LOUDOUN-MONTGOMERY
PRIMARY SCHOOL
SCHOOL HANDBOOK
SESSION 2014-2015
LOUDOUN-MONTGOMERY PRIMARY SCHOOL
SCHOOL HANDBOOK
TABLE OF CONTENTS
What we want to achieve – Educational Services statement
Introduction
General aims of the school
All about our school
School information
School lets
Staffing
Associated schools
The building
Our school in the community
School hours
School calendar
School catchment area
Registration and enrolment in the school
School uniform
Teaching and learning in the school
Discipline and promoting positive behaviour
Curriculum
School Action Plan
Group & collaborative working
The Structure of Classes
Homework
Additional support needs and inclusion
Psychological Services
How can you help your child?
Assessment and reporting
Extra curricular activities
Equal opportunities
School matters - things you should know
School attendance
Child protection
Children leaving school premises at breaks
Data protection
School meals
Mobile phones
School security
Medical and health care
Information in emergencies
School fund
Listening and learning
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School transport
Placing requests
Good communication is important
Home school links
Parent Forum & Parent Council
School council & eco committee
Transfer from primary school to secondary school
Important addresses
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What we want to achieve – Educational Services statement
Our overall aim
To work in a sustainable way with our partners to build a better North Ayrshire in which all
citizens can participate, learn and contribute to the community.
Our values
*
*
*
*
*
Excellence
Openness
Respect
Inclusion
Equity
Our Priorities
 Increasing educational attainment and achievement.
 Developing confident individuals, responsible citizens, effective contributors and successful
learners.
 Increasing the number of young people moving to positive post-school destinations.
 Promoting better health and more physical activity.
 Reducing disadvantage and promoting equality.
 Empowering communities through participation in cultural and lifelong learning.
 Supporting the professional development of staff.
 Providing high quality facilities and making best use of resources.
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Introduction
Welcome to the community that is Loudoun-Montgomery P.S.
In Loudoun-Montgomery P.S. we aim to give every child the best possible start
in life and recognise that every person in our school community has an
invaluable contribution to make.
We also recognise the importance and range of experiences that children
bring to their schooling and seek to build on this.
Children are naturally enthusiastic and curious - qualities that we wish to
encourage. Through quality practice and an appropriate curriculum we
develop and enhance the knowledge, skills and attitudes of each child. High
expectations of behaviour, attitude and effort permeate the school.
By working closely with parents and other partners an ethos of achievement
and commitment to the success of the school and its life exists and flourishes.
We support each child so that he/she can achieve his/her full potential and is
equipped with the necessary skills for lifelong learning.
Vision, values and aims of the school
At Loudoun-Montgomery P.S. we aim to provide a safe, happy, positive and caring
learning environment in which we inspire each child to thrive and succeed now and
in the future. We hope to see the children learning in an environment where there is a
close partnership between child, teacher and home. We expect the children in our
care to work diligently and to give of their best at all times. We aspire to create
confident, happy, independent and respectful children.
We aim to:
ensure our pupils are successful learners by:
 providing quality, innovative and engaging teaching across the curriculum to
motivate all to learn
 developing creativity through a variety of imaginative and stimulating
experiences
 equipping them with the necessary skills for life in our evolving society;
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ensure our pupils are confident individuals by:
 promoting and developing confidence in the ability to communicate well with
others
 equipping them with the skills, attitudes and expectations necessary to work
collaboratively;
ensure our pupils are effective contributors by:
 developing the skills, attitudes and expectations that enable them to contribute
to society
 developing a positive ethos where everyone is valued
 involving children in planning and creating an open, bright, stimulating, secure
and happy learning environment
ensure our pupils are responsible citizens by:
 equipping children with a knowledge of current global issues
 encouraging children to treat others with respect, sensitivity, equality and
fairness
 providing opportunities to link with the wider community
 providing opportunities to express their ideas and views.
We will do this in partnership with the pupils, staff, parents, wider community and
our Integrated Community School colleagues.
