Introduction
To those parents new to Lomond, welcome, and I trust that this handbook will be of some
value in unravelling some of the mysteries of our particular set-up; to more experienced
parents, I hope that this will clarify some areas of detail and maybe prevent some wool
being pulled over the eyes!
Either way this can only be a short guide, a brief explanation of policies and processes,
and I am happy to make additions and amendments over time should parents wish to
discuss the contents with me.
Equally, I am only too willing to meet with parents at any time and they will be made
welcome in any area of the school, whether as individuals or through the Lomond Parent
Teacher Association. A good school thrives on contact and support and you will be
made most welcome at any function that the school is involved in. The quality of input
is very high and I’m sure that you will enjoy any involvement, spectator or otherwise, that
you undertake.
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Absence (See Attendance)
Academic Ties and Commendations
Academic ties are awarded to pupils in S5 and S6 on the basis of high academic
achievement in the Standard Grade, Intermediate 2 and Higher examinations. The
normal basis for an award is at least six Grade 1s at Standard Grade (a silver tie) or at
least four As at Higher (a gold tie). Pupils who join Lomond in S5 and S6 are considered
on the same basis as Lomond pupils, with GCSE A* being substituted for Standard Grade
1s. Academic ties are presented at the first assembly of the session.
Pupils in S1 – S5 who achieve a sufficient number of commendations (usually a
minimum of three) are presented with a certificate of academic achievement at the closing
assemblies in terms one and two.
Academic and Social Monitoring
The school keeps a close eye on how pupils are progressing academically, socially and
personally. It does so via a number of formal and informal avenues:
Academic potential is assessed by regular testing and Cognitive Ability Tests in Transitus
Two/Senior 1. Senior staff track potential and achievement to try to ensure that
youngsters perform at the level they are capable of.
Attitudinals are awarded every five weeks to ensure that pupil input is at a high level.
Pastoral co-ordination meetings are held regularly with the teachers of year groups to
discuss individual progress.
All pupils (S1-S6) are given individual interviews every year.
Form teachers monitor social and academic progress and report back on it to parents.
Mentors, both adult and pupil, provide specialist support.
Parents’ evenings are held once a year, mostly in the spring term.
The school nurse is available for confidential consultations on a weekly basis.
Admission and Exclusions Policy
Admissions policy
It is the overall aim of Lomond School to provide a high-quality all-round education, both
to local families and to parents who may wish to take advantage of the Boarding
provision. Lomond provides an academic curriculum and over ninety percent of school
leavers go on to Higher or Further Education. Nevertheless, we cater for a range of
ability levels and do not operate an academically selective policy. Prospective parents
may, however, be advised that a vocational education would appear to be more suitable
for their child.
The major constraint on admissions refers to the availability of places as our roll is
restricted to 600 pupils. Places are allocated on a chronological basis (first come, first
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served) and waiting lists are normally in place for admission into all the major entry
points (J1, T2, S1 and into boarding).
In order to ensure that pupils can access the academic curriculum, are correctly placed in
the right year-group and in suitable sets for the main subjects, and that pupil needs are
appropriately met, the school wishes to obtain as much relevant background information
about pupils as possible. To that end, they are either expected to spend a morning in
school for an informal assessment (J1 – T1) or to sit a Cognitive Ability Test, usually in
mid-January. More senior pupils (S4-S6) have information about their public and
internal examinations taken into account and perusal of the last set of school reports or a
testimonial from their last school is helpful too.
Where a youngster has a specific disability, it is important that the school is informed
prior to the relevant entry procedure so that appropriate support can be considered.
Assistance with fees is available up to a maximum 100% and further information about
this can be obtained from the Bursar. Means-tested Traditional Music Scholarships are
also available.
Once a place is confirmed, further details are provided with reference to induction
arrangements and are contained in a Parents’ Handbook issued before starting.
Admissions procedure
Application forms may be submitted at any time of year but it is advisable to reserve a
place two years before the entry date as availability cannot be guaranteed otherwise.
Where a group is over-subscribed places are allocated on a chronological basis; the same
applies to the boarding house at Burnbrae. (The school does its best to accommodate
families and tries to be flexible to meet needs but is not always able to do so.)
Suspensions and exclusions
Pupils may be suspended from school either as a result of a serious breach of school rules
or as a consequence of persistent misdemeanours. Example of the former might include
physical assault, racist abuse, sexual misconduct, drug or alcohol abuse, theft and
vandalism or bullying; persistent disruption and/or disobedience would illustrate the
latter. A suspension is a serious sanction and may be up to a week in length. Parents will
always be informed orally and in writing of the reasons for the action by the Headmaster.
Should a pupil’s conduct out of school hours or off the school premises bring the school’s
reputation into disrepute or impinge on the welfare of pupils or the operation of the
school then that pupil is still subject to school sanctions.
A suspension will involve being away from school for the period of the suspension,
although in exceptional domestic circumstances an ‘internal’ suspension with a pupil
being isolated from their peers is possible.
Each case will be considered fairly taking into account the individual circumstances. The
pupil’s previous record of good behaviour/misbehaviour will be taken into account.
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The school also has to consider not only the welfare of the pupil concerned but also that
of other pupils in the school.
A pupil may be asked to leave the school should there be a gross form of misconduct, a
significant breach of trust or persistent misbehaviour. Bringing classified drugs onto
school premises, selling drugs or alcohol and breaking the law of the land are illustrations
of the former. Pupils have also been withdrawn for persistent bullying. In some cases the
school may be obliged to involve the police (e.g. situations involving drugs or dangerous
weapons) or refer to the school’s child protection procedures. In exclusion cases the
Chairman of the Board of Governors is also informed of the circumstances.
Parents will be kept informed of all significant disciplinary actions in writing.
Should a parent wish to appeal a suspension/exclusion decision this should be done in
writing to the Chairman of the Board of Governors within three days of the disciplinary
action. He/she will ask for a full report and will examine matters thoroughly before
responding. This may result in a positive solution, but if it does not, the Chairman will
invite the parents to a meeting in which he/she may be accompanied by a friend, but a
legal representation is not appropriate at this stage. If the meeting does not bring about a
resolution, the matter will be referred to the school’s Conciliation Committee. (It is tasked
to look at issues in an impartial and confidential manner.)
After school care
In Clarendon, and for primary aged pupils there is a full after-school service which
operates until 5.30 pm. See details of the ‘Wrap-Around Care’ in the Clarendon
Handbook.
Parents should be aware that there are limitations to what the school can do to provide a
‘bullet-proof’ after-school care service for senior pupils who are not attending extracurricular activities but are waiting to be collected by parents, or for a bus pick up. We
have made the Conference Room available for them and this area will be supervised. The
library is suitable for private study. We would encourage pupils to make use of the
facility offered and do not wish such pupils to venture down town after school.
Aims of the School
It is not possible to encapsulate the multifarious aims of an organisation as complex as
Lomond School within a few paragraphs. Nevertheless, it may be possible to state a few
objectives so that parents can have some idea of the general direction in which we are
heading.
The foreword to the school prospectus states that :
“We are trying to draw out and optimise the talents that lie within each individual. I want
our students to live busy, happy lives; to have inner self-confidence and self-respect and
to care for and respect others.”
If these ideals are to be achieved there has to be a willingness on the part of every adult in
the community to accept that it is their responsibility to strive towards these objectives at
all times. This is a major task, but I do not believe that we will have succeeded if pupils
leave Lomond deficient in any of the above qualities through our negligence. The
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school’s job certainly does not stop at the classroom or in the teaching of our subject
alone. We are educating children for life. They must feel that they are valued as
individuals and that they can approach the world with the self-confidence bred of
encouragement and success in whatever fields are their forte. To achieve these aims is a
full-time job on the part of every adult, parent or teacher, connected with this community,
and the importance of the task is such that the future of this country depends on how well
it is done. No more important responsibility exists anywhere.
The school should be welcoming and happy, positive, purposeful and hardworking, where encouragement and example are key motivators for the
individual.
Aims’ Statement :
It is our intention to:
engender respect for self and others, and encourage tolerance and inclusion
provide appropriate learning experiences for each individual
provide an appropriate curriculum with breadth, balance and progression
ensure the care, welfare and protection of pupils
develop an awareness of a wider society in order to encourage responsible
citizenship
further develop the opportunities provided by continuing advances in ICT
provide the best possible facilities and support for our pupils and staff
continue to review government guidelines to inform policy making
Annals
The school magazine is annually produced to reflect the previous session’s activities. Its
main function is to act as a record of the year’s events.
Assemblies
Assemblies are held on Fridays in Clarendon and on Monday mornings at St Bride’s.
Assemblies are communal events which help to define the ethos of the school. They are a
forum for recognizing achievement and addressing issues; they provide an opportunity for
pupil and staff participation; they are a vehicle for disseminating news, views and
information. There are occasional Clarendon assemblies which parents are invited to
attend.
Assemblies recognize that pupils are from a wide variety of cultural backgrounds.
The Depute Headteacher draws up a rota to involve pupils, members of management and
the Chaplain. Members of staff and clubs and societies are also welcome to contribute
and should liaise with the Depute if they wish to do so. At appropriate intervals there are
also house assemblies.
Assessment and Examinations
The school believes that experience of sitting formal examinations is an important part of
training for the national examinations in S4, S5 and S6. It has evolved the pattern below
to give this experience, but also wishes to have an approach that recognizes the validity of
on-going and informal assessment, together with other forms of diagnostic review. It is
also important to have a balanced outlook that recognizes the need to develop skills and
non-assessable aspects of a pupil’s development both within and out with the classroom
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and to provide time for teaching.
In Transitus 1 there are three main ways of assessing pupils:
1. In the day to day activities of the class, teachers and pupils work together in the
various aspects of the curriculum. Teachers thus observe, monitor and record
progress.
2. Assessment tasks will be set by teachers both during and at the end of a topic or a unit
of work.
3. National Tests are administered, in order to give a national perspective to the levels of
achievement of the pupils. Standardized tests are also used at various stages, in order
to plot pupils’ progress. The school uses the results of these tests for diagnostic and
planning purposes.
Pupils in Transitus 2 are tested in English and Mathematics in December and May, and
T2 pupils are also tested in Art, French, Science, History and Geography in May.
Pupils in S1 and S2 are assessed via unit tests throughout the academic year, but they also
take an end of session examination in most subjects in May.
In S3 there are exams in December and May. Pupils in S4 sit their prelims in December
and Standard Grades, Intermediate 2 examinations in May and June.
S5 pupils sitting Highers will be assessed at the end of the units which constitute part of
their Higher courses, and they will also sit preliminary examinations in February. The
national examinations, the Highers, are taken in May and June.
S6 pupils following Highers or Advanced Higher courses will be assessed as per S5.
The end of course examinations are in May/June.
Cognitive Tests are sat by pupils in T2 and by new pupils entering S1-S4 and are used by
the Senior Management Team for diagnostic and motivational purposes.
Assessment Nomenclature
As Standard Grade has been introduced so departments have moved from traditional
percentages to nomenclature based on a 1 – 7 scale, in which Grade 1 represents the
highest level and 7 the lowest. The assessable areas will each be given a mark on this
scale and an overall award is also made. Thus, in English, Talk, Writing and Reading are
each given a grade in addition to the overall award. On the national system :
1 and 2 are at Credit Level
3 and 4 are General Level
5 and 6 are Foundation Level
7 indicates that the course has been completed
At Higher, Advanced Higher and Intermediate 2, A, B and C are pass grades and a
narrow fail at Higher is awarded a Grade D pass. (An A grade is 70% or better, B – 69%
- 60%, C – 59% - 50%)
For attitudinals an A is “good effort”, B is “could do better” and a C is “poor effort”.
Standard grades are the Scottish equivalent of GCSEs although they are sat a year earlier,
in Senior 4. At Lomond the norm is to sit eight subjects and these are selected at the end
of Senior 2 and studied for the next two years. The examinations are sat at two levels,
normally credit and general, and most students at Lomond pass at Credit level.
Intermediate 2 examinations replace Standard Grades in a number of subjects. Highers,
such as Biology, Modern Languages, Art, Graphic Communication, Computing, Business
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Management, History and Geography, are sat a year later in Senior 5, usually at the age of
sixteen and are the critical Scottish entry qualification for tertiary education in the UK.
For high tariff subjects and institutions five Highers at A/B level would be necessary, but
not every pupil will sit Highers in Senior 5. Advanced Highers are taken in one year in
Senior 6 and are available in all subjects. They are recognised through UCAS as being of
higher tariff value than their ‘A’ level equivalents.
GCSE Latin can be taken in S4 as a one year crash course for more able students. It is
studied by video-conference facility, e-mail assignments and course work being
undertaken in the course of the session.
GCSE level Psychology can be studied in Sixth Year by similar methodology. Spanish is
also available in Sixth Year.
Attendance/Lateness
A daily register is taken by form teachers at 8.30 am. If a pupil is late he/she should
report to the West Door for admission. Persistent lateness will lead to detention. Would
parents please ring the office to let them know of the reasons for absence. Office staff
have been instructed to call parents if a pupil is absent for more than two consecutive
days. If there has been no verbal contact, please provide a returning absentee with a note
for the form teacher.
The attendance record is indicated on form reports.
Calendar dates for the coming session are issued timeously and it is in everyone’s
interest that attendance at school is maximized. Requests for exceptional leave of
absence should be made in writing to the Headmaster.
Attitudinals
All pupils in S1-S5 will receive attitudinals for effort in all their subjects approximately
every five to six weeks. These will be used to motivate pupils either to sustain good
effort or to achieve better grades. Each pupil will be individually monitored by their
form teacher, and the targets set, based on the previous set of attitudinals.
Boarding
Boarding has an important role to play in the 24 hour, 7 day life of the school. Boy and
Girl Boarders are housed in the brand-new, custom-built Burnbrae, which has five-a-side
all weather playing surfaces, multi-gym, music practice room, computer room, en-suite
facilities et alia.
The main aim of boarding at Lomond is, to an extent, fashioned by the nature of the
school. First and foremost it is to provide a disciplined family environment (albeit an
extended one!) where pupils reside whilst attending the day school. Burnbrae is staffed
by houseparents and assisted by several tutors and matrons. Emphasis is placed on
responsible behaviour and mutual respect rather than a rigid set of institutional rules
(although an appropriate list of sanctions is available and widely known by wayward
individuals). To ensure good conduct and to stimulate constructive use of free time in
the evenings and weekends, a member of staff is always on duty in the house. In
addition, during the week an academic support teacher is available for individual or tutor
group consultation in the four main subject areas.
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The second aim is to create and sustain a community spirit amongst the boarding
population with an ethos of its own. Over the past few years there has been a
tremendous expansion in the range of activities on offer to boarders. These fall into three
broad categories:
1.
2.
3.
In-house facilities for leisure and recreation in the evenings.
Optional outings and visits – mainly at weekends
Closed-door, compulsory, social events such as the annual revue and Burns
Supper etc.
Lomond has a particularly dynamic boarding set up. Burnbrae is a happy, hard-working
place where lots of activities take place, particularly at the weekends. Accommodation is
very comfortable and it is usually possible for day pupils to be taken in for a few nights if
a few days’ notice is given.
There is a separate handbook which gives relevant details for boarding parents. The
facility exists for full, weekly and indeed daily boarding if there is space available. If
any parents are willing to act as hosts for foreign students at exeats the school would be
pleased to hear from them.
Bulletin
An information bulletin – the blue – is produced daily and relevant information is read
out to pupils after break. The blue is also posted on notice-boards, on the website and the
main items are highlighted on a plasma screen in the main corridor.
Bullying
The following policy statement is to be found in every pupil’s homework diary:
Bullying is any persistent form of abuse designed to be deliberately harmful. It can be
hitting people, threatening them, scaring them, getting them to do what they don’t want
to, or persistent verbal abuse. BULLYING WILL NOT BE TOLERATED. It is
everyone’s responsibility to prevent it happening.
If you know of bullying:

Tell an adult. It’s not telling tales. The victim may be too scared or lonely to tell.
Use the suggestions box if necessary.

Don’t turn a blind eye – fetch help.

Give support to children who may be bullied.
If you are bullied:

Tell an adult. The problem will only get sorted if it’s dealt with.

If you are different in any way, be proud of it – it’s good to be an individual.
The school will:

Take bullying seriously and find out the facts of any incident.

Meet those concerned and involve everyone in agreeing solutions to the problems.

Involve parents and agree sanctions if the problem remains unresolved.
If you wish to talk in confidence to someone outside school, phone Childline free on 0800
1111, open 24 hours a day.
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Bursaries
Bursaries are means-tested awards providing assistance with payment of fees.
Prospective bursary pupils complete the normal school entry process, i.e. completion of
CAT tests. Older students may be accepted based upon school reports and results to date.
The academic criteria for bursary candidates is the same as other entrants to the school.
Bursaries are available at any stage of the senior school (S1-S6).
The Lomond School process for reviewing bursary applications is designed to be
consistent, fair and straightforward. Key to the review is the establishment of net
resources. This can be defined as total income from all sources (including investment
income), less outgoings. Outgoings include a per capita allowance for children within the
family, mortgage interest, tax and national insurance. It would be normal to request
copies of supporting documentation such as a P60, recent payslips, mortgage statements
and tax assessments. Once net resources have been established and calculated reference is
made to a sliding scale of assistance. Assistance will be considered in situations where net
resources are less than £25000 per annum. The scale of support available can be up to
100% of school fees. Capital assets such as stocks, shares and property do not form part
of the calculation but it is likely that the possession of significant assets would preclude
the awarding of a bursary.
The established chain of events in seeking support is as follows:
1. The school will advertise bursary places around November of each year through
the local press and the school website.
2. Initial contact should be made with either the Headmaster or the Bursar who will
outline in general terms the programme of assistance.
3. If the parents decide to proceed the Headmaster will arrange a test and interview
with both the pupil and the parents.
4. The Headmaster will gauge whether or not the individual pupil would benefit
from an education at Lomond.
5. Assuming that the academic test is met the parent(s) would then meet with the
Bursar to determine the award value.
6. The formal offer will be made by letter to the parents, this must be accepted in
writing.
7. The test of net resources is carried out each year to adjust the bursary award for
significant changes in financial circumstances.
Whilst this process may appear to be intrusive you can be assured that personal data will
be securely stored and details will NOT be disclosed to any other party. The information
is used solely by Lomond School for the purposes of determining bursary awards.
If your child is admitted to Lomond School they will be afforded the same opportunities
as any other pupil. The school will only disclose the fact that individual children have
been awarded bursaries on a need to know basis.
Bus
Transport is available to and from school from certain areas. If interested, please call the
school reception for more details.
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Careers
There is a well developed structure and excellent provision organised by the Depute
Headteacher. Our professional Careers Advisor, Mrs Jane Barrett-Bunnage, is in school
three mornings a week and is heavily involved in interviewing pupils and instigating
other careers initiatives such as S5 work experience.
S2
Introduction of Careers Officer to pupils.
Function of Careers Officer explained, in process of course choices.
Individual interviews are available during “surgery” hour, which is normally on
Tuesday lunch-times.
S3
Individual interviews are available by appointment.
S4
All pupils introduced again to the Careers Officer, who explains her function in
the school.
Pupils are encouraged to research careers requirements before making subject
choices for S5.
S5
Careers Education Lectures
Individual interviews with Head/Depute, who asks about career plans.
Pupils do Centigrade careers test, and have an individual interview with the
Careers Officer. UCAS system is explained to pupils, and need for relevant
practical experience for entry to certain courses. (e.g. Medicine, Veterinary
Medicine) explained. Work Experience, at home and abroad, in June.
S6
Individual advice and assistance from Form Tutors, especially about completion
of UCAS forms etc.
Mock interviews available, on request and where relevant.
Visit to Higher and Further Education Exhibition in September.
Careers Convention biennially, available to all pupils in S2 – S6
Careers Officer available at S2, S4 and S5/6 parents’ evenings.
Cars
Pupils are discouraged from bringing cars to school. Parking should be in John Street,
and Millig Street should be kept as clear of vehicles as possible. If you are late for a
pick-up of a child from school please let the office know, if possible. Children have been
told to wait in the sheltered and illuminated area covered by security cameras in the front
of St Bride's, if they are waiting for a lift. (See after school care)
CCTV
C C T V cameras are in operation in a number of locations around the Lomond campus.
They are externally mounted on all buildings (Burnbrae, St Bride’s and Clarendon) to
cover access to these locations for security purposes. The recordings are kept for one
week and only viewed by Senior Management.
Internally, there are cameras mounted in Burnbrae to monitor access to the girls’ and
boys’ stairs; in St Bride’s, they are in some public areas – the dining hall servery, covered
way, library and top corridor – viewed by Senior Management/the Supervisor, if required,
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and are kept for one week. The library camera is observed at reception and in the Depute
and Headmaster’s offices to enable supervision and monitoring to be carried out, both
within and outwith school hours. There are also cameras in one or two classrooms and
the music practice rooms in St Bride’s. The main function of these is to monitor
situations where staff are in a 1:1 situation with pupils.
Chaplain
The chaplain is a link with the community. He has a spiritual and pastoral role and is in
the school every week when he teaches the Fifth form. He is a regular contributor to
junior and senior assemblies and officiates at major school occasions such as the Carol
Service. The present chaplain is the Rev. David Clark.
Charities
The school raises considerable sums of money and provides charitable support to
community organisations (delivering food at Harvest Festival, putting on concerts for Rhu
Senior Citizens, work experience in old folk’s homes and special schools and so on) and
other charities. There is a Charities Committee consisting of staff and pupils which
organises charity work. The two charities that the school has particularly adopted to
focus on are CHAS, the Balloch children’s hospice, and the Pecanwood Trust in South
Africa. Relevant short and longer term work experience is available in these institutions.
Cognitive Ability Tests
Indicators of academic potential, the CAT is a battery of standardized test which provide
a set of measures of a pupil’s ability to use and manipulate abstract and symbolic
relationships.
The three batteries use:1.
2.
3.
Symbols representing words.
Symbols representing quantities.
Symbols representing spatial, geometric or figural patterns.
In other words:1.
2.
3.
Verbal reasoning.
Quantitative reasoning.
Non-verbal reasoning.
The VR and QR tests require the individual to have a basic store of verbal and
quantitative concepts, and are therefore more closely related to academic ability. The nonverbal measures most clearly what has been called ‘fluid ability’ i.e. ability not bound by
formal school instruction.
Pupils in T2 sit CATS, together with new entrants S1-S4, administered by Mr H Hunter.
The school has been using these measures of potential for a number of years in order to:

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Track pupils’ performances alongside their identified potential
To identify under-achievers
11



