CONTENTS INDEX
WELCOME TO BRISBANE PRIMARY SCHOOL................................................................... 2
WHAT WE WANT TO ACHIEVE............................................................................................. 3
SCHOOL INFORMATION ......................................................................................................... 4
AIMS OF THE SCHOOL ............................................................................................................ 5
STAFF ............................................................................................................................................. 6
THE SCHOOL YEAR .................................................................................................................... 7
SCHOOL HOURS ......................................................................................................................... 8
REGISTRATION .......................................................................................................................... 8
CHILD PROTECTION AND EQUALITIES............................................................................ 8
STRUCTURE OF CLASSES ....................................................................................................... 11
SCHOOL ETHOS…………………………………………………………………………………………………………….……...10
THE CURRICULUM ..................................................................................................................... 11
ASSESSMENT AND REPORTING…………………………………………………………………………………..….19
TRANSITIONS……………………………………………………………………………………………………………………….19
SCHOOL IMPROVEMENT…………………………………………………………………………………………………….20
ADDITIONAL SUPPORT FOR LEARNING ........................................................................ 22
PARENTAL INVOLVEMENT………………………………………………………………………………………………25
EXTRA CURRICULAR ACTIVITIES .................................................................................... 29
EARLY YEARS CLASS.............................................................................................................. 29
PLAYGROUND SUPERVISION .............................................................................................. 26
SCHOOL POLICIES…………………………………………………………………………......................................27
GENERAL INFORMATION .................................................................................................... 28
SCHOOL MEALS ....................................................................................................................... 29
MEDICAL AND HEALTH CARE ............................................................................................. 29
ATTENDANCE AND ABSENCE……………………………………………………………………………………..……31
TRANSPORT .............................................................................................................................. 32
BRISBANE PRIMARY PARENT COUNCIL.......................................................................... 33
INFORMATION IN EMERGENCIES ................................................................................... 33
SCHOOL SECURITY ................................................................................................................ 34
IMPORTANT ADDRESSES .................................................................................................... 35
LISTENING AND LEARNING............................................................................................... 36
DATA PROTECTION ………………………………………………………………………………………………….…………36
1
Dear Parents and Carers,
WELCOME TO BRISBANE PRIMARY SCHOOL AND EARLY YEARS CLASS.
We hope that this handbook will give you a flavour of the way in which we fulfil
our responsibilities as educators of the children in our care.
At Brisbane we aim to ‘Get It Right For Every Child’. All children are encouraged
to develop positive attitudes towards learning, caring for themselves, others and
our environment. You will find details within this handbook of the ways in which
we seek to achieve these goals.
We share your hopes and aspirations for your children and would urge you to
feel confident in approaching the school if you have any concerns and be assured
that we will approach you in the same spirit.
I look forward to welcoming you into our school community where we can work in
partnership to provide the best possible education for your children.
Kind regards
Julie M Dorrian
Head Teacher
2
NORTH AYRSHIRE COUNCIL
WHAT WE WANT TO ACHIEVE
Our Overall Aim
To work in a sustainable way with our partners to build a better North Ayrshire in which all
citizens can participate, learn and contribute to the community.
Our Values





Excellence
Openness
Respect
Inclusion
Equity
Our Priorities








Increasing Educational attainment and achievement
Developing confident individuals, responsible citizens, effective contributors and
successful learners
Increasing the number of young people moving to positive post-school destinations
Promoting better health and more physical activity
Reducing disadvantage and promoting equality
Empowering communities through participation in cultural and lifelong learning
Supporting the professional development of staff
Providing high quality facilities and resources
3
SCHOOL INFORMATION
BRISBANE PRIMARY SCHOOL
Holehouse Road
LARGS
KA30 9DZ
Non-Denominational/Co-educational
Stages Covered: Early Years to Primary 7
Current Roll : P1 – P7
Early Years Class
Telephone No:
Fax:
e-mail:
website:
228
30 am / 30 pm
01475 68660
01475 686290
brisbane@ea.n-ayrshire.sch.uk
www.brisbane.northayrshireschools.co.uk
ACCOMMODATION
Brisbane Primary School is an attractive building comprising 13 classrooms surrounding two
large open areas. Additional accommodation includes a well-timetabled gym/assembly hall, music
room, library, changing rooms and computer suite.
LETTING
Information about school lets is available from the Facilities Letting Team, Woodlands Centre,
16 Kilwinning Road, Irvine
Telephone 0845 230 1325 or 272185
ASSOCIATED SCHOOLS
School in the Largs Cluster are:
Largs Academy
Flatt Road, Largs.
Tel: 01475 675421
Brisbane Primary
Holehouse Road, Largs.
Tel: 01475 686601
Cumbrae Primary
Bute Terrace, Millport.
Tel: 01475 530343
Fairlie Primary
Morton Way, Fairlie.
Tel: 01475 568441
Kelburn Primary
Moorburn Road, Largs.
Tel: 01475 675216
Skelmorlie Primary
Innes Park Road, Skelmorlie.
Tel: 01475 520997
4
AIMS OF THE SCHOOL
Brisbane Primary School will offer education of the highest quality through valuing each pupil
individually and equally and meeting their needs in a caring and safe environment.
We aim to:
 enable all of our young people to become successful learners, confident individuals,
responsible citizens and effective contributors and to encourage within them the values
of compassion, wisdom, justice and integrity
 provide a broadly based, balanced and integrated curriculum allowing for continuity,
progression, challenge, enjoyment, relevance, personalisation and choice
 provide opportunities for all to attain and achieve their potential
 provide the highest quality teaching which meets the needs of all pupils and promotes
effective learning
 provide emotional, physical and educational support for all pupils and an environment
within which children feel secure and happy
 develop partnerships between staff, parents and agencies which promote a positive
ethos within the school and a positive image within the community
 make use of the resources at our disposal – staffing, accommodation and financial
 ensure that appropriate and effective leadership and management systems are in place
and operate effectively
By working together we aim to be a positive, forward-thinking, high-achieving, happy, safe,
health-promoting, enterprising, eco-aware school!
VALUES
At recent Pupil Committee meetings, the following list of values for our school were identified
and will be used to shape the kind of citizens we’d like to be :





