Crookston Castle
Primary
School Handbook
2014/15
1
Crookston Castle Primary School Handbook
2014/2015
WELCOME TO
CROOKSTON CASTLE PRIMARY SCHOOL
Dear Parent/Carer
We extend you a very warm welcome to Crookston Castle Primary and hope that your child will be
happy and enjoy his/her time here as well as learning all the skills that will equip him/her for life.
We share the campus with Langlands School, a school for children with complex learning difficulties.
We also share the campus with Crookston Early Years Centre for children from 0 years to 4 years.
During their time at Crookston Castle Primary we hope to help to prepare our children for life ahead.
In terms of their education we hope to provide a broad and general curriculum for each child to
enable him/her to succeed at their own level. We wish to foster positive attitudes both to work and
to each other. We hope that children will treat each other, as well as adults, with respect and
tolerance.
By the end of their time at Crookston Castle Primary, we would wish all our children to develop into
competent, confident and caring adults with a sense of responsibility and self-value.
It is important to work in partnership with you and your family to help us provided a happy learning
environment. We want you to encourage your child to work hard and behave well.
As teachers we aim to offer the highest standard of teaching and learning by providing planned
learning experiences matched to the needs of pupils. We hope to encourage all pupils to do their
best in everything they do.
Yours faithfully
Helen Hashim
Head Teacher
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THE AIMS OF OUR SCHOOL
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To provide a secure, stimulating, happy environment.
To ensure that all pupils achieve their full potential by careful consideration of individuals in
terms of their needs, strengths and talents.
To develop a working partnership with parents and the community, through meaningful
communication and consideration for other.
To encourage pupils to show respect to each other and to all adults in the school and
community.
To promote equal opportunities for all, in terms of race, religion and gender.
OUR SCHOOL VALUES
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We are learning to show respect
We value ourselves and others
We promote equality
We are learning to be responsible
We communicate effectively
SCHOOL INFORMATION
Crookston Castle Primary School
Glenside Avenue
Glasgow
G53 5SD
Present Roll - 486
Maximum Roll - 560
Telephone: 0141 892 0593
Fax: 0141 892 0554
Email: headteacher@crookstoncastle-pri.glasgow.sch.uk
crookstoncastleprimary.schools.uk.com
www.glasgow.gov.uk/en/residents/goingtoschool
Parents should note that the working capacity of the school might vary depending on the number of
pupils at each stage and the way in which the classes are organised.
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HOW the CHILDREN are ORGANISED for LEARNING
CLASSIFICATION
The number of children at each year group will determine how classes require to be structured.
From time to time the distribution of children over the various stages of the school will necessitate
the formation of composite classes. This is where children from two stages of the school come
together to form one class. Primary teachers are trained to teach children in differentiated ability
groups. Consequently, composite classes organised in teaching and learning groups allow children
to study at their own stage level. Children in composite classes continue to learn in the same way as
a single stage class.
A composite class will not exceed 25 in number, unlike single stage classes, which may contain 33
children. Classes in P1 will not normally exceed 25. Classes in P2-3 will not normally exceed 30.
The school currently has nineteen classes, ranging from Primary 1 to Primary 7 as follows:
Number of Primary places available – 60 maximum.
(5-12 years)
Primary 1
Primary 2
Primary 3
Primary 4
Primary 5
Primary 6
Primary 7
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74
64
72
78
74
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This is a non-denominational school and it is co–educational. The Gym Hall and Dining Hall are
available for letting in the evenings. Organisations wishing to use these facilities should contact GCC
or Facilities Office.
All enquiries for letting purposes should be made to: Education Services
Education Services
Glasgow City Council
City Chambers East
40 John Street
Merchant City
GLASGOWG1 1JL
SCHOOL STAFF
Head Teacher
Depute
Depute
Mrs Helen Hashim
Mrs Jacqueline Mathers
Ms Jacqueline Kane
Teaching Staff
P1a - Mrs F Dinnen
P1b – Mrs K Sillars
P1c - Mrs K Barrett
P2a – Ms Markou
P2b – Ms S McHarg
P2c – Ms J Bromage
P3/2 – Ms Hamilton
P3b – Mr A Welch
P3c – Ms C Hamilton
P3c - Mrs S Seenan
P4a - Mrs J McEwan
P4b – Ms J Baxter
P5/4- Mrs Currie /Mrs McCormick
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P5a – Ms S Caldwell
P5b – Mrs C Cunningham
P6/5 - Mr Haveron
P6a – Ms McCausland
P6b - Ms L MacNeil
P7a – Ms McHarg
P7b – Ms Y Friend
DISCREET SUBJECTS
Mr D Ramsay - ICT and Probationer Support in P2a
Mr Cuthbertson - -Science and Probationer Support in P6a
PRINCIPAL TEACHERS
Mrs W Wallis - Teacher of Music/Community Links
Miss M Beaton - Additional Support for Learning ~ Nurture Teacher( Inclusion)
CLERICAL SUPPORT STAFF
Mrs D Kelly, Mrs C Lamb,
Miss L Thomson, Mrs P McMonagle, Mrs Canale
PUPIL SUPPORT ASSISTANTS
Mrs K Cooke, Mrs C Macey, Mrs M Macdiarmid,
Mrs Y McPhail, Mrs L Prociw, Mrs L Skimins and Mrs M Rose
SEN SUPPORT STAFF
Mrs A MacDonald, Mrs Y McCreath
Mrs J O’Rouke, Mrs S Thomson
NURTURE ASSISTANT
Mrs S Mathieson
FACILITY OFFICERS
Mr R McCormack
Ms McManus
Total Number of Teaching Staff (FTE Equivalent) = 25.2
SCHOOL DAY
School opens: 9.00am
School closes: 3:00 pm
P1-3
P4-7
Interval (15mins)
10.45-11.00
10.30-10.45
Lunch (45 mins)
12.30-1.15
12.15-1.00
This may vary from time to time and is determined by activities going on at times of the
year, e.g assemblies
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SCHOOL HOLIDAYS 2014/2015
Return Date for
Teachers
Monday 11 August 2014
Return Date for Pupils Wednesday 13 August 2014
September Weekend
Friday 26 and Monday 29 September 2014
First Mid-Term
Monday 13 to Friday 17 October 2014
(inclusive)
Christmas/New Year
Monday 22 December 2014 to Friday 2 January 2015
(inclusive)
* Please note that schools will close at 2.30pm on the last school
day before the holiday
2015
2015 Return to School Monday 5 January 2015
Second Mid-Term
Monday 9 and Tuesday 10 February 2015
Spring Holiday
Friday 3 to Friday 17 April 2015 (inclusive)
Good Friday is 3 April 2015 and Easter Monday is 6 April 2015
* Please note that schools will close at 2.30pm on the last school
day before the holiday
May Day
Monday 4 May 2015
May Weekend
Friday 22 and Monday 25 May 2015
School Close
Wednesday 24 June 2015
* Please note that schools will close at 1pm on the last school day
before the holiday
In-Service Days
Day 1 Monday 11 August 2014
Day 2 Tuesday 12 August 2014
Day 3 Thursday 18 September 2014
Day 4 Wednesday 11 February 2015
Day 5 Thursday 7 May 2015
Details can be found on Glasgow city Website:
www.glasgow.gov.uk/index.aspx?articleid=9418
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INFANT ENROLMENT
All new entrants to Primary 1 enrol in November and January for the following school session.
