activities, led by six elected House Captains from S6.
Further support comes from the Pastoral Team which consists of three promoted staff, each
responsible for a cross-section of pupils. They provide curricular, pastoral and vocational support
and are the main link with parents. They follow their group of pupils through their years at school.
The Pastoral Staff
Miss C Denholm & Mr B Rafferty
House Heads have overall co-ordination for specific Houses in close liaison with Pastoral staff.
During 2015-2016 this will be:
Miss L Howie
Brewster & Thomson
Mrs J Farrell
Rutherford
THE SCHOOL DAY
An asymmetric week has been implemented. Each day, school will begin at 8.50am. It will close at
3.45 pm on Monday to Thursday and 1.20 pm on Fridays. If, for any reason, an earlier closure is
arranged, the pupils are given advance notice and provision of shelter/study facilities is made for
those who request it.
RESILIENT SCHOOLS
When the weather is too severe to allow safe running of schools including staff and pupils travelling
Scottish Borders Council invoke Resilient Schools. This means that staff report to their local school to
work and only pupils who can walk safely should attend their school. In Jedburgh, all S1-S3 pupils in
the town are expected to attend. Parents are informed by Groupcall and it is on Radio Borders and
the SBC and school website for example.
Financial Assistance for School Meals and Uniform
Please visit this web address or use the QR code shown
http://www.scotborders.gov.uk/info/594/education_and_school_benefits/332/free_school_meals
_and_clothing_or_footwear_grant
30
WHO TEACHES WHAT?
SENIOR MANAGEMENT TEAM
Rector
Mrs S Oliver
Depute Rectors
Mrs J Farrell & Miss L Howie
DESIGN, TECHNOLOGY, MUSIC
Mr M Armstrong
Art
Miss J Scott
Music
Mrs J Montague, (Mrs Farrell)
Technology
Mr M Armstrong, Ms H Cuthers
ENGLISH, LITERACY, DRAMA, MEDIA, MODERN LANGUAGES
Mr D Blake
English, Drama, Media
Mr D Blake, Mr R Robinson, Miss E Robinson, Mr L Dalrymple
Modern Languages
Mrs Samson, Mr P Shields
HEALTH & WELLBEING
Miss M Stalker
Home Economics, Hospitality
Miss M Stalker, Miss M Currie
Physical Education
Mr S Davies, Mrs L Owenson, Mr R Shirra-Gibb, (Miss L Howie)
MATHEMATICS, NUMERACY
Mathematics
Miss J Robertson
Miss J Robertson, Mrs A Brydon, Mr C McDonald
PASTORAL
Personal & Social Education
Miss C Denholm, Mr B Rafferty
PUPIL SUPPORT
Pupil Support
Mrs L Milligan
Mrs L Milligan, Mrs S Hainsworth
SCIENCES
Mr P Macklin
Biology, Chemistry, Physics, Science Mr P Macklin, Mrs K Barr, Miss S Bremner, Mrs K Carvalho
SOCIAL SUBJECTS, BUSINESS STUDIES, RME
Miss M Sterricks
Business Studies
Miss J Chapman
Social Subjects
Mrs M Sterricks, Miss B Cryle, Mr C Virtue
Religious & Moral Education
Mrs G Campion
NON-TEACHING STAFF
Business Support Manager
Mrs T Lowrie
Administration
Mrs H Laing, Mrs J Coulson, Mrs J Sudlow, Mrs I Watters
Library
Mrs L Welsh
Technicians
Mr R Thomas, Mr C Wight
Janitors
Mr C King, Mr B Ramsay
Mrs J McDonald, Mrs E Maxwell, Mrs K Redpath,
Mr S Roughead, Mrs J Wallace
Auxiliaries
31
TERM DATES
The school term dates for session 2015-2016 are as follows:
FIRST TERM
School opens for teachers
School opens for pupils
School closes for October holiday
School reopens for pupils
School closed for St Andrew’s Day
School closes for Christmas holidays
Monday
Tuesday
Thursday
Monday
Monday
Friday
17
18
8
19
30
18
August 2015
August 2015
October 2015
October 2015
November 2015
December 2015
Tuesday
Thursday
Thursday
Friday
Friday
5
11
18
25
1
January 2016
February 2016
February 2016
March 2016
April 2016
Monday
Thursday
Tuesday
Wednesday
18
28
3
29
April 2016
April 2016
May 2016
June 2016
SECOND TERM
School opens for teachers and pupils
School closes to pupils for half term holiday
School reopens for teachers and pupils
School closed for Good Friday
School closes for spring holidays
THIRD TERM
School opens for teachers and pupils
School closes to pupils for May holiday
School reopens for teachers and pupils
School closes for summer holidays
IN-SERVICE DAYS
For the academic year 2015-16, the In-Service Days are set as follows:
Monday 17 August 2015
Thursday 12 November 2015
Friday 13 Nov 2015
Friday 12 February 2016*
Friday 29 April 2016*
*Please note 2016 dates are still to be confirmed.
