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1
WELCOME TO
JEDBURGH GRAMMAR SCHOOL
Jedburgh Grammar School aims to ensure that new pupils settle quickly and easily into the School. It
is also our intention that up-to-date and immediate information is available. This booklet attempts to
provide some of that information. It is not exhaustive and there are policies in key areas available
from the School, and information available on the JGS website.
Most importantly you are invited to contact the School for further details on any of the information
contained here.
SCHOOL INFORMATION
ADDRESS
Jedburgh Grammar School
High Street
JEDBURGH
TD8 6DQ
TELEPHONE NO
FAX NO
WEBSITE
E-MAIL
(01835) 863273
(01835) 863993
www.jedburghgs.co.uk
jedburghgs@scotborders.gov.uk (for enquiries)
HEADTEACHER
Mr K Ryalls
SCHOOL ROLL
392 (at January 2012)
1
INTRODUCTION
Jedburgh Grammar School is one of the nine secondary schools administered by Scottish Borders
Council. It is a six-year co-educational, comprehensive school offering a full range of courses
leading to examinations in Standard and Higher Grade, Advanced Higher, and National Units and
courses offered by the Scottish Qualifications Authority (SQA).
The school has been on its present site since the 1880’s with additional buildings added in the early
and late 1970s. A major rebuilding and refurbishment of the school commenced in January 1997.
This process is not yet complete and consideration will have to be given to providing an Assembly
Hall and Canteen facilities suitable for a school in the twenty-first century. Considerable efforts
have been made over the past few years to upgrade classrooms and provide the necessary modern
equipment to allow JGS to keep pace with modern trends in society and in education.
Pupils transfer each year from the associated primary schools of Howdenburn, Parkside, Denholm
and Hobkirk and during their final term at primary, visit the Grammar School for two days to
receive a conducted tour and spend some time in classes getting a flavour of secondary life. At this
time, an evening meeting is held for parents. Parents of other children likely to enrol in the school
may arrange an appointment to meet a member of the senior staff.
Formal twinning arrangements exist between the town of Jedburgh and Malestroit in France, which
will build on the links set up by the Grammar School and the College St Julien. This will continue to
involve pupils in penpal relationships and exchanges.
2
THE AIMS OF THE SCHOOL
In designing school policies, we must try to satisfy a number of overlapping but sometimes conflicting
needs.
 the needs of individuals or groups of pupils who will have widely differing abilities,
skills/talents and hopes and expectations for their school career and beyond.

 the needs of an ever changing society which includes employers and parents and which
demands new and different skills.
 the needs of the school which has to make best use of the resources available to it including the
skill and experience of its staff.
In particular, to achieve this we work hard:
1
to create an environment where effective
teaching and learning can take place and
in which identity with Jedburgh Grammar
School can be fostered.
2
3
4
5
to provide a balanced curriculum which
will allow pupils to develop their
individual abilities to achieve standards
both educational and personal of which
they and their parents may be proud.
to foster in pupils a caring attitude to
others and an understanding of their role
within the community, emphasising the
importance of rules and responsibilities as
well as an appreciation of fundamental
social values.
6
to seek the support and involvement of
local industry in the life of the school in
order to create a mutual awareness of the
importance of education and industry.
to equip pupils with the knowledge and
skills which will prepare them for adult life
both in terms of work and leisure.
7
to provide appropriate support for pupils
when difficulties may arise and to foster
the development of any special talents,
aptitudes or skills so that all pupils may
be able to achieve their full potential.
to share decision making as widely as
possible with all staff and to encourage
them to take advantage of opportunities
for their individual development.
8
to keep parents regularly informed as to
their children's progress and to encourage
them to participate in the education of
their children and in the life of the school.
3
ORGANISATION OF JGS
The Senior Management Team is made up as follows:
Rector
Mr K Ryalls
Depute
Rectors
Mrs J Farrell
Miss L Howie
(Staff Development)
(Pupil Support)
There are 38 other members of the teaching staff with subject departments grouped under the
charge of a Principal Teacher Curriculum.
A full list of staff is given in Appendix 1.
Pupils are also allocated to one of 3 Houses (Brewster, Rutherford and Thomson) which take part in a
variety of activities, led by six elected House Captains from S6.
Further support comes from the Pastoral Team which consists of two promoted staff, each responsible
for a cross-section of pupils. They provide curricular, pastoral and vocational support and are the
main link with parents. They too follow their group of pupils through the school.
The Pastoral Staff are: Miss C Denholm (PT)
Mr B Rafferty
(PT)
House Heads have overall co-ordination for specific Houses in close liaison with Pastoral staff.
During 2011-2012 this has been:
Mr D Ferguson
Mrs J Farrell
Miss L Howie
Brewster
Rutherford
Thomson
In accordance with practice in schools throughout the region, details of pupils are maintained through
a computerised administration system. All such information is used according to the principles set out
in the Data Protection Act.
4
PARENT COUNCIL
Jedburgh Grammar School has effective links with a range of partners to support our pupils. A key
group in developing strong and positive Home-School Partnerships is the Parent Council and we are
fortunate in having an enthusiastic and active Parent Council which represents the "Parent Forum"; all
our parents/carers.
The Parent Council meet termly to discuss a wide range of aspects of the life and work of the school
and there is no formal election process: membership of the PC is open to all parents/ carers.
Further information on Parent Councils can be found on the Parentzone website at
www.parentzonescotland.gov.uk
Parent Council representatives for session 2011/12 were:
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Mr Brian Anderson (Chair)
Mrs Kerry Hall (Teacher Rep)
Mrs Eunice Astles
Mr Peter Douglas
Mrs Fiona Duff
Mrs Morag Ferguson
Mrs Allison Halley
Mrs Jackie Hill
Mrs Cheryl Ladds
Mrs Ann Lynch
Mrs Shirley Mackay
Mrs Nicola Mirk
Mrs Tracy Pringle
Mrs Sandra Samson
Mrs Wendy Scott
Mr David Soeder
Mrs Evelyn Storrie
Mrs Caroline Turnbull
Mr Tom Wardrop
5
THE SCHOOL DAY
The school day commences at 8.55 am. The day is divided into 6 teaching periods with four in the
morning and two after lunch. The periods are 55 minutes long. The morning interval is from 10.4511.00 am and the lunch break is from 12.50 pm to 1.40 pm. School normally closes at 3.30 pm and
if, for any reason, an earlier closure is arranged, the pupils are given advance notice and provision
of shelter/study facilities is made for those who request it.
TERM DATES
The school term dates for session 2012-2013 are as follows:
FIRST TERM
School opens for teachers
School opens for pupils
School closes for October holiday
School opens for teachers
School reopens for pupils
School closed for St Andrew’s Day
School closes for Christmas holidays
Tuesday
Thursday
Thursday
Monday
Tuesday
Monday
Friday
14
16
4
15
16
3
21
August 2012
August 2012
October 2012
October 2012
October 2012
December 2012
December 2012
Monday
Wednesday
Wednesday
Thursday
7 January 2013
6 February 2013
13 February 2013
28 March 2013
Monday
Thursday
Wednesday
Thursday
15
2
8
27
SECOND TERM
School opens for teachers and pupils
School closes to pupils for half term holiday
School reopens for teachers and pupils
School closes for spring holidays
THIRD TERM
School opens for teachers and pupils
School closes to pupils for May holiday
School reopens for pupils
School closes for summer holidays
April 2013
May 2013
May 2013
June 2013
IN-SERVICE DAYS
For the academic year 2012-13, the In-Service Days are set as follows:
Tuesday 14 August 2012
Wednesday 15 August 2012
Monday 15 October 2012
Thursday 15 November 2012
Friday 16 Nov 2012
Thursday 7 February 2013
Friday 3 May 2013
6
SCHOOL RULES
School rules are few and simple and are
given in the Pupil Welcome Handbook,
which is issued to pupils when they visit
with their primary school at the end of
the summer term.