Children should be 4 years before the 1st March. Please bring along your child’s birth certificate and
proof of address. We look forward to our meeting and the chance for you to see our lovely school.
We will write to you in April to inform you of the dates of our Pre-Entrant Programme. This will
allow your child to meet his or her teacher and to get used to the new school surroundings. It will
also give you an opportunity to see how your child will learn at school. Once your child is settled in
school you will be invited to attend workshops about the curriculum. I feel sure that you will find
these meetings both informative and enjoyable. Any concerns or questions that you may have can
be discussed at the meetings.
If you live within the catchment area then your child will be enrolled in the school provided there is
capacity. If the pupil lives outside the catchment area then parents will have to make a Placing
Request. Placing Request forms are available from our school office.
http://www.glasgow.gov.uk/index.aspx?articleid=9413
CURRICULUM FOR EXCELLENCE 3-18
Bringing learning to life and life to learning
Curriculum for Excellence is now in place across Scotland for all 3-18 year olds – wherever they learn.
It aims to raise standards, prepare our children for a future they do not yet know and equip them for
jobs of tomorrow in a fast changing world.
Curriculum for Excellence enables professionals to teach subjects creatively, to work together across
the school and with other schools, to share best practice and explore learning together.
Every child is entitled to a broad and deep general education, whatever their level and ability. Every
single teacher and practitioner will be responsible for literacy and numeracy – the language and
numbers skills that unlock other subjects and are vital to everyday life.
It develops skills for learning; life and work to help young people go on to further study, secure work
and navigate life. It brings real life into the classroom, making learning relevant and helps young
people apply lessons to their life beyond the classroom. It links knowledge in one subject area to
another helping children understand the world and make connections. It develops skills so that
children can think for themselves, make sound judgements, challenge, enquire and find solutions.
Ultimately, Curriculum for Excellence aims 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. http://ed.scotland/gov.uk/paretnzone/index.asp ,
www.educationscotland.gov.uk and www.curriculumforexcellence.scotland.gov.uk
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SCHOOL IMPROVEMENT PLANNING
School improvement planning operates on a yearly cycle, based on audit of key stakeholders and
evaluation. Each year a new improvement plan will support the aims for that year. We also review
our framework for learning, agreeing which subjects will be taught discreetly or as an
interdisciplinary theme.
School Improvement 2014/15 can be found on the school website alongside the Standards and
Quality Report which outlines our successes for the year and next steps.
LITERACY
In the infant stages play is integral to the development of the four aspects of literacy. Much of the
learning is done through actively engaging the children; we do however rely on a variety of text to
reinforce our teaching of skills. It also transcends all aspects of the curriculum and this
interdisciplinary approach allows children to apply it in meaningful, realistic situations.
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TALKING skills are formally developed to enable pupils to be effective communicators, for all life
situations. Children will be encouraged to express their own ideas, opinions and feelings
confidently and articulately.
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LISTENING is the key to all learning. The various skills required to be an effective listener will be
developed throughout the seven-year course. Listening units and tapes will be among the
learning experiences provided to develop these skills.
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READING is a fundamentally important skill. Emphasis will be placed at the early stages on
reading out loud i.e. decoding the printed word into the spoken word. Thereafter more
sophisticated reading skills will be developed e.g. research and reference skills, inference,
speculation, in-depth understanding of complex passages etc. The importance of recreational
reading will be stressed and encouraged at all stages.
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WRITING - Not only will writing skills for all life purposes be developed but the important
technical skills of spelling, handwriting and grammar will also be taught. A multi-sensory
approach to the teaching of spelling is used. In addition, further developments in the teaching
methodologies for children's writing are ongoing this session.
Handwriting - The style taught is based on a form, known as the "Simple Modern Hand".
Starting as a simple script, and later linking to form a concise style, it is hoped pupils will be
enabled to write legibly and with speed.
We teach French to Primary 5, 6 and 7 pupils.
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MATHEMATICS
Pupils develop their mathematical skills through active learning. Children explore mathematical
concepts and basic number work using practical activities. You will be supplied each year with a
Curriculum Leaflet which will give guidance for your child’s level/stage.
SOCIAL STUDIES
This curriculum offers pupils a balanced and progressive development of skills and concepts. It is
important for children to understand the place where they live and the heritage of their family and
community- through Social Studies children develop their understanding of the world by learning
about their own people and what has shaped them, other people and their values, in different times,
places and circumstances.
EXPRESSIVE ARTS
Art and Design, Music, Dance and Drama are incorporated into topic work as well as being
taught as experiences and outcomes in their own right.
Art & Design
Children are given a wide experience of various art mediums e.g. painting, printing, craft. As well as
encouraging an interest in art itself, we also develop their expertise in techniques. We hope you will
enjoy viewing the many examples of these, which are displayed within our school.