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ALL
ABOUT
OUR
SCHOOL
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School information
Address:
Telephone Number:
Fax Number:
E-mail address:
Present roll:
Planning capacity:
Total capacity:
Ayr Road, Irvine KA12 8DF
01294 279031
01294 277106
loudounmont@ea.n-ayrshire.sch.uk
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206
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Parents should note that the
working capacity of the school
may
vary dependant upon the
number of pupils
at each stage
and the way in
which classes are
organised.
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Pr.1-7
Yes
Number of Pr.1 places:
Stages covered:
Non denominational/
co-educational
Community facilities:
The Fullarton Community
Association meets regularly in the
nearby Community Centre.
Activities arranged cater for
parents and toddlers, young
people through to senior citizens.
More information may is available
from the Community Association
Committee.
School lets:
Application for use of school
facilities can be made to the
Area Community Learning and
Development Office, the address
of which is at the back of this
handbook.
Staffing
Head Teacher:
Pr. 1 Class Teacher
Mrs J C Millar
Mrs J Richmond, Principal Teacher,
(22 pupils)
Miss E. McAteer(25 pupils)
Miss Barr(24 pupils)
Mrs. F. Devine/Miss N. Abercrombie
Pr.3/2 Class Teacher
Pr.4/3 Class Teacher
Pr.5/4 Class Teacher
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Pr.6/5 Class Teacher
Pr.7 Class Teacher
(24 pupils)
Miss Hodge(24 pupils)
Miss Goudie(21 pupils)
Total staffing:
8.1FTE
Classroom assistants
Mrs M Bell
Mrs L Thomson
Mrs J McQueenie
Mrs D McGill
Mrs M Gemmell
Early Intervention early
Years practitioner
Mrs P Wilson
Clerical assistant
Mrs G Macfarlane
Mrs S Barr (Thu. & Fri. only)
Pupil Support Service
Mrs. A. Houston
Visiting Specialists
Mrs M MacFadzean (tin whistle)
School janitor
Mr P McKie
Associated schools
Loudoun-Montgomery P.S. is a part of Irvine Royal Academy
cluster. The other schools in the cluster are:
IRVINE ROYAL ACADEMY
Kilwinning Road
Irvine KA12 8SJ
Tel: 01294 278756
ANNICK PRIMARY SCHOOL
Bensley Rise
IRVINE KA11 1BQ
Tel: 01294 211654
CASTLEPARK P.S.
Carron Place
Irvine KA12 9LQ
Tel: 01294 279764
WOODLAND P.S.
Woodlands Avenue
Irvine KA12 0PU
Tel: 01294 279532
HAYSHOLM SPECIAL SCHOOL
Bank Street
Irvine KA12 0NE
Tel: 01294 272481
The building
Our school is accommodated in a single storey building that is
bright and attractive. We have an early year’s class that is
accessed through a separate entrance at the side of the
school.
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In addition to the classrooms we have a play room, a purpose
built ICT* Suite and a modern and central library/quiet room.
Access to the school and facilities within the school are suitable
for wheelchair access.
*Information & Communications Technology
Our school in the community
The Fullarton area of Irvine has an active community spirit and,
as part of the community, the school is keen to be involved with
organisations and groups representing the community.
Groups visit nearby Greenbank and Fullarton Nursing Homes to
entertain the residents and also entertain senior citizens in the
community as well as performing at other venues.
Local businesses have worked in partnership with us on a
number of ventures e.g. linking with Tesco to raise funds and
entertain shoppers, support from a local joinery firm to develop
our greenhouse, sponsorship and providing resources.
Children are also regularly involved in charity fundraising. This
year the charities supported by the school have included the
Poppy Scotland andJDRF(diabetes research)
We also link with voluntary organisations such as the Salvation
Army to contribute to and benefit from such as initiatives as the
Christmas gift parcels.
The pupils also use the local area to develop their knowledge of
the environment and can regularly be seen out and about. We
work with organisations such as KA Leisure, Irvine Sports Club,
Irvine Burns Club to provide additional expertise.