Kindness
Responsibility
Respect
Honesty
Courage
5
STAFF
Head Teacher
Depute Head
Mrs Julie M Dorrian
Mrs Lynn Currie
TEACHERS
Mrs K Colquhoun (Principal Teacher)
Mrs J Brown
Mr R Lambert
Miss T Holland
Ms C Hughes
Mrs J M Mackie
Miss C Stark
Mrs J McDonald
Miss P Ross
Mrs W Yarr
PUPIL SUPPORT SERVICE TEACHER -
Miss L Dickie
FULL TEACHING COMPLEMENT:- 11.8
SUPPORT STAFF
Senior Clerical Assistant
Clerical Assistant
Clerical Assistant
Clerical Assistant
Classroom Assistant
Mrs E Blair
Mrs J Raeside
Mrs A Green
Mrs W Kerr
Mrs A Kelso
Mrs A Valerio
Mrs C Campbell
Mrs F Borrie
Mrs J Raeside
Early Years Practitioners
Mrs G Clark
Mrs C McLachlan
Ms J MacDonald
Ms L Crawford
Janitor
Mr J Kelly
6
THE SCHOOL YEAR
The following is a list of the main school holiday dates for
Session 2015/16
SCHOOL TERMS
First Term
Second Term
Third Term
Fourth Term
Summer Holiday
Teachers return
Pupils return
Monday
Tuesday
17 August 2015
18 August 2015
In-Service Day
Monday
21 September 2015
Close
Friday
9 October 2015
In-Service Day
Pupils return
Monday
Tuesday
19 October 2015
20 October 2015
Local Holiday
Local Holiday
Friday
Monday
13 November 2015
16 November 2015
Close
Wednesday
23 December 2015
Teachers/Pupils return
Local Holiday
Local Holiday
In- Service Day
Pupils return
Thursday
Friday
Monday
Tuesday
Wednesday
7 January 2016
12 February 2016
15 February 2016
16 February 2016
17 February 2016
Easter Holiday Weekend
Easter Holiday Weekend
Friday
Monday
24 March 2016
28 March 2016
Close
Friday
1 April 2016
Teachers/pupils return
Monday
18 April 2016
May Day
In-Service Day
Local Holiday
Monday
Friday
Monday
2 May 2016
27 May 2016
30 May 2016
Close
Wednesday 29 June at 1 pm
Teachers Return
Pupils Return
Tuesday
Wednesday
7
16 August 2016
17 August 2016
SCHOOL HOURS
8:55 am to 10:30 am
10:45 am to 12:20 pm
1:10 pm to 3:00 pm
EARLY YEARS CLASS
8.45 am to 12.00 pm
12.45 pm to 4.00 pm
REGISTRATION
Registration takes place annually in January, or early February.
details.
Please watch local press for
Children who reach the age of 5 by 28 February 2016 will be eligible for registration into Primary 1
for August 2015.
All children who live in the catchment area of Brisbane Primary School must be registered at this
school. However, if a placing request to another school is sought then information will be given at
registration.
An induction day for those children starting P1 in August will be held in June when parents / carers
and children are invited into the school to meet classmates and staff. School routines and
arrangements will be explained and questions answered.
Parents / carers of children who are seeking a place in Brisbane Primary School at any stage are
welcome to visit the school. Appointments with the Head Teacher can be made by contacting the
school office.
EARLY YEARS CLASS
Parents / carers wishing to register their child in the nursery class should contact the school to
make arrangements.
CHILD PROTECTION AND EQUALITIES
CHILD PROTECTION
Educational and Skills has a fundamental duty to contribute to the care and safety of all children
and young people in North Ayrshire. In fulfilling this duty, the service must engage in close
partnership with parents/carers and relevant agencies, primarily Social Services and Health and
where appropriate the Scottish Children’s Reporter’s Administration. The service will work in
partnerships with a number of levels within the establishment or school, within the cluster or local
area and through Integrated Children’s Services and Community Health Partnership.
The Standard Circular entitled “Protecting North Ayrshire Children” provides guidance for policy
and practice within all educational establishments. The Council is one of the key partners in North
Ayrshire Child Protection Committee, a multi-agency group which takes the lead rose in ensuring
8
that our children and young people are cared for, protected from harm and grow up in a safe
environment.
Each school has a named Child Protection Co-ordinator (at Brisbane this is Mrs Dorrian, Head
Teacher) who is the main point of contact for school staff and for external agencies seeking
contact with the school on child protection matters. There is an extensive staff training
programme available to staff and, in addition, at the beginning of each school session all staff
receive an update on child protection policies and procedures.
EQUALITIES
By encouraging a learning community which is fully inclusive and which embraces all religions, cultures,
backgrounds and needs, we ensure that all children have equal opportunity within, and equal access to,
all areas of the curriculum. All are encouraged to value, work and play freely with each other and to
build relationships within the school and community, based on a culture of mutual respect.
In line with North Ayrshire Council policy, education within the school is open to all pupils,
regardless of sex, age, religion, race, disability or any other potential barrier and all reasonable
measures will be taken to ensure that the curriculum is available to every child. If parents /
carers have any concerns about any aspect of this in relation to their own child, they should
contact the school to discuss the matter. Schools also have a duty to promote equality and to
eliminate racist and other discriminatory behaviours.
The Gender Equality Duty came into force in April 2007 (in addition to the Race Equality Duty and
the Disability Equality Duty). Schools have an obligation to implement these duties and to report
annually on progress being made in this regard. It should be noted that under the Gender Equality
Duty, schools have an obligation to encourage both parents to play an active role in their children’s
education. If parents have concerns about this duty in relation to their child, they should contact
the school to discuss the matter.
INCLUSION
The “Standards in Scotland’s Schools etc. Act 2000” (Section 15) gives every child and young person in
Scotland the right to have their educational needs met within their local mainstream school. This right
is seen as part of the individual rights enshrined within Scottish educational law.
There are three “exceptional” circumstances where alternative educational settings can be considered:

Where mainstream education in the local school is not in the best interests of the child or
young person

Where the sound and efficient education of other children in the school would be compromised
by the child’s presence in the class/school

Where to educate the child in the local mainstream school would require unreasonable public
expenditure
Alternative educational planning for a child or young person is required to demonstrate the influence of
one or more of these exceptional circumstances before it would be deemed lawful to proceed to
consider this.
The Education (Disability Strategies and Pupils’ Educational Records)
9
(Scotland) Act, October 2002, requires local education authorities to prepare and implement
accessibility strategies to improve, over time, access to education for young people with disabilities.
Access covers:

The physical building and grounds

The curriculum (both formal and informal)

Information on any educational planning that might affect the child’s/young person’s education
The Disability Discrimination Act (1995 and as amended 2005) and the Disability Equality Duties (2006)
require all public bodies to ensure that no child or young person within an educational establishment is
put at a significant disadvantage or treated less fairly than their peers because of any reason relating
to their disability.
The Education (Additional Support for Learning) (Scotland) (2004,2009) Act sets out certain duties on
local education authorities and confers certain rights on children and their parents. These duties
include the need to:

Identify, assess and address the need for additional support for any child or young person
failing to benefit from school education, for whatever reason

Seek and take account of the views of the child or young person on issues relating to their
education

Engage in helpful partnership working with parents/carers and staff from other agencies
These are the various pieces of legislation that support the right to inclusion and that define the main
features of that right.
In North Ayrshire educational establishments, Staged Intervention supports early identification of
need and earliest possible building of positive partnerships.
Getting it Right for Every Child (GIRFEC)
Getting it right for every child (GIRFEC) is an approach from the Scottish Government that
sets out how schools and other services should work with children and their families. GIRFEC
is all about ensuring that children get the help they need when they need it – the right help at
the right time. For you and your child, GIRFEC means that you are the expert on your child
and what you think matters. Getting it right for every child means that the School will always
seek to involve you, to listen to your opinions and take them seriously.
Taking a ‘Getting it Right for Every Child’ approach to supporting every child is a priority
within our school and we aim to assist every child in our school to reach their potential in each
of the areas listed below;
 Healthy - Experiencing the highest standards of physical and mental health, and
supported to make healthy safe choices.
 Achieving - Receiving support and guidance in their learning
 Nurtured – Having a nurturing and stimulating place to learn
10
 Active – Offering opportunities to take part in a wide range of activities
 Respected – To be given a voice and involved in the decisions that affect their well-being
 Responsible – Taking an active role within the school
 Included – Receiving help and guidance to overcome social, educational, physical and
economic inequalities; accepted as full members of the communities in which they live
and learn
 And above all, to be safe … protected from abuse, neglect or harm
For more information on Getting it Right for every Child in North Ayrshire go to
www.girfecna.co.uk
STRUCTURE OF CLASSES
Primary schools educate pupils at seven broad year stages, Primary 1 to Primary 7. A year stage is
defined as a group of pupils entering primary education at a common date.
Schools are staffed to agreed national standards based on the total number of pupils; however the
number of pupils at each year stage will vary. This means that Head Teachers are required to
organise classes to make best use of available staff, resources and space to the benefit of all
children in the school.
Pupils may, therefore, be taught in a single stage class or a composite class where two or more
year stages are grouped together. This may also change as pupils move from one year to the next.
National guidelines on the curriculum indicate that pupils should progress through learning
experiences tailored to their own needs and abilities. This means that pupils in all classes follow
programmes designed to help them progress at their own level. This applies to all pupils regardless
of whether or not they are in a composite or single year stage class.
The national agreement on class sizes states that the maximum number of pupils in a class is 25 in
P1, 30 in P2 and P3 and 33 in P4 – P7. In a composite class, the maximum number is 25.
Further information may be obtained in “A Guide for Parents” available in school.
SCHOOL ETHOS
Our school has an extremely positive ethos. Children are motivated, enthusiastic and actively involved in
their own learning. Staff have high expectations of behaviour, effort & achievement; they work with
pupils and parents to nurture these.
CELEBRATING ACHIEVEMENT
Personal achievements, including those outwith school, are celebrated through assemblies, ‘golden book’,
‘star awards’ and Personal Learning Plans (PLP). Individual profiles have been introduced to encourage P7
pupils to identify their own strengths, achievements and development needs to prepare them for
transition to secondary school. We continue to develop work in sustainable development and have
recently been awarded our second Eco Schools Scotland green flag. Classes identify projects and are
responsible for taking these forward and through this work pupils are aware of their role, as
11
responsible citizens, towards the environment. Pupils benefit from outdoor learning experiences
including the creative use of the school grounds.
COMMUNITY LINKS
Stakeholders are committed to working within our local and wider community including businesses,
Rotary and Burns Club, e.g. the annual Burns Supper is wholly organised and led by P7 pupils.
We have had a long affiliation with St John’s Church, Largs and have very positive links with the
minister and congregation. We have also recently established a ‘Chaplaincy Team’ with leaders from
various local churches (Church of Scotland, Evangelical, Episcopal) regularly leading and attending
assemblies and working with pupils.
PROMOTING POSITIVE BEHAVIOUR
Policies and initiatives encourage promotion of positive behaviour, mutual respect, fairness and equality.
Children take responsibility for their own actions and, by listening to them, we know that they feel
valued and that their views are taken into account.
We have several initiatives in place to encourage the positive ethos in our school and these are
promoted consistently. When discipline sanctions are required we strive to be realistic, consistent and
fair.
INVOLVING PUPILS AND PARENTS / CARERS
We have a strong culture of working collaboratively to improve our school, e.g. there are seven Pupil
Councils involving all staff & pupils. These allow children to effectively contribute to the school
decision-making process. They are also able to share their views by evaluating schools activities and in
focus groups with the Head Teacher. Parents’ views are sought through questionnaires, discussions and
evaluations..
12
THE CURRICULUM
Our curriculum promotes learning that is appropriate, stimulating and challenging. Staff plan using
Curriculum for Excellence experiences and outcomes with confidence, providing real-life contexts for
learning, ensuring breadth and balance and developing knowledge and understanding across all areas of
the curriculum.
Learning activities are designed to ensure challenge and support learning, to enable all pupils to
maximise their potential. Through careful planning, the needs of all pupils are met by appropriate pace
and differentiation.
To encourage personalisation and choice, pupils are actively involved in planning cross-curricular topics.
Literacy, numeracy and skills for life, learning and work are promoted throughout the curriculum.
Collaborative, active learning and the use of Critical Skills is evident from nursery to P7.
There is a high level of ICT provision, with skills being developed & used throughout the curriculum.
Children are confident in using ICT for interactive learning, research, communication and as a tool to
present their learning
Curriculum for Excellence aims to raise standards, prepare our children for a future they do not
yet know and equip them for the jobs of tomorrow in a fast changing world. It enables
professionals to teach subjects creatively, to work together across the school and with other
schools. Teachers and practitioners will share information to plan a child’s “learning journey” from
3-18, ensuring children continue to work at a pace they can cope with and with challenge they can
thrive on.
Curriculum for Excellence balances the importance of knowledge and skills.
Every child is entitled to a broad and deep general education where every single teacher and
practitioner will be responsible for literacy and numeracy. There is also a strong emphasis on
health and wellbeing – to ensure that the school is a place where children feel safe and secure.
Curriculum for Excellence develops skills for learning, life and work to help young people go on to
further study, secure work and navigate life. It brings real life into the classroom. It links
knowledge in one subject area to another helping children understand the world and make
connections. It develops skills so that children can think for themselves, make sound judgements,
challenge, enquire and find solutions.
Our aspiration at Brisbane Primary School is, through Curriculum for Excellence, to enable all
pupils to develop their capacities as successful learners, confident individuals, responsible citizens
and effective contributors within society.
We recognise that the curriculum is more than curriculum areas and subjects: it is the totality of
experiences which are planned for children and young people through their education – a canvas
upon which their learning experiences are formed. At all stages from the early years to S6 the
curriculum will include learning through:



the ethos and life of the school as a community
curriculum areas and subjects
interdisciplinary projects and studies
13

opportunities for personal achievement
Curriculum for Excellence challenges us to think differently about the curriculum and permits
professionals to plan and act in new ways and it poses challenges for learning and teaching.
Curricular Areas
 Languages
 Mathematics
 Expressive Arts
 Social Studies
 RME
 Health and Well-being
 Science
 Technologies
These curricular areas should ensure that learning takes place across a broad range of contexts.
They support the progressive development of ideas, skills and ways of thinking. Children are
encouraged to take responsibility for their own learning and to work both independently and as
part of a wider group.
Information on Curriculum for Excellence can be found at : www.educationscotland.gov.uk
www.educationscotland.gov.uk/parentzone
and
LANGUAGES AND LITERACY
Language is pivotal to children’s learning. Language is the tool by which we make sense of all
aspects of our knowledge and we see it as a crucial part of our learning and teaching. Literacy
(reading, writing, talking and listening) is fundamental to all areas of learning, as it unlocks access
to the wider curriculum. It lays the foundations for lifelong learning and work and contributes
strongly to the development of the four capacities of Curriculum for Excellence.
Literacy within the curriculum promotes the development of critical and creative thinking as well
as competence in listening & talking, reading and writing. The development of each of these areas
is linked through a series of experiences and outcomes using the subdivisions of





Enjoyment and choice
Tools for learning
Finding and using information
Understanding, analysing and evaluating
Creating texts
At Brisbane Primary School, children will experience an environment which is rich in language and
which sets high expectation for literacy and the use of language.
Effective learning and teaching in literacy will involve a skilful mix of appropriate approaches
including :





The use of relevant, real-life and enjoyable contexts
Direct and interactive teaching
Balance of spontaneous play and planned activities
Collaborative working and independent learning
Links across curricular areas
14
Modern Languages - French
Primary 6 and Primary 7 pupils receive tuition in French. This is experienced through games, songs
and activities by Brisbane Primary staff who have undertaken training to deliver this area of the
curriculum.
MATHEMATICS / NUMERACY
Mathematics is important in our everyday life, allowing us to make sense of the world around us and to
manage our lives. Using mathematics enables us to model real-life situations and make connections and
informed predictions. It equips us with the skills we need to interpret and analyse information, simplify
and solve problems, assess risk and make informed decisions.
Mathematics equips us with many of the skills required for life, learning and work. Understanding the
part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for
mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings.
Throughout their time at Brisbane, our children will be developing mathematical skills through :
Number, money and measure
 Estimation and rounding
 Number and number processes
 Multiples, factors and primes
 Powers and roots
 Fractions, decimal fractions and percentages
 Money
 Time
 Measurement
 Mathematics – its impact on the world, past, present and future
 Patterns and relationships
 Expressions and equations.
Shape, position and movement
 Properties of 2D shapes and 3D objects
 Angle, symmetry and transformation.
Information handling
 Data and analysis
 Ideas of chance and uncertainty.
The mathematics framework as a whole includes a strong emphasis on the important part mathematics
has played, and will continue to play, in the advancement of society, and the relevance it has for daily
life.
From the early stages onwards, children and young people should experience success in mathematics and
develop the confidence to take risks, ask questions and explore alternative solutions without fear of
being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve
problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all
stages, an emphasis on collaborative learning will encourage children to reason logically and creatively
through discussion of mathematical ideas and concepts.
Through their use of effective questioning and discussion, teachers will use misconceptions and wrong
answers as opportunities to improve and deepen children’s understanding of mathematical concepts.
15
The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate
children and young people and promote their enjoyment of mathematics. To achieve this, teachers will
use a skilful mix of approaches, including:










planned active learning which provides opportunities to observe, explore, investigate,
experiment, play, discuss and reflect
modelling and scaffolding the development of mathematical thinking skills
learning collaboratively and independently
opportunities for discussion, communication and explanation of thinking
developing mental agility
using relevant contexts and experiences, familiar to young people
making links across the curriculum to show how mathematical concepts are applied in a wide
range of contexts, such as those provided by science and social studies
using technology in appropriate and effective ways
building on the principles of Assessment is for Learning, ensuring that young people understand
the purpose and relevance of what they are learning
developing problem-solving capabilities and critical thinking skills.
Mathematics is at its most powerful when the knowledge and understanding that have been developed
are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We
should regularly encourage children and young people to explore different options: ‘what would happen
if...?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops.
EXPRESSIVE ARTS
The inspiration and power of the arts play a vital role in enabling our children and young people to
enhance their creative talent and develop their artistic skills.
Through Art and Design, Music and Drama, we hope to foster not only specific skills appropriate to the
subject, but also awareness of self and relationship to others. It is essential to develop intellect and
creativity, thought and feelings.
These subjects help stimulate awareness of senses, develop attitudes and build relationships with
others.
In Art and Design we encourage control of pencil, paint, prints, awareness of shape, pattern, and colour,
appreciation of the beauty of our surroundings and understanding of how artists work.
Music development encourages singing, learning about rhythm and pitch, music making, etc. Selected
pupils receive instruction in brass, violin and woodwind.
Drama in conjunction with language develops understanding and co-operation with others through group
activities, role-play and improvisation.
SOCIAL STUDIES
Through social studies, children and young people develop their understanding of the world by learning
about other people and their values, in different times, places and circumstances; they also develop
their understanding of their environment and of how it has been shaped. As they mature, children and
young people’s experiences will be broadened using Scottish, British, European and wider contexts for
learning, while maintaining a focus on the historical, social, geographic, economic and political changes
that have shaped Scotland. Children and young people learn about human achievements and about how to
make sense of changes in society, of conflicts and of environmental issues. With greater understanding
comes the opportunity and ability to influence events by exercising informed and responsible
citizenship.
16
Children and young people,as they participate in experiences and outcomes in social studies will:










develop their understanding of the history, heritage and culture of Scotland, and an
appreciation of their local and national heritage within the world
broaden their understanding of the world by learning about human activities and achievements
in the past and present
develop their understanding of their own values, beliefs and cultures and those of others
develop an understanding of the principles of democracy and citizenship through experience of
critical and independent thinking
explore and evaluate different types of sources and evidence
learn how to locate, explore and link periods, people and events in time and place
learn how to locate, explore and link features and places locally and further afield
engage in activities which encourage enterprising attitudes
develop an understanding of concepts that encourage enterprise and influence business
establish firm foundations for lifelong learning and for further specialised study and careers.
RELIGIOUS AND MORAL EDUCATION
Religious and moral education enables children and young people to explore the world’s major religions
and views which are independent of religious belief and to consider the challenges posed by these
beliefs and values. It supports them in developing and reflecting upon their values and their capacity
for moral judgement. Through developing awareness and appreciation of the value of each individual in a
diverse society, religious and moral education engenders responsible attitudes to other people. This
awareness and appreciation will assist in counteracting prejudice and intolerance as children and young
people consider issues such as sectarianism and discrimination more broadly.
Learning through religious and moral education enables children and young people to:











recognise religion as an important expression of human experience
learn about and from the beliefs, values, practices and traditions of Christianity and the
world religions selected for study, other traditions, and viewpoints independent of religious
belief
explore and develop knowledge and understanding of religions, recognising the place of
Christianity in the Scottish context
investigate and understand the responses which religious and non-religious views can offer
to questions about the nature and meaning of life
recognise and understand religious diversity and the importance of religion in society
develop respect for others and an understanding of beliefs and practices which are
different from their own
explore and establish values such as wisdom, justice, compassion and integrity and engage in
the development of and reflection upon their own moral values
develop their beliefs, attitudes, values and practices through reflection, discovery and
critical evaluation
develop the skills of reflection, discernment, critical thinking and deciding how to act when
making moral decisions
make a positive difference to the world by putting their beliefs and values into action
establish a firm foundation for lifelong learning, further learning and adult life.
Religious and moral education is therefore an essential part of every child or young person’s educational
experience.
Parents from ethnic minority religious communities may request that their children be permitted to be
absent from school in order to celebrate recognised religious events. Written requests detailing the
proposed arrangements should be submitted to H.T. Appropriate requests will be granted on not more
17
than three occasions in any one school session and the pupil noted as an authorised absentee on the
register.
RELIGIOUS OBSERVANCE
As well as being a statutory element of a school's provision, religious observance also has an important
part to play in the development of the learner's four capacities, as a successful learner, confident
individual, responsible citizen and effective contributor.
Guidance issued by the Scottish Government clarifies the current position regarding provision of
religious observance in Scottish schools and sets out action for local authorities in planning this
provision.. It has been updated to reflect adoption of Curriculum for Excellence and applies to all
primary and secondary schools, including special schools.
Scotland is a society with a longstanding Christian tradition. However, Scotland has for many
generations also been home to many who have other faith and belief traditions. At Brisbane, we ensure
that we are sensitive to our traditions and origins and seek to reflect these but be equally be sensitive
to individual spiritual needs and beliefs, whether these come from a faith or non-faith perspective.
At Brisbane Primary School, our weekly assemblies are an ideal opportunity to share success and
achievements and are also the most common vehicle for delivering religious observance. During
assemblies we often celebrate religious festivals such as Christmas, Easter, Harvest, Chinese New Year
with classes and pupils regularly leading and participating in these special occasions. Our Chaplaincy
Team visits the school regularly and contributes to our assemblies.
Religious observance complements our religious education curriculum and is an important contribution to
pupils’ development. It also has a role in promoting the ethos of our school by bringing pupils together
and creating a sense of community.
Under the terms of the Education (Scotland) Act 1980, parents have the right to ask for their child to
be withdrawn from religious observance. The school will deal with such requests with sensitivity and
understanding. The head teacher will offer to meet with any parent wishing to withdraw their child to
ensure that they are clear about the school policy on religious observance.
In particular, parents should be reassured that the religious observance planned by the school adopts
an open and respectful approach and does not seek to compromise the beliefs of any pupils or their
families.
Where a child is withdrawn from religious observance, suitable arrangements will be made for the pupil
to participate in a worthwhile alternative activity.
HEALTH AND WELL-BEING
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they need for mental, emotional, social and
physical wellbeing now and in the future. Learning through health and wellbeing enables children and
young people to:






make informed decisions in order to improve their mental, emotional, social and physical
wellbeing
experience challenge and enjoyment
experience positive aspects of healthy living and activity for themselves
apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
make a successful move to the next stage of education or work
establish a pattern of health and wellbeing which will be sustained into adult life, and which will
help to promote the health and wellbeing of the next generation of Scottish children.
18
It also enables some to perform at high levels in sport or prepare for careers within the health and
leisure industries.
A whole school programme is supported by a wide variety of resources and activities which address
social, physical and emotional well being as well as physical activity. There is a programme for Sexual
Health Education in Primary 6 and Primary 7 delivered by our school nurses.
Our programme for Health & Well Being forms an integral part of the school ethos and this curricular
area permeates the whole of school life.
SCIENCE
Through learning in the sciences, children and young people develop their interest in, and understanding
of, the living, material and physical world. They engage in a wide range of collaborative investigative
tasks, which allows them to develop important skills to become creative, inventive and enterprising
adults in a world where the skills and knowledge of the sciences are needed across all sectors of the
economy.
Children and young people participating in the experiences and outcomes in the sciences will:












develop a curiosity and understanding of their environment and their place in the living, material
and physical world
demonstrate a secure knowledge and understanding of the big ideas and concepts of the
sciences
develop skills for learning, life and work
develop skills of scientific inquiry and investigation using practical techniques
develop skills in the accurate use of scientific language, formulae and equations
recognise the role of creativity and inventiveness in the development of the sciences
apply safety measures and take necessary actions to control risk and hazards
recognise the impact the sciences make on their lives, the lives of others, the environment and
on society
develop an understanding of the Earth’s resources and the need for responsible use of them
express opinions and make decisions on social, moral, ethical, economic and environmental issues
based upon sound understanding
develop as scientifically literate citizens with a lifelong interest in the sciences
establish the foundation for more advanced learning and, for some, future careers in the
sciences and the technologies.
The key concepts have been clearly identified using five organisers:





Planet Earth
Forces, electricity and waves
Biological systems
Materials
Topical science.
The experiences and outcomes in science provide opportunities for children and young people to develop
and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop
attitudes and attributes of a scientifically literate citizen; they also support the development of a
range of skills for life and skills for work, including literacy, numeracy and skills in information and
communications technology (ICT).
19
TECHNOLOGIES
Learning in the technologies enables children and young people to be informed, skilled, thoughtful,
adaptable and enterprising citizens, and to:








develop understanding of the role and impact of technologies in changing and influencing
societies
contribute to building a better world by taking responsible ethical actions to improve their lives,
the lives of others and the environment
gain the skills and confidence to embrace and use technologies now and in the future, at home,
at work and in the wider community
become informed consumers and producers who have an appreciation of the merits and impacts
of products and services
be capable of making reasoned choices relating to the environment, to sustainable development
and to ethical, economic and cultural issues
broaden their understanding of the role that information and communications technology (ICT)
has in Scotland and in the global community
broaden their understanding of the applications and concepts behind technological thinking,
including the nature of engineering and the links between the technologies and the sciences
experience work-related learning, establish firm foundations for lifelong learning and, for some,
for specialised study and a diverse range of careers.
The technologies framework has been organised to offer opportunities for personalisation and choice
using diverse contexts for learning.
The technologies framework has six organisers, namely:






technological developments in society
ICT to enhance learning
business
computing science
food and textiles
craft, design, engineering and graphics.
ACTIVE LEARNING
Active Learning is seen as an appropriate way for children to develop vital skills and knowledge and a
positive attitude to learning. Active learning engages and challenges children’s thinking using real-life
and imaginary situations. It takes full advantage of the opportunities for learning presented by:





spontaneous play
planned, purposeful play
investigating and exploring
events and life experiences
focussed learning and teaching
All areas of the curriculum can be enriched and developed through play
Developing a more active approach to learning requires attention to:





progression in children’s development and learning
supporting continuity in learning and development
the environment for learning, staff and resources
the involvement of parents
staff development
20
ASSESSMENT & REPORTING
Assessment is an integral part of the teaching and learning programme. Continuous assessment takes
place daily and formative assessment strategies are used throughout the school to help children
recognise their own learning needs and to identify next steps.
Building on a history of very high attainment in literacy and numeracy, currently pupils are progressing
and achieving very well, Using Personal Learning Plans (PLPs) and success criteria they are fully engaged
in setting targets to ensure success in their learning.
They demonstrate confidence by evaluating and discussing their own learning and that of others.
Individual and group targets are agreed at the start of each session; evidence of pupil progress is
regularly monitored and reviewed by HT, DHT and class teachers, e.g. scrutiny of learning logs, record
of achievement folders and class “books of learning”.
A wide range of assessment techniques is used, appropriate to the planned learning (write, say, make,
do). Feedback is of a high quality, encourages children to be aware of their progress and helps them to
identify their own next steps.
Pupils’ progress is tracked carefully by class teachers and the senior management team Curriculum for
Excellence attainment levels being recorded and monitored regularly.
Parents / carers are invited to attend an interview with class teachers twice yearly to discuss their
child’s progress. Older children are also encouraged to attend. At these meetings, learning targets and
pupils’ progress will be discussed.
Our annual report to parents / carers (May/June) contains information regarding children’s progress
with all areas of Curriculum for Excellence , identifying strengths and next steps in learning. Children
are able to comment / evaluate their own learning and parents are invited to evaluate the report as a
whole.
Throughout their Primary Seven year, pupils complete their own profile, identifying both their
attainment and successes within school as well as wider achievements outwith. These profiles are
shared with parents and are also used to assist with the transition to secondary school.
TRANSITIONS
Very close transition links provide continuity and progression in learning from early years to primary and
from primary to secondary. Early years and primary staff and children regularly plan and work together
while P7 participate in cluster cross-curricular working. Transition reports and profiles ensure that
attainment and achievement are tracked in line with guidance from the authority. Induction procedures
promote enterprising activities to help pupils develop skills in responsible citizenship, e.g. all new classes
will develop their full value contract for the start of S1.
Pupils normally transfer to secondary school between at the end of Primary Seven so that they will have
the opportunity to complete at least four years of secondary education. Parents will be kept informed
of transition arrangements.
21
The children of Brisbane Primary School normally transfer to:
Largs Academy
Flatt Road
Largs
Telephone: 01475 675421
Head Teacher: Mrs Heather Burns
While parents have the right to enrol their children at a secondary school of their choice within
the regulation governing placing requests, it should be borne in mind that close liaison
arrangements exist between Brisbane Primary and Largs Academy. These arrangements ensure as
smooth a transition as possible for the children and that their education will be a continuous
process from primary into secondary.
SCHOOL IMPROVEMENT
Brisbane Primary School was inspected by Education Scotland in June 2012. The full report can be
found on their website :
www.educationscotland.gov.uk/inspectionandreview/reports/irpressreleases/irprbrisbaneprimaryschool
The very positive report identified many particular strengths of our school including :







A very strong ethos which promotes positive behaviour, celebrates achievement and ensures
that all are treated with fairness and respect
Children are happy, enthusiastic and enjoy learning.
Commitment of SMT and teaching staff to improving learning experiences for children through
Curriculum for Excellence, self-evaluation, distributed leadership and CPD.
Commitment of non-teaching staff to the pastoral care, welfare, support and development of
pupils
The involvement of parents and carers in all aspects of school life
Contribution of the wider community to enriching the learning experience of pupils
Strong commitment to and quality of support for learning procedures
All at Brisbane are committed to school improvement and we are continually evaluating and reviewing our
current practice. Again, this was highlighted within the Education Scotland inspection report.
The Head Teacher has a clear sense of direction for the school based on encouraging children to
achieve their potential within a safe, secure and stimulating environment and positive ethos. This vision
is regularly shared by staff, children and parents and all are encouraged to work together to achieve
positive outcomes.
The Head Teacher and DHT work very closely together and their varying skills, strengths and
experiences complement their relationship, ensuring that the school is very well led. The Principal
Teacher is highly regarded by all staff and has been an asset to the SMT.
The Head Teacher works hard at establishing positive relationships with staff, ensuring that all feel
valued and respected. This is turn has a positive effect on improving learning experiences for children.
22
She has encouraged all staff to take on leadership roles which they willingly accept and she feels
extremely supported by both teachers and support staff.
All changes and improvements have been gradually brought about with full consultation with staff and
evidence of progress in Curriculum for Excellence has been clearly documented.
Staff are committed to self-evaluation, curriculum and professional development with teaching and nonteaching staff participating in CPD opportunities organised within the school and the cluster. Early
years staff are fully included in all CPD and collegiate activities.
The aims, visions and values of the school are regularly shared with parents and the wider community
through newsletters, open evenings and Parent Council meetings.
Teachers are reflective practitioners who continually evaluate, individually and collegiately, with
strengths and good practice identified and shared. The impact of new initiatives and methodology on
the quality and progression of learning is closely monitored and reviewed through SMT and peer
classroom observations; detailed and constructive feedback is provided.
There is a strong commitment to Continuous Professional Development (CPD), with all staff participating
in an annual review, through which appropriate and relevant CPD activities and their impact on staff and
pupil needs are identified and the work of the previous year evaluated. CPD activities are delivered in
school by our staff and a range of other providers. The HT, DHT, PT and some other teachers are
experienced in leading CPD for colleagues. Within our cluster we also identify common CPD needs,
resulting in a programme of cross-sectoral activities. All teachers have participated in joint cluster
experiences, including moderation, to ensure a consistency of practice across the Learning Community.
The school is represented at a wide range of local authority CPD events.
NEXT STEPS FOR IMPROVEMENT
The following priorities have been identified as areas for improvement over the next three years :
SOCIAL STUDIES
 To develop cross-curricular themes and encourage interdisciplinary studies including
opportunities for literacy, numeracy and health & well-being.
EXPRESSIVE ARTS
 To provide opportunities within the curriculum for children to be inspired and enabled to
enhance their creative talent and develop artistic skills.
STEM (science, technology, engineering, maths)
 To enable children to be informed, skilled, thoughtful, adaptable and enterprising citizens and
develop the skills and confidence to embrace and use the STEM components now and in the
future..
RIGHTS RESPTECTING SCHOOL

To become a Rights Respecting Cluster Community whch informs our work within our
schools, local, UK and global communities and effectively promotes the values and principles of
the Children’s Charter.
23
ADDITIONAL SUPPORT FOR LEARNING
At Brisbane Primary School, learning activities are designed to enable, support and challenge all pupils
to maximise their potential. Through careful planning, the needs of all pupils are met by appropriate
pace and differentiation.
Through rigorous staged intervention processes we work closely with pupils, parents and professional
partners to identify, review and evaluate the needs of children requiring additional support. This is very
effectively managed by the DHT. Support staff are deployed appropriately and the progress of all
pupils is carefully monitored and tracked by HT & DHT.
As every child is special our aim is to provide a stimulating and caring environment where individuals can
learn and develop as happy, motivated members of society.
In order to provide suitable education for every pupil, we recognise the following:
a)
b)
c)
d)
the wide range of children’s difficulties;
the identification of their needs and methods to meet them;
continual monitoring of progress;
review of teaching strategies.
The school is able to accommodate pupils with a variety of additional support needs.
Additional support, when required is given by class teachers, classroom assistants and our support for
learning teacher.
The school also works closely with Psychological Services, Speech Therapy, School Health,
Physiotherapist, Early Years Language Resources and Visual Impairment teachers.
Parents are informed of any difficulties and are consulted and involved at every stage in supporting the
needs of their child/children. Parental support is of immense value in helping the child to progress.
A child or young person has additional support needs if, for any reason, they are not able to benefit
fully from the educational opportunities provided for them.
North Ayrshire Council is committed to the well-being and educational development of all
learners. The process of inclusion requires all involved in the business of learning and teaching
to demonstrate commitment, innovation and flexibility in order to ensure that all children and
young people have access to quality learning opportunities and experiences.
Additional Support Needs
Any child who needs more or different support to what is normally provided in schools or preschools is said to have ‘additional support needs’. This includes children who may need extra
help with their education as a result of issues arising from social and emotional difficulties,
bullying, physical disability, having English as an additional language, a sensory impairment or
communication difficulty.
The Additional Support for Learning Act
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in
November 2005. In June 2009, the Act was amended. These amendments form the Education
24
(Additional Support for Learning) (Scotland) Act 2009 and came into force on November
2010.
Summary of the main provisions of the Act