Music
Mrs Wallis Principal Teacher teaches music to the children. The children are introduced to rhythm,
pitch, notation, appreciation, music making and singing. Each class show case their experience of
expressive arts, build presentation skills and demonstrate increased confidence by performing to an
audience. This year music is supplemented by a visiting specialist who visits Primary 2 fortnight .Our
choirs and other children sing publicly at community and city events.
Dance & Drama
Children are encouraged to take part in class and/ or school events throughout the year. We
participate in a variety of visits to theatre productions – both in school and outside visits. We
perform five main assemblies a year P1 Christmas, P2 Harvest, P3 Scottish Heritage, P4/5 Easter and
P6/7 Summer Show. This may be adapted if topics and the interdisciplinary focus each year changes.
TECHNOLOGIES:
Information Communication Technology skills are developed through a progressive programme of
work from P1 – P7 by Mr Ramsay. There are 2 computers and a Smart Board in every classroom. .
Each stage uses digital cameras and pupils use them to develop their skills and illustrate their work.
Our school website is managed by Mr Ramsay and supported by children and the school media
promotion team.
SCIENCES:
Science is being delivered as a discreet subject this year by Mr Cuthbertson. This will enable
us to develop a programme of skills across the whole school.. These can be linked to other
other areas of the curriculum areas and in real life situations.
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ENTERPRISE IN EDUCATION:
A key focus in curricular planning and delivery will be Enterprise in Education, which aims to develop
in children the attitudes, skills and abilities necessary for active citizenship in a modern Scotland, a
key part of which will be the world of work.
ECO SCHOOLS:
Eco Schools is an international programme which rewards schools for working hard on
environmental topics to make the world a better place. It works by involving the whole school –
pupils, teachers and other staff together with parents and members of the local community. We
have an Eco Committee to drive forward initiatives. Our committee consists of an elected
representative from each class in the school, class teachers and the janitor. There are 3 levels of
awards, Bronze, Silver and the Green Flag. Crookston Castle Primary was awarded Bronze in 2008
and Silver in 2009. We were accredited with our 2nd Green Flag in May 2014. We will continue to
recycle paper, clothing and plastics. This year we are building on Global sustainability and Fair Trade.
For more information on our Eco Schools programme please visit our website.
crookstoncastleprimary.schools.uk.com
SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES
We aim to create and environment, which enables the child to develop his/her thoughts and
attitudes on our increasingly multi-ethnic society. We wish our children to gain a knowledge and
understanding of the cultural diversity that surrounds them. We aim to encourage all our children to
show mutual respect, tolerance and understanding for their fellow pupils.
We hold school assemblies, which are led by the Senior Management. Individual classes take turns to
lead an assembly throughout the year. We celebrate the main Christian festivals and those of our
other ethnic backgrounds.
All parents have the right to withdraw their children from religious observance and may do so by
writing to the Head Teacher.
RELIGIOUS & MORAL EDUCATION:
At Crookston Castle Primary we have children from many faiths. It is our aim, that by primary seven,
all pupils will have gained respect and understanding of a range of world faiths. We aim to achieve
this through a structured and progressive approach, with a focus on different aspects of Christianity,
Islam and Judaism each year, in addition to fostering moral values such as integrity, respect and
responsibility. Secular and humanist ideas are also explored to develop young people who are proud
of and informed about their own faith, and who also have respect and tolerance of the beliefs of
others, which comes through knowledge and understanding.
Religious Observance
Parents have the right to withdraw their child from religious observance and should
inform the school in writing.
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HEALTH AND WELLBEING
Crookston Castle Primary is a Health Promoting School.
Health and education go hand in hand and children who are fit and healthy are more likely to
achieve their full potential at school. The Scottish Government requires that all schools are Health
Promoting, meaning that we adopt a whole school approach to promoting the physical, social,
mental and emotional wellbeing of all pupils, staff and the wider school community. The
introduction of the Schools Health Promotion and Nutrition Act and Curriculum for Excellence both
place health and wellbeing at the heart of education.
Please help support our commitment to health and wellbeing by encouraging your son/daughter
to bring healthy snacks and drinks to school and by making use of our Fuel Zone, which provides a
great range of healthy lunches for £1.50.
The main purpose of health and wellbeing is to develop the knowledge, understanding, skills,
capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in
the future.
Study of a range of subjects will aim to help children develop the knowledge and understanding,
skills, abilities and attitudes necessary for their physical, emotional and social well being. It is hoped
that this learning will assist them make informed decisions throughout life in order to improve all
aspects of their wellbeing. Children will experience and learn about:
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Health Education.
Sexual Health Education
Physical Education and Activity.
Personal and Social Development, including relationships.
Here are some of the health initiatives we provide in our school:
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Health Week.
Active After-Schools Clubs including Football, Netball, Dance.
Healthy School Meals.
Tooth brushing at P1 and P2
Comprehensive Health and Wellbeing lessons in our curriculum.
Playground Buddying.
External specialists in Dance, Netball, Volleyball and Basketball working directly with classes.
Jogging Club.
Water available at all times for all pupils.
We work in partnership with various health professionals and partner agencies to promote health
and wellbeing, including Active Schools and School nurses.
Physical Education Activity
Pupils follow a course which involves a programme of gymnastics, games skills. In accordance with
health and safety, pupils are not allowed to wear jewellery during PE. Parents wishing to have their
children’s ears pierced are advised to do this at the end of term in order to let the wound heal
properly during the holidays. Otherwise PE will not be possible until the earrings can be removed.
This area of the curriculum makes a huge contribution to children’s physical fitness and health. We
involve many coaches in specific sporting areas to work with the children to enhance their PE
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programme. Our Active Schools coordinator supports and develops our partnership working in
Health promoting activities across the Learning Community.
ASSESSMENT
Assessments are used in Maths and Language to monitor progression. At specific stages throughout
the school diagnostic tests are administered to confirm that a child is achieving his/her potential and
that the programme of work is suitable. Children are involved in self assessment and help each
other in aspects of peer evaluation. This process of Formative Assessment is ongoing and is a
valuable tool in keeping children involved in their own learning and enables them to set individual
targets.
REPORTING
All teachers will provide parents/carers with the opportunity to discuss their child’s progress
whenever necessary and appropriate for continued progress in the session. Pupils are invited to selfassess their own progress routinely in order to underline the importance of their part in the learning
partnership, and create a further opportunity for the development of self-assessment as a life skill.