PREPARATION
 Arrive on time, ready to learn
The school has specific policies on
Discipline and Bullying, and a statement
on pupils smoking or abusing alcohol or
drugs. These are available from the
School Office
RESPECT FOR OTHERS
 Respect others & their belongings
INSTRUCTIONS
 Obey Staff instructions
EQUIPMENT & MATERIALS
 Bring homework on time & correct equipment
SCHOOL DRESS CODE
In line with Regional guidelines, JGS has a Dress Code. The JGS Code is based on items of clothing
carrying the JGS badge. We are very pleased that the vast majority of pupils conform to the dress
code. There are lots of benefits from having a Dress Code - the main one being that it encourages
the school ethos and a sense of identification with the school.
The JGS Dress Code is as follows.
 school sweatshirt/plain black jumper/plain black cardigan
 school polo shirt/white shirt/white shirt and tie
 black trousers/skirt
 black footwear
 white shirt and school tie for S6
Footwear and Protective Equipment for work in Practical Areas
To ensure the Health & Safety of our pupils it is necessary for all those working in practical areas
within Technical and Home Economics to wear appropriate footwear.
The minimum requirement for such footwear is that it must cover the upper part of the foot.
Safety spectacles must always be worn as directed by the teacher.
Outdoor clothing, including scarves, gloves will be removed on entry to classes. This includes outdoor
sports tops bearing a school logo. Headgear will be removed on entry to any building.
Make-up and jewellery will be discreet.
The following dress is not acceptable:
a) denim
b) tracksuits
c) footwear which might damage flooring
or is unsuitable on grounds of health
and safety.
d) clothing bearing slogans or images which might
cause offence; representing sporting or political
factions; advertising alcohol or tobacco
e) clothing which is too revealing, too tight or too
short
Any pupil wearing items in categories c, d or e will be referred to House Heads. If necessary, the
pupil will be isolated from classes or sent home to change.
7
DAY TO DAY
ENROLMENT
TAKING HOLIDAYS IN TERM TIME
Parents seeking to enrol a child at JGS should
contact the School and make an appointment
with the relevant Year Head (Depute Rector). At
that time they will be given the following
information:
• Enrolment form to be completed and signed
by parent/guardian
• Photo letter
• Pupil locker letter
• Prospectus
• Welcome Booklet
• Choice Sheet (if appropriate)
• Choice of Course Booklet (if appropriate)
• Internet letter
The enrolment form should be completed as
quickly as possible since full enrolment and
allocation to classes cannot proceed until this
has been carried out. Other returns should be
made as soon as is reasonably possible. An
admission usually takes place 3 days after
enrolment has occurred.
We appreciate and accept that some families
may have little or no chance to take family
holidays within the school holiday periods.
ABSENCE
Pupils have the opportunity to have a locker in
which books and equipment may be stored. A
£5.00 deposit is payable, returnable when a
pupil leaves school. Use of the lockers is
dependent on accepting the rules for use and
access. Parents and pupils are required to sign
up their acceptance.
Pupils are required to attend regularly. Where
a need to be absent is anticipated, parents are
asked to notify the school. In other cases of
pupil absence, parents are expected to vouch
for such absence as soon as possible. After
each morning and afternoon registration, the
parents of any child absent without explanation
will be contacted via a text message from
Groupcall to their mobile telephones. For this
reason, it is important that changes to telephone
numbers be given to the School Office promptly.
This is because it is our duty to check pupil
attendance, as it is the parents’ legal duty to
see that they attend. The Education Committee
has a stated procedure for enforcement of
attendance.
The Director of Education may
initiate the prosecution of those parents whose
children fail, without reasonable cause, to
attend school regularly.
8
Where this is the case, it is clearly difficult for
pupils to make up time lost. While staff will
help within reason, they cannot be expected to
re-work courses for individual pupils. Pupils and
parents must accept responsibility for ensuring
satisfactory progress to cover periods missed in
school.
Schools are under pressure from the government
to minimise all kinds of absence from school, and
we would urge parents to keep pupil absence to
an absolute minimum. Should parents be taking
their child away during term time, they should
inform the Rector in advance, in writing. The
absence will be noted as unauthorised and,
generally, no work will be provided.
LOCKERS
INTERNET ACCESS
The school computer network and the use of the
internet and e-mails play a vital role in learning
and teaching. Upon enrolment, a letter with a
return slip is issued to parents on the subject of
Internet Access. It is important that this is
completed and returned if parents wish their
children to be allowed to use the Internet at
JGS.
PUPIL PHOTOGRAPHS
Upon enrolment, parents receive a letter to give
permission, if they so wish, for the school to take
and display pictures or videos of school events
including their children. A return slip is attached
and this should be completed and returned so
that an accurate record of this information is
held at the school.
TRANSPORT
LEAVING DATES
Transport to and from school (for pupils who
qualify) is provided or arranged by the
Council at no cost to pupils or their parents.
Certain pupils who do not qualify under
statute may be granted ‘privilege’ places in
vehicles not fully occupied by qualifying
passengers but such places may be withdrawn
at the discretion of the Council. It is essential
that pupils' behaviour on buses is of a high
standard so that others are not put at risk.
Repeated misbehaviour is likely to result in the
withdrawal of a bus pass, as outlined in
Council Policy, which is available on request.
Although a greater proportion of pupils go on
to S5 and S6, pupils may leave school as
follows:
Pupils reaching the age of 16 between 1
March and 30 September may leave on 31
May of that year (or any later date).
Pupils who will reach the age of 16 between
1 October and 28 February may leave on the
last day before the Christmas Holidays (or
any later date).
When leaving, pupils should complete and
return a Leavers Form together with all school
books and property.
CATERING
EDUCATION MAINTENANCE
ALLOWANCE
Pupils over 16 may be eligible for Education
Maintenance Allowances (EMAs). This is a
weekly allowance depending on a household's
income.
PART-TIME JOBS
There are considerable restrictions placed on
the employment of young people of school
age and those under 16 must obtain a Work
Permit. There is a minimum age of 13 years.
There is a limit of two hours employment on
any school day, of which only one hour may
be before school between 7.00 am and 8.30
am.
The School's own Dining Centre provides daily
lunches. A cafeteria system offers a healthy
choice at a modest cost. This runs on a
‘Cashless’ basis where pupils add money to
their Young Scot cards via machines in the
school and the cost of their food is then
deducted from the card as and when they are
used. Accommodation is also provided in the
Dining Centre for those pupils who wish to
bring a packed lunch.
Please note that while pupils are encouraged
to drink water and low-sugar drinks, we ask
that pupils do not bring any kind of fizzy
drinks into school
Full details of the regulations are available
from Pastoral Staff at the school.
Although there are considerable benefits to
be gained by pupils in part-time jobs, parents
and pupils are asked to give serious
consideration to the type of work and length
of time worked. We would recommend that
students in S4, 5 or 6 are employed for no
more than 5 or 6 hours each week. Research
would suggest that anything more than this can
have a detrimental effect.
9
PUPIL SUPPORT SERVICES
PRIMARY-SECONDARY
LIAISON
Well before pupils are
due to transfer from
primary to secondary,
Pastoral and Pupil
Support staff visit the
appropriate primaries
to meet teachers and
pupils, gather and
exchange information
and ensure transfer is
as smooth as possible.
This is done according
to a jointly devised Transfer Procedure Policy
In addition; in certain key areas consultation
takes place between Subject Principal
Teachers and primary staff to ensure
curricular progression.
P7 parents can contact the Grammar School
prior to transfer if they require additional
information or wish to meet and discuss issues
with relevant staff.