School hours
There is a 25 hour week for pupils.
School opens:
9am
Morning interval:
10.45am - 11am
Lunch hour:
12.45pm-1.30pm
Afternoon:
1.30pm-3pm
Children starting Pr.1 in August will be admitted fulltime from
the first day of schooling.
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Draft School Calendar - Session 2014-2015
Fri. 15 August 2014
In-service day - staff only
Mon 18 August 2014
School re-opens
Mon 22 September 2014
In-service day - staff only
Fri 10 October 2014
School closes at normal
time for holidays
Mon 20 October 2014
In-service day – staff only
Tue. 21 October 2014
Pupils return from holiday
Fri 14 November 2014
Holiday
Mon 17 November 2014
Holiday
Fri 19 December 2014
School closes at 2.30pm
for holidays
Mon 5 January 2015
School reopens
Mon. 9 February 2015
Holiday
Tue. 10 February 2015
In-service day – staff only
Thu. 2 April 2015
School closes at 2.30pm
for Easter holiday
Mon. 20 April 2015
School reopens
Mon 4 May 2015
Holiday
Fri 22 May 2015
In-service day – staff only
Fri 26 June 2015
School closes at 1pm for
summer holiday
Mon. 17 August 2015
In-service day - staff only
Tue. 18 August 2015
Pupils and staff members
return to school.
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School catchment area
If you live in any of these streets then you should register for
Loudoun-Montgomery P.S. even if you wish to make a placing
request.
Afton Court
Belfast Quay
Bimson Row
Carters Rigg
Doon Court
Garnock Court
Gray Crescent
Harbour Road
Lamont Place
Lugton Court
Montgomery lane
Montgomery Street
Rubie Crescent
Scott Road
Annick Court
Benthill Terrace
Boyle Street
Church Street
Dublin Quay
Gottries Place
Greenbank Court
Harbour Street
Lighthouse Vennel
McKinlay Crescent
Montgomery Place
New Street
Sanderson Avenue
Victoria Crescent
Beach Drive
Bimson Place
Carson Drive
Cochrane Street
Fullarton Street
Gottries Road
Greenbank Road
Lamont Drive
Loudoun Rigg
Merryvale Road
Peter Street
School Lane
Waterside
Registration and enrolment in the school
Infant enrolment: The date for registration of school beginners is
advertised in the local press and is normally in January each
year. Pupils will be registered in the school for their catchment
area and parents provided with information about the school
and procedures for making a placing request, if required.
Arrangements for meetings with parents and induction days for
pupils will be notified during the spring or summer term.
Moved into the area?: Parents of pupils who have moved to the
area or who wish their child to transfer to the school should
contact the school office for information about the school and
appropriate procedures for making placing requests, if required.
Early years class: Parents wishing to enrol their child in the early
years class should contact the school to make arrangements.
arrangements.
School uniform
It is the policy of North Ayrshire Council to support the
introduction of a reasonable and flexible dress code in each
school in its area. The Council encourages each school to
adopt its own code, after discussions with parents, pupils and
the Parent Council/Parent Forum.
The Council believes that establishing a school dress code has
many benefits. These include improvements in safety, security,
discipline and community spirit and a decrease in bullying and
in expense for parents.
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The Council will support schools in encouraging and helping
pupils to conform to the chosen dress code. Some types of
clothing will not be allowed at school in any circumstances, for
reasons of safety, decency or discipline.
Types of clothing which will not be allowed include:
 clothes which are a health or safety risk
 clothes which may damage the school building
 clothes which may provoke other pupils
 clothes which are offensive or indecent
 clothes which encourage the use of alcohol or tobacco.
The Council will support schools taking disciplinary procedures
against pupils in serious or persistent cases.