MOBILE PHONES
In JGS, we accept that Mobile phones are an essential part of modern life and we understand that
students carry them for safety and to carry and store data and information.
All phones must be switched off in class and should not be used unless agreed by the teacher. Phones
which go off in class or are being misused will be removed and stored in the office till the end of the
day. It is important to note that students must not use any device for taking photos unless directed by
a staff member or with clear consent from students.
32
UNIFORM
Why is uniform important to a successful school? It is important as we try to: help improve Jedburgh Grammar School
 foster a sense of belonging and pride in Jedburgh Grammar School
 develop a purposeful and focused ethos in the school
 promote equality among students
 prevent bullying arising from students wearing certain styles of clothing
 prepare our students for the world of work
 foster the positive image of our school and students in the community
 ensure easy identification, security and management of students on out of school excursions
 make it easy for parents, students and staff to know what we expect students to wear to school
We very happy with the support our students and parents and carers give our uniform. I have
always been impressed by the way the students look and I take every opportunity to tell them. I am
very encouraged by the amount of our students choosing to wear ties for example.
The JGS Uniform is as follows:



white shirt and school tie (Ties are available from the school office, priced £6.50.)
plain black jumper or cardigan
black trousers / skirt
black shoes
The following items are available to order on-line from Border Embroideries
www.border-embroideries.co.uk
Black cotton cardigan or jumper with school badge - £14.50
Footwear and Protective Equipment for work in Practical Areas
To ensure the Health & Safety of our pupils it is necessary for all those working in practical areas
within Technical and Home Economics to wear appropriate footwear.
The minimum requirement for such footwear is that it must cover the upper part of the foot.
Safety spectacles must always be worn as directed by the teacher.
Outdoor clothing, including scarves, gloves will be removed on entry to classes. This includes outdoor
sports tops bearing a school logo. Headgear will be removed on entry to any building.
Make-up and jewellery will be discreet.
The following dress is not acceptable:
a) denim
b) tracksuits
c) footwear which might damage flooring or
is unsuitable on grounds of health and
safety.
d) clothing bearing slogans or images which
might cause offence; representing sporting or
political factions; advertising alcohol or
tobacco
e) clothing which is too revealing, too tight or too
short
Any pupil wearing items in categories c, d or e will be referred to House Heads.
If necessary, the pupil will be isolated from classes or sent home to change.
33
OPPORTUNITIES
We offer a very wide variety of opportunities for our young people to learn and achieve outwith
the classroom by taking part in clubs and groups. Here is what is on offer at the Grammar School.
Young people can represent their school in rugby, hockey, football, basketball and other events such
as Maths Challenge. If anyone is interested in taking part in any of these clubs, just contact the
member of staff named.
Duke of Edinburgh Awards
School of Rugby
The Bronze award is offered each year to our
S3 students. This involves each student
developing themselves in three different areas:
Volunteering, Physical and Skill. Two of these
they will maintain for three months while the
remaining one will continue for a six month
period. Students must take responsibility in the
selecting of tasks and also ensure they regularly
log their progress online.
The Schools of Rugby initiative provides
schools package of resources enables more
staff to deliver a rugby programme across the
schools network, including a focused initiative
for a number of S1 and S2 pupils, who
receive up to five curricular and extra
curricular sessions per week. Our School of
Rugby started in December 2013.
Formal Christmas Dances
These are hugely significant events and very
important to all our pupils. The dress is formal
for S4-6 and smart/casual for S1-3. The focus
of the night is traditional ceilidh dancing which
is practiced and learnt in PE from November.
Staff and pupils enjoy these nights very much.