Parents receive an Interim Report in October and February. You have the opportunity to comment.
This is a brief detail of areas of good performances and aspects to be developed in school. You will
continue to receive the final report at the end of the year. We are developing a new Learning
Journey model. Children will collate samples to evidence their learning and achievement.
TRACKING
Each planning session teachers meet with senior managers to report on pupil progress. New lessons
are planned to ensure that next steps meet the needs of the children. We gather and record
information that tells us how well children are performing in their class and across a stage. We
ensure that discussions to plan improvements in performance include opportunities for breadth and
challenge. We use all this evidence to report back to pupils and parents. If a child requires additional
support from educational support agencies we use this as a guide to the level of support. It is also a
valuable to ensure that we meet important targets for children at points of transitions. E.g. moving
to secondary.
PUPIL PROFILES
Every child leaving primary school in Scotland has their key achievements in school, at home and in
the community documented within a P7 profile. The content of the profile is decided by the young
person. The profile is a positive record of their achievements and emphasis their strengths. The
profile provides a valuable way for learners to share valuable information about their achievements
with their parents and teachers in secondary school.
SUPPORT FOR PUPILS
The school has a duty to ensure that all pupils have equal access to the curriculum, with appropriate
support for their needs if required. This applies to the content of lessons, teaching strategies and
minor adaptations to the school environment. There are a wide range of factors which may act as a
barrier to learning. We are committed to working closely with parents and carers to ensure that
they are fully involved in any decisions about support for their children’s needs.
Any parent or carer seeking further advice regarding this policy should contact the Headteacher in
the first instance.
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Further information relating to additional support needs is available on the Glasgow City
Council website –
www.glasgow.gov.uk/index.aspx?articleid=8627
Information on the Glasgow City Councils’ Parental Involvement Strategy can also be found
at www.glasgow.gov.uk/index.aspx?articleid=8642
Mrs Mathers - Depute Teacher, as part of her remit, co-ordinates Additional Support Needs in the
school. A key part of this remit will be multi-agency partnership working, including parents.
Children who are failing to progress after receiving such support may, after consultation with
parents be referred to the Psychological Services Office, located beside Battlefield Primary, where
the Educational Psychologist, Mrs Wendy Armstrong, will be requested to offer further assistance as
appropriate.
The Senior Management Team is always available to speak to any parents who have a concern about
their child’s progress. ~Alternatively if we have a concern about a child’s progress, we will contact
parents in the first instance to explain our next steps.
Enquire – the Scottish advice service for additional support for learning. It offers independent,
confidential advice and information on additional support for learning through:
Telephone Helpline:
0845 123 2303
Email Enquiry:
info@enquire.org.uk
Advice and information is also available at www.enquire.org.uk
Enquire provides a range of clear and easy-to-read guides and factsheets including The parent’s
guide to additional support for learning.
Getting it Right for Every Child (GIRFEC)
The GIRFEC approach is about how staff in all children’s services meet their needs by
working together where necessary to ensure that children reach their full potential.
www.scotland.gov.uk/gettingitright
THE BEECH TREE ROOM
Glasgow City Council has made funding available to every Learning Community to have a Nurture
Class. The aim of the Nurture Class is to focus on children who are entering P1 (and occasionally P2
and P3) with particular needs. Social and Personal Development is one example where children who
are not yet ready to learn in a large classroom environment can be supported. Such children benefit
from individual support and tuition on daily basis. We will consult with parents if observations
confirm that a child may benefit from a more focussed approach in the Nurture environment.
Our Principal Teacher, Ms Beaton is responsible for this class and is supported by an assistant.
Children are observed and assessed as on-going part of Nurture. This informs the Nurture Teacher
and Class Teacher when a child is ready to be integrated to the larger group .
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HOME AND SCHOOL LINKS
Information on what's happening in school is communicated via our monthly newsletters, which are
sent home with pupils. Check the school bag during the first week of each month for these! Parents
normally have the opportunity to be involved in their child’s learning in the following ways:
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Supporting children’s learning by having fun together, reading together, playing
together, talking together
Consider how best to support class learning eg with conversations about, making things,
trips/visits to places of interest related to the topics
Looking at samples of work sent home termly and encouraging children to tell them
more about what they’ve been learning
Attending assemblies prepared and presented by the children (invitations will be sent to
parents)
Discussing the interim progress reports with your child
Discussing the Annual Progress Report, June, with your child and helping him/her ensure
he/she identifies personal learning goals for next session.
Attending all school events, educational or social
In addition, parents are welcome to arrange a mutually convenient daytime appointment whenever
they wish to discuss a matter concerning their child, with the class teacher, department head or
Headteacher.
All parents automatically become members of the Parent Forum. The Parent Teacher Council (PTC)
hold regular meetings, and organise a variety of subgroups, including ones to organise fundraising
and social activities.
In addition, the school publishes an annual Standards & Quality Report and curriculum factsheets for
parents upon request.
In the past we have had many successful events, e.g. Halloween Party, Valentine’s Disco, Shoppers
Night, Summer Fun Day. We rely very heavily on our parental support for help. We could not
manage without you. We are always looking to be innovative in our events and find ways to
encourage partners across the learning community to participate.
PARENTS’ EVENINGS
We hold Open Evenings twice a year and we encourage all our parents to visit the school. This gives
you the opportunity of seeing the work in progress. You can look at your child’s work in detail and
discuss any concerns that you may have. It is very important for your child to see that we all care
about their attainments and progress. We will always offer a second appointment if for some reason
you are unable to attend. We offer a drop in session every Thursday morning to enable
parents/carers to discuss less urgent issues. If you wish to speak to your child’s teacher at any time,
you will always be welcome. However, I must request that you contact a member of the Senior
Management Team in the first instance. Arrangements can then be made for you to speak to your
child’s teacher privately and confidentially.
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WORKSHOP/OPEN SESSIONS
We have a timetable of events where parents can come along and see the children work in a normal
day or come and participate in a learning enterprise/workshop activity. We encourage you also to
attend events where we showcase interdisciplinary topics. The children help to prepare theses
sessions, many of the older children lead the presentations.