All items of clothing should be clearly labelled with the child’s
name in case of loss. It is appreciated that parents and pupils
are distressed over the occasional loss of pupils' clothing and/or
personal belongings. Parents are asked to assist in this area by
ensuring that valuable items of clothing or personal belongings
are not brought to school. Parents should note that the
authority does not carry insurance to cover the loss of such
items.
Footwear and clothing grants
Parents receiving job seeker's allowance, income support,
family credit, housing benefit or council tax rebate will normally
be entitled to grants for footwear and clothing for their children.
Information may be obtained from North Ayrshire Council’s
website(www.north-ayrshire.gov.uk) or by telephoning 01294
310000
Our school policy is in line with that of the authority. We are
delighted that almost all pupils wear uniform, take pride in that
uniform and look extremely neat and tidy.
The following is a list of the items that make up the school dress
code at Loudoun-Montgomery P.S.:
grey blazer with badge (optional)
grey or black skirt/pinafore/trousers
lilac/white blouse/shirt/polo-shirt
purple/silver school tie
purple or grey cardigan/sweatshirt/pullover.
Sweatshirts, polo-shirts, cardigans and school ties may be
purchased from the school. Other items are available from a
variety of local stores.
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TEACHING
&
LEARNING
IN THE
SCHOOL
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Discipline and promoting positive behaviour
North Ayrshire Council is committed to the well-being and
educational development of all learners. The process of
inclusion requires all involved in the business of learning and
teaching to demonstrate commitment, innovation and
flexibility in order to ensure that all children and young people
have access to quality learning opportunities and experiences.
We maintain high standards of behaviour and discipline with an
emphasis on recognising and praising positive behaviour.
Throughout the school we use praise, quality display of work, an
award system and aspects of our Health & Wellbeing
programme to encourage pupils always to strive to do their best
and to behave in a polite and mannerly way towards each
other and any adults. Our rules are designed to ensure that the
school is a safe and effective place in which to learn.
As well as the school rules each class teacher will consult with
his/her class to create rules that apply to the classroom.
Parents are informed of any concerns regarding behaviour,
attitude or work and may meet with the Principal Teacher or
Head Teacher to discuss ways in which these concerns can be
addressed.
Sanctions may, at times, be used if this is
appropriate. There is a range of sanctions including extra work
in school or at home, withdrawal of privileges, timeout.
Unfortunately, frequent or prolonged periods of inappropriate &
unacceptable behaviour may eventually lead to exclusion from
school in line with the authority's guidelines. In severe cases, the
matter is referred to the appropriate authority personnel.
Loudoun-Montgomery's Golden Rules

Do be gentle

Do be kind and helpful

Do be honest

Do work hard

Do look after property

Do listen to people
A leaflet on our Discipline Policy is available for any parent.
Curriculum
Curriculum for Excellence(CfE) has been introduced across
Scotland for all 3-18 year olds – wherever they learn. It aims to
raise standards, prepare our children for a future they do not yet
know and equip them for the jobs of tomorrow in an ever
changing world.
Curriculum for Excellence enables professionals to teach
subjects creatively, to work together across the school and with
other schools. Teachers and practitioners will share information
to plan a child’s ‘learning journey’ from 3-18, ensuring children
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continue to work at a pace they can cope with and with
challenge on which they can thrive.
Curriculum for Excellence
knowledge and skills.
balances
the
importance
of
Every child is entitled to a broad and deep general education
where every single teacher and practitioner will be responsible
for literacy and numeracy. There is a new emphasis too on
health and wellbeing – to ensure that the school is a place
where children feel safe and secure.
Curriculum for Excellence develops skills for learning, life and
work to help young people to go on to further study, secure
work and navigate life. It brings real life into the classroom. It
links knowledge in one subject area to another helping children
understand the world and make connections. It develops skills
so that children can think for themselves, make sound
judgements, challenge, enquire and find solutions.
There will be varied ways of assessing progress and ensuring
children achieve their potential.
Ultimately, Curriculum for Excellence aims to improve our
children’s life chances, to nurture successful learners, confident
individuals, effective contributors and responsible citizens,
building on Scotland’s reputation for great education.