PASTORAL CARE
JOINT AGENCY ACTION TEAM
In order to offer appropriate support to
pupils, the JAAT exists. This is a group
consisting of staff and representatives
from other agencies such as Educational
Psychology, Social Work, Police and
Health. If it appears that an individual
requires additional support for emotional,
behavioural or social problems, referral
to this group will take place.
The
agreement and co-operation of parents
is, of course, essential in enlisting support.
PUPIL SUPPORT
The main role of the Pupil Support department
is to co-ordinate support for pupils who have
additional support needs.
Some students can face barriers to learning
for many reasons and may need additional
support to access the curriculum and achieve
their potential. it is the duty of the education
authorities to provide support for those pupils
in school. Additional support may be needed
to support literacy and numeracy skills,
organisational and social skills for a variety of
reasons and can be short or long term.
The Pastoral Department consists of 2 Pastoral
staff and a Depute Pupil Support acting as a
link between pupils, parents and school.
CHILD PROTECTION POLICY
Central to pastoral care are the three House
teams. Consisting of Pastoral teacher and
House Head, these teams meet weekly and
liaise closely with the Pupil Support
department
All schools within the Scottish Borders, and
their staff, are required to follow the
guidelines and procedures of the Child
Protection Committee. These are available
online at the address below.
www.scotborders.gov.uk/childprotectioncommittee
Pastoral teachers may be contacted to ask
advice, to check on progress of pupils, to deal
with problems and issues as they arise. The
Pastoral teacher maintains his/her contact with
pupils through the school and in this way builds
a clear picture of individual pupils n his/her
caseload.
10
The Child Protection Co-ordinator for the
School is Miss L Howie, Depute Rector, who
can always be contacted to discuss concerns.
STUDENT COUNCIL
We have a long-standing Senior Student Council,
which has representatives of S5/6, who meet with
senior staff to discuss issues of mutual concern - it is
a two way process. Each year group also has its
Pupil Council with representatives from each
Register class. Meetings of these Pupil Councils are
chaired by members of Senior Council.
HEALTH CARE
All parents whose children transfer from any
of the four associated Primary Schools and
every other parent enrolling a pupil at any
stage is asked to complete a ‘Health Profile’
Form. Apart from facts which it is vital that all
teachers should know (eg epilepsy), the
information remains as a confidential record to
Senior Management, Pastoral and (for obvious
reasons) PE Staff.
Routine eye tests are recommended for
everybody every two years.
The procedures for dealing with sick pupils are
fully explained in the Pupils’ Handbook. Pupils
whose injury or illness cannot be treated by
the class teacher (or, outwith class time, by any
other member of staff) should go or be taken
to the School Office, where first-aid treatment
will be given or a decision made to call in
medical advice or parents.
The School Medical Service carries out a
programme of inspections and vaccinations at
various stages in a pupil's school career.
Parents will be notified as appropriate and
where necessary consent will be sought.
If the child requires to be transferred to
hospital, the responsibility for arranging
transport rests with the parents (who are
informed as soon as possible of the
illness/injury) or with medical staff at the
Health Centre. The School is not allowed
routinely to issue medication. Pupils who
require regular medication, eg inhalers, should
arrange to carry them or to leave them with
appointed staff. Specific arrangements exist
for this and if you wish more information,
please contact the school.
Where possible, dental/medical appointments
should be arranged outside school hours.
Where this is not possible, pupils may sign out
at the School Office. They should have written
evidence of such appointments, eg parental
note or appointment card.
It should be noted that while injections take
place on the premises of JGS, information on
vaccination records of individual pupils is
available from the Child Health Department of
Borders General Hospital.
The School Dentist visits the School Mobile Unit
regularly, carrying out dental inspections and,
if necessary, with parental permission,
treatment.
11
CAREERS GUIDANCE IN JGS
Young people can face difficult decisions about their future. A Careers Adviser from Careers
Scotland is available at the school and can help you, as parents or guardians, to support them in
their decision making process. The Adviser is a professionally qualified expert in the field of
vocational and pastoral work and they can help your son or daughter to:
 PLAN
 MATCH
 DECIDE
 FIND
 INVESTIGATE
 APPLY
 USE
 FIND OUT
 RESEARCH
their future and explore all the options
their skills and interests to possible careers
what to study and what qualifications to aim for
employment and training opportunities
entry requirements for jobs and courses
for jobs and courses
a wide range of careers information
about grants, funding, benefits and finance
sponsorships, working abroad and taking a year out
Extra support is offered for pupils with additional educational needs and the Adviser attends Future
Needs Meetings from S3 onwards if required. Pupils who do not require extra support usually see
the Adviser for the first time in S4 in a one-to-one interview. All S4 leavers will be guaranteed
individual input with the School Careers Adviser.
Careers Scotland also supports the Careers Education programme within Jedburgh Grammar School
(which runs from S1-S6).
If you would like the opportunity to discuss the future plans of your son or daughter, or require up-todate information on opportunities in further and higher education, training or employment you can
talk to the Adviser:

at parents' evenings in school

at your son or daughter's careers interview - by prior arrangement

by appointment - telephone Careers Scotland on 01896 754884
The aim of Careers Scotland is to assist young Borderers of all abilities to make a smooth transition
from school into further study, training or employment and, in so doing, realise their full potential.
WORK EXPERIENCE
A Work Experience Programme is provided to
enhance the educational experience of
students.
Some S4 pupils take part in a one week
placement organised by Pastoral staff in
liaison with local employers, who offer
placements. All pupils have a work experience
entitlement, but this need not be taken in S4.
For returning pupils this entitlement can be
taken in S5 or S6.
Pupils benefit from a work experience
programme in a variety of ways. For some its
main value will be in smoothing the transition
between school and work. This might involve
'vocational sampling' through actual experience
of a job, developing skills directly relevant to a
job or identifying an appropriate education and
training route. For others, the main benefits may
be more directly related to the school curriculum,
through subject-related projects or through
experiencing the relevance of school subjects to
the world of work.
The Work Experience Programme has been very
successful and is well regarded by all involved.
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THE CURRICULUM
In 2008 the Scottish Government published
“Building the Curriculum 3”, which states that the
curriculum is:
“the totality of all that is planned for children and
young people throughout their education”.
This is further split into 4 categories:
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Ethos and life of the school as a community
Curriculum areas and subjects
Interdisciplinary learning
Opportunities for personal achievement
CURRICULUM AREAS AND SUBJECTS /
INTERDISCIPLINARY LEARNING
The formal curriculum at Jedburgh takes account
of the influence of national guidelines as issued
by the Scottish Consultative Committee on the
Curriculum and regional guidelines as set out by
Scottish Borders Council, as well as the needs of
the local community. In designing the curriculum,
the school pays heed to the principles of
Curriculum for Excellence:
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Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance
Much of this relates to traditional subject needs,
but also takes account of health and well-being
and study or thinking skills as well as other key
core skills like working with others, researching
and presenting. To improve breadth, depth and
coherence in particular, pupils will be given the
opportunity to experience interdisciplinary
learning. In S1and S2 pupils take part in a
number of “rich tasks” where several subject
departments collaborate on a single topic. An
element of choice is also being introduced to S2,
where pupils will choose ‘electives’ in some
curricular areas.
ETHOS & LIFE OF THE SCHOOL AS A COMMUNITY
/ OPPORTUNITIES FOR PERSONAL ACHIEVEMENT
At Jedburgh Grammar School pupils are
encouraged to take pride in their school and
local community and to show respect for
themselves and others.
Emphasis is placed on the House structure to
instil a sense of belonging, and much of the
work done in Social Education classes is of
prime importance here. In addition pupils take
part in activities outwith the normal timetabled
day to develop individual skills, talents and
interests, such as musicianship, sport, drama or
public speaking. Pupils may choose from a
range of activities offered by the school or
wider community. Many of these will provide
opportunities for personal achievement. Pupils
also have opportunities to develop and display
leadership qualities through activities like the
pupil councils and the leadership programme
for senior pupils. All pupils will also contribute
to their personal achievement through Personal
Learning Planning and there are opportunities
to celebrate these both at class and wholeschool level. At all levels, the school strives to
enable pupils to fulfil their capacity to become:




Successful Learners
Confidential Individuals
Effective Contributors
Responsible Citizens.