HOMEWORK
In P1-P3 we mainly concentrate on the children’s reading as homework, but they will also be given
written homework. Any help that you can give your child in listening to their reading would be very
beneficial to their progress. The time spent per evening should not exceed half an hour, and a quiet
area in which to work would be helpful.
In P4-P7 your child will normally be given homework for Maths and Language, and possibly research
in a Topic. Your child’s teacher will provide this information and you will also find it in the
Curriculum Leaflet for your child’s stage. Shared Learning homework activities are in place across
most stages in school. This is aimed at offering the children a choice in activities to do at home. It
also gives Parents/Carers a chance to work collaboratively with their children. We always display the
work prepared in Shared Learning or show case it at assemblies.
COMMUNICATION ABOUT SCHOOL
Here are ways in which we notify you :
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Monthly Bulletin from the Head Teacher
Termly Class Newsletter
Yearly Calendar of Events
Web site information
Curriculum Leaflets
Events leaflets
Throughout the year we sometimes tempted opportunities to take part in activities which enhance
the learning experiences of the children - these are sometimes very hard to resist. We will give you
as much notice as possible to additions to our calendar.
Please check your child’s bag or ask older children if they have school news, you may miss important
information. Alternatively you can check our website.
PUPIL COUNCIL
We encourage and welcome the opportunity to involve children in decision making within the
school. The children elect a Pupil Council representative from P1-P7. They meet regularly to discuss
important issues and also give them the opportunity, as representatives, to raise issues from their
peers. This group provides pupils with a formal opportunity to be involved in the leadership and
decision making. Mrs Wallis (PT) is responsible for this group
SCHOOL AND COMMUNITY LINKS
As school takes up a large segment of a child’s life it is very important that there is much interaction
between the school, the home and the local community. This can only be attained by close cooperation between teachers, parents and local agencies. Parents’ clubs, evening classes, youth clubs
etc, help to foster this bond and all attempts will be made by the school to strengthen these.
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Our children have been heavily involved in Arts, Drama and Musical activities. We are involved in a
number of charities locally and world wide and we encourage the children to play their part in fund
raising activities.
We have forged close links with Howford School and St Marnocks Primary to take part in class work
and social activities.. We go on a residential trip and liaise in an Anti Sectarian Programme. We have
developed these links to support and develop our Sense over Sectarianism programme.
We also have strong links with the Rosshall Learning Community which includes, nursery, primary
and secondary establishments.
Furthermore, we must encourage our children to care for
the local environment and to take a pride in their
surroundings. As teachers we must stress to our children
the importance of being courteous, helpful and polite to all
members of their community. In so doing our children will
become responsible citizens.
INTERNATIONAL LINKS/GLOBAL CITIZENSHIP
We are continuing to build on the success of our partnerships in our local, wider and global
communities. Some of our teachers are ‘twinning” with schools abroad, sharing ideas and
communicating by email and letter to promote what goes on in their classroom and school. We hope
to expand on this to develop sustainable projects across the seas. We have been very lucky to be
successful in a Comenius project involving several countries. This has given teachers professional
development opportunities by travelling abroad to meet colleagues to visit schools and engage in
joint projects.
We promote the Children’s Charter and their Rights within the world we live in. We include our
children in decision making about the school. We remind them of their place in the world and their
responsibilities to protect it. We aim working towards becoming a Rights Respecting School. These
are outlined in the UNCRC( United Nations convention on the Rights of the Child)
ATTENDANCE AT SCHOOL
Pupil Absence
Within Glasgow Primary School good attendance is encouraged at all times and children rewarded
accordingly. Parents are asked to inform the school if their child is going to be absent. This should
be done before 9.30 on the first day of absence. If the child is going to be absent for some time, it
would be helpful to know at the earliest opportunity. The school uses daily text messaging to inform
parents of their child’s absence if no contact is made. All unexplained absence is investigated by the
school and appropriate action taken.
Section 30 of the Education Act lays a duty on every parent/carer of a child of ‘school age’ to ensure
that their child attends school regularly. Attendances must be recorded twice a day, morning and
afternoon.
Absences are calculated as a percentage of the total number of possible attendances for all pupils to
the school in the stage shown each morning and afternoon of each school day being a separate
possible attendance.
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We are supported in monitoring absence by the Education Liaison Officer. Her role is to gain
information regarding frequent unexplained absences and report to us. Continued absence from
school may result in families being presented to the attendance council, and in some cases the
Children’s Reporter.
I would ask that you do your best to ensure that your child is punctual in arriving at school. It is
extremely disruptive for the rest of the children when a child regularly arrives late. I appreciate that
there can be difficulties but would appreciate a note or phone call explaining to the teacher why
your child is late in leaving home.
SMS Texting
Good attendance is one of our highest priorities at Crookston Castle and we continually strive
to improve. To assist with this drive for improvement, SMS Texting has been introduced. This is a
computerised telephone system which contacts every parent to inform them
that their child is not at school. Pupils however must still bring a note to explain their absence to
their teacher on return to school.
Family Holidays during term-time
Parents/Carers do not have an automatic right to take their child out of school without permission
during term-time. The Head of Establishment can only authorise time off during term-time in
exceptional circumstances.
Exceptional circumstances include:
 Short-term parental/carer placement abroad;
 Family returning to its country of origin for family reasons;
 The period immediately after an illness or accident;
 A period of serious or critical illness of a close relative;
 A domestic crisis which causes serious disruption to the family home, causing temporary
relocation.
Time off during term-time for the following reasons is not acceptable and will be recorded as
unauthorised absence:
 Availability of cheap holidays or desired accommodation;
 Holidays which overlap the beginning or end of term.
Clearly with no explanation from the parent or carer, the absence is unauthorised.
ADVERSE WEATHER
Children need fresh air and we hope that through out the year they can go outside for most
playtimes. We take each day at a time, and make decisions based on how wet, cold and most
importantly safe it is to go out.
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EXTRA CURRICULAR ACTIVITIES
Crookston Castle Primary has a busy After School programme for the children.