Social studies
This area includes experiences and outcomes in historical,
geographical, social, political, economic and business contexts.
All the knowledge acquired and skills developed form a solid
foundation for further learning at secondary school and
beyond.
Through social studies children develop an
understanding of the world by learning about their own people
and their values, in different times, places and circumstances
and how their environment has been shaped. They learn about
human achievements and to make sense of changes in society,
conflicts and environmental issues.
With this greater
understanding the children have the chance to become well
informed and responsible citizens well prepared for future
society.
Often pupils are asked to bring in items relating to a particular
topic or to do research using the local library if they do not have
access to the internet at home. Visits to places e.g. Science
Centre, or having visitors into the school both make a vital
contribution to the work in Social Subjects
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Technologies
This area of the curriculum gives children opportunities and
experience in investigating and designing, producing and
evaluating a range of items. The work is both creative and
practical.
Information and Communications Technology has developed
very greatly in recent years and this reflects the impact of
computers and telecommunications in society. If we are to fully
prepare our children for the years ahead it is vital they can
access I.T. equipment with confidence.
Consequently, we have a separate ICT Suite where pupils can
acquire skills in word processing, databases, spreadsheets,
graphics, creating slideshows and movies.
Computers, interactive whiteboards, digital equipment such as
as cameras and interactive software also support learning
across the curriculum. ICT supports a wide range of broader
educational objectives including independent learning,
collaboration with others, communication skills and maths skills.
Expressive Arts
This area is made up of art and design, drama, dance and
music.
In art and design we use a programme that
progressively develops skills in drawing, painting, printing, 3D,
collage, fabric and sculpture from Pr.1 - 7. Art work is also
closely related to other curricular areas such as inter-disciplinary
study work. The school is regularly involved in art competitions
and displays promoted by local and national organisations.
In drama, we involve pupils in role play and expressing their
feelings in a creative way. Pupils are encouraged to discuss
their work and look at how it could be made even better.
In music we use Sounds of Music scheme at all stages and ABC
Creative Music Making at several stages. Children learn to sing
and to create music. They listen to different types of music and
discuss these. We also have a music specialist who visits the
school each week and work with pupils to develop skills in a
range of woodwind instruments.
In dance, we use a programme that ensures systematic
development of skills and encourages imagination and
creativity. We also make best use of experts to develop this
aspect of the curriculum whenever possible.
Health & well-being
Education is not only about the acquisition of knowledge but
also about preparing each child to be a well rounded member
of the community. It is the subjects such as
health education, home economics, P.E. and personal and
social development that provide the opportunity to develop
social skills and informed attitudes that are important throughout
life.
In P.E. we use a programme that develops skills in gymnastics,
games and athletics. Many sporting activities such as Clubgolf
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and football are also available to pupils during the course of the
year. P.E. kit should consist of a T-shirt or polo shirt, shorts and
trainers/sandshoes. To avoid the gym hall becoming muddy we
ask that different shoes are used for P.E. and the playground.
A.B.C. Week(anti-bullying commitment), Road Safety Week and
Health Fortnight are regular events in our calendar that help
develop an awareness of health and well-being issues.
Our PSD programme looks at physical, emotional and social
wellbeing and encourages pupils to develop positive and
responsible attitudes. We ensure that parents are kept fully
informed when we are addressing sensitive issues such as sexual
health and drug education through letters and providing
parental information leaflets.
Sciences
In this area of the curriculum, children develop knowledge and
understanding and skills in biology and the living, physical and
material world. Children learn through a number of learning
strategies including investigations developing their natural sense
of interest and curiosity. In lessons in this curricular area, there is
a clear focus on practical, active learning.
Language
This covers listening, spoken and written language, spelling and
grammar. We aim to ensure that during their time at LoudounMontgomery P.S., children will
 master the technique of listening attentively
 be able to read thoughtfully and critically
 be able to express themselves clearly and intelligently in
writing and speech.