To help guide choices of subject at ‘S’ grade, Intermediate 2 and Higher
To help raise attainment by setting realistic, individual targets.
To help identify learning styles and areas of learning difficulty.
Colours
Full and half colours may be awarded at the end of every term for those senior pupils who
have performed meritoriously in the major team games of hockey, rugby, senior athletics,
cricket and tennis. It is also possible for colours to be awarded to pupils who have
achieved national recognition in a sport such as golf or sailing which is not part of the
normal games programme. Prior to the awards ceremony, which is part of closing
assembly every term, members of the P.E. department, and other appropriate members of
staff, meet with the Depute Headteacher to discuss nominees. Every effort is made to
ensure that all pupils are considered carefully for Colours. For half colours, aboveaverage commitment and skill is sought. For full colours, pupils would normally also
have had to be considered for at least county-level inclusion in their sport. International
colours are also available in music.
Communication
There are a number of formal channels of communication:
a) Daily Bulletin – this is read out to pupils, posted on the notice-boards and on the
website.
b) Weekly Newsletter – this is available on the school website every Wednesday. It
is a key form of communication for all parents. Paper copies are also available
from the General Office (St. Bride’s) and Clarendon for pupils who wish to pick
them up.
c) Website – (www.lomond-school.org). This has, in addition to the Newsletter, a
gallery section where photos of school activities can be downloaded. There are
linkages to the PTA site and the school shop and a developing range of useful
information – school calendar, session dates, examination time-tables and so on.
Increasingly it will be used for academic purposes. There is a virtual tour and new
elements are added every year.
d) Reports. See Recording and Reporting.
e) The Headmaster welcomes communication from parents and is always willing to
meet with individuals in an attempt to resolve difficulties and improve provision.
If there are particular issues relating to your child, talking to the teacher or form
teacher may help to resolve difficulties quite speedily.
f) Homework diaries convey the homework and can be used by parents to
communicate to the form teacher. Homework and extra resource material is also
available for many year groups on the website – learning and teaching section.
Complaints
Most difficulties stem from a misunderstanding or misinterpretation arising from a
communication problem. Pupils are particularly prone to selective interpretation and
hurdles are normally overcome as a result of a meeting with the member of staff
concerned. If this is unsuccessful the Headmaster would be happy to intercede to try to
resolve the issue.
Any complaint will be taken seriously and followed up timeously.
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Lomond welcomes suggestions and comments from parents, and takes seriously
complaints and concerns that may arise.
“How should I complain?”
You can talk directly to a member of staff, write a letter, telephone or e-mail. It may be
best to start with the person most closely concerned with the issue – for example to raise
sports concerns with the Head of PE. However, you may prefer to take the matter to a
more senior member of staff, for example the Depute Headteacher or Headmaster.
If you raise something face-to-face or by telephone it may be possible to resolve the issue
immediately and to your satisfaction. If you have made a complaint in writing we will
contact you within 5 working days, explaining how we propose to proceed. It is likely
that consultation will be required, but a letter or report will be sent to you as soon as
practicable.
“How about confidentiality?”
Your concern will be treated in a confidential manner and with respect. Knowledge of it
will be limited to the Headmaster and those directly involved. The Chairman of the
Governors may also need to be informed. It is the school’s policy that a complaint made
by parents should not rebound adversely on their children. We cannot rule out the need
to make third parties outside the school aware of the complaint and possibly also the
identity of those involved. This would only be likely to happen where, for example, a
child’s safety was at risk or it became necessary to refer matters to the police. You
would be fully informed.
Anonymous complaints may not be pursued.
“What if I am not satisfied with the outcome?”
If you are not satisfied the Head will offer to refer the matter to the Chairman of the
Board of Governors, or you may wish to write directly to the Chairman. He/she will ask
for a full report and will examine matters thoroughly before responding. This may result
in a positive solution, but if it does not, the Chairman will invite you to a meeting. You
may wish to be accompanied by a friend but a legal representative is not appropriate at
this stage.
If the meeting does not bring about a resolution, the matter would be referred to the
school’s Conciliation Committee. Its task is to look at the issues in an impartial and
confidential manner.
We hope to be able to satisfy your concerns. If we do not, you may wish to seek
independent legal advice.
The school recognises and acknowledges your entitlement to complain and we hope to
work with you in the best interests of the children and young people in our care.
Confidentiality Policy
The policy of the school is to work in partnership with parents in order to promote the
welfare of children. The school also aims to build up relationships of trust with children.
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Children and parents should feel able to raise with the school concerns about safety and
welfare in the knowledge that these will be dealt with sensitively.
Because of the sensitivity of these issues, the school will operate on the presumption that
anything imparted in confidence will be treated in confidence. This is subject to three
qualifications :
1.
Anything imparted “in confidence” to one member of staff or person approached
as an associate of the school, may be shared with a restricted number of
colleagues, if that person feels in need of support and guidance from them.
2.
If serious concerns are raised about the safety or welfare of a child, the person
approached may be obliged to pass that information on to a Child Protection Coordinator for consideration as to whether it should be shared with the appropriate
authorities. In these circumstances, the person approached would not, except in
an emergency, breach the confidence without letting the person seeking assistance
know that he/she intended doing so.
3.
The school must, of course, pass on information when legally obliged to do so by
a court of law.
Children must also feel able to share concerns with staff. Problems may arise when a
child consults a member of staff about a problem and does not want that information to be
shared with parents. Whilst staff will encourage children to share that information with
parents where that is appropriate, there may be circumstances in which any pressure to
pass the information on could lead to the child keeping the problem to him or herself or
not sharing concerns in the future.
Curriculum
Our curriculum is based on the Scottish Consultative Council on the Curriculum (SCCC)
publications currently in operation, but we reserve the right to make modifications to suit
our own situation at Lomond.
A common curriculum operates through the Primary school, and in S1 and S2.
Thereafter, in S3 pupils will be asked to choose subjects in keeping with their preferences
and abilities, based on the principles of breadth and balance. Normally, they will follow
a core curriculum of English, mathematics, French, P.E., R.E, Health Education and
Citizenship plus five options, throughout S3 and S4. In S5, pupils will choose up to five
Higher courses and in S6, they may take Advanced Highers, additional Highers, subject
to availability and demand. GCSE Latin and Psychology are available via videoconference facility (see Distance Learning). Spanish is also available in S6.
Discipline
Corporate and self-discipline are prerequisites for learning to take place and for an
orderly society to exist. Pupils are expected to obey the school rules and to give of their
best within and outwith the classroom. Whilst trying to lead by example, instruction and
exhortation, staff will on occasion set punishment exercises or place a pupil in detention,
at lunch-time or after school on a Friday. Parents will not necessarily be contacted over
an act of indiscipline but if the school has concerns over persistent infringements or
significant breaches of discipline, parents will be informed. A suspension from school is
reserved for particularly persistent offenders or for serious offences and is a warning to
the individual concerned that future misconduct could lead to the parent being asked to
withdraw the pupil from the school register. Parents will be involved in all these more
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major circumstances. The school reserves the right to exclude a pupil for persistent
disruption, or for serious breaches of conduct.
Distance Learning
The school is able to broaden the range of subjects on offer through its video-conference
facility. Latin and Psychology GCSE are available to S4 and S6 pupils respectively.
Students have weekly video-conference tutorials; coursework and e-mail contact, and are
responsible for their own learning. By stretching our more able students, encouraging
independent study and broadening the curriculum, a great deal of potential benefits are
possible.
Detention
If a pupil fails to comply with departmental policy in respect of work, homework etc. the
subject teacher may issue a departmental detention, after consultation with the Head of
Department. This can be done at lunchtimes or after school, but in the latter case parents
will be given at least 24 hours’ notice. In the case of repeated offences, and/or if the
Head of Department’s intervention fails to remedy the situation, the matter should be
referred either to the Assistant or Depute Headteacher. These members of staff may
issue a detention, which will take place on a Friday after school, and parents will be
informed in advance. In the case of whole-school offences such as persistent lateness,
these senior members of staff should be informed, and they will set a suitable punishment,
which will usually be a Friday detention.
Normally, detention will only apply to pupils in S1 and above.
Drama
Ideally pupils throughout the school should have the opportunity to take part in drama on
an annual basis. In the secondary department there is usually a senior and one or more
junior plays every year. Drama is also being taught as part of the curriculum in Senior 1.
The main venue for performances is the St Bride’s Hall although this does not preclude
other areas being used if it is deemed appropriate.
A sub-committee of interested personnel meets at least once a year to plan the year’s
events. Senior pupils are encouraged to write and/or direct junior plays and there are a
number of prefects’ responsibilities relating to this area – Director, Stage Manager and so
on.
Drug Education Policy
It is illegal for minors to be in possession of or to use drugs and the school makes no
distinction between alcohol, class A or class B drugs. It is stated in the school rules that:
“Pupils are expected to adhere to the laws of the land, especially when in uniform.
Failure to do so will usually result in removal from the school”. In practice, if pupils
bring alcohol or other drugs onto school property, or consume such substances in
uniform, then they will be accountable for their actions to the Headmaster, who is likely
to exercise the full powers at his discretion.
The school tackles issues relating to drug education in its Health Education and Personal
and Social Development programmes. It is also embedded in certain subjects such as
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Biology, Modern Studies and PE. Health Education is taught in S1,S2,S3 & S4 and the
approach is to inform pupils of the effects and consequences of drug-taking in all its
forms, so that they will be able to make informed choices for themselves. PSD
programmes tackle issued of peer group pressure, experimentation and decision making.
The school reserves the right to use the nurse to administer drug tests for its residential
pupils and if it has concerns about the behaviour of an individual in school.
The ethos of the school emphasizes the benefits of a healthy lifestyle in which the virtues
of involvement in activities and the development of a positive outlook are probably the
most effective means of ensuring that youngsters do not indulge in alternative actions.
Duke of Edinburgh Scheme
This is a major aspect of our outdoor education provision. All senior pupils are
encouraged to take part and, as a minimum, to complete a number of experiential outdoor
days. The school is an operating authority for the Duke of Edinburgh Scheme and a
significant proportion of pupils achieve silver and gold awards. Any staff involved in
training and supervision hold appropriate national outdoor education qualifications and
experience.
One of the major objectives of the scheme is to encourage pupil initiative and
responsibility. The adults are trainers, encouragers and enablers, but pupils have to take
responsibility for successfully completed outcomes
In his introductory description of what the scheme is aiming to achieve, Prince Philip
said: “It is designed as an introduction to worthwhile leisure time activities, as a
challenge to the individual to personal achievement, and as a guide for those people and
organisations who would like to help the development of their younger fellow citizens.”
There are three separate awards – bronze, silver and gold. Bronze and silver employ four
sections :
Service
- to encourage service to others
Expeditions
- to encourage a spirit of adventure and discovery
Skill
- to encourage the discovery and development of personal interests
and social and practical skills
Physical Recreation -to encourage participation in physical recreation and
improvement of performance
At gold, an additional section – residential project – sees pupils engaged in training and
service programmes, and away from home for four nights.
There is a comprehensive outdoor programme and pupils sit for silver awards in S4. The
gold award is a much lengthier process, pupils normally completing this in S6, although
technically they have until their 25th birthday to do so.
Service Section
Pupils are encouraged to become involved in service to the wider community, lifeboat,
charities work et alia.
The Skills section is best described as encouraging participants in a hobby (i.e. non08/03/16
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physical/non-sporting activities). A list of many subjects is made available to pupils.
Most find they are able to continue an existing hobby with new purpose.
The Physical Recreation section covers most sports – again a list is made available to