The Act provides the legal framework underpinning the system for supporting children
and young people in their school education, and their families.
This framework is based on the idea of additional support needs. This broad and inclusive
term applies to children or young people who, for whatever reason, require additional
support, long or short term, in order to help them make the most of their school education
and to be included fully in their learning.
The 2009 Act automatically deems that all looked after children and young people have
additional support needs unless the education authority determine that they do not
require additional support in order to benefit from school education.
In addition, education authorities must consider whether each looked after child or young
person for whose school education they are responsible requires a co-ordinated support
plan.
What North Ayrshire Council does to meet its duties under the ‘Additional
Support for Learning’ legislation
North Ayrshire must assess any pupil with additional support needs and provide with any
support necessary for them to benefit fully from their education. All the evidence says that it
is best to intervene early to prevent any difficulties developing and taking root. For example
by making sure reading is very well taught and that all pupil gets encouragement and support
at home we can hopefully reduce later difficulties. Whatever the type of challenge that
arises, it is important to detect it early, develop a shared understanding of what is needed
(the school may request extra specialised help to do this) and take action to help to pupil
achieve.
Whenever we start this process for any child or young person, we will always explain to them
and to their parents/carers what our concerns are and what we will do to help
The school can get support from a range of visiting professionals including Educational
Psychologists. These professionals are regularly in all schools and teachers and others will ask
for informal advice on supporting pupils for example on the best way to support a pupil who is
having difficulties with reading. If the school wants more detailed individual help then they
would talk to you about formally involving the educational psychologist. The educational
psychologist can only be involved in seeing your child after seeking your agreement to this.
For a few children and young people their needs are so complex that professionals from two or
more agencies need to work together over a significant length of time to enable the child to
benefit from school education. Where this is needed, the child or young person will have a
plan to co-ordinate the various actions of these professionals: for this reason it is called a Coordinate Support Plan.
Where a child or young person has additional support needs, extra planning is required every time
there is a move to a new class, new school or college. How far ahead this transition planning needs
to start depends on the particular type of needs but for most children and young people with
25
Additional Support Needs transition planning should start at least one year before the date of the
planned move.
Dispute Resolution Procedures
You may feel that things are not being done properly to support your child. If you feel like this
then the Council has a range of ways to work with you to resolve any issues. You can ask at any
time for a copy of the booklet called ‘Resolving Disagreements’. This booklet will give you ways to
make sure your concerns are listened to and addressed.
Data Protection
The school and the educational psychology service are required to keep records which are, of
course, available to you. These records are strictly confidential however both schools and
educational psychology are subject to inspection by Her Majesties Inspectors of Education who
may look at confidential files in order to make sure children and families are getting the best
possible service.
Further Support
The following organisations are able to provide advice, further information and support to
parents of children and young people with ASN.
1. Enquire: Scottish Advice and Information Service for Additional Support for Learning
Website: http://enquire.org.uk/
Helpline: 0845 123 2303
Email: info@enquire.org.uk
2. Scottish Independent Advocacy Alliance
Website: http://www.siaa.org.uk/
Telephone: 0131 260 5380
Email: enquiry@siaa.org.uk
3. Scottish Child Law Centre
Website: http://www.sclc.org.uk/
Telephone: 0131 667 6333
Email: enquiries@sclc.org.uk
WHAT RIGHTS DO CHILDREN, YOUNG PEOPLE AND THEIR PARENTS HAVE?
If you are concerned about your child’s progress or about how settled they are in school, you can ask
the head teacher to begin a process of gathering information to find out if your child has additional
support needs.
The school will also give you advice and information about your child’s needs, what the school is doing to
meet those needs and whether progress is now being made.
Even when it has already been agreed that your child has additional support needs, you can make a
reasonable request at any time that more information is gathered and that a clearer understanding of
the needs is established.
26
You may perhaps feel unhappy about what the school is doing to meet your child’s needs. You may have
tried to sort this out with the school but feel you are not being taken seriously. In this case you can
ask for outside help to get your concerns across. The ‘Resolving Disagreements’ booklet will help you to
ask for these services.
In a very few cases you may feel that your child’s current school is not able to meet the needs. Where
this happens, you have the right to make a placing request for a school that may meet the needs more
effectively. You now have the same rights as parents of children who do not have additional support
needs.
You may feel that educational provision on its own is not able to meet your child’s needs and that
another agency could help. In such a case you can ask that the authority gathers information to see if
your child needs a plan to bring together help from other agencies.
The Additional Support Needs Tribunal has been established to deal with cases that have not been
sorted out by earlier attempts to resolve the disagreements. You can apply for a referral to the
Tribunal: the ‘Resolving Disagreements’ booklet will help you to do this.
You can have a supporter or advocate with you at any meeting to discuss your child’s additional
support needs: this is not just about support at a Tribunal.
PSYCHOLOGICAL SERVICE
The Psychological Service is a statutory part of North Ayrshire Council’s Educational Services and
is mainly staffed by educational psychologists who use their knowledge of psychology, learning and
education to provide a service through schools and pre-five establishments. They work together
with teachers, parents and other professionals to help children and young people make the most of
their lives, particularly in educational settings.
When does an educational psychologist become involved?
Your child’s school already has a system in place for identifying, monitoring and reviewing the
progress of all children and young people. As part of this wider system of support, each school has
a link educational psychologist who visits on a regular basis.
When concerns arise about a particular pupil the school takes action to address these concerns.
If the concerns continue, school staff may have an informal discussion with the educational
psychologist. However, if the educational psychologist is to become more involved this will be
discussed with you beforehand by school staff and a joint meeting arranged.
Through this process the educational psychologist can contribute to the ongoing assessment and
support for your child.
Further information, support and advice for parents of children and young people with additional
support needs can be found via the following organisations:
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the
Scottish advice and information service for additional support for learning”, a charitable
body registered in Scotland under registration number SC003527.
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under
registration number SC033576.
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration
number SCO12741.
27
PARENTAL INVOLVEMENT
Research shows that when parents are involved in children’s learning, pupils do better and achieve more.
Parents, carers and family members are by far the most important influences on their children’s lives.
By becoming involved in the life of your child’s school you can show your child that education is
important to you.
At Brisbane Primary School and Early Years Class we are continually seeking opportunities to involve
you, as parents and carers in your children’s learning and the life of our school. Currently we are
working in partnership in the following way:
Curriculum for Excellence




At the start of each session, parents are provided with an overview of the learning experiences
that their children should have within the forthcoming year
We offer regular, practical workshops for parents
We are currently implementing an “Information Cycle” for parents and carers to familiarise you
with processes, procedures and terminology of Curriculum for Excellence
Open Days for parents to see Curriculum for Excellence in Action
Parent Council




Regular meetings and newsletters to parents
Involved in decision making regarding major spending
Consultation on school improvement plans
Organising many events throughout the year
On going / regular initiatives