EQUAL OPPORTUNITIES
Boys and girls are offered the same curriculum
and gender plays no part in the criteria used
for admission to courses. In most circumstances,
classes are mixed.
Coursework and course
choices are under continual review to remove
gender stereotyping.
13
S1/S2
S5/S6
All First and Second Year pupils are assigned to
mixed ability classes and follow a common
course consisting of Art, English, French, Home
Economics,
Mathematics,
Music,
Physical
Education, Religious Education, Science, Social
Education, Social Subjects, and Technical
Subjects. S1and S2 pupils will also have Core
Studies, which include Study Skills, ICT and
Enterprise.
Emphasis is laid upon children
continuing the process started at Primary School
of developing skills and knowledge and
understanding of themselves and the outside
world. Help is available to individual pupils
and departments from Pupil Support Staff. In
Social Education, pupils will be helped to
understand their place as individuals in the
school and the community at large. In the Easter
term of S1, pupils will choose from a range of
‘electives’ in the curricular areas of Science,
Technology, Social Subjects and Expressive Arts.
This will allow them to explore some areas of
the curriculum in more depth.
At S5/S6, the emphasis moves towards
increasingly
vocationally
orientated,
specialised and individualised courses in
preparation for working life or Higher
Education. By this stage, pupil choice increases
greatly to the extent that courses are tailored
by negotiation with Pastoral and teaching
staff. With increased choice comes increased
responsibility and pupils are helped gradually
to take control of their own learning process
through Self Study, project or dissertation work.
Through work on study skills, mock interviews
and personal development, pupils are
prepared for life after school. They are also
expected and encouraged to undertake a
leadership role in the school and wider
community, to increase their real responsibility
and experience.
S3
SOCIAL EDUCATION
From June 2012 all pupils will continue their
broad general education into S3. All pupils take
English, Maths, Core PE, ICT, RME, and PSE. In
addition pupils choose 2 discrete subjects from
the following curricular areas:
 Social Studies
 Sciences
 Expressive Arts and Modern Languages
 Health & Wellbeing and Technologies
Pupils choose their options during the second
term of S2.
S4
In 2012-13 pupils will study a core of English,
Maths, PSE and PE. In addition to this they will
study a choice of subjects, selected from a range
of Standard Grade, Access 3 and Intermediate
subjects. This is a continuation of their studies in
S3.
From June 2013 pupils will study a core of
English, Maths, PSE and PE, in addition to a
selection of subjects at National 3, 4 and 5.
Pupils will choose these subjects during their
second term in S3.
14
The range of courses available to pupils in S3,
S4, S5 and S6 is illustrated in the choice of
course forms (see Appendices 2 and 3).
All pupils in the school have a timetabled slot
of Social Education. The Social Education
programme is regularly reviewed and revised
to take account of changes in society. It is an
essential part of the personal development of
young people but it is not the sole part since
much work in this respect goes on in other parts
of the curriculum.
Social Education contains
such elements as personal relationships, health
education including sex education, safety,
careers advice, etc and approaches these
topics using a mixture of group discussion, roleplay, outside speakers and written work.
The school actively promotes a healthier
lifestyle to ensure pupils' continued well-being.
This includes:
 learning about nutrition and how to
prepare healthy meals in the Home
Economics department
 taking part in a variety of fitness activities
in PE
 a choice of healthy meals in the School
Canteen
 vending machines offering healthy drinks
 the school nurse’s weekly lunchtime drop-in
session
There are also planned special events
throughout the school year. In the month of May
we run a special promotion for S1-3, called
“Feelgood Fortnight”.
The school has a very active Health Promotion
group that is made up of interested staff, health
personnel, pupils and parents. We are keen to
hear from parents or to welcome them to take
part in the group. Anyone interested should
contact Mrs Farrell at the school. A leaflet is
available with further information.
RELIGIOUS & MORAL
EDUCATION
Following Council and National policy, pupils
receive one period of religious & moral
education per week following a course which
takes a comparative approach to a number of
the most common world religions. Again,
following Council policy, pupils attend religious
assemblies. Parents are free to withdraw their
children from religious assemblies, and those
wishing to do so should contact the school.
MUSICAL INSTRUMENTS
Some pupils in Primary School receive tuition in
musical instruments. This can continue in
Secondary, and certain other instruments are
available. As in Primary School, there is now a
fee, which for session 2012/13 is £125 per
year, payable in instalments. This fee includes
the use of an instrument, but not the cost of any
music or accessories, which may be required.
However, the first year of tuition for a first
instrument is free.
We are anxious that all pupils should have the
chance to pursue the study of a musical
instrument. If any family faces difficulty in
paying for tuition, they should contact the
Headteacher.
Pupils are encouraged to
purchase their own instruments whenever
possible, and Scottish Borders Council offers
greatly reduced prices to anyone receiving
tuition. This tuition is arranged by withdrawing
pupils from normal classes on a rotating basis.
Further information is available and requests
should be made to the Principal Teacher of
Music at the school.
ADULTS IN SCHOOL
The policy of the Authority is to encourage
adults to enrol at secondary schools. Adults
have joined existing classes here in the past and
it has worked very well. Adults wishing to enrol
for a particular class should contact Mrs Farrell.
15
DELIVERY OF
THE CURRICULUM
Increasingly the curriculum is delivered through
a variety of teaching styles and methods.
Though there is still an important place for the
teacher-led session to a whole class, other
methods are also used. The emphasis is on the
needs of the pupil as an individual or as part
of a small group and because these individuals
needs are different, a variety of activities will
be required. Some activity will be resourcebased with the work organised in such a way
that the pupil needs only limited help from the
teacher to progress at a pace which is
appropriate but which is set to stretch each
pupil. Pupils will therefore meet a variety of
methods as they are appropriate from day to
day and subject to subject and one of the aims
of school policy is to incorporate the best
practices into its teaching methods.
The aims of the school can be met only in part
by the school itself. Obviously, the pupils have
their own part to play but equally important,
indeed vital, is the role of the community and
particularly parents. The school does not work
in isolation and in the setting and maintenance
of high standards; co-operation among school,
home and community is of the greatest
importance. In particular, support at home is
vital, in encouraging a work routine for
homework and revision; providing (as well as
possible) a suitable place to work; and in
taking an interest generally.
Parents are encouraged to contact their child's
Pastoral teacher if they have concerns about
the work their child is doing.
16
HOMEWORK
Homework plays a very important part in the
education of all pupils. Homework is set on a
regular basis at all stages. It should be done
neatly and handed in on time. Homework helps
to develop a sense of responsibility, helps with
the task of learning and especially in later years
is increasingly an essential part of the course. It
is important to develop good study habits even
from S1 and there is always work to be done,
even when no specific work has been set. All
pupils receive a Study Planner in which they
should note all homework as well as test dates
and exams. This Study Planner also contains a
variety of useful information.
The co-operation of parents/guardians is asked
for, to ensure that pupils make the most of their
opportunities at school. It is helpful if parents
make a regular check of the Study Planner to
ensure work is done and set out in an organised
manner.
ASSESSMENT
From S1 to S3, most subject areas carry out
continuous assessment of pupils, based on a
mixture of classwork, homework and end of topic
tests. This assesses progress against Levels 3 and
4 of Curriculum for Excellence. At the end of S3,
pupils will meet their first formal examinations,
though this may not be in all subjects.
For pupils in S4, the main examination is Standard
Grade, although there are now subjects offered
at Access 3 or Intermediate 1.