Over the course of the year we run a variety of clubs, including Football, Netball, Badminton, Choir,
Homework, Athletics etc. These are run by class teachers or visiting coaches. These change each
term giving all the pupils an opportunity to apply for different clubs.
In all sporting activities we very much emphasise the need for self-discipline, commitment and good
sportsmanship. We stress the importance of representing the school in a way which we can be
proud of, both in their playing and behaviour. We strive to make our pupils confident individuals.
Our school choir regularly represents the school. They annually sing in Princes’ Square, St James’
Church and the Home for the Elderly. It is necessary that all children, through their time at school,
can become effective contributors within the local community.
All choir money raised goes to a variety of Children’s Charities. We encourage children to raise the
school profile in these activities.
PROMOTING POSITIVE BEHAVIOUR
Our aim is to encourage children to take responsibility for their own behaviour while we help them
develop strategies to do so.
We will make every effort to help our children thrive and grow and behave in a way that is
acceptable to all. We may have to contact some parents about their child’s behaviour, it is hoped
that by working together we can best support them in school.
It is hoped that our school rules reflect our positive approach to discipline and that they also reflect
how we would like our children to behave. We wish to create an environment which promotes
respect for each other and one in which all can feel safe and secure.
We use positive discipline in a number of ways. Teachers display work on the ‘Good Work Board’.
Work which reflects great effort is displayed all round the school. We believe in rewarding good
behaviour; however children must recognise that disruption and challenging behaviour is
detrimental to our ethos of learning and will result in sanctions.
Each class displays a chart which informs children of their potential to participate in Golden Time.
Where a child’s behaviour falls in to the serious category of bullying, we encourage others not to
accept it and report it promptly to an adult. This offence is taken very seriously and those concerned
will be managed and monitored in order to change behaviour patterns. Mediation is also offered to
assist in this. Copies of the Bullying Leaflet are available on request.
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Bullying
Bullying behaviour will not be tolerated within Glasgow City Council’s education establishments. All
children in Glasgow’s educational establishments have an entitlement “to work (and play) in a
learning environment in which they feel valued, respected and safe and are free from all forms of
abuse, bullying or discrimination”. (A Standard for Pastoral Care in Glasgow Schools).
In 2009, Glasgow City Council published its revised Anti-Bullying Policy, incorporating the
requirement to record and report all discriminatory behaviours within educational establishments.
All establishments are required to review their policy in light of this. Parents and carers have a
significant role to play in helping to address this problem. For this reason any anti-bullying strategy
must stress the importance of partnership with the parents and carers of their children.
“RESPECT ME” PROGRAMME:
Ms Kane, Depute Head worked in partnership with Glasgow City Council to deliver a major antibullying training programmed across the City’s Learning Communities.
The programme is designed to support the Council’s revised ‘Anti-bullying Policy’. It is recognised as
a valuable ongoing contribution to Continual Professional Development for teachers and support
staff within schools.
SCHOOL RULES
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Keep your hands, feet and unkind words to yourself.
Listen to the person who is meant to be talking.
Arrive prepared for your lessons.
Follow directions straight away.
Look after and respect school and personal property
GOLDEN TIME
Every Friday each class takes part in “Golden Time”. This time is set aside for a series of special
activities for the children to choose from. If a child has not behaved during the week he/she may
lose part of Golden Time.
SUPERVISION OF PLAYGROUND
An adult presence is provided in playgrounds at break times in terms of the Schools Safety and
Supervision of Pupils (Scotland) Regulations, 1990. Under normal circumstances, additional
supervision is provided by classroom assistants. If it rains children remain in class and are supervised
by adults. We also have ‘buddies’ and playground pals who play with infant children to promote
friendship and team building. We also arrange for support staff work schedules to begin at 8.45 to
allow supervision before school starts.
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Ensuring safety for adults and children is paramount where children play. This may mean keeping a
child from the playground to allow others to play safely. We will inform parents/carers in most
instances.
CLOTHING AND UNIFORM
As a school we strongly encourage the children to follow the school dress code policy. In
consultation with all our children, parents and staff we changed our school name and badge. This is
reflected in our dress code.
In encouraging a dress code policy, account must be taken in any proposals to prevent any direct or
indirect discrimination on the grounds of race or gender.
There are forms of dress, which are unacceptable in school, such as items of clothing which:
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potentially encourage faction (such as football colours).
could cause offence (such as anti-religious symbolism or political slogans).
could cause health and safety difficulties, such as loose clothing, dangling earrings. Clothing
made from flammable materials such as shell suits (when in practical classes).
could cause damage to flooring.
carry advertising, particularly for alcohol or tobacco.
could be used to inflict damage on other pupils or be used by others to do so.
Under no circumstances will pupils be deprived of any educational benefit as a result of not wearing
clothing conforming to the school’s dress code.
Information and application forms may be obtained from schools and from Grants Section at
Education Services headquarters.
http://www.glasgow.gov.uk/index.aspx?articleid=8629
For those parents who wish their child to wear school uniform, this is detailed below. We keep a
Ties and Fleeces in school.
BOYS
White or Grey Shirt/Polo Shirt
Crookston Castle Red Sweatshirt
Grey/Black Trousers
School Tie (Optional)
Grey/Black Socks
Flat Sturdy Shoes
Gym Shoes
GIRLS
White or Grey Blouse/Polo Shirt
Crookston Castle Red Sweatshirt
Grey/Black Skirt/ Trousers
School Tie (Optional)
Socks or Tights (Dark or white)
Flat Sturdy Shoes
Gym Shoes
We expect children to have a change of shoes in the classroom. Each class is carpeted and we would
like to take care of them. The same indoor shoes can be worn to PE.
Please encourage your child to look after their clothing. If you label individual items it makes our
job much easier when things are lost.
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TRANSPORT
The Education Authority has a policy of providing free transport to all
primary children who live more than one mile from their local school
by the recognised shortest walking route. This policy is more generous
than the law requires. This means that the provision of transport could
be reviewed at any time. Parents/Carers who consider they are eligible
should obtain an application form from the school or Education Services.
(http://www.glasgow.gov.uk/index.aspx?articleid=8629)
PLACING REQUESTS
The education authority does not provide transport for those children in receipt of a placing request
other than in individual exceptional circumstances and where appropriate legislation applies.