The S1-3 dance takes place in the school hall
and the senior dance takes place in Jedburgh
Town Hall.
In order to complete the award, pupils will
complete a two day expedition in May to show
their teamwork, dedication and skill. A practice
expedition will take place in March. We
currently have nineteen pupils undertaking the
award and meetings will be held weekly during
the build up to the expeditions.
The Silver award is for pupils in S4 and above.
It helps young people to become more
confident, participate in new challenges, and
make new friendships.
Tanzania 2016
We are going to Tanzania in June 2016 to
build houses and help a local community.
To achieve this award, you have to complete
four sections: volunteering, skill, physical and
two 3 day, 2 night expeditions in the local area
- usually done by canoe.
It's a fantastic award to obtain and looks great
on a CV/UCAS application.
34
SCHOOL TRIPS
We are proud of the variety of trips we offer our students. Look on the school website for more
information.
SCHOOL TRIP CALENDAR 2015 - 2020
Year
P7
S2
S3
S5
S6
Residential
Ski
DofE
DofE
Africa
London or equivalent
London or equivalent
Ski
Ski
DofE
Africa
London or equivalent
Ski
DofE
Africa
London or equivalent
Ski
16-17 Residential
Residential
DofE
Battlefields
DofE
Battlefields
DofE
Battlefields
17-18 Residential
Residential
Ski
DofE
DofE
Africa
London or equivalent
London or equivalent
Ski
Ski
DofE
Africa
London or equivalent
Ski
DofE
Africa
London or equivalent
Ski
18-19 Residential
Residential
DofE
Battlefields
DofE
Battlefields
DofE
Battlefields
19-20 Residential
Residential
Ski
DofE
DofE
Africa
London or equivalent
London or equivalent
Ski
Ski
DofE
Africa
London or equivalent
Ski
DofE
Africa
London or equivalent
Ski
15-16 Residential
*
**
S1
Ski
Ski
Ski
S4
DofE
Battlefields
DofE
Battlefields
Priority for places to S4,5,6 pupils
DofE = Duke of Edinburgh Award Scheme
LOCKERS
Lockers are available in the school for rental. Application forms can be obtained from the school
office. The annual rental is £5 and there is a refundable key deposit of £5. Lockers are spread
throughout the school. Most pupils have a considerable amount of books and other equipment
necessary for the subjects they study. Using the locker for safe storage can avoid carrying heavy
rucksacks around the school.
Education Maintenance Allowance (EMA)
What is an Education Maintenance Allowance?
It is a weekly payment of £30 paid to young people aged 16 and over who are at school or
college and who meet the eligibility criteria. Young people who have signed up to an Activity
Agreement and are engaging in 9 hours or more a week can also apply.
Find out if you are eligible:
http://www.scotborders.gov.uk/info/899/grants_and_benefits/184/education_maintenance_allowance/2
Collect an application from:
 JGS school office
 local Scottish Borders Council Contact Centre
 the EMA team at Scottish Borders Council
35
Regular Activities outside Normal Hours
EVENT
WHEN
STAFF
Athletics
After School
PE Staff
Basketball
Lunchtime
PE Staff
Brass Group/Jam Session
Lunchtime
Music dept
Dancing
After School
PE Staff
Drama Club
After School
Borders Youth Theatre
Duke of Edinburgh Award
Bronze & Silver
As required
Mr Robinson / Mr Davies
& others
Film Club
Lunchtime
Mr Robinson
Fitness Suite
Lunchtime & after school
Various staff
Football S1/2 & S3/4
Lunchtime
Guitar Group
Lunchtime
Mrs Hume
Gymnastics
Lunchtime
PE Staff
Hockey Training
Lunchtime & after school
Hockey Matches
Saturday mornings
Library available for extra revision
prior to Prelims & study leave in April
After School
Most staff
Model United Nations
Lunchtime
Miss Cryle
Netball
Lunchtime
Mrs Owenson
Rugby for Girls
After School
Mr K Barrie/PE staff
Rugby Training
Lunchtime & after school
Mr K Barrie/PE staff
Rugby Matches
Saturday mornings
Mr K Barrie/PE staff
Singing
Lunchtime
Mrs Montague
Woodwind Group
Lunchtime
Mrs Mooney
Please Note
While information in this handbook is correct at the time of
writing, it may be possible that there is some inaccuracy by the
time it reaches parents.
Thank you
36