Arrangements with Borders College of Further
Education at Galashiels and Hawick may
make available the possibility of other
subjects. School Plus courses are offered to
pupils in S4 in areas such as hairdressing,
care, construction, rural skills and motor vehicle
maintenance. These are organised between
the school and Border College who also
supply a tutor for Higher Psychology which is
taught in the school.
The Standard Grade qualification is available to
pupils of all abilities. There are three different
levels of course within Standard Grade Foundation, General and Credit.
Foundation
level is the basic level mainly suited to those pupils
who have difficulties with a subject.
General
level is suitable for pupils in the middle range of
ability. Credit level is the most difficult level.
Pupils will be presented for examination at the
level or levels appropriate to their ability. A few
subjects are available only at General and Credit
levels.
Awards for all three levels will be given on a
single scale with bands from 1 (the top band) to 7.
Pupils who get awards in the top bands (normally
those who take Credit level or who do particularly
well at General level) will be able to take Higher
Grade in Fifth Year as at present. Pupils who do
less well at General level will be able to take
appropriate courses at Intermediate level.
Those who return voluntarily to school for a Fifth
Year are expected to study five courses at SQA
Higher or Intermediate level, choosing from 21
subjects currently offered.
NB – From August 2013, Standard Grade and
Intermediate levels will be replaced with new
National 4 and National 5 Awards.
More
information on these will be given as it becomes
available.
Where time and staffing allows, courses
leading to the Award of the Advanced Higher
are offered. It is expected that pupils
following Advanced Higher courses will
supplement classroom instruction with a
considerable measure of individual study at
home and in the School Library.
Results for 2010/11 are attached
Appendices at the end of this Booklet.
as
Pupils returning to school for a Sixth Year
would negotiate studying three or four courses
at Advanced, Higher, Higher or Intermediate
level. They retain some unsupervised time to
allow private study and time to take part in
leadership activities within the school and in
the wider community.
17
REPORTING TO PARENTS
PARENTS’ MEETINGS
The results of the above assessments will be
recorded by teachers and regular reports will be
given to parents on pupils' progress, attainment,
behaviour and attitude to work. The reports take
two forms: brief interim reports which give an
early indication of progress and, where necessary,
an early warning, and fuller end of session
reports.
Parents are encouraged to offer
comment or seek additional information where the
need is felt, in the first instance, through their
child's Pastoral Teacher.
All parents will have the opportunity at least
once per year to attend an evening meeting
to meet their children’s teachers. These are
organised on an appointments basis and
parents will receive notice of all such meetings.
In addition, parents may contact the school at
any time to discuss their child's progress. In the
first instance parents should contact the school
office to arrange an appointment with their
child’s Pastoral teacher.
Pupils will be helped to prepare a Personal
Learning Plan. This will include targets negotiated
by staff and pupils in specific subject areas. The
process will also involve one-to-one interviews with
Pastoral staff and essential feedback to parents.
In recent years this process has gradually been
extended to all year groups.
Individual reports on any pupils who encounter or
create particular problems may be requested by
parents or teachers and in certain cases parents
may be asked to meet with Senior Staff or
Pastoral.
Such reports may originate from
difficulties observed in any or all of the curricular,
behavioural, emotional or physical aspects of a
pupil’s development.
Appendix 3 shows the timing of examinations and
reports.
PRIZES
At the end of the summer term the school Celebration of Achievement is held. This takes place during
the afternoon and is an opportunity for pupils, parents and staff to attend to acknowledge and
congratulate pupils who have gained particular success.
In S1 to S4, Merit Certificates are awarded to pupils who show consistent
effort and application. In S5 and S6, in addition to Merit Certificates,
prizes are awarded to the most successful pupil in each subject and in areas
of sporting excellence. The Dux Medal goes to the most academically
successful pupil.
We greatly appreciate the support we receive from businesses in the
community.
18
EXTRA CURRICULAR
ACTIVITIES
In a small comprehensive Secondary School which has a
large rural catchment area, the opportunities for extracurricular activities depend no less upon the support of
parents (willing to offer private transport facilities) than
upon whatever provision the school’s staff and amenities
can offer. In addition to regular fixtures for hockey and
rugby teams, there are weekly meetings of basketball,
football, gym, and drama. There are theatre visits and the
school has successfully entered Mathematics, Debating and
Public Speaking Competitions.
Foreign travel, including exchanges abroad, is regularly
arranged. Weekend and whole week excursions are now
common and likely to be available to every pupil at least
once in his/her school career and shorter visits to museums
and galleries, to historical sites and exhibitions, are
regularly arranged. The school is also involved in the
Duke of Edinburgh Award Scheme in which youngsters are
prepared for Bronze, Silver or Gold Awards.
The Music department is a thriving and developing
department and offers a wide variety of extra-curricular
opportunities for all pupils. These include Concert Band;
Choir; Woodwind, Guitar and Recorder Ensembles. The
department also performs regular concerts throughout the
school year.
A comprehensive list of extra-curricular activities is given
on the next page.
SPORTS FACILITIES
The Jedburgh Sports Complex is equipped,
organised and staffed so as to give Jedburgh pupils
many enviable advantages. Generous hours of
opening for community use of most of the facilities
permit continuation into adulthood of any sporting
activities enjoyed during their school days.
Within our Sports Complex we have excellent
facilities for all activities.
19
JGS
RECREATIONAL ACTIVITIES
There is a varied selection of activities available to pupils, covering many different interests.
These may include any from the following lists
Curricular Activities
Extra-Curricular Activities
Annual Craft and Design exhibition in June
Annual Home Economics, Arts & Crafts Exhibition
at Christmas
Sports day
Sports events during Health Week
Sports events during Activities Week
Cross country
Inter-house sports competitions
Annual Borders Sports School (one week)
Annual S1 Beach Olympics & other excursions
Annual S1-3 sponsored walk
Health Week
History visit to New Lanark
Social Subjects trip to Belgium/Holland
every 2-3 years
Portrait Gallery visit
Biology field trip
Maths competitions
University Open Day visits
Careers events (eg Choices event, Borders College)
Boys’ Rugby at all levels
Fitness inductions
Fitness room
Girls’ hockey at all levels
Ski trip every two years
Ski lessons
Dance
Dance performance / Borders Festival
Annual trip to Disneyland Paris
Table Tennis
Girls’ football
Under 14 football coaching
S2-3 boys’ football
S4-6 boys’ football
Strength training and conditioning
Duke of Edinburgh (Bronze/Silver)
Public Speaking and Debating (external,
inter-house, Borders Schools competition)
School Christmas parties and other dances
School magazine
Publicity Group
Young Engineers Club
Trips to Art Degree shows
Music trip to London
Scottish Music group
Rock Group
Guitar group
Brass group
Woodwind group
Christmas concert
Talent Shows
Maths Enterprise
Army Exhibition visit
20
ALPHABETICAL INDEX
Absence
Adults in School
Aims of School
Assessment
8
15
3
17
Musical Instruments
15
Organisation of JGS
4
Parent Council
5
Parents' Meetings
18
Casual Holidays
6
Part-time Jobs
9
Catering
9
Pastoral Care
10
Child Protection
10
Primary/Secondary Liaison
10
Curriculum
13
Prizes
18
Delivery of the Curriculum
16
Pupil Photographs
8
EMAs
9
Pupil Support
10
Enrolment
8
Religious & Moral Education
15
18
Equal Opportunities
13
Reporting to Parents
Extra Curricular Activities
19
School Day
6
Health Care
11
School Dress Code
7
School Rules
7
Holidays in Term Time
Homework
8
16
Social Education
14
In-Service Dates
6
Sports Facilities
19
Internet Access
8
Student Council
11
Introduction
2
Term Dates
6
Leaving Dates
9
Transport
9
Welcome
1
Joint Agency Action Team
Lockers
10
8
Work Experience
12
21
CONTENTS
1 Welcome
10
Pupil Support Services
Primary Secondary Liaison
Pastoral
Pupil Support
Joint Agency Action Team
Child Protection
Student Council
Healthcare
2 Introduction
3 Aims of the School
4 Organisation of JGS
5 Parent Council
12
6 School Day
Careers
Work Experience
Term Dates
In-Service Dates
13
Equal Opportunities
Social Education
Religious & Moral Education
Musical Instruments
Adults in School
7 School Rules
School Dress Code
8 Day to Day
Enrolment
Pupil Photographs
Internet Access
Absence
Holidays in Term Time
Lockers
Transport
EMAs
Catering
Leaving Dates
Part-time Jobs
Curriculum
16
Delivery of the Curriculum
Homework
Assessment
Reporting to Parents
Parents' Meetings
Prizes
19
Extra-Curricular Activities
Sports Facilities
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
22
List of Staff
Choice Forms
School Publications & Reports
School Calendar for last year
Child Protection Information
Data Protection Information
Leaver Destinations
Running Costs
Attainment Levels
Examination Results
Attendance Rates
APPENDIX 1
WHO TEACHES WHAT?