pupils. Those representing the school at hockey, rugby, etc may include these matches
towards the required points tally.
On completion of the silver award a badge and certificate are presented at school. On
completion of the gold award, Prince Philip himself invites successful candidates to
Holyrood Palace where they are presented with their awards each July.
Each Duke of Edinburgh expedition, whatever the level, presents unique problems to its
participants. No two expeditions will be the same with difficulties ranging through
personal, social, climatic and environmental variables.
Training for expeditions must try to prepare groups for any eventuality that may arise.
Supervision must be effective but not so close that the group does not have the chance to
solve its own problems. Many objective dangers can be planned out of the expedition
but there will always be subjective danger and the possibility of the unexpected.
Supervisors ensure, as far as possible, that each expedition is as safe as it can be and
participants are only exposed to situations where they will be stimulated but not
overwhelmed to the point where they lose control.
The following is an outline of the training at silver and gold level:
Silver: Lectures and practical exercises to broaden candidates’ experience and skills:
Navigation, Equipment, Campcraft, Route Planning, Safety and Emergency
Procedures
Navigational skills will again be formally assessed. Given the longer duration of the
expedition and extra demands associated with this, a candidate’s personal level of fitness
will have a significant bearing on the eligibility of that candidate to participate in the
expedition. In addition, personal equipment will have to be of a higher standard.
Expedition :
3 Days, 2 Nights Camping, Written Report
Gold : Further lectures and practical exercises. Again a high level of personal fitness is
expected. It is hoped that all candidates will have the opportunity to participate in an
overnight camp coupled with a night navigation exercise. Whilst there is no formal
assessment, only those candidates who have exhibited a suitable level of expertise in
hillcraft throughout the year will be permitted to go on the expedition.
Expedition :
4 Days, 3 Nights Camping, Written Report, Externally Assessed, No
Explorations
Some outdoor equipment can be supplied by the school.
English as a Second Language (ESL)
Students who do not have English as a first language are given extra tuition either on a
1:1 or small group basis by Mrs Pamela Wales or another ESL trained teacher until they
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have attained at least a Standard Grade 3. Most pupils will achieve Standard grade
‘passes’ (1-3). Usually they do not study French. Where possible, long-stay pupils will
have been encouraged to go to a language school before coming to Lomond. Although
linguistic skills sometimes appear limited when they first arrive most foreign students
have a good understanding within six months of exposure to English and make rapid
progress
Equal Opportunities
The school is committed to the principles of equal opportunity and will not discriminate
on grounds of race, religion, sex or age of individuals.
Exchanges
A well-established pupil exchange exists between Lomond School and the Wilhelm-Löhe
Schule in Nürnberg. Pupils in Senior 2 and Senior 3 who study German are eligible to
participate in this biennial event. Pupils usually spend around ten days in the homes of
their German partners, and the visit is reciprocated in Scotland. Special provision can
usually be made for boarders who wish to take part.
E-Mail
The school’s e-mail address is: admin@lomond-school.org
All secondary based students are issued with their own e-mail addresses and may access
the internet from any of the classrooms in St Bride’s or the computers in the mathematics
corridor.
Exeats
There are twice termly occasions when boarding pupils go to their parents, guardians or
friends’ homes for the week-end.
If day parents wish a boarding pupil to stay for a weekend or weekend evening, please
contact the boarding houseparents by the Thursday evening beforehand at the latest.
Extra-Curricular Activities
The school believes strongly in the value of extra-curricular activities in helping to
develop the self-confidence, independence, teamwork and leadership skills of pupils.
There are real benefits to be gained in active involvement in sport, drama, music or
outdoor education and certain of these strands are compulsory – sport (S1–S3), whilst
others are voluntary. Activities take place at lunch-times, after school and at the weekend, and the programme varies from term to term. After-school activities take place
between 3.25–5.00 pm, although some finish earlier. A list of available activities is
published termly and sent home via the Newsletter. Pupils’ involvement in these
activities is monitored and frequently reported on.
Former Pupils (FPs)
On leaving school from S4-S6 pupils are invited to join the Lomond School Association.
Former Pupils, Parents and Staff are encouraged to register with the Lomond School
Association Facebook group. Visit www.facebook.com, register as a user and search
‘Lomond School Association’. The function of the Association is to keep FPs in touch
with each other and the school. Former parents and staff are also members of the
Association, and interested individuals should contact Mr Alister Minnis for further
information. Re-unions are held on a regular basis at school and annual fixtures between
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the FPs and the school are undertaken in tennis, hockey, rugby and cricket. There is a
well-used FPs section on the school website.
Form Teacher
Every pupil is assigned to a form class and the form teacher has pastoral responsibility for
the pupils in his or her charge. The form teacher delivers the PSD programme, takes
registration, writes overall form reports and carries out form administration. The role has
a welfare and guidance function and the form teacher is the first port of call if you have
concerns or wish to pass information about your son or daughter. The form teacher
monitors overall academic progress including attitudinals and homework diaries.
Games
Year groups travelling to Rhu Road Higher for PE games will travel by school bus.
Smaller groups of pupils attending clubs/activities can travel by the following routes:
Girls’ Field
Leave St Brides from west gate, travel up John Street, left along Millig Street, take 4th left
down Sutherland Street and turn right at Lower Crescent. At Montrose Street junction,
walk straight across and continue to games field.
Boys’ Field
Leaving St Brides make way to gym exit, travel up John Street and turn left along Millig
Street to fields. Boys travelling to rugby should wear trainers or outdoor shoes and carry
boots.
An important strand of school policy is competition, and matches between our teams and
those of other schools is valued as part of an individual’s development and is an integral
part of our structure. Fixtures for the major sports take place virtually every Saturday.
To sustain a good-quality fixture list requires a considerable commitment from staff and
entails a great deal of organization and hard work. Pupils selected to represent the school
on a Saturday morning should be aware that this takes precedence over other
commitments. Where a particular problem occurs, consultation with the PE staff in good
time can sometimes alleviate matters.
Any pupil travelling to an away match and not returning on the school coach, or who asks
to be dropped off en route home at a different pick up point, should produce a letter to the
member of staff confirming the arrangement.
Extra-curricular practices – in the event of a late cancellation, pupils whose parents
cannot be contacted should report to the PE staff. A room is set aside for pupils to do
prep and where they can be picked up by parents.
Pupils should use pavements, particularly in poor light conditions, and should avoid
traveling in groups in the middle of the road.
Gap
The School has good contacts with a number of schools and organisations and views a
positive and well thought out GAP year between school and further education as being a
constructive thing to do, which can be very suitable and advantageous to the individuals
concerned. In recent years senior students have been able to learn Chinese for a year in
China, go to Germany for a year or have a year working in a school in Australia; others
have taken part in Project Trust placements in Third World countries, or the Year in
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Industry. All have returned enriched by their experiences and in many cases with their
careers prospects considerably enhanced. If interested the Sixth Year tutors or the
Headmaster will have further details. The normal time for such a placement is after
Sixth Year.
Governors’ role
The Board of Governors’ role in the school is to decide policy and to check on the
implementation of that policy. They do so via sub-committees – Finance, Education –
and they also meet as a Full Board. Membership of the Board is by invitation and the
vast majority have direct knowledge of the school as parents or former parents of pupils
at the school. There are no representative governors. They have a responsibility to
ensure that the school is viable and adheres to national legal guidelines.
Guardians
Guardians act as surrogate parents for boarders who do not have parents living locally.
They usually host the students at exeats and half-terms and liaise with the school over
their progress and welfare. The school would be pleased to hear from parents who wish
to act in this capacity.
Homework
It is school policy to set homework in most subjects, and for this homework to be checked
and returned timeously. The amount and type of homework will vary with subject, age of
child, frequency of contact etc. As a general rule, pupils in T1 and T2 can expect between
thirty and forty-five minutes’ homework each evening. In S1 and S2 this increases to
around one hour, and in S3 and S4, one and a half to two hours’ homework will be the
norm. In S5, two and a half hours per evening, plus an additional five to ten hours at
weekend is expected, and in S6, a substantial amount of time must be set aside for
homework, and reading around the subjects studied.
Pupils are required to make a note of the homework which has been issued to them in
their homework diary, which contains much useful information and can be used as a
means of contact between teachers and parents on homework matters. Increasingly
homework is available on the learning and teaching section of the website.
House System
A house system operates within school from T1 to S6 to encourage competition, mainly
in sporting events but also in music, general knowledge and public speaking.
The school is divided into three houses and they are :
Bergius
Colquhoun
Graham
Red
Blue
Green
Each house is run by a boys’ and girls’ house captain, elected by the staff, and a
committee of 4 – 6 pupils. Pupils are allocated their house by the PE Department, with
siblings being placed in the same house.
The following inter-house competitions take place in the :
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Autumn
Winter
Spring
Summer
Benchball/Basketball (B/G)
Swimming (B/G), Chess (B/G), General Knowledge (B/G)
Cross Country (B/G), Hockey (G), Rugby (B), Public Speaking (B/G)
Athletics (B/G), Tennis (B/G)
Pupils are expected to wear House T-shirts at sporting events.
Points are awarded in each competition :
4 for 1st : 2 for 2nd : 1 for 3rd
Each event has a weighting to represent its importance within the school.
A cup is awarded to the house gaining the greatest number of points at the end of the
school year.
House meetings are arranged when necessary.
Illness
In the event of your child being taken ill at school, the office staff will either place the
pupil in the sick room and return him or her to class in due course, or contact the parent if
available or contact the emergency contact number or refer to the surgery or accident and
emergency department at a local hospital, depending on the condition.
If the pupil is ill prior to coming to school, please follow the ‘absence’ procedure above.
In Loco Parentis
Literally meaning, “in the place of a parent” the term describes the legal concept of
teachers having some of the privileges of the natural parent whilst a child is in a teacher’s
care. In return the teacher must assume certain responsibilities and recognize that both
legal and moral obligations rest upon him or her in every aspect of the work. The
teacher must behave as society would expect a reasonable and prudent parent to behave.
Information and Communication Technology (ICT)
The school recognizes that ICT is an integral part of modern life and that students need to
have ready access to these resources so that their usage can be taken for granted. To that
end all students in T2 and S1 are taught the relevant skills, all students have ready access
to the internet, the St Bride’s building is fully networked and every department is well
resourced with the relevant technology. The computer: pupil ratio is currently 1:3
throughout the school but the main computer rooms work on a 1:1 basis. The school has
also invested in state of the art integrated learning systems and interactive electronic
whiteboards (available in every classroom) and is in the forefront of provision in the UK.
A Code of Practice for pupils using school equipment is in the homework diaries, and
should be signed by the pupil.
Insurance
The School has Public Liability insurance which gives protection against liability for
accidents to pupils occurring on or about the buildings, in the grounds and in connection
with organized activities everywhere including visits abroad. The clothing and personal
effects of pupils are the responsibility of the owners and parents are advised to ensure that
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their own insurances adequately cover their children whilst at School. In cases where such
insurance has not been arranged the School’s insurance will give protection, to a very
limited degree, against loss or damage caused by the common perils. Cash and cycles are
specifically excluded from this cover. The School’s policies are kept by the Business
Manager and are available for inspection in his office.
The School has arranged Pupil’s Personal Accident insurance for all pupils. Under this
policy pupils are covered for the whole year whether or not they are in school. Details of
this cover are issued to parents when the pupil joins the school or may be requested from
the Business Manager/Bursar.
Internet
All pupils have access to the Internet from any room in the St Bride’s building.
Clarendon and Burnbrae also have full coverage. The school’s service provider has a
rigorous blocking mechanism to ensure that unsuitable sites cannot be accessed by pupils
from the school’s system. The school monitors the use by pupils of computers,
particularly residential usage, and may take disciplinary action against personnel
attempting access to particular sites. All pupils are expected to adhere to a computer
‘Code of Conduct’ which they sign on an annual basis.
Islands Peaks Race