Daily “parent helpers” in classes during active learning and purposeful play activities
Helpers for school trips
Parents invited to class-led assemblies
Regular letters and newsletters
Parent noticeboards
Whole school events including school show, nativity plays, church services and Autumn Fair
Parent members on Eco Committee
Nursery parent group which we hope to expand to all parents
Family homework challenges
Induction meeting for nursery and new P1 children
Parents involved in school self-evaluation through questionnaires and feedback
Annual reports
Two parents’ information evenings
Class “theme days” (eg Victorians, Great Exhibition, Grandparents’ Day).
We will continue to source opportunities to involve parents and carers in children’s learning and in the
life of our school.
www.educationscotland.gov.uk/learningteachingandassessment/partnerships/engagingp
arents/index.asp
28
EXTRA CURRICULAR ACTIVITIES
The school offers many pupils the opportunity to participate in after school activities. Older
children also have the chance to take part in coaching sessions and competitions at the Inverclyde
Sports Centre.
We also take part in several Burns festivals.
All children participate in environmental based trips and other visits are frequently organised
especially to view live theatre. Trips to town and further afield are important to the learning
process.
Parental consent forms are required for each trip as they provide up to date medical information.
We are unable to take children out of school without these forms.
EARLY YEARS CLASS
Brisbane Early Years Class opened in August 1996, and has the capacity to provide education for
thirty 3-5year olds, both morning and afternoon. The staff consists of a four Early Years
Practitioners. We also provide placements for students from Universities, and local colleges.
Children are offered a rich and diverse curriculum with staff planning for learning experiences of
both an individual and a group nature. The Early Years Class is very much part of the wider school
community, sharing both resources and learning experiences where appropriate.
Staff take cognizance of prior learning, the development of the whole child and any special
learning needs of individuals. Parents and family members are welcomed into the playroom to share
prior learning and to discuss the ongoing development of the individual child.
PLAYGROUND SUPERVISION
An adult presence is provided in playgrounds at break times and lunchtimes in terms of the schools
(Safety and supervision of pupils) (Scotland) Regulations, 1990.
Parents and carers should not approach children or staff directly, within the playground, at any time
but should report to the school office.
Children Leaving School Premises at Lunchtime, Breaks and End of the School Day
It is the policy of North Ayrshire Council that pupils should not leave the school grounds at
intervals. Primary pupils should only leave school grounds at lunch times when they are going home
for lunch with their parents’ agreement. Please note that there is no school crossing patrol at
lunchtime.
At the beginning and end of the school day, we encourage parents and carers to remain outside
the school gates. This is for both Health and Safety and Child Protections reasons. We ask that
29
all P1 and P2 pupils be collected by an adult at 3pm. Our class teachers ensure that no pupil leaves
the school without an adult. If a parent is unavoidably late, the child can be picked up safely from
the school office.
Parents should encourage their children to follow these rules in the interests of safety. The
Council meets the terms of the legal requirement that pupils be supervised in the playground by at
least one adult during the interval or lunchtime if there are fifty or more pupils at the school.
SCHOOL POLICIES
_________________________________________________________________________
SCHOOL POLICIES
The school has a number of policies which are regularly reviewed, updated and added to. Policies
are held within the school oThe school has a number of policies which are regularly reviewed,
updated and added to. Policies are held within the school office and will soon be available to assess
from our website. These are our current policies.
Absence
Additional Support for Learning
Administration of Medicines
Anti-bullying
Art
Assessment
Child Protection
Citizenship
Communicable Diseases
Complaints Procedures
Confidentiality
Continuous Professional Development
Curriculum for Excellence
Drama
Dress Code
Drugs Related Incidents
Eco School Initiative
Education for Work and Enterprise
Environmental Studies
Equality
Fire Procedures
Health and Safety
Health Promoting School
Homework
Inclusion
Information and Communication Technology
Inventory
Language & Literacy
Learning through Play
Mathematics & Numeracy
Mobile Phones
Modern Languages
Monitoring of Learning and Teaching
Music
No Smoking
Parent and Other Helpers
Partnerships with Parents
Physical Activity
Playground
Playground Supervision
Promoting Positive Behaviour
Public Interest Disclosure
RME
Reporting to Parents
School Improvement Planning
Security
Self-Evaluation
Structure and Balance of the Curriculum
Students
Supporting Probationer Teachers
Technologies
30
GENERAL INFORMATION
HOMEWORK
Homework is a useful bridge between home and school and allows parents an insight into the work
of the class and the skills and abilities of the child. Homework is provided for a number of
reasons:
 To provide parents with an opportunity to share in their child’s learning at home
 To encourage children to become independent learners and to extend this learning by
encouraging investigation
 To provide further practice in a skill previously taught in school
Parental support for homework makes such a difference and can improve children’s general
confidence in learning both in and out of school.
The amount and type of homework will vary according to the needs of the individual child and
where this differentiation occurs, evidence shows that dramatic progress has been made in cases
where homework is well designed and supported by interested and enthusiastic parents.
Parents should help by providing a quiet place for the child to work if at all possible and by signing
the homework – not to say that it is correct but that it is acceptable as a reasonable effort. The
partnership between home and school is obviously vital in ensuring that homework is worthwhile.
Homework guidelines are issued to parents at the start of each session.
CLOTHING AND UNIFORM
It is the policy of North Ayrshire Council to support the introduction of a reasonable and flexible
dress code in schools in its area. The Council encourages each school to adopt its own code,
following discussions with parents and pupils.
The Council believes that establishing a school dress code has many benefits. These include,
improvements in safety, security, discipline and community spirit and a decrease in bullying and in
expense for parents.
The Council will support schools in encouraging and helping pupils to conform to the chosen dress
code. However, some types of clothing will not be allowed at school in any circumstances, for
reasons of safety, decency or discipline.
Types of clothing which will not be allowed include:





Clothes which are a health or safety risk
Clothes which may damage the school building
Clothes which may provoke other pupils
Clothes which are offensive or indecent
Clothes which encourage the use of alcohol or tobacco
The Council will support schools taking disciplinary procedures against pupils in serious or
persistent cases.
Our school uniform consists of grey skirts/ trousers, with either shirts and school ties or a school
sweatshirt and polo shirt. These can be purchased at Wards of Largs (POUND SHOP) and Smiths
of Greenock. Pupils require to wear suitable clothing for PE (Shorts and T-shirts) with soft shoes
for indoor activities.
31
Jewellery should be kept to a minimum as it can be a health and safety risk. No jewellery can be
worn during PE lessons.
FOOTWEAR AND CLOTHING GRANT
Parents receiving job seekers allowance or income support, family credit, council tax rebate or
housing benefit will normally be entitled to grants for footwear and clothing for their children.
Information and application forms may be obtained from schools or from the Education
Department, Cunninghame House, Irvine
KA12 8EE.
PERSONAL BELONGINGS
It is appreciated that parents and pupils are distressed over the occasional loss of pupils’ clothing
and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items
of clothing or personal belongings are not brought to school. All clothing worn at school should be
clearly marked with the child’s name.
MOBILE PHONES
While the benefits of mobile phones are recognised, they can be a serious distraction to work.
Pupils whose mobile phones disrupt lessons can have them confiscated until the end of the school
day. Repeated disruption may result in phones being retained until uplifted by a parent.
Inappropriate use of text messages and/or photographs whilst in school may be treated as a
breach of school discipline or a serious incident which could be referred to the police.
SCHOOL MEALS
School meals can be purchased every day in the cafeteria which also provides accommodation for
those children bringing packed lunches.
Should your child require a special diet on medical or religious grounds, please contact the school.
Children of parents who receive job seeker’s allowance or income support are entitled to a free
midday meal. Information and application forms for free school meals may be obtained from
schools or from the Education & Skills Service, Cunninghame House, Irvine KA12 8EE.
Only those children whose parents receive job seeker’s allowance or income support will be entitled
to free milk. Milk may, however, be available for purchase in the school during the lunch period.
MEDICAL AND HEALTH CARE
Medical inspections are carried out at various times during a child’s primary school years. Parents
are given notice of these and encouraged to attend. Vision and hearing tests and dental
examinations, which parents need not attend, are also carried out and parents informed of any
recommended action or treatment.
All examinations are carried out by Ayrshire and Arran Health Board staff.
Parents should notify the school of any medical requirements or allergies that their child may have.
If medication is required it is better if this can be provided outwith the school day but, in cases
32
where it is necessary during the child’s time in school, parents should contact the school to make
appropriate arrangements for this. Staff are not obliged to administer medicine.
Minor accidents will be dealt with by the school’s qualified First Aider, recorded in our incident
book and a note sent home.
If a pupil takes ill or has an accident at school which requires that the child is sent home or for
treatment, First Aid will be provided and parents or carers contacted.
For this reason, it is important that the school has contact details for parents/ carers and an
additional contact person in case parents/ carers cannot be reached. This information should be
updated as required.
Children will not be sent home from school unaccompanied.
In the event of a serious illness or accident, a member of staff will accompany the child to a
doctor or hospital and parents / carers notified immediately.
33
ATTENDANCE and ABSENCE
At Brisbane Primary we strive to achieve a high standard of attendance and
punctuality.
It is the responsibility of parents / carers to ensurie that their children attend school regularly.
Attendance is recorded twice a day, morning and afternoon. Absence from school is usually
recorded as authorised or unauthorised.
FIRST DAY ABSENCE NOTIFICATION
Parents are asked to inform the school by telephone if their child is absent. We have a system of
phoning on the first day of absence to check on the health of our children if we have had no
notification from parents by 9:30 am. This phone call may be followed-up by text.
Please note – if we have been unable to make contact with parents and have no explanation for
absence, we are obliged to inform the Pupil Welfare Officer who will make a home visit to check on
the well being of the child concerned.
The child should be given a note on his or her return to school, confirming the reason for absence.
If there is no explanation, the absence will be regarded as unauthorised.
The Pupil Welfare Officer investigates unexplained absence or late- coming, and the authority has
the power to write to, interview or prosecute parents, or refer pupils to the Reporter to the
Children’s Panel, if necessary.
HOLIDAY
More often now, parents are withdrawing children from school for family holidays and North
Ayrshire Council and Brisbane Primary are hoping to discourage this. We are aware that there are
times when this cannot be avoided but ask you to try whenever possible to arrange holidays when
pupils are not attending school. Absence from class means that children are missing vital
classroom time not just during the time they are away, but also when they return to school and are
trying to ‘catch up’. Often parents ask for work to be sent home with pupils but is not usually our
policy to do this. The fact is that the most important thing that children miss is the direct
teaching of lessons by class teachers. This can affect attainment. Please inform the Head
Teacher if you are planning a holiday during term time and please note that such absences are
usually recorded as unauthorised.
TRANSPORT
34
North Ayrshire Council has a policy of providing free transport to all primary pupils who live more
than two miles from their catchment area school by the recognised shortest safe walking route.
Parents who consider they are eligible should obtain an application form from the school or
Education & Skills Service, Cunninghame House, IRVINE, KA12 8EE. These forms should be
completed and returned before the end of February for those pupils beginning school in August to
enable the appropriate arrangements to be made.
Applications may be submitted at other times throughout the year but may be subject to delay
whilst arrangements are made.
The appropriate officer has discretion in special circumstances to grant permission for pupils to
travel in transport provided by the authority, where spare places are available and no additional
costs are incurred.
Pick Up Points
Where free transport is provided it may be necessary for pupils to walk a certain distance to the
vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up
point and from the drop-off point to the school in any one direction will not exceed the Council’s
limits (see above paragraph). It is the responsibility of parents’ to ensure that their child arrives
at the pick-up point on time. It is also the parents’ responsibility to ensure the child behaves in a
safe and acceptable manner while boarding, travelling in and leaving the vehicle. Misbehaviour can
result in children losing the right to free transport.
Placing Requests
North Ayrshire Council does not provide transport for those pupils in receipt of placing requests
other than in exceptional circumstances.
BRISBANE PRIMARY PARENT COUNCIL
Scottish Schools (Parental Involvement) Act 2006 was established to encourage and support more
parents to become involved in their children’s education.
The main aims of the Act are to:
 Help parents become more involved in their child’s education and learning.
 Welcome parents as active participants in the life of the school
 Provide easier ways for parents to express their views and wishes
To help achieve these aims, all parents will automatically be members of the Parent Forum at their
child’s school and are entitled to have a say in selecting the Parent Council (the representative
body) to work on behalf of all parents at the school.
The objectives of the Parent Council are:


To work in partnership with staff to create a welcoming school which is inclusive for all
parents?
To promote partnership between the school, its pupils and all its parents.
35



To develop and engage in activities which support the education and welfare of the pupils.
To identify and represent the views of parents on the education provided by the school and
other matters affecting the education and welfare of pupils.
To be involved in the recruitment process for appointing the Head Teacher and Depute
Head Teacher of the school.
Brisbane Primary School has a Parent Council, Office Bearers are:
Chairperson
Secretary
Treasurer
Staff member
Adviser
Glen Fraser
Jane Wilkinson
Jo Turner
Miss P Ross, Mrs L Currie (DHT)
Mrs J Dorrian (Head Teacher)
Any parent or carer of a child at the school can volunteer to be a member of the Parent Council.
The Head Teacher is the professional adviser to the Parent Council and has a right to attend and
speak at Parent Council or Parent Forum meetings.
For more information on the Parental Involvement Act or to find out about parents as partners in
their children’s learning, please contact the school or North Ayrshire Council Educational Services
or visit the Parentzone website on www.parentzonescotland.gov.uk
INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service but, on some occasions, circumstances
arise which lead to disruption. Schools may be affected by, for example, severe weather, and
temporary interruption of transport, power failures or difficulties with fuel supply.
In such cases we shall do all we can to let you know about the closure or re-opening. We will keep
you in touch by phone, text, letters and announcements in the press and on West FM.
SCHOOL SECURITY
North Ayrshire Council has introduced procedures to ensure the safety and security of children
and staff when attending or working in a school. A number of security measures are used including
the use of a visitors’ book, badges and escorts while visitors are within the school building.
Normally, anyone calling at a school for any reason will be asked to report to the school office.
The school staff will then make any necessary arrangements in connection with the visit to the
school.
When leaving the building visitors will require to return the badge and sign out.
The school is also protected by a CCTV system.
IMPORTANT ADDRESSES
Education & Skills:
Mr John Butcher
36
Corporate Director (Education & Youth Employment)
North Ayrshire Council
Cunninghame House
IRVINE
KA12 8EE
North Ayrshire Website;
www.north-ayrshire.gov.uk
Home/ School Inclusion Worker:
Area Office
Shona Chisholm (based at Largs Academy)
The Registrar
Area Officer
North Ayrshire Council
45 Ardrossan Road
SALTCOATS
KA21 5BS
Facilities Letting Team
Woodlands Centre
16 Kilwinning Road
IRVINE
Telephone: 0845 230 1325
Local Councillors
Care Inspectorate
Mr Marshall
Mrs McLeanMcLean
Mr Gallagher
Mr Hill
Suite 3, Sovereign House
Academy Road, IRVINE KA12 8RL
Member of Scottish Parliament:
Mr K Gibson
MP
Ms K Clark
Although this information is correct at the time of printing, there could be changes affecting any
of the matters dealt with in the document.
LISTENING AND LEARNING
It is the policy of North Ayrshire Council to try to encourage feedback on the education service
from parents and pupils. This is part of our overall commitment to giving the best possible service
and to working in partnership.
37
We are therefore very interested in feedback of all kinds, whether it is compliments, suggestions
or complaints. If you wish to register a comment of any type about the school you can do this by
writing, telephoning or making an appointment to see someone. All feedback is welcome and helps
us keep in touch.
If in particular, you have a complaint about the school, please let us know. It is better that these
things are shared openly and resolved fairly, rather than being allowed to damage the home/school
relationship. There will be no negative consequences arising from making a complaint and we will
apologise quickly and clearly and try to put things right.
There are some things which you should take note of in relation to making a complaint:

It is helpful if complaints are made initially to the Head Teacher. This makes sure that the
school knows what is going on and has an opportunity to respond and resolve the issue.

We will try to respond as quickly as possible, but often issues are complex and need time to
investigate. It is therefore helpful if you can give some details of the issue and ask for an
early appointment to discuss it.

If you are not satisfied with our response then you still have the right to take up the
matter further with the Head of Education & Skills at Cunninghame House, Irvine. KA12
3EE (01294 324400)
You should also note that you have the right to raise unresolved concerns with your local councillor
or MSP/MP
DATA PROTECTION
Transferring Educational Data About Pupils
The Scottish Government and its partners collect and use information about pupils to help to improve
education across Scotland. This note explains why we need this information, how we use it and what we
do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, Scottish Government,
education authorities and other partners such as the SQA and Careers Scotland need accurate, up-todate data about our pupils. We are keen to help all our pupils do well in all aspects of school life and
achieve better examination results. Accurate and up-to-date data allows us to:





plan and deliver better policies for the benefit of all pupils,
plan and deliver better policies for the benefit of specific groups of pupils,
better understand some of the factors which influence pupil attainment and achievement,
share good practice,
target resources better.
Data policy
Information about pupils’ education is collected in partnership between the Scottish Government and
Local Authorities through the ScotXed programme which aims to help schools and Local Authorities by
supporting efficient collection, processing and dissemination of statistical information. The Scottish
Government then provides analysis of the data to support research, planning, management and
monitoring of education services as well as to produce National Statistics publications.
38
Education data within Scottish Government is managed effectively by secure systems and is exploited
as a valuable corporate resource, subject to confidentiality restraints. As part of its data policy,
Scottish Government will not publish or make publicly available any information that allows individual
pupils to be identified, nor will data be used by Scottish Government to take any actions in respect of
individuals. Data is held securely and no information on individual pupils can or would be made publicly
available by Scottish Government.
The individual data collected by Scottish Government is used for statistical and research purposes
only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data
Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and
other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you
the right to know how we will use your data. This note can give only a brief description of how we use
data. Fuller details of each individual ScotXed survey, including the purpose of each and the published
data, can be found on the ScotXed website (www.scotxed.net).
Scottish Government works with a range of partners including HM Inspectorate of Education, Careers
Scotland and the SQA. On occasion, we will make individual data available to partners and also academic
institutions and organisations to carry out research and statistical analysis. In addition, we will provide
our partners with information they need in order to fulfil their official responsibilities. Any sharing of
data will be done under the strict control of Scottish Government, which will ensure that no individual
level data will be made public as a result of the data sharing and that these data will not be used to
take any actions in respect of an individual. Decisions on the sharing of data will be taken in consultation
with relevant colleagues and individuals within and outwith Scottish Government.
Concerns
If you have any concerns about the ScotXed data collections you can email the Head of Schools
Analysis, Mick Wilson, at mick.wilson@scotland.gsi.gov.uk or write to The ScotXed Support Office,
Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on request
from the ScotXed Support Office, in other languages, audio tape, Braille and large print.
39