MEDICAL AND HEALTH CARE
The school nurse will offer checks to P1 and P7 each year. Vision testing will occur in P1, P4 and P7.
From these checks, some children will be selected to see the doctor. The school nurse also may
assist in concerns we may have about particular issues.
ADMINISTRATION OF MEDICINES
A child from time to time may have a course of medicine which requires a dose during the school
day. This is the responsibility of the parent; however school staff may volunteer to do this if
requested ~ it is not part of their duties. When medication is taken in school, parents must have
completed an Administration of Medicine Form and ensure the medicine is clearly labelled with the
child’s name. These instructions comply with our Health and Safety Regulations. An adult should
bring this to school and under no circumstances be left in a child’s care.
ILLNESS
If your child is ill or has an accident in school we always try to contact you personally so that you can
collect your child from school. If this is not possible, we then get in touch with the emergency
contact address you have given us. If this also proves impossible, we will endeavour to look after
your child until 3pm. In the event of a more serious incident and no possible means of contacting
someone we will escort a child to hospital for immediate attention and re-assurance.
Could I ask you to ensure that you give us as much information as possible, i.e. phone numbers and
emergency contacts. Could I also ask you to inform us of any particular medical conditions or
requirements that affect your child’s health, e.g. asthma, allergies, etc? It is vital that a change of
emergency contact is reported to the school.
DENTAL OR DOCTOR APPOINTMENT
If your child has an appointment or has to leave school for any reason during school hours,
arrangements should be made to collect them. We cannot allow children to leave school unless
accompanied by an adult or guardian or relative.
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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, for example, by 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 details of closure and re-opening. We shall keep you in touch by using
letters, texting , notices in local shops and community centres, announcements in local churches and
announcements in the press and on local radio.
TRANSFER FROM PRIMARY TO SECONDARY SCHOOL
Children are normally transferred between the ages of 11½ and 12½, so they will have the
opportunity to complete at least four years of secondary education. Parents and carers will be
informed of the School arrangements no later than December of the year preceding the date of
transfer at the start of the new session.
Children from this school will normally transfer to
Rosshall Academy
131 Crookston Road
GLASGOW
G52 3PD
ACCESSIBILITY STRATEGY
The school has a duty to ensure that all our children have equal access to the curriculum, supported
as appropriate to their individual needs. This covers not only the content of lessons and teaching
strategies but also minor adaptations to the physical environment of our buildings to address the
needs of children with physical or sensory impairments, including the relocation of classes to the
ground floor where feasible. We also need to ensure that parents and carers who have a disability
have equal access to information about their child. This will involve, for example, relocating the
venue for parents/carers meetings to facilitate physical access; provision of an interpreter for people
who have a hearing impairment; agreeing a phone contact system to provide direct feedback to
parents and carers.
Any parent/carer seeking further advice regarding this policy should contact the head teacher in the
first instance.
Further information relating to Additional Support Needs is also available on the Glasgow City
Council website – http://www.glasgow.gov.uk/index.aspx?articleid=8627
DATA PROTECTION ACT 1998
Information on children and young people, parents and carers is stored on a computer system and
may be used for teaching, registration and assessment and other administrative duties. The
information is protected by the Data Protection Act 1998 and may only be disclosed in accordance
with the Codes of Practice. For further information please contact the school. see
www.glasgow.gov.uk/privacy
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MEALS
The Fuel Zone operates the school dining hall from 12.15pm-1.15pm. Children wishing to purchase a
meal need to bring money with them every day. This should be kept in a secure purse or wallet.
There is a wide selection of meat and non meat dishes available. A two-week menu is available at
the school office. A daily choice of hot meals, vegetarian and sandwiches is offered. For people with
special diets, our catering staff arrange for the appropriate menu.
Children and young people of parents/carers receiving Income Support, Job Seekers Allowance ,
Working Tax Credit( where income is less than £6,420) and Child Tax Credit only (where income is
less than £16,420*) are entitled to a free midday meal. Information and application forms for free
school meals may be obtained from schools and from Grants Section at Education Services
headquarters. http://www.glasgow.gov.uk/index.aspx?articleid=8629
Breakfast Club - Breakfasts are available for any school pupil. Those in receipt of school meals do not
pay. At present the cost for others is £1. Please arrive for 8.15am (no earlier) during term time in
the school dining hall. Toast, cereal and fruit juice are available. Children will be kept inside until at
least 8.45am. At this time we have adult supervision.
DEALING WITH RACIAL HARASSMENT
The Race Relation Act of 1976 makes it unlawful to discriminate against someone because of his/her
colour, race, and nationality, ethnic or national background. The Act makes it the duty of Glasgow
City Council to eliminate unlawful racial discrimination.
In 1999 the guidelines “Dealing with Racial Harassment” were issued to assist all teaching staff in
dealing with such incidents. The adoption of an anti-racist approach should be seen as one part of
the continuing attempt to improve the quality of education.
Glasgow City Council recognises that support from the home is essential if these aims are to be
achieved. Every child in Glasgow has the right to be happy and secure at school.
Parent Forum
The membership of the Parent Forum is made up of all parents/carers who have a child at an
education authority school. Membership of the Parent Forum allows parents/carers to have a say in
the local arrangements to enable their collective view to be represented on matters such as the
quality and standards of education at the school and other matters of interest to parents/carers.
One of the ways parents/carers in the Parent Forum will be able to express their views will be
through the Parent Council
Parent Council
Parent Councils are recognised in law from August 2007. As a statutory body, the Parent Council has
the right to information and advice on matters which affect children’s education. So, the school and
the local authority must listen to what the Parent Council says and give it a proper response. Every
school’s Parent Council will be different because it will be parents/carers in each school who make
the key decisions. The Parent Council is also entitled to support from the education authority in
fulfilling its role.
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Membership of the Parent Council
Generally, members of the Parent Council must be parent/carers of children and young people who
attend the school and the chairperson must have a child in the school. However, the Parent Council
can decide to co-opt other members from teachers and the community who will have knowledge
and skills to help them.