The school first entered this gruelling race in May 1990 and it has now become a tradition
to be involved. This unique race consists of a series of 17-18 mile hill runs on the islands
of Mull, Jura and Arran with two hundred miles of sailing interconnecting the runs. The
youth teams compete in the main fleet and their run times are on a par with the adults who
run longer distances on the hills. The event requires incredible commitment from the
pupils with long training runs throughout the winter and is a great character former.
Normally it is restricted to pupils in Sixth Year although, exceptionally, pupils in S5 with
light exam commitments have also taken part.
Learning
The school Standards Committee has addressed the issues related to teaching and learning
in the school. Staff recognise that people learn in different ways. Some learn best by
doing, others visually and others through auditory stimuli, whilst certain students have
strengths in all three areas. Where feasible a variety of presentation strategies are used in
every lesson to cater for different learning styles.
Learning Support
Mr. Hamish Hunter is in charge of learning support and most of his work is done on an
individual or small-group basis. He is supported by Mrs Christine Greaves who
predominantly works with Clarendon-based pupils, Mrs Shirley Bell and Mrs Gaynor
Thomas. Extraction from classes is the norm, but support within the class also takes
place as does the involvement of senior pupils as mentors and subject support tutors.
A policy document for Learning Support is available from Mr. H Hunter.
Library
The School is well resourced for books and gives strong encouragement towards reading,
be it for leisure or study.
There are five main sources of information and books at the school.
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1.
Bridesian Library – There is a very attractive and well stocked main library and it
is available for use by all pupils. The Librarian, Mrs Jill Robertson is in the
library every lunch-time and is assisted by a team of senior librarians. She
operates a fully computerized system.
2.
Careers Library – located close by the Bridesian Library, this resource is managed
by Mrs. Barrett-Bunnage.
3.
Departmental Libraries. Subject departments are well stocked with their own
reference books so that specialist teachers can guide students as to the most
appropriate sources.
4.
Internet. This is a major and increasing source of information, and access is
available not only from most classrooms but also from the computers located in
the IT corridor.
5.
The English Department has a comprehensive reading list and sets of reading
books and every class is monitored with reference to their reading. Transitus
classrooms also have their own resource libraries.
Lockers
There are lockers available for pupil use on a daily basis. Pupils can obtain a locker key
from the ‘lost property’ window between 8.15 am and 8.30 am in S1 – S5, and currently
the keys can be taken out on a daily or weekly basis. If there are special circumstances, a
pupil can obtain a locker on a permanent or semi-permanent basis. A lost key costs £3
for replacement and this sum is required as a returnable deposit when obtaining a key.
Lomond Challenge
This is a Canadian canoe/cycling/hill running triathlon that the school has run since 1991.
Every school in Scotland is invited to participate, and teams of two must be in S4, S5 or
S6 at the time of the event, which is now held on the last Saturday in August. It is a very
popular and rewarding experience and assistance in staffing it is very much appreciated.
Hill-run marshals, drinks providers and canoe loaders are required.
Lunch/Food
The school is exceptionally well served by Sodexho and the catering supervisor, Cathy
McNaughton and her staff. Lunches are served from 12 noon (primary) to 1.30 pm and
packed lunches are also eaten in the dining room. There is a rota system in the dining
room in operation, with different years having access at different times. A catering
committee meets termly with representatives from Sodexho, staff, pupils, parents, the
Headmaster and boarders.
Snacks are served at morning break and include such items as bacon rolls and cheese
toasties.
The school pays attention to a healthy eating policy and gives prominence to fruit, salads
and yoghurts, and limits chips to once a week. Canned drink and crisps are not sold.
There is an excellent salad bar and deli-bar.
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Consumption of food and drink is restricted to the dining hall and covered way and
anyone eating in the main building will be disciplined and food confiscated.
Merit Awards
Bronze, silver and gold merit awards are given to pupils in Senior 4, 5 and 6 “to
encourage characteristics of commitment and initiative amongst pupils”. The awards are
for “above-average (bronze) commitment and example in support of the school’s wider
aims”. A silver award is for “distinguished commitment” and is awarded either to an
individual who has shown particular initiative or distinction in a single area or someone
who has been nominated for three or more bronze awards in different activities. Gold
awards are prestigious and require sustained commitment in addition to making good
academic progress.
Mentors
Mrs Sarah Guy and Mr Craig Dunlop have been appointed as mentors to support pupils
who require some extra or specialist pastoral support over and above the norm. Such
pupils might have particular needs, academic or social, that would benefit from regular or
sustained input from staff who have the skills and training to provide this enhanced
provision.
Minibuses
The school currently runs three minibuses which are regularly checked and serviced.
They are fully equipped with seatbelts, mobile phones for emergency contact, first aid
kits and so on, and new staff are trained and tested by professional driving instructors
before they are permitted to convey passengers. The minibuses are not available for nonschool use.
Music Lessons
Individual lessons in a wide range of instruments are available in school time from
peripatetic specialist teachers. These lessons are organized on a rota basis by the Head of
Music, Mrs Anne Lyon and are usually of half an hour’s duration. Contact Mrs Lyon for
further detail.
There are also a number of groups – Big Band, Pipe Band, Choirs, Orchestra, Folk
Groups, Traditional Music Group and so on which meet after school or at lunch-time.
Pupils volunteer for these groups, but an audition is also required.
Newsletters
There are two newsletters which disseminate information about the school:
*
Parents Newsletter (the ‘yellow’) which is posted on the website every
Wednesday.
*
PTA Newsletter (the ‘blue’) which is issued after executive meetings.
Outdoor Education
It is of value to expose pupils to a variety of outdoor experiences as part of their
educational process. To encourage a sense of self-sufficiency, to develop self-confidence
by facing up to and overcoming challenges, to acquire skills, appreciate their environment
and develop teamwork and tolerance, are major aims. In Maslow’s hierarchy of human
needs, sense of belonging, self-esteem, self-actualization and understanding rank in the
highest levels. Modern education is concerned very much with helping people to realize
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and achieve their potential and, in their own way, Scotland’s hills, seas, rivers and lochs
can provide a background for achieving these aims amongst others.
It is a part of Lomond’s working practice in this, as in several other areas, to ensure that
all youngsters are exposed to some, at least, of these experiences and all are expected to
take part in the outdoor experiences, Outward Bound and Transitus Camp.
The provision currently on offer includes:Young Adventurers
Outdoor Day
Transitus Camp
Duke of Edinburgh Scheme
Morocco expedition
Wilderness Canoe Expeditions (e.g. Hudson Bay 2000,
N Quebec 2002, Baffin Island 2004, Yukon
Territory 2006, NWT and Norway/Sweden 2008)
Lomond Challenge Triathlon
Islands Peaks Race
Outward Bound Week
Clarendon
J5
Transitus
S4 – S6
S1 – S3
S4 – S6
S4 – S6
S5 – S6
S5 (June)
There are also a number of clubs that involve various ages of pupils throughout the year
on a regular or seasonal basis:Orienteering
Sailing (the school has a share in a racing boat)
Hill-running
Skiing
All staff in charge of outdoor education activities have nationally recognised outdoor
qualifications appropriate to the activities and are experienced practitioners. All centres
that are used are nationally recognised and inspected. The PE Dept has overall
responsibility for implementing the Outdoor Programme.
Outward Bound
At the end of the summer term the Fifth Form are strongly encouraged to take part in this
five day leadership and teamwork course that has been specially developed for the school
by Outward Bound, Loch Eil. The Sixth Form tutors are present but the staffing of the
course is undertaken by the Loch Eil personnel who produce a written report on the
students which is sometimes referred to in UCAS references. The course has been run
since 1987 and is of great value in developing personal skills and providing a dynamic
start to pupils’ Sixth Form experience.
Pandemic ‘Flu
School contingency planning covers a variety of eventualities and there is a separate plan
to respond to the possibility of pandemic ‘flu in the local area. The school has taken heed
of national advice and acknowledges that short-term school closure may be necessary
under certain circumstances. It is working on the means to try to ensure continuity of
education under these circumstances by contact using the internet. Parents will be kept
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25
informed as the situation develops and clarifies.
Parent/Staff Contact
If you have concerns or information to pass on please make an appointment to see the
relevant members of staff and respect the fact that contact in the evening or at weekends
is unreasonable.
Parents’ Evenings
Consultations between parents and staff take place once a year normally at the end of the
autumn term or beginning of spring. Senior staff are always available and the careers
officer is also often on hand. Booking sheets are kept in the front reception and, where
possible, parents are requested to complete these personally in the preceding week. If a
member of staff is teaching a small class it would be appreciated if appointments could be
made bunched together at the early part of the evening.
Pastoral Care
The school does not have a formal guidance system. Instead, pastoral care is, in the first
instance, the preserve of the form teacher, who sees the pupils daily at registration, and
for a more extensive period of time every Friday morning, when a programme of Personal
and Social Development is delivered by the form teacher. This is an opportunity for form
teachers to get to know the pupils in a more informal context, and to discuss matters of
relevance. Wherever possible, form teachers will be assigned to a class for two years, in
order to preserve continuity. Parents are encouraged to liaise with the form teachers over
matters of attendance, ill-health etc., in the first instance. The Primary Head has the
second-line pastoral care remit for primary pupils, the Head of Transitus for Transitus,
Miss Dudley for S1-S6 girls, Mr Minnis for S1-S2 boys and Mr Mackenzie for S3-S6
boys. Staff are encouraged to discuss matters of pastoral concern with these members of
the management team, wherever appropriate. Pastoral co-ordination meetings are held
regularly, so that pupils causing concern can be identified, and information regarding
such matters as learning support and health can be disseminated. In S6, the Sixth Form
Tutors have a more specialised role, and, in addition to dealing with pastoral care, are
responsible for U.C.A.S. applications. Mr Dodson is Head of Sixth Year.
We also have a system of mentors, both pupil and staff, who have been trained in
counselling skills to help individuals who need more individual support and monitoring.
These pupils may be experiencing social or emotional problems, they may be
underachieving in the curriculum or there may be concerns about their vulnerability for a
variety of reasons. The individual can approach the mentor directly or may be referred by
another member of staff. The mentor, in liaison with the Assistant Head Teacher in
charge of Pastoral Care, will meet with the pupil regularly and will communicate with
parents as appropriate.
All pupils have a scheduled personal interview with their form tutor on an annual basis.
The school nurse is available one lunchtime a week if pupils wish to discuss any concerns
about their health.
Parents Teachers Association
The PTA exists to promote the interests of pupils at the school and is a conduit for
information and dialogue between the staff and parents. Each year group has a parent
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26
representative and staff are selected to join the executive committee that meets at least
once a term (see Appendix E). Agenda items are circulated to the staff representatives
prior to the executive meeting. PTA reps welcome new parents to the Lomond
Community and run the school shop. They are also able to meet with parents of their
year and pass on concerns to the school. A number of social events are put on every year
and proceeds are used for the benefits of the pupils at the school.
The PTA website is accessible from the school site.
Personal and Social Development
Personal and social development is a fundamental aspect of the education of the whole
child. The whole ethos of Lomond School, which pervades the delivery of both the
curriculum and the extra-curricular programme, is central to the personal and social
development of each pupil. We ensure that this provision is enhanced by a balanced and
broad programme of Personal and Social development delivered during the PSD,
Citizenship and Health Education periods.
Teaching allocation
PSD
all years 25 minutes per week
Form staff
Health Education
S1
S2
S3
S4
1 period per week
1 period per week
1 rota period per week
1 rota period per week
PE staff
Citizenship
S3
S4
S5
1 rota period per week
1 rota period per week
1 rota period per week
Modern Studies teacher
Modern Studies teacher
Modern Studies teacher
Topics covered at appropriate stages during PSD
Personal organisation
Study skills
Learning Styles
Bullying
Internet awareness – use of IT facilities
Review of progress
Self-esteem
Emotions and feelings
Leisure
Friends
Other cultures and lifestyles
Thinking about careers
Role in the community
Opinions & Values
Social and Moral dilemmas
Making decisions
Local environment
Media
Global issues
Managing your money
Family matters
Current affairs
Citizenship
S3 course
Rights and Responsibilities
How Democracy Works
Crime
Social and economic causes of inequalities
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S4 course
National Identity
The Media
Human Rights
Guns and the USA – rights
that conflict
27
Health Education
S1 course
Alcohol
Diet
Drugs
Puberty
Sexual Relationships
Smoking
Additional Topics: Exercise, Anxieties,
Dental Hygiene, Personal Hygiene,
First Aid, Personal Safety
S2 course
Personal Hygiene
Physical Health & Nutrition