Senior Management Team
Rector
Mr K Ryalls
Depute Headteacher
Mrs J Farrell
Depute Headteacher
Miss L Howie
Pastoral
PTs Pastoral
Miss C Denholm, Mr B Rafferty
Mr M Armstrong - PT Design & Technology
Art
Mrs L Chalmers, Miss J Scott
Fashion & Textiles
Mrs I Dougal
Technology
(Mr M Armstrong), Mr P Daley
Mr D Blake - PT English, Literacy, Drama, Music, RME
English & Drama
(Mr D Blake), Mrs K Hall, Mrs K Scouler, Mr R Robinson
Music
(Mrs J Farrell), Mrs J Montague
Religious & Moral Education
Mrs M Sterricks
Mrs P Clark – PT Pupil Support
Pupil Support
(Mrs P Clark), Mrs S Hainsworth
Mr D Ferguson – PT Skills for Life & Work
Business Studies
Miss J Chapman
Skills for Life & Work
(Mr D Ferguson)
Mrs K Methven - PT Maths, Numeracy, Physical Sciences
Maths
(Mrs K Methven), Mrs A Jupp, Mr C McDonald, Mr A Murdoch
Chemistry, Physics, Science
Miss S Bremner, Mrs G Hall, Mr M Egginton, Vacancy
Miss M Stalker - PT Health & Wellbeing
Biology
Mrs G Hall, Mr K Inglis
Home Economics
(Miss M Stalker), Mrs I Dougal
Physical Education
(Miss L Howie), Mr F Forrest, Mrs L Owenson, Ms I Logan
Mr J Wood - PT Social Subjects, Modern Languages
Modern Languages
Mr R Duff, Miss K Rolls, Mrs S Samson
Social Subjects
(Mr J Wood), Miss E Greenhorn, Mrs M Sterricks
Non-Teaching Staff
Business Support Manager
Mrs T Lowrie
Administration
Mrs H Laing, Mrs J Coulson, Mrs J Sudlow, Mrs I Watters
Library
Mrs L Welsh
Technicians
Mr R Thomas, Mr C Wight
Janitors
Mr C King, Mr B Ramsay
Auxiliaries
Ms S Aitken, Mrs L Gregg, Mrs L Holliday, Mrs J McDonald, Mrs E Maxwell,
Mrs K Redpath, Mr S Roughead, Mrs J Wallace
23
JEDBURGH GRAMMAR SCHOOL
S3 CHOICE SHEET
Pupil Name
Session 2012 / 2013
Intended Career
House
All pupils follow these 6 core courses:
~ English & Literacy
~ Physical Education
~ Mathematics & Numeracy
~ Personal & Social Education
~ Religious & Moral Education
~ ICT/Skills for Life and Work
Choose ONE subject from each Curricular Area
Curricular
Areas
Social Studies
1
Social Studies
2
Science
1
Science
2
Expressive Arts
1
Expressive Arts
2/
Mod Language
HWB & Tech
1
HWB & Tech
2/
Mod Language
Business
History
Biology
Biology
Art
French
Design &
Manufacture
Design &
Manufacture
Geography
Modern Studies
Physics
Chemistry
Drama
Music
Fashion & Textile
Technology
French
Moving On
German
Tutorial *
PE
Practical Cookery
Art **
Practical Cookery
PE **
Media Studies
CHOICE
CHOICE
CHOICE
CHOICE
CHOICE
CHOICE
CHOICE
CHOICE
First Choice
Second Choice
24
Parental
Signature
APPENDIX 2
NOTES
1. Enter your first choice for each column
2. No subject may be entered as first choice in more than one column
3. Enter a second choice for each pair of columns (This should be different to either of your first choices)
4. While every effort will be made to allocate you a place in your first choice subjects, this is not always possible due to restrictions in class
size and availability of staff. In this case you will automatically be given your second choice.
5. * Pupil Support Tutorial available by negotiation with relevant staff
6. ** Do not choose both Art and PE in these two columns. If you wish to take both subjects, you should choose one of them from an
alternative column.
JEDBURGH GRAMMAR SCHOOL
S4 CHOICE SHEET
Pupil Name
Session 2012/2013
Intended Career
Reg Class
COLUMN A
COLUMN B
COLUMN C
English
Maths
Craft & Design
S
0860
S
2500
COLUMN D
S
Business
Management
0600
Drama
S
S
French
S
Hospitality
Pract Cookery Int1
C201
C/G
School based TUT
CHOICES
Art & Design
CHOICES
Chemistry
S
Biology
C/G
S
Acc 3
S
Fashion Textile
Technology Int 1
S
Int 1
C/G
Media
Studies
Acc 2/3
S
2640
Physical
Education
S
CHOICES
CHOICES
S
Personal & Social
Education
0600
German
S
Physical
Education
1300
History
C058 / C210
Modern
Studies
CORE
Craft & Design
0300
3200
SCQF3-4
CHOICES
Biology
2660
P E Units
S
0090
C116
Music
COLUMN H
Art & Design
0600
1260
Moving On
C/G
Craft & Design
0300
Geography
COLUMN G
0500
0090
3220
Pupil Support
Tutorial *
S
0010
C201
Physics
COLUMN F
Accounting
& Finance
1000
1000
Hospitality
Prac Cookery Int1
S
4200
0700
French
COLUMN E
S
1540
Home
Economics
S
1660
Steps to Work &
PC Passport Acc 3
69 PO43
CHOICES
First Choice
Second Choice
NOTES
1 Read the course choice booklet carefully before completion. Some courses do not cover all ability ranges
2 Choose a first and second choice for Columns C-H. Your first choice may not always be possible.
3 No course may be chosen as a first choice in more than one block.
4 * Pupil Support Tutorial available by negotiation with relevant teachers.