Membership of the Parent Council will compromise:
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A minimum of 5 and a maximum of 15 parent members, and
Up to 14 co-opted (non-parent) members. The number of co-opted members must
always be less than the number of parent members.
A Parent Council could be involved in:
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Supporting the work of the school;
Gathering and representing parents’/carers’ views to the Headteacher, education authority
and HMIE;
Promoting contact between the school, parents/carers, children and the local community;
Fundraising;
Involvement in the appointment of senior school staff.
The Parent Council shall determine where the co-opted members may be drawn from but typically
may include Crookston Castle staff and appropriate members of the local community.
At the time of printing, the Parent Council Office bearers are:
Chairperson Gillian Leslie
Vice Chair
Angela Whyte
Secretary
Treasurer
Susan McLaughlan
CHILD SAFETY/CHILD PROTECTION POLICY
All educational establishments and services must take positive steps to help children protect
themselves by ensuring that programmes of health and personal safety are central to the curriculum
and should have in place a curriculum that ensures that children have a clear understanding of the
difference between appropriate and inappropriate behaviour on the part of another person, no
matter who.
As with other areas of the curriculum, you will be kept informed of the health and personal safety
programme for your child’s establishment.
Educational establishments and services must create and maintain a positive ethos and climate
which actively promotes child welfare and a safe environment by:
 ensuring that children are respected and listened to.
 ensuring that programmes of health and personal safety are central to the Curriculum.

ensuring that staff are aware of child protection issues and procedures.
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establishing and maintaining close working relationships and arrangements with all other
agencies to make sure that professionals collaborate effectively in protecting children.
Should any member of staff have concerns regarding the welfare or safety of any child they must
report these concerns to the Head of Establishment. After judging that there may be grounds for
concern regarding the welfare or safety of any child then he/she must immediately advise the duty
Senior Social Worker at the local Social Work Services area office of the circumstances.
Teachers and support staff undergo training each year which enables them to keep up to date with
roles and responsibilities when supporting our children. We work closely with partners in Health,
Social Services, Police and voluntary organisations to ensure support individual children and
ultimately their families. Mrs Hashim is Child Protection coordinator.
EQUAL OPPORTUNITIES AND SOCIAL INCLUSION
It is the policy of the school that no child be disadvantaged in opportunities because of gender,
creed, colour or religion. The school seeks to foster a climate of social justice, affording equality of
opportunity to all individuals. This is a shared responsibility by all staff and parents, and a crucial
aspect of our partnership to support our children’s development.
The Education Authority requires every school to produce its own Equality Policy to comply with the
Race Relations (Amendment) Act 2000. A copy of the policy is held in the school office
FREEDOM OF INFORMATION ACT
The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from
Scottish public authorities. The Act applies to all Scottish public authorities including: The Scottish
Government and its agencies; Scottish Parliament; Local Authorities; NHS Scotland; Universities and
further education colleges and the police.
Public authorities have to allow access to the following information:
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The provision, cost and standard of its service;
Factual information or decision-making;
The reasons for decisions made by it.
The legal right of access includes all types of ‘recorded’ information of any data held by the Scottish
public authorities. From 1st January 2005, any person who makes a request for information must be
provided with it, subject to certain conditions.
Further information is provided on the Glasgow City Council website:
www.glasgow.gov.uk/en/yourcouncil/freedomofinformation
Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centre.
COMMENTS & COMPLAINTS
While the school applies itself conscientiously to its goal of providing quality in every area of its
work, there may be occasions when you feel you have cause for complaint. The school encourages
parents to share their concerns with the Headteacher, who will respond promptly, consider fully,
and investigate as appropriate, any matter brought to her attention. Stage 1 gives 5 days to bring to
a resolution. Stage 2 is an investigation and allows 20 days.
If you have a comment or complaint please approach the Head of Establishment in the first instance.
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If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our
Customer Liaison Unit who will:
 Take a totally neutral stance in fully investigating your complaint;
 Acknowledge receipt of your complaint within five working days;
 Give a full written response within a further 10 working days, unless another
timescale has been agreed.
The Customer Liaison Unit can be contacted by phone or email:
Phone: 0141 287 3655/4688
Email: education@glasgow.gov.uk or www.glasgow.gov.uk/index.aspx?articleid=2896 for more
information.
Customer Liaison Unit
Education Services
Glasgow City Council
City chambers East
40 John Street
Merchant City
GLASGOW
G1 1JL
Johann Lamont
Scottish Parliament HQ
EDINBURGH
EH99 1SP
INFORMATION ADDRESSES
Divisional Education Office
City chambers East
40 John Street
Merchant City
GLASGOW
G1 1JL
M.S.P for Pollok
Johann Lamont
Scottish Parliament HQ
EDINBURGH
EH99 1SP
0141 621 1213
Councillors for Greater Pollok
Alex Glass
0141 287 5612
Email: alexander.glass@councillors.glasgow.gov.uk
Councillor for Greater Pollok
Patricia Gibson
0141 287 4379
Details of Councillors Surgeries at www.glasgow.gov.uk
ALTHOUGH THE INFORMATION IS CORRECT AT THE TIME OF PRINTING, THERE COULD BE CHANGES
AFFECTING ANY OF THE MATTERS DEALT WITHIN THIS DOCUMENT:

BEFORE THE COMMENCEMENT OR DURING THE COURSE OF THE SCHOOL YEAR IN
QUESTION.

IN RELATION TO SUBSEQUENT SCHOOL YEARS.
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THE SCHOOL HANDBOOK IS ALWAYS AVAILABLE AT THE SCHOOL FOR INSPECTION/ CONSULTATION
AND A COPY CAN BE PROVIDED FREE OF CHARGE ON REQUEST.
GLOSSARY OF TERMS USED IN THE HANDBOOK
CO-EDUCATIONAL
IN-SERVICE DAYS
PLACING REQUEST
SUPPORT FOR LEARNING
ASL
CURRICULUM
PSA
S&Q
Intake of female and male pupils.
Training for teachers. Pupils do not attend.
A request for a child to go to another school, out
with the catchment in which the child lives.
A programme of learning on a one to one or
group basis for pupils who are experiencing
difficulties.
Additional Support for Learning
Programme of learning.
Pupil Support Assistant
Standards and Quality
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