Sexual Health
Mental Health & Well-being
Drugs/Alcohol/Smoking
S3 course
Social/Mental/Physical Health
Puberty
Relationships
Contraception
Sexually Transmitted Diseases
Drugs
Smoking
Alcohol
Parenthood
S4 course
Sexual Health
Sexually Transmitted Diseases
Mental Health
Cancer
Alcohol/Drugs
If you are unhappy about your son/daughter’s involvement in any part of the Health
Education course, please discuss with the Health Education staff.
Photographs
*
There is normally a whole school photograph every 3 years.
*
Individual photographs are taken annually of every new pupil, Clarendon and
Transitus pupils and Form photographs. Senior pupils’ photographs are taken in
S3 and S6 every year.
*
Team photographs are taken every year.
*
S6 Form photographs are taken every year
The school frequently takes photographs of pupils involved in activities, mainly for the
plasma screen and notice-boards to encourage participation, for the school magazine or
prospectus and for publicity in the local press. As the website further develops then
photographs will increasingly appear in this medium. Given the number taken in the
course of a year it is not practical to ask permission for use from every parent.
Parents should not take photographs at the swimming gala; a briefing is given to the
photographer concerned.
Photos should not be posted on a website without permission of the individual concerned.
Taking photos with mobile phones without permission is unacceptable.
With the exception of the nursery and junior sports, video cameras should not be used.
Should parents not wish to have their children photographed (or videoed) would they
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28
please let the Headmaster know. If you have any concerns in this area we would be
happy to discuss this with you.
Prefects, School Captain and Vice-Captains
The School Captain and Vice-Captains are the major pupil ambassadors of the school and
are required to represent the school on many occasions. They are chosen by pupil and
staff votes. This takes place in June of the previous session, the new Captain and Vice
Captains are appointed at the final assembly in June, and the Captain’s badge of office is
handed over to the new Captain at prizegiving. All members of S6 are eligible to be
prefects, and will be deemed to be such, unless they decline this office. They apply for
specific posts of responsibility – leader of the orchestra, Captain of Sailing and so on –
which have accompanying job descriptions, and are interviewed or appointed. Their
duties will comprise assisting staff with the organisation of various events around school,
and generally assisting with the maintenance of discipline in school. Failure to live up to
the high standard of personal conduct expected from all S6 pupils could lead to such a
pupil being banned from using the Sixth Form Centre and being demoted from prefectship.
Prizes and Prizegiving
There is a formal prizegiving ceremony on the last day of the session, in the West Kirk.
Prizes are awarded to the best performers in every examination subject, based on the
examinations held during the session. In addition to subject prizes, prizes are awarded
for progress and for service, and the recipients of these are selected by the Headmaster,
following discussion among the staff. There are also prizes for music and sport awarded
at prizegiving, and some special prizes, which have been donated for specific purposes by
benefactors. Nominations for prizewinners are sought from Heads of Departments by the
Depute, following the May/June examinations. Details of prizes are as follows: In Clarendon, the Clarendon Cup for Achievement, the Wills Prize for Progress and
Endeavour, and the Mary Dutch Prize for the best all-rounder, are awarded to pupils in
Junior 5, on the recommendation of the Assistant Headmistress (primary).
In Transitus 1, prizes in English and Mathematics and in T2, also in French, science, art,
music, history and geography, are awarded to the top pupils in the year groups, based on
the examinations. In the event of several pupils gaining the same mark, other indicators,
such as unit tests, may also be taken into account. Additionally, progress prizes may be
awarded. The Jean Howie Quaich for all-round endeavour and citizenship is also awarded
in Transitus. In S1 - S3 a similar system is used, except that the November examination
in S3 is also taken into account. In S4 and S5, the Preliminary examination determines
prizewinners, with additional coursework being used to discriminate between pupils in
case of a tie. In S4, the physics prize was donated by Dr. and Mrs. Leaf, in memory of
their son Richard, who died during his fourth year at Lomond, and who showed
outstanding interest and promise in physics, and in S5, the physics prize was donated by
Mrs Carol Reid, a former teacher of physics at the school.
In S6, prizes are awarded for academic excellence, at the discretion of the relevant Head
of Department. In all year groups, prizes may be withheld, if Heads of Departments
consider that no pupil has attained sufficient academic merit.
Special Prizes: The McKichan Award for Modern Languages. Awarded for excellence in Modern Languages in
S5/6. Nominated by the Head of Modern Languages.
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29
The McLeod Award for Creative Writing. Awarded based on the Higher preliminary examination.
Nominated by the Head of English.
The Caplan Shield for poetry. For the best poetry submitted to the school magazine. Nominated
by the Head of English.
The Murray and Biggar Geography prize. For excellence in geography in S5. Nominated by the
Head of Geography.
The Purvis Cup for Art. Awarded for the most original work produced within the class by S5/6
pupils.
Nominated by the Head of Art.
The Salmond Quaich for Design. Awarded for the best design work produced within the Art
department.
Nominated by the Head of Art.
The Stockdale Prize for Science. Awarded for excellence in S6 in at least two sciences.
Nominated by the Head of Science, in consultation with other senior science staff.
The Lennox Awards, senior and junior. Awarded on the basis of open competition in public
reading.
Senior S3-S6, Junior T2-S2. Nominated by the Head of English.
The Mitchel Prize for English. Awarded to the best pupil in S6 for English.
Nominated by the Head of English
The Fruin Award. Awarded on the basis of open competition for public speaking. Nominated by
the Head of English.
The Burns Society Quaich. The Saltire Society Quaich. Nominated by the Heads of English and
History.
Rotary prize for service and citizenship. Awarded on the basis of evidence of civic
responsibility and service. Awarded by the Headmaster, following discussion with teaching staff.
Restricted to S5/6.
Lawrence Cup for service to the school. Awarded on the basis of evidence of service to the
school. Awarded by the Headmaster, following discussion with teaching staff. Restricted to S5/6.
Other service awards may also be made, including at least one specifically for music
and/or drama.
The Bernard Award for Service to music. Nominated by the Head of Music.
The Biddy Adams Award (senior) and Duncryne Cup. Awarded to the best senior
performer at the music competition. Nominated by the Head of Music.
The Biddy Adams Junior Award. As above.
The Senior and Junior Rose Bowls. For the best pianist at the music competition.
Nominated by the Head of Music
The Eilidh Reid-Foster prize for music for the best all-round musician. Nominated by the
Head of Music
The Cameron Shield for Traditional Music. For the best traditional music performance at
the music competition. Nominated by the Head of Music.
The Hedderwick Cup for piping. For the best piping performance at the music
competition. Nominated by the Head of Music.
The Margaret Fay Shaw Cup for Composition. For the best musical composition
produced during the year.
Nominated by the Head of Music.
The Cramb Award for Service to Physical Education, the Hayton-Williams Award for
Endeavour in P.E. and the Johnston Award for Endeavour in P.E. Nominated by the Head
of Physical Education.
The Canadian Shield for outstanding contribution to Burnbrae. Nominated by the Head of
Boarding.
The Cramb Award for School Captain. Awarded to the school captain.
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30
The Murdoch Cup for Proxime Accessit. This is awarded to the pupil who is runner-up to
Dux.
The Stewart Medal for Dux of the School. This is the most prestigious prize awarded by
the school. It is restricted to pupils in Senior 5 and is awarded based on the Higher
preliminary examination results.
These results will be scaled by the mathematics department to ensure consistency of
treatment. This medal was donated by Mr. and Mrs.Stewart, whose son, Peter, is a former
Dux of the School.
Recording and Reporting
The school values its communications with parents and regards its reporting on pupils as
being of vital importance in ensuring that motivation remains high and that parents, pupils
and staff are all pulling in the same direction.
The pattern of reporting is such that detailed contact will take place on a termly basis by
the use of the three main reports:
a)
b)
c)
Full reports – issued twice a year
Attitudinal reports – there are issued approximately every five weeks and are
indications by staff concerning pupils’ input and contribution and supplement the
fuller reports. They try to keep the ‘finger on the pulse’. Form staff will monitor
those pupils with unsatisfactory attitudinals on a weekly basis and will use
homework notebooks for this purpose. They will inform you of this process. If
you, as a parent, have any concern as a result of these reports please do not
hesitate to contact the form teacher in the first instance.
Parents Evenings – possibly the most valuable form of reporting, these provide the
opportunity for some 1:1 contact with form and subject teachers and attendance at
them is greatly valued.
The pattern of reporting is indicated below:
Month
September
October
November
December
January
February
March
May
June
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Group
T2 – S6
(Except S4)
S4
S5/S6
T2 – S4
T1
T2/S3
S1/S2
S4
S5/S6
S4
S5/S6
T2 – S3
T2 – S4
S5/S6
T2 – S3
T1
T2 – S3
Report
Attitudinal
Assessment
Continuous
Report/Attitudinal
Report/Attitudinal
Attitudinal
Report
Report/Attitudinal
Report/Attitudinal
Continuous
Continuous
Continuous
Continuous
Examinations
Continuous
Examinations
Continuous
Continuous
Examinations
Continuous
Continuous
Continuous
Examinations
Continuous
Continuous
Attitudinal
Report/Attitudinal
Attitudinal
Attitudinal
Attitudinal
Report/Attitudinal
Attitudinal
Report
Report/Attitudinal
31
Religious and Moral Education (RME)
This is taught to S4 and below by Mrs Ann Ritchie, whilst the Rev David Clark takes S5
on a rota basis. There is a structured curriculum from nursery through to S5 and this is a
compulsory strand.
In addition to the RME lesson a Personal and Social Development course is delivered by
form teachers every week on Friday mornings.
Assemblies are a further area where the moral and spiritual dimension is regularly
explored,
and discussions relating to this aspect of life are a part of day-to-day teaching.
Scholarships
A number of traditional music scholarships are available, and the Headmaster awards
these after consultation with the Head of Music. Potential in traditional music – fiddle,
pipes, clarsach, voice – is the principal criteria for selection and the awards are meanstested. Apply to the school for an application form.
School Council
This consists of elected form representatives, some teaching staff and the school officebearers and is chaired by the School Captain or Vice-Captain. It normally meets once a
term to discuss aspects of interest to the pupils.
School Nurse
Mrs Lesley Serpell has a medical and advisory remit which covers elements of Health
Education. She is involved in working co-operatively with the PE Dept to monitor health
and fitness levels, looks after the boarding pupils, is on duty at sporting events and is
available every week to pupils on a confidential consultative basis.
School Rules
Appended below, these rules are reproduced in the school diaries.
Any community requires of its members good order and commonsense, and the general
well being depends on willingness to accept restriction for the smooth running of the
school. Every pupil is expected to carry out instructions from staff and prefects without
argument and without delay, and to behave at all times with discipline and a sensible
respect for others. Our aim is to cultivate the creation of a civilized and caring
community which has a sense of responsibility, an understanding of good manners and
their practice in an orderly framework within which its academic work may be pursued
and its corporate life enjoyed. Ultimately the underlying principles of behaviour stem
from concern for others and no lifestyle which ignores this fundamental principle has a
place in this school.
1.
2.
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A breach of common-sense is a breach of school rules.
A note signed by the parent or guardian should always be brought or a telephone
call by the parent or guardian made to explain any absence. These notes should
be handed to the Form Teacher, and the receptionist will inform the form teacher
of any phone calls made. Pupils must ensure that the Form Teacher is informed of
any change of address
32
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Pupils are required to be in their form classes for registration by 08.30 am and to
attend punctually all classes on their timetable.
Pupils may only leave the school during the school day or go home for lunch with
the permission of the Headmaster, Depute, or Assistant Headteacher.
Uniform should be worn on all school occasions. Blazers are an integral part of
school uniform and should be worn to and from school. Girls from Senior 1
upwards are allowed discrete make-up and a single stud earring in each ear.
Property, both the School’s and that of other pupils, must at all times be respected,
and personal property and clothing must be clearly marked with the owner’s
name. Such items should not be left lying around. Valuable items and electrical
items such as personal stereos and electronic games should not be brought to
school. Mobile telephones must be switched off during lessons.
Pupils must follow the route to the playing fields as designated by the PE staff.
Pupils are expected to put representation in school teams as a priority above
personal arrangements.
Pupils must avoid walking in the middle of the road, causing cars to brake.
Do not run in corridors
Food and drink may not be consumed in carpeted areas of the school, and chewing
gum is strictly forbidden.
Bags should be left in designated areas only. They should be taken into
classrooms during lessons and taken home in the evening.
Breaking the law of the land is a serious offence with consequent serious
implications.
The Golden Rules: Remember to treat others as you would wish to be treated yourself.
Be courteous, considerate and caring at all times. You get out of life what you put into it.
School Shop
The shop is located on the top floor or Clarendon and is operated by members of the PTA.