8-Mar-16
25
JEDBURGH GRAMMAR SCHOOL
S5-6 CHOICE SHEET
Pupil Name
Session 2012 / 2013
Intended Career
Reg Class
COLUMN A
COLUMN B
Business Management H
Accounts
COLUMN C
H
C234
Employability
SCQF 4
COLUMN D
History
H
C209
English
Int 2
Int 2
English
Hospitality P Cookery Int 2
H
C059
French
H
H
C059
Maths
H
Maths
Music
C100
H
AH/H/Int 2
English
AH/H/Int 2
College based C263
H
C007
Biology
Int 2
C270
Physical Education H/Int2
H/Int 2
C223
Biology
H
C231
Physics
H/Int 2
C037
C100
C208
Psychology
Drama
Int 2
Art & Design
CORE SUBJECTS
C012
C201
C270
Geography
H/Int2
C259
C270
French
Chemistry
COLUMN E
C007
Modern Studies
Int 2
C069
Product Design
H
C063
C211
C036
AH
Biology
AH
C259
Maths
AH
AH
C007
English
AH
C100
CHOICES
French
AH
C059
Geography
C270
CHOICES
Physics
Art
AH
C069
AH
C223
Chemistry
C208
CHOICES
AH
C012
CHOICES
S5
Enterprise
C236
Technological Studies H/Int2
History
Physical Education
H
C205
Spanish
Personal & Social
Education
Personal & Social
Education
YIT / Enterprise
S6
Leadership
Subjects in this column
are compulsory
CHOICES
First Choice
Second Choice
NOTES
1. Courses will only run if pupil uptake is sufficient.
2. Choose a first and second choice for each block. Your first choice may not always be possible.
3. No course may be chosen as a first choice in more than one block.
4. MUSIC UNITS S6 pupils with previous music experience are invited to take a stand-alone Performance Unit in their free time. Further information from Mrs Montague.
26
TIMETABLE FOR
ISSUE OF REPORTS
INDEX OF PUBLICATIONS
SCHOOL PROSPECTUS
S1
S2
Tracking Reports – October &
March
Report – May
WELCOME BOOK – PUPIL MANUAL
WHAT NEXT? – Courses in Third & Fourth Years
Tracking Reports – December &
May
Report – March
S5/6 HANDBOOK
S3
Tracking Reports – November &
May
Report – March
S4
Progress Checks –
POLICY DOCUMENTS RELATING TO SPECIFIC AREAS
Including
Learning & Behaviour Support
Anti-Bullying
Positive Behaviour
Assessment & Reporting
Homework
Computer Use and Internet Access
School Dress Code
September &
March
Reports - February
S5/6
These are available from the School Office
or some on the website
APPENDIX 3
Progress Checks – September &
November
Report - January
STAFF MANUAL
27
CALENDAR 2011-12
APRIL
2
16
23
24
25
26
MAY
2
4
7
8
10
28
29
30
31
JUNE
1
Paris Trip – 4 days
School reopens S3 Exams all week
S3 Exams
S3 Exams
S3 Exams S4 Study Leave Begins
SQA Exams Start
S6 Leavers’ Lunch
In Service Day 5
Holiday
S5/6 Study Leave Begins
S1 Reports Completed
Holiday
Sports Day
S5 Induction
Scholar Induction
am
S3 Reports
S1 Beach Olympics
School Walk pm
4
7
8
11
12
13
15
18
19
20
21
22
26
Holiday
Timetable Change
SQA Exams End
House Awards
Ceremony
Sports Day - fallback
P7 Visit
P7 Visit
Prizegiving
Craft Exhibition
Craft Exhibition
S6 Induction
Sports Day
School Fete tbc
P7 Parents’ Night
TBC - S6
Residential
Close for holidays
APPENDIX 4
28
DECEMBER
28
St Andrew’s Day Holiday
29
S4 Prelims all week
12
S1/S2 Party
Xmas Cake &
Crafts how
13
Christmas Concert
14
Prefects Lunch
15
S3/S4 Party
16
Final day for UCAS Refs
20
Senior Dance
21
End of Term Ceilidh
School closes
JANUARY
5
School re-opens
11
S4 Reports Completed
16
Ski Trip all week
17
S1 Parents’ Evening
23
S5/6 Prelims all week
30
S5/6 Prelims
FEBRUARY
7
S1/2 Valentine Film Night
9
In Service Day 4
10
Holiday
13
Holiday
14
Holiday
15
S5 LEAPS Event - Edinburgh
22
S2 Reports Completed
27
S2 Parents’ Info Evening (SMT/PTs PS & Past)
28
S5/6 Reports Completed
MARCH
Ba’ Day
1
5
S4/5 Parents’ Info Evening (SMT/PTs Pastoral)
13
S2 Parents’ Evening
15
HPV Inj – S2 Girls
22
S3 Parents’ Evening
30
School closes for holidays
HEALTH
WEEK
AUGUST
In Service Day 1
15
16
Pupils return
SEPTEMBER
1
Higher Education Convention – All S6
2
S4 Progress Check 1
13
Safe T in the Park Event
15
HPV Inject – S2 Girls
LEAPS 1:1
Interview for S6
16
28
S1 Interim Reports Completed
30
Updated inventory to Reprographics
OCTOBER
6
Close for holiday
17
School re-opens
18
I2/H Drama Performance
19
Wear it Pink Day
20
Staff Epipen Training in PE
21
School Photographer
24
Work Experience Fortnight
25
Africa Quiz Night
Africa Week
27
Dip Tet Inj
NOVEMBER
3
S4 Parents’ Night
In Service Day 2
10
In Service Day 3
11
14
S5/6 Parents’ Night
16
S3 Interim Reports
17
HPV Inj – S2 Girls
Talent Show
21
S4 Prelims all week
Appendix 5
Child Protection – School Responsibilities
All schools with the Scottish Borders, and their staff, are required to follow the guidelines and
procedures of the Child Protection Committee. These are available online at the address below.
www.scotborders.gov.uk/childprotectioncommittee
If any member of school staff is made aware of a concern (usually through a child’s statement) or of
an issue that could have child protection implications, this must be referred to the Child Protection
Unit. The Children (Scotland) Act 1995 states that the welfare of the child is paramount and must
always be the sole consideration for the school.
In making a referral staff will not be making any judgement on the strength or truth of the child’s
statement, but must follow procedures to support pupils and staff. An extensive training
programme has been undertaken to ensure that all staff are aware of their responsibilities.
The parents or carer of the child are always informed as soon as possible about such disclosures
and actions taken as a result. Keeping parents informed could also involve other organisations, such
as social work staff or police. If the issue is taken further then staff will work with families to
support children through the process. The Child Protection Co-ordinator for Jedburgh Grammar
School is Miss Laura Howie, Depute Rector, who can always be contacted to discuss concerns.
29
Appendix 6
Transferring Educational Data About Pupils
Education authorities and the Scottish Executive Education Department (SEED) collected data about
pupils on paper forms for many years. We now work together with schools to transfer data
electronically through the ScotXed programme. Thus SEED has two functions: acting as a ‘hub’ for
supporting data exchange within the education system in Scotland and the analysis of data for
statistical purposes within the Scottish Executive itself.
What pupil data is collected
and transferred?
Data on each pupil is collected by schools, local
authorities and SEED. The data collected and
transferred covers areas such as date of birth,
Scottish Candidate Number (SCN), postcode,
registration for free-school meals, whether a
pupil is looked after by his/her local authority,
additional support needs including disability and
English as an Additional Language (EAL), and
attendance, absence and exclusions from school.
The SCN acts as the unique pupil identifier. Pupil
names and addresses are not passed to SEED.
Your postcode is the only part of your address
that is transferred for statistical purposes, and
postcodes are grouped to identify ‘localities’
rather than specific addresses. Dates of birth
are passed on as ‘month and year’ only, again to
ensure that individuals are never identified. Data
is held securely and no information on individual
pupils can or would be published by SEED.
Providing
national
identity and
ethnic
background data is entirely voluntary. You can
choose the ‘not disclosed’ option if you do not
want to provide this data. However, we hope
that the explanations contained in this message
and on our website will help you understand the
importance of providing the data.
Why do we need your data?
In order to make the best decisions about how to
improve our education service, SEED, education
authorities and other partners such as the SQA
and Careers Scotland need accurate, up-to-date
data about our pupils. We are keen to help all
our pupils do well in all aspects of school life and
achieve better examination results. Accurate and
up-to-date data allows us to:
plan and deliver better policies for the
benefit of all pupils
plan and deliver better policies for the
benefit of specific groups of pupils
better understand some of the factors which
influence pupil attainment and achievement
share good practice
target resources better
30
Your data protection rights
The collection, transfer, processing and sharing
of ScotXed data is done in accordance with the
Data Protection Act (1998). We also comply
with the National Statistics Code of Practice
requirements and other legislation related to
safeguarding the confidentiality of data. The
Data Protection Act gives you the right to know
how we will use your data. This message can
give only a brief description of how we use
data. Fuller details of the uses of pupil data
can be found on the ScotXed website
(www.scotxed.net).