National and local guidelines form the basis of the curriculum in
listening, talking, reading and writing.
In reading we currently use an interesting and motivating
resource called Rigby Star in Pr.1 and Pr.2 as the main reading
scheme and we have purchased further materials for this stage
recently. New Literacy World is the reading scheme used in
Primaries 3-6 and New Ginn 360 materials are also available for
use in Pr.4-7. In Literacy World we develop further children’s
reading skills and link reading and writing. Children requiring
additional support use a wide variety of appropriate resources
and texts instead of, or in addition to, the other materials.
Novels, banded readers and big books form an integral part of
our reading programme as well.
Throughout the school a range of books is used for
development of work in language. Focus Comprehension and
Grammar are used to develop language skills in Pr.3-7.
Scholastic writing materials and a whole school writing
programme are used to develop writing skills. The school library
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provision has been reviewed and resources in non-fiction and
fiction are purchased annually to enhance our library provision.
The library is located centrally.
All staff make excellent use of book boxes from the Education
Resource Service and link closely with the local library for events
such as author visits.
In Pr.4-7 the pupils also start to learn the French language and
about French life. The pupils will by the end of Primary 7 be able
to talk, listen, write and read in French.
Maths
The school currently use the Heinemann maths, Heinemann
Active maths schemes along with Teejay maths materials which
are in line with national guidelines for this area of the curriculum.
Children have the opportunity to work on number, money,
measurement; shape, position and movement; information
handling and problem solving. Other complementary schemes
such as Abacus maths may also be used. Children also use
computers and interactive whiteboards extensively in
developing maths skills and knowledge and understanding.
Oral, mental and active maths are an integral part of our maths
programme.
Religious and moral education
In religious education we study Christianity and also learn about
two other world religions - Judaism and Islam.
The school chaplain, the minister of Fullarton Parish Church, visits
the school on a regular basis and takes religious lessons in class.
Regular assemblies for the whole school are taken by the Head
Teacher or Principal Teacher. At the end of each term a service
is held for pupils, parents and friends. This may be held in the
Fullarton Parish Church or in school as appropriate.
Parents from ethnic minority religious communities may request
that their children be permitted to be absent from school in
order to celebrate recognised religious events. Only written
requests detailing the proposed arrangements will be
considered. Appropriate requests will be granted on not more
than three occasions in any one school session and the pupil
noted as an authorised absence in the register.
Under the terms of the Education (Scotland) Act 1980, parents
have the right to withdraw their child from religious instruction
and religious observance. The school will deal with such
requests with sensitivity and understanding. The head teacher
will offer to meet with any parent wishing to withdraw their child
to ensure that they are clear about the school policy on
religious observance. In particular, parents should be reassured
that the religious observance planned by the school adopts an
open and respectful approach and does not seek to
compromise the beliefs of any pupils of their families. Where a
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child is withdrawn from religious observance, suitable
arrangements will be made for the pupil to participate in a
worthwhile alternative study.
Across all areas of the curriculum we aim to provide depth and
challenge in learning. We provide teaching that suits the
learning styles of each pupil. This is done through incorporating
regular experiences that are relevant, practical and active.
Further information on all aspects of the curriculum are currently
available in paper format but over the course of this session we
will be working to place these on the school website.
School Improvement Plan
At Loudoun-Montgomery P.S. we regularly evaluate how well
we are doing and identify areas in which we can further
improve the provision we offer to all our pupils. With this in mind
we create an action plan for the school identifying priorities for
improvement. This plan also recognises new initiatives at local
and national level.
During the current session our main priorities this session are as
follows:
 we will ensure that we use the most effective
tools/methods available to build a profile of each
individual child’s strengths and needs and, by this means,
communicate with others particularly at points of
transition so that the child’s experience is seamless and
progressive
 staff will be confident in using the appropriate procedures
and policies to support the academic, emotional,
physical and social needs of every child in our care
 we will develop further the programme we offer to our
young people in science as part of STEM* subjects to
ensure that they have the skills and knowledge to
succeed in our evolving society
We will also
o demonstrate our commitment to and capacity for career
long professional development, thereby, enhancing staff
skills and knowledge and the provision offered to our
young people
o review and amend, as necessary, our religious and moral
education programme
o in line with North Ayrshire Integrated Children’s Services
plan, we will support parents appropriately across the
spectrum of parenting and family support needs through
joint working.