It is open on Friday afternoons from 3.30 – 4.30 pm and on set days prior to the start of
the new session. It deals in second hand uniforms, and sports clothing supplied direct
from the manufacturers.
Security
The St Bride’s building is under comprehensive CCTV surveillance and the exterior
doors are automatically closed at 8.30 am. (Pupils who are late report to the west door.)
Although the security system is sophisticated, absolute freedom from intrusion cannot be
guaranteed. Parents should be aware that public spaces are monitored by CCTV.
Setting Policy
It is the practice in the school to set pupils by ability in English, mathematics and French,
where possible. Normally the top set will comprise a larger number of pupils than the
other set(s). Placement in a particular set will be subject to regular review by the Head of
Department. Normally, parents should be informed, if a pupil is to be placed in a lower
set. Occasionally, if circumstances warrant it, setting may be applied to other subjects.
Session Dates –See Appendix A
School Day – See Appendix B
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33
Sixth Year
This is a vitally important year and the school expends a great deal of resources to ensure
that it is a meaningful one. In the end, however, the success is dependent on the input of
the pupils and they are given every encouragement by the Sixth Form tutors and the rest
of the staff to ensure that the year is a worthwhile one.
‘In general, we prefer students to have completed a sixth year’ (University of Glasgow)
‘We would prefer students not to come up after fifth year’ (University of Aberdeen)
A pupil applying for entry immediately after Highers would be less likely to be given a
conditional offer’ (University of Reading)
The above quotations from current admissions tutors of UK universities and colleges are
representative of contemporary attitudes towards students from Scottish schools. As
with many generalisations, individual pupils can prove exceptions to the rule, but there is,
nevertheless, a clear picture which has at its centre the belief that a Sixth Year at school
would prove beneficial to the majority of pupils. The unspoken corollary of the
messages relayed above is that the Sixth year should be a meaningful one containing
certain elements of benefit to the short and long term future of the individual concerned.
The academic dimension is certainly a significant reason why so many tertiary
institutions, on both sides of the border, are keen to see more mature students coming up
to university or college. This is not just due to the higher first year failure rate of fifth
year leavers, but is also a reflection of a widely held conviction that such students do not
do themselves justice in the longer term, either in the examination hall or in the wider
aspects of university life that are such a valuable part of that educational process. This is
partly due to their relative immaturity, but most institutions would also see the Sixth year
at school as a valuable bridge spanning the chasm between a pedagogue-directed learning
process and a largely student-controlled one.
There is an enormous gulf between the experience of the fifth former – harnessed to a
timetabled yoke, force fed on an examination diet and whipped into shape by the mortarboarded ploughman – and that of the student at college. The Sixth Year should span the
divide by providing for his or her own academic progress. Where possible, independent
study and research should be an integral part of the daily routine. The relationship
between teacher and pupil should come closer to being that of a partnership in learning
and new experience, rather than a mere imparting of knowledge and technique. Equally,
there should be a depth of content to lead the student into an appreciation of the
possibilities that are offered by their chosen specialisms. It goes without saying that
some of these processes are somewhat negated if the sixth former has a programme
dominated by ‘re-sits’ and ‘up-grades’ of Higher examinations.
Fortunately, at Lomond that is a relatively rare beast, with over 50% of the Sixth form
usually being engaged in Advanced Higher study, and there is also the opportunity to take
up previously unexplored areas – a new Higher such as Business Management, or such
useful disciplines as Computing, Modern Studies or Graphic Communication.
Psychology or Spanish can enrich the diet, the former taught through distance learning.
There is an opportunity for every prospective Sixth Year student to attend a five-day
residential course at the Loch Eil Outward Bound Centre where a course has been devised
to develop leadership and teamwork skills and to build self-confidence.
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34
If academic development is the major consideration as far as colleges and universities are
concerned, it is by no means the sole objective of the year, especially for the 12% of our
leavers who are not destined for advancement along this particular route. Herbert
Spencer wrote: “Education has for its object the formation of character”. Whilst this
process is one that starts from the cradle, it reaches its apogee in secondary terms in the
Sixth Form and it is remarkable how great an influence this year can have on people.
Time without number a transformation takes place within the space of this twelve-month
period that is the culmination of a great deal of thought and effort. In Lomond terms, the
pupils seem to grow into their royal blue pullovers, both physically and metaphorically.
Responsibility is one of a myriad set of experiences, some seemingly quasi-mystical, that
contribute towards the growth in confidence that should be the hallmark of the mature
school leaver. Partly such responsibility comes from being an exemplar figure at the top
of the school, but more specifically it is thrust upon individuals through being prefects,
house leaders, captains of sports, in charge of activities, in control of Young Enterprise,
involved in community service, stage managers, lighting directors, disco operatives,
primary ‘helpers’, band leaders, librarians, debaters, public speakers and so on. All Sixth
Formers are expected to take on board a significant responsibility; all receive specific
leadership training.
It is a function of the scale of Lomond’s Sixth Form that the involvement of pupils is so
great and the commitment so intense. By policy and necessity, our pupils have to get
involved and become accountable for their actions. A number of them have, as part of
their regular timetables, an element of work experience and this is another valuable way
of giving additional responsibility. Indeed, every member of Lomond’s Sixth Year is
exercising this faculty by ensuring that their Prefects’ Centre is well maintained and
corporately cared for.
There are challenges which are unique to the upper part of the school. The Lomond
Challenge Triathlon or Islands Peaks Race or Duke of Edinburgh Gold provide ultimate
challenges in one dimension. For others, the international dimension can provide a rich
mixture of experience, whilst for all there is the challenge of leadership and initiative.
To some extent too, the year should be one of experimentation. Amongst other things
this concerns time management so that individuals can know more about themselves and
can make mistakes (the best way of learning?) under circumstances where there are
concerned teachers and parents able to monitor quietly and, if necessary, minimize
damage. Far better it is that the first fluttering of the wings in answer to the call of
freedom should be made closer to the nest.
‘Social’ Calendar
Staff at Lomond give very willingly of their free time to organize wider experiences for
the pupils. The timing of these events varies from year to year and these do not
necessarily take place on an annual basis. There is normally a junior and senior
disco/social event every term. The time-table below is a general indicator which parents
can bear in mind for planning purposes :
August
September
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Lomond Challenge
New parents’ evening
35
October
November
December
January
February
March
April
May
June
July
Biology and Geography fieldwork
Individual photos
Rugby/hockey tours (seniors)
Geog/Bio fieldwork
Mod
Hallowe’en Disco
Islands Peaks Race Dinner and Prizegiving
Open Evening
Parents’ Evenings
T1, T2 and S3 Exams
School Dance (S5/6)
S4 Prelims
Carol Service
Junior Disco/Ceilidh
Swimming Gala
Scholarship Exams
Parents’ Evenings
Burns Night – every second year
Hockey/Rugby tours (juniors)
French trip to Nice
Modern Studies London trip
S5/6 prelims
Folk Concert
FP Hockey/Rugby
Senior Drama
German Exchange (Easter Vacation)
York Trip (J5)
Transitus Camp and Transitus 2 Trip
‘S’ and ‘H’ Grade examinations
Islands Peaks Race
J4/5 Outdoor Day
S5 Work Experience
D of E Expeditions (Silver and Gold)
‘S’, ‘H’ and ‘A’ Level Examinations
Sports Day
Junior Drama
Geography Fieldwork
Traditional Music Tour
Outward Bound
Challenge of Enterprise Conference
Prize-giving
Expeditions & trips
French Trip (S1-2) – every second year
German Exchange
Staff List – see Appendix D
Support Classes
Many of the staff at Lomond avail of themselves at lunchtimes or after school to help
individuals. In the Spring Term however, there is a formally time-tabled set of support
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36
classes laid on by departments and aimed primarily at students who are borderline for
passing at Highers. The accent is placed on practising examination technique, resolving
problem areas, and answering individual queries. Although intended for relatively small
numbers of students, non-borderline candidates may also attend. For the targeted pupils
in this term these classes take priority over other activities.
Traditional Music
A traditional music scholarship has been in operation since 1989 and funding for this has
been obtained from the Glencoe Foundation of the USA. The traditional music strand in
the school is a strong one and there have been numerous appearances over the years, on
national TV and Radio, and several tours to the United States in addition to annual tours
and appearances in Scotland including visits to Skye to appear at the Donald Macdonald
Quaich competitions.
Transitus
Transitus One and Transitus Two are the equivalents of Primary 6 and Primary 7 in the
state sector. In Lomond these classes are housed in the St Bride’s secondary building
and are taught by secondary specialists in addition to the Primary teachers. By thus
bridging the gap between the primary and secondary methodologies we believe that we
are able to benefit from both approaches, start the secondary curriculum when we believe
the pupils are ready to do so, and provide them with a maturing and enriching experience.
Trips and Visits
Experience of being away from home is a valuable part of the educational process in its
widest sense. The opportunity to take part is a feature of most year groups so that most
students, by the time that they leave at the end of Senior 6 have had the chance of the:
York Trip, Outdoor Day, Outdoor Camp, Edinburgh Trip, French Trip, German
Exchange, Outward Bound, residential fieldwork in Geography and Biology, Russian
History trip/Canadian Canoe Expedition or similar and ski trips, together with rugby and
hockey tours and Duke of Edinburgh expeditions.
On all such ventures the school takes a good deal of care to ensure that safety is a priority
and that guidelines are adhered to with reference to staffing, operator registration and so
on.
The pattern of trips and visits is on the website. In 2008/09 11 opportunities were
available (Russia, USA, Tanzania, France, Morocco ...) and this would be a typical
provision.
U.C.A.S.
All Senior 6 pupils will be given a detailed briefing on UCAS by the Sixth Form Tutors at
the start of the session. This will include how to complete the personal statement. Sixth
Form Tutors will elicit academic information about U.C.A.S. applicants and use this to
prepare a draft report on applicants for the Headmaster’s approval and signature. Any
fifth year pupils who are applying to go to University at the end of Senior 5 should be
referred to the Depute Headmaster, who will take appropriate action.
Uniform
It is policy to wear uniform to school and high standards are expected in terms of pupil
appearance. The uniform is smart, uncomplicated and practical. It is reviewed from time
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37
to time. The school shop (see under separate heading for opening times) and Stewarts of
Helensburgh (01436 671543) are the official suppliers. Please name all items of uniform
and do not send your children to school with non-regulation coats or other items.
Uniform – List - (See appendix C)
Video-cameras
A number of cameras are in place in public areas of the school, in music practice rooms
and in some classrooms. They record to tapes and may be viewed by senior staff from
time to time for verification purposes.
Video-conferencing
There is a video-conference facility located in the Modern Languages base which is a
resource that is available for whole school use. Indeed, it is also available for the
community to use.
Latin and Psychology GCSE are taught using the video-conference suite, lessons being
delivered on an hourly basis to a maximum group size of 10 students; assignments are
completed and marked using e-mail and coursework is completed independently. The
methodology is effective and enables subjects to be delivered that might otherwise not be
viable.
There are many other possible uses, including delivery of INSET, liaison with other
schools both at home and abroad, linking in to museums and galleries and so on.
Work Experience
This takes place in the Senior 5 year in the period after the Highers examinations and can
include placement abroad in Germany, France and elsewhere in addition to more local
positions. Students organizing their own experience are encouraged to do so and a report
is obtained which can contribute towards references. The organiser of work experience
is the Careers Adviser. This is regarded as a very valuable strand of our careers
programme and is a most enriching exposure to the world of work. Work experience is
for two weeks and is organised by Mrs Barrett-Bunnage.
Web Site
The School’s Website is: www.lomond-school.org The weekly newsletter is available on
this site.
The parents’ resources section will, from August 2008, contain information about
homework for S1 parents to access. Thereafter other year groups will be covered.
08/03/16
38
APPENDIX A
LOMOND SCHOOL
SESSION DATES 2009/10
Winter Term 2009
Monday
Tuesday
Wednesday
17 August
18 August
19 August
Staff INSET
Staff INSET
Pupils Return
Friday
Monday
25 September
28 September
HOLIDAY
HOLIDAY
Monday
Friday
19 October
23 October
Half Term HOLIDAY till
(inclusive)
Monday
Tuesday
26 October
27 October
INSET
Pupils Return
Monday
16 November
November HOLIDAY
Friday
18 December
End of Term – Closes 12 noon
Spring Term 2010
Wednesday
6 January
Pupils Return – Opens 10.00 am
Monday
Friday
8 February
12 February
Half Term HOLIDAY till
(inclusive)
Monday
Tuesday
15 February
16 February
INSET
Pupils Return – 8.30 am
Wednesday
31 March
End of Term – Closes 12 noon
Summer Term 2010
Monday
19 April
Pupils Return – 10 am