SEED works with a range of partners including
HM Inspectorate of Education and the SQA. On
occasion, we will make individual data
available to partners and also academic
institutions to carry out research and statistical
analysis. In addition, we will provide our
partners with information they need in order to
fulfil their official responsibilities. Any sharing of
data will be done under the strict control of
SEED, which will ensure that no individual level
data will be made public as a result of the data
sharing and that these data will not be used to
take any actions in respect of an individual.
Decisions on the sharing of data will be taken in
consultation with colleagues within and outwith
SEED.
Concerns
If you have any concerns about the ScotXed
data collections you can email the Senior
Statistician,
Peter
Whitehouse,
at
Peter.Whitehouse@scotland.gsi.gov.uk
or
write to The ScotXed Support Office, SEED,
Area 1B, Victoria Quay, Leith, EH6 6QQ.
Alternative versions of this page are available,
on request from the ScotXed Support Office, in
other languages, audio tape, braille and large
print.
Want more information?
Further details about ScotXed are available on
the ScotXed website, www.scotxed.net., which
contains a section on ‘frequently asked
questions’ at
https://www.scotxed.net/jahia/Jahia/lang/en/
pid/220.
Appendix 7
LEAVER DESTINATIONS
Number of Pupils Leaving In School Year 2010/11 & Percentage with Destination As:
SCHOOL DATA
Total Number of Leavers (=100%)
Full-time Higher Education
Full-time Further Education
Training
Employment
Other Known
Not Known
84
18
50
0
21
10
1
SCOTTISH BORDERS DATA
Total Number of Leavers (=100%)
Full-time Higher Education
Full-time Further Education
Training
Employment
Other Known
Not Known
1266
35
34
3
21
8
0
NATIONAL DATA
Total Number of Leavers (=100%)
Full-time Higher Education
Full-time Further Education
Training
Employment
Other Known
Not Known
54073
36
27
6
20
11
0
BUDGETED RUNNING COSTS FOR FINANCIAL YEAR 2011/12
SCHOOL DATA
School Roll at September 2010
Total School Running Costs at April 2011 (£)
Cost per Pupil (£)
400
2,182,985
5,457
SCOTTISH BORDERS DATA
School Roll at September 2010
Total School Running Costs at April 2011 (£)
Cost per Pupil (£)
6,777
33,869,321
4,998
NATIONAL DATA
School Roll at September 2010
Total School Running Costs at April 2011 (£)
Cost per Pupil (£)
299,616
1,702,108,639
5,681
31
ATTENDANCE & ABSENCE FOR SCHOOL YEAR 2010/11
SCHOOL DATA
Stage
Total Number of Possible
Attendances(Pupil Half Days)
Percentage Authorised
Absences
Percentage Unauthorised
Absences
S1
S2
S3
S4
S5
S1-5
23,709
29,734
26,133
30,394
22,133
13,2103
5
6
6.5
5.6
5.4
5.7
1.4
1.8
3.1
3.2
3
2.5
S4
S5
S1-5
SCOTTISH BORDERS DATA
Stage
S1
S2
S3
Total Number of Possible
Attendances(Pupil Half Days)
Percentage Authorised
Absences
Percentage Unauthorised
Absences
420,901
474,582
459,636
494,779
362,785
2,212,683
4.8
5.6
6.1
5.2
5
5.4
1.4
2
3.2
3.7
3.6
2.8
S1
S2
S3
S4
S5
S1-5
19,561,953
19,996,998
20,211,642
20,145,865
15,556,206
9,5472,664
5.3
6.2
6.8
6.3
5.9
6.1
1.6
2.3
3.2
3.5
3.1
2.7
NATIONAL DATA
Stage
Total Number of Possible
Attendances(Pupil Half Days)
Percentage Authorised
Absences
Percentage Unauthorised
Absences
MINIMISING OVERALL ABSENCE
SCHOOL DATA
Absence
Absence recorded (2009/2010)
Average no of half days absence per pupil
Absence recorded (2010/2011)
Average no of half days absence per pupil
28.6
31.8
SCOTTISH BORDERS DATA
Absence recorded (2009/2010)
Absence recorded (2010/2011)
Average no of half days absence per pupil
Average no of half days absence per pupil
Absence
29.4
NATIONAL DATA
Absence recorded (2009/2010)
Average no of half days absence per pupil
Absence
32
33.9
31.2
Absence recorded (2010/2011)
Average no of half days absence per pupil
34.1
Where schools have 9 openings per week, please note that all local authority and national figures are based
on 10 openings per week, and so are not directly comparable.
EXAMINATION RESULTS
(within Scottish Credit and Qualifications Framework) (2008/09 results are pre-appeal)
SCHOOL DATA
By end
of S4
By end
of S5
By end
of S6
By end
of S4
By end
of S5
By end
of S6
By end
of S4
By end
of S5
By end
of S6
Percentage of the relevant September S4 roll achieving:
5+ @ level 3 or better
5+ @ level 4 or better
5+ @ level 5 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
94
92
93
85
87
76
27
36
25
Percentage of the relevant September S4 roll achieving:
1+ @ level 6 or better
3+ @ level 6 or better
5+ @ level 6 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
37
32
45
19
17
21
9
7
12
Percentage of the relevant September S4 roll achieving:
3+ @ level 6 or better
5+ @ level 6 or better
1+ @ level 7
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
30
32
23
18
24
16
11
17
7
SCOTTISH BORDERS DATA
Percentage of the relevant September S4 roll achieving:
5+ @ level 3 or better
5+ @ level 4 or better
5+ @ level 5 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
90
92
92
80
80
80
40
42
39
Percentage of the relevant September S4 roll achieving:
1+ @ level 6 or better
3+ @ level 6 or better
5+ @ level 6 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
44
45
48
26
27
29
12
12
12
Percentage of the relevant September S4 roll achieving:
3+ @ level 6 or better
5+ @ level 6 or better
1+ @ level 7
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
35
37
38
25
26
25
17
18
17
NATIONAL DATA
Percentage of the relevant September S4 roll achieving:
5+ @ level 3 or better
5+ @ level 4 or better
5+ @ level 5 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
92
92
93
78
78
78
35
36
35
Percentage of the relevant September S4 roll achieving:
1+ @ level 6 or better
3+ @ level 6 or better
5+ @ level 6 or better
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
41
43
44
23
25
26
11
11
12
Percentage of the relevant September S4 roll achieving:
3+ @ level 6 or better
5+ @ level 6 or better
1+ @ level 7
2008/09 2009/10 2010/11 2008/09 2009/10 2010/11 2008/09 2009/10 2010/11
31
33
35
21
22
23
14
15
15
33
ESTIMATED S5 JANUARY ROLL
as a Percentage of the S4 Roll in September of the Previous Session
SCHOOL DATA
2008/2009
2009/2010
2010/11
47
61
70
SCOTTISH BORDERS DATA
2008/2009
2009/2010
2010/11
63
71
72
NATIONAL DATA
2007/2008
2008/2009
2010/11
67
72
75
For Information:
Scottish Credit and Qualifications Framework (SCQF) levels:
Level 7
CSYS at A-C; Advanced Higher at A-C
Level 6
Higher at A-C
Level 5
Intermediate 2 at A-C; Standard Grade at 1-2
Level 4
Intermediate 1 at A-C; Standard Grade at 3-4
Level 3
Access 3 Cluster; Standard Grade at 5-6
34