Monday
3May
May HOLIDAY
Monday
31 May
Half Term HOLIDAY
Tuesday
29 June
End of Term – 4.00 pm
Exeats
September
March
Friday 4th September – Sunday 6th September
Friday 5th March – Sunday 7th March
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39
APPENDIX B
SCHOOL DAY (T1 – S6)
Mondays and Fridays
8.30 – 8.55
8.55– 9.50
9.50 – 10.45
10.45 – 11.00
11.00 – 11.55
11.55 – 12.50
12.50 – 1.45
1.45 – 2.35
2.35 – 3.25
Registration and Assembly (Mondays)
and Personal and Social Development (Fridays)
Period 1
Period 2
BREAK
Period 3
Period 4
LUNCH
Period 5
Period 6
Tuesdays, Wednesdays and Thursdays
8.30 – 8.35
8.35 – 9.30
9.30 – 10.25
10.25 – 10.40
10.40 – 11.35
11.35 – 12.30
12.30 – 1.35
1.35 – 2.30
2.30 – 3.25
08/03/16
Registration
Period 1
Period 2
BREAK
Period 3
Period 4
LUNCH
Period 5
Period 6
40
APPENDIX C
Girls only – italics
Boys only - bold
UNIFORM LIST T1 - S6
DAY
BOARDERS
Tie
2 Ties
Blue shirt (or short sleeved shirt/blouse)
4 Shirts
Mid to dark grey trousers or kilt
Kilt or kilted skirt of any tartan but Colquhoun if no affiliation
(Stewarts supply) knee length or below
Grey or black or navy socks (or stockings)
5 Pairs
Black/mid-grey or navy ¾ socks or tights
5 Pairs
Navy V-neck sweater with badge *
2 Sweaters
Light Blue V-neck sweater with badge (S5) *
Royal Blue V-neck sweater with badge (S6 Prefects) *
School Blazer
Navy shower proof jacket with badge *
Plain matt black shoes (not material) with a sensible heel of an approved style
Scarf (optional)
UNIFORM LIST J1 - J5
Tie
Blue shirt or pale blue polo shirt (J1-3 only on P.E. Days)
Grey pinafore or kilt or kilted skirt of any tartan but Colquhoun if no affiliation (Stewarts
supply) knee length or below
Mid to dark grey trousers (winter), shorts (summer) or kilt of any tartan but Colquhoun if
no affiliation
Mid grey ¾ socks or grey/navy tights
Navy blue cardigan or v-neck sweater with badge *
Navy blue v-neck sweater with badge *
School blazer
Navy shower proof jacket with badge or dark blue coat or blue cagoule may be worn over
blazer
Dark blue Scarf (optional) and Hat (optional)
Plain black shoes (not material)
Indoor shoes
Wellington boots
Blue/white checked summer dress (optional) with white ¾ socks
*
Available from the school shop only
No jewellery or make up is to be worn in school, apart from a singular stud earring for
girls only. Hair bands and hair accessories – blue or black
Blazers should be worn to school
Please clearly sew on a name tag inside all uniform
PLEASE NOTE:
The Official Supplier of Lomond School Uniform is:Stewarts of Helensburgh
30 West Princes Street
HELENSBURGH
G84 8TD Telephone: 01436 671543
www.stewartsclothing.co.uk
PE clothing can only be purchased from the school shop.
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41
ADDITIONAL CHECKLIST OF ITEMS FOR BOARDERS
3 Pairs jeans
4 Jumpers
6 Pairs pants
3 Vests or bras
3 Nightgowns or pyjamas
1 Dressing gown
1 Pair bedroom slippers
1 Pair Wellington boots
1 Continental quilt with two covers and two fitted sheets plus one pillow
2 Pillowcases
4 Bath towels
2 Hand towels
1 Hairbrush and comb
Sponge-bag
Toothbrushes
Face flannel
Nail brush
Overnight bag
Waterproof or cagoule
Safety armbands for winter
Machine washable clothes please
Safety Lockable Box for “valuables” would be appreciated
ALL ITEMS SHOULD BE CLEARLY MARKED WITH A NAME TAPE
(Please send two dozen extra sew on name tapes available from Stewarts of
Helensburgh).
Wardrobe space is limited so please bring a sensible amount of clothes for out of
school activities.
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42
CLOTHING AND EQUIPMENT FOR PE
PE CLOTHING CAN ONLY BE PURCHASED FROM THE SCHOOL SHOP
GIRLS
BOYS
JUNIOR SCHOOL
1 Navy round necked t-shirt *
1 Pair navy indoor shorts *
1 Pair white knee length socks
1 Pair pull-on gym shoes (black)
1 one-piece swimsuit and towel
ADDITIONAL FOR J4 AND J5 ONLY
1 Navy school crested fleece *
1 Pair navy school-crested track suit bottoms*
JUNIOR SCHOOL
1 Navy round necked t-shirt *
1 Pair indoor shorts *
1 Pair navy knee length socks
1 Pair pull-on gym shoes (black)
1 Pair navy swimming trunks and towel
ADDITIONAL FOR J4 AND J5 ONLY
1 Navy school-crested fleece*
1 Pair navy school-rested track suit bottoms*
SENIOR SCHOOL
T1 to S3
1 Delft blue skirt *+
2 Navy school crested polo shirts*
2 Pairs navy socks *
1 Pair astro turf trainers
1 Hockey stick
1 Pair outdoor training shoes
1 Pair shin pads
1 Mouthguard (optional)
1 Pair navy school crested athletic shorts*+
1 Pair indoor training shoes with
non-marking soles
1 one-piece swimsuit
1 towel (for all PE lessons)
1 Tennis racquet
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested tracksuit top*
1 Navy school-crested fleece (optional)
1 Athletic Vest (optional, athletics only) *
1 School-crested rain jacket*
1 Plain white T-shirt
(can be worn under athletics vest)
SENIOR SCHOOL
T1 to S3
2 Pairs navy school-rested rugby shorts*
2 School-crested rugby jerseys*
2 pairs socks *
1 pair rugby/soccer boots
1 Pair outdoor training shoes
2 Navy school crested polo shirts*+
1 Pair navy school crested shorts*
1 Mouthguard
1 Pair indoor training shoes with
non-marking soles
1 Pair navy swimming trunks (not shorts)
1 Towel for all PE lessons
1 Tennis racquet
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested fleece (optional)*
1 Athletic vest (optional, athletics only) *
1 School-crested rain jacket *
1 Plain white T-shirt
(can be worn under athletics vest)
S4 to S6
1 Navy school-crested polo shirt*+
1 Pair navy school-crested shorts*+
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested tracksuit top*
S4 to S6
1 Navy school-crested polo shirt*+
1 Pair navy school-crested athletic shorts*+
1 Pair navy school-crested tracksuit bottoms*
1 Navy school-crested tracksuit top*
Senior hockey players wear team tracksuits
and Senior hockey top
Senior rugby players wear team tracksuits
Senior rugby top
TRACKSUITS MUST BE WORN FOR ALL HOME AND AWAY HOCKEY, RUGBY AND
ATHLETIC FIXTURES
T1 to S6 house t shirt* Bergius (red) Colquhoun (blue) Graham (green)
New pupils will be advised of their Houses when they start school
* only available from the School Shop located on the ground floor of Clarendon
+ two for boarders
N.B. The studs of a players’ rugby boots must conform to BS6366 1983 (There is a kitemark on the
side of the stud or on the flange).
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APPENDIX D
LOMOND SCHOOL
GOVERNORS AND STAFF LIST – 2009/2010 SESSION
BOARD OF GOVERNORS
Chairman – Mrs C Dobson BSc MSI
Mr C Burnet CA
Prof J M Girkin BA(Oxon) PhD
A J D Hope LLB
Mrs T Kelbie BA PGCE Dip
STAFF
Headmaster
Depute Headmaster
Assistant Headmistress
Assistant Headmaster
Head of Primary
Vice-Chairman – D M Mitchell CA
A D Livingstone BSc Dip Ed
T Smith BSc (Hons) M Ed
Mrs A Stanley-Whyte LLB (Hons) Dip LP NP
Mr F Thornton BA CA
S Mills MA (Hons) (Cantab) Dip Ed
W G MacKenzie MA (Hons) M Phil M Litt Cert Ed
Miss N Dudley MA (Hons) PGCE
A Minnis MA (Hons) PGCE Cert PP
G Calder MA (Hons) PGCE
SUBJECT TEACHERS – SECONDARY
MATHEMATICS
Mr G Macleod BSc (Hons) M Ed C Math
Mr A Laceby BA Dip Math PGCE
Dr A MacBeath BEng PhD PGDE
Mrs E Cameron BSc (Hons) Dip Ed
ART & DESIGN
Mrs B Croft BA (Hons) Cert Ed
*Miss L Ross BA (Hons)
BUSINESS STUDIES
Mrs C McElhill BA (Hons) Cert Ed
MODERN LANGUAGES
Mr A Greig MA (Hons) Dip Ed
Miss N Dudley BA (Hons) Dip Ed
Miss E Clarke BA (Hons) PGCE
*Mrs J Robertson B Ed
Miss I Skowronski L es L PGCE (French &
Spanish)
Mrs E Bruce MA (Hons) PGDE
DRAMA
*Mrs A Ritchie MA Cert Ed
ENGLISH
Dr M Everett BA (Hons) PhD Dip Ed
Dr R Russell MA (Hons) Dip Ed M Ed
Mrs P Wales MA (Hons) Cert Ed
Mrs M McKillop MA (Hons) M Phil PGCE
MODERN STUDIES
Mrs S Guy MA (Hons) PGCE
Miss E Trevena MA (Hons) PGCE
GEOGRAPHY
Mr G M Taylor BSc MSc Dip Ed Comp Cert Ed
Mrs N McKenzie MA (Hons) PGCE
MUSIC
Mrs A Lyon DRSAMD Cert Ed
Mr I MacDonald Dip Mus Ed Cert Ed
GRAPHIC COMMUNICATION
Miss K Mason BEd (Hons) PGCE
HISTORY
Mrs S Guy MA (Hons) PGCE
Mr A Minnis MA (Hons) PGCE Cert PP
Miss E Trevena MA (Hons) PGCE
PHYSICAL EDUCATION
Mrs M G Taylor B Ed
Mr D Fitzgerald B Ed (Hons)
Mrs J Fitzgerald B Ed
Mr C Dunlop B Ed (Hons)
ICT
Mr S J Kilday Dip Tech Ed Dip Comp
RELIGIOUS EDUCATION
*Mrs A Ritchie MA Cert Ed
LEARNING SUPPORT
Mr H Hunter BA (Hons) PGCE
*Mrs C Greaves BSc (Hons) PGCE
*Mrs S Bell B Ed Cert TEFL PGCSL PGD
SCIENCE
Dr A E Tully BSc (Hons) PhD PGCE
Mr C Butler BSc (Hons) Dip Ed
Mr D L Dodson BSc (Hons) Dip Ed
Miss M Ward BSc (Hons) PGCE
08/03/16
44
Science (continued)
Mrs E Hunter BSc (Hons) M Ed Cert Ed
Mrs C Normand B Sc (Hons) PGCE
~~~~~
CLASS TEACHERS – TRANSITUS
Miss A Springett BSc. (Hons) PGCE
Mrs L Robertson Dip Ed
Head of Transitus: Mrs J Brown Cert P Ed
Mrs J Fullarton B.Ed
Miss L Boyd BA (Hons) PGCE
NURSERY/PRE-SCHOOL GROUP
CLASS TEACHERS – CLARENDON
Head of Nursery: Mrs J Reynolds Cert Ed
PG Cert E Ed, PGDip E Ed
Mrs J McArthur SNNEB
Ms A Goram SNNEB
Ms L Lovell SPA Childcare
Ms H Windsor SNNEB
Head of Primary: Mr G Calder MA (Hons) PGCE
*Mrs S Gardiner Dip PE Cert Ed
Mrs C Greig BA (Jt Hons) PGCE Dip Ed Tech
Mrs V Cassels MA (Hons) MA BSc
Dip Env Dev PGCE
Mrs J Ferguson – Clarendon Assistant
Mrs J Marrison – Clarendon Assistant
Mrs F Reid – Clarendon Assistant
Mrs G Thomas – Clarendon Assistant
Mrs J Macleod B Ed (Hons) M Ed
Mrs V McLatchie B Ed
~~~~~
CAREERS ADVISOR
Mrs J Barrett-Bunnage MA (Hons) PG Dip CG
ADMINISTRATIVE STAFF
BURSAR
Mr P L McElwee CA
FINANCE ASSISTANT
Mrs J Carroll
ADMINISTRATION
Mrs L Buchan – Gen Office
Mrs A Cooper – Gen Office
Mrs H Polden – Gen Office
Mrs E Wylie – Reception
LABORATORY TECHNICIANS
Mrs M Feasby HNC (Chem)
*Mr J Lawn – Supervisor
*Mrs L Chapuis - Supervisor
IT SUPPORT
Mr D Thomas HNC Comp
Mr R Bryden
SCHOOL NURSE
*Mrs L Serpell RN
MATRONS
Mrs I Stewart
Mrs A Wardle
Mrs M Elder
Mrs P Donnachie
School Chaplain – Rev D Clark MA BD
Writer-in-Residence - Mr A Campbell
Artist-in-Residence – Mr J Frame
German Assistant –
Assistant to PE Department – Gemma Kerr, Joel Hammond
Extra Subjects – Piano, Brass, Woodwind, Strings, Percussion – taken by visiting music instructors.
Telephone Numbers.
St Brides and Clarendon (01436) 672476
Business Manager (01436) 674760
* Denotes part-time staff
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APPENDIX E
Lomond Parent Teacher Association
Executive Committee Members 2008 / 2009
Officer Bearers
Chairman
Mr. Don Milton
Stables Cottage, Cochno Road, Hardgate, G81 5QJ
01389 891924 / don.milton@tesco.net
Parent of child in S3
Parent Vice Chair
Mrs. Connie Webster
Heatherdale, 7 Upper Sutherland Crescent, Helensburgh G84 9PQ
01436 670650 / cwebster112@btinternet.com
Parent of child in S5
School Vice Chair
Mr. Alister Minnis
07748107663 / a.minnis@lomond-school.org
Treasurer
Mr. Martin Claxton
1 Havelock Street, Helensburgh, G84 7HB
01436 672807 / martin@claxtons.plus.com
Parent of child in S3
Secretary
Mrs. Carol-Anne Tomlinson
Pulchrain, 15 East Abercromby Street, Helensburgh, G84 7SQ
01436 678759 / 07740249017 / carol-anne@tomlinsonhouse.net
Parent of children in S1 and S5
Honorary Members
Mr. Angus Macdonald
Mr. William MacKenzie
Headmaster / admin@lomond-school.org
Depute Headmaster / william.mackenzie@tiscali.co.uk
Parent Committee Members
N - Mrs. Helen Etchells
3 Upper Sutherland Cresent, Helensburgh, G84 9PQ
01436 672707 / helenetchells@mac.com
Parent of child in Nursery
J1 - Mrs. Madeleine Dowie
2 Woodend Street, Helensburgh, G84 8DJ
07703484120 / pauldowie56@aol.com
Parent of child in J1
J2 - Mrs. Alison Gildea
7 Boston Drive, Helensburgh, G84 9DR
01436 676233 / alisongildea@btinternet.com
Parent of children in J2 & J5
J3 - Mrs. Freda Mucklow
Caol Muile, 6 Chapelacre Grove, Helensburgh, G84 7SH
01436 672620 / freda.mucklow@virgin.net
Parent of children in J1 & J3
J4 - Mrs. Ann-Belinda Colquhoun
Craig-na-Hullie, Old Luss Road, Luss, G83 8NU
01436 860201 / ann.colquhoun@loch-lomond.co.uk
Parent of children in Nursery, J2 & J4
J5 - Mrs. Diane Philips
Haywood, 6 Queen Street, Helensburgh, G84 9QQ
01436 673954 / dianephilips@hotmail.co.uk
Parent of children in J5 & S6
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T1 - Mrs. Gilly Barclay
The Corner, Westerauchengare, Lineside Walk, Rhu, G84 8JJ
01436 821229 / erski@hotmail.co.uk
Parent of children in T1 & S1
T2 - Mrs. Inna McPhie
23 Kings Crescent, Helensburgh, G84 7RB
01436 676201 / inna@smcphie.plus.com
Parent of child in T2
S1 - Mrs. Shani Lawn
4 Ferniegair Avenue, Helensburgh, G84 8HB
01436 671474 / 07920549485 / Odiseum78@aol.com
Parent of child in S1
S2 - Mrs. Alison Willoughby
Elimar, Upper Hall Road, Rhu, G84 8RY
01436 820180 / alisonwilloughby@hotmail.co.uk
Parent of child in S2
S3 - Mrs. Jackie Lightfoot
2 Laggary Park, Rhu, G84 8LY
01436 820855 / cd.lightfoot@tiscali.co.uk
Parent of children in S3 & S5
S4 - Mrs. Liza Wallace
Linnet House, 14 Queen Street, Helensburgh G84 9LG
01436 674004 / 07966619490 / lizawallace@btinternet.com
Parent of children in S4 & S6
S5 - Mrs. Justine Greaves
8 Bramblehedge Path, Heatherdale Village, Jamestown, Dunbartonshire
01389 754180 / asgreaves@blueyonder.co.uk
Parent of children in S2 & S5
S6 - Mrs. Julie Dodson
2 Boston Drive, Helensburgh, G84 9DR
01436 679282 / jules.dodson@btinternet.com
Parent of children in S1 & S6
Teacher Members
Mr. Gavin Calder
Mr. Alister Minnis
Mrs. Margery Taylor
Governor Members
Mrs. Anne Stanley Whyte
Co-opted Member
Mrs. Trudy Johnson
Pastoral Leader
School Shop
Mrs. Shani Lawn
08/03/16
g.calder@lomond-school.org
a.minnis@lomond-school.org
m.taylor@lomond-school.org
01436 670287 / 07956291996 / anne.johnsw@btopenworld.com
Parent of children in S2 & S5
Underwood, 9 Lower Sutherland Crescent, Helensburgh G84 9PG
01436 670997 tmj@easynet.co.uk
Parent of children in S1& S3
4 Ferniegair Avenue, Helensburgh, G84 8HB
01436 671474 / 07920549485 / Odiseum78@aol.com
Parent of child in S1
47
APPENDIX F
LOMOND SCHOOL
C C T V Impact Assessment
The C C T V coverage at Lomond is described on the attached paper with due purpose indicated.
This paper summarises the benefits and possible negative impact of the coverage.
Outside Cameras Burnbrae : Clarendon/St Bride’s
Benefits
The comprehensive coverage of the outside of all these buildings:

is a deterrent to intruders

assists in the identification of any unwelcome visitors

enables playgrounds to be monitored remotely in ‘live’ time and retrospectively which is
helpful in a) ensuring the health and safety of pupils and b) resolving certain
disciplinary/bullying issues and incidents.

gives reassurance to parents and prospective parents.
Possible negative impact

Increased level of monitoring which impinges on an individual’s sense of privacy.
Interior Cameras
Benefits

Monitoring of entry points to girls’ and boys’ stairs for security purposes

Supervision of library after school as well as during the school day, saving
staff time and resources

Monitoring intensively used areas to assist in maintaining good order

Aiding security of possessions and goods left in public areas

Giving staff confidence to provide tuition on a 1: 1 basis.
Possible negative impact

Increased level of monitoring which impinges on an individual’s sense of privacy.
Summation
It is not believed that the benefits obtained can be secured by less intrusive methods. A great deal
of adult resource would be required for a very low incidence rate.
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