*STEM – Sciences, Technologies, Engineering, Mathematics
Group and collaborative working
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While there are times when the class will be taught as a unit e.g.
P.E. and music, most of the time the children are organised and
taught in groups. These may be ability groups made up of
pupils of the same ability or social groups where children share
a common interest. Ability groups tend to be used in reading,
mathematics, language work while social-mixed ability groups
are mainly used in social subjects, drama.
Teachers always use a variety of methods of teaching discussion with groups, learning by doing, direct teaching to suit
the needs of all pupils. Pupils are also encouraged to think
carefully about what they are learning during a lesson and how
they will know if they have been successful in doing that.
We want our children to be able to work as part of a team and
also have regular opportunities to lead a team and we do this
through collaborative working challenges. The children take on
different roles e.g. time-keeper, materials manager, and all the
children contribute to solving a problem. Such tasks develop
many skills for life and work.
The structure of classes
Primary schools educate pupils at seven broad year stages,
Primary 1 to Primary 7. A year stage is defined as a group of
pupils entering primary education at a common date.
Schools are staffed based on the total number of pupils.
However, the numbers of pupils in each year stage will vary. This
means that Head Teachers are required to organise classes to
make best use of available staff, resources and space to the
benefit of all children.
Pupils may, therefore, be taught in a single stage class or a
composite class where two or more year stages are grouped
together. This may also change as pupils move from one year
to the next.
National guidelines on the curriculum indicate that pupils should
progress through learning experiences tailored to their own
needs and abilities. This means that pupils in all classes follow
programmes designed to help them progress at their own level.
This applies to all pupils regardless of whether or not they are in
a composite or single year stage class.
The national agreement on class sizes states that the maximum
number of pupils in a class is 30 in Pr.1-3 and 33 in Pr.4-7. In a
composite class, the maximum number is 25.
Further information may be obtained in ‘Composite Classes – A
Guide for Parents’ available in school.
Homework
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A certain amount of homework is given each night from Primary
1 onwards and this may include spelling words, a passage of
reading or perhaps, maths or topic-related work, challenges.
The homework set for each child has already been taught,
should be within the child's capabilities, and should not cause
problems. Parents' help and co-operation is asked in listening to
and discussing reading and other aspects of homework and in
ensuring homework is completed on time. Younger pupils’
homework should take no longer than half an hour with older
pupils having work that may take longer but should not last
longer than one hour. We look at ways in which homework can
provide an opportunity for you and your child to have fun and
learn at the same time. As a result we use games and active
learning strategies regularly.
If you feel that your child is having difficulty with homework
please do not hesitate in contacting the school to discuss the
matter.
We reviewed our homework policy looking at ways in which
home and school can enjoy an even more productive
partnership and parents have contributed to the formulation of
the policy.
Additional support needs and inclusion
Support is provided for pupils through careful planning of
activities/tasks to suit the needs and abilities of the child.
Children who, for whatever reason, need additional assistance
may be supported by a classroom assistant allocated to that
class, support staff within the school or a member of the Pupil
Support Service who visits the school for a number of days each
week.
Any child who needs more or different support to what is
normally provided in schools or pre-school is said to have
additional support needs. This includes children who may need
extra help with their education as a result of issues arising from
social and emotional difficulties, bullying , physical disability,
having English as an additional language, a sensory impairment
or communication difficulty.
Poor attendance at school can cause learning difficulties,
therefore, it is important to ensure that your child attends
regularly and is only absent through illness.
The Education (Additional Support for Learning) (Scotland) Act
2004 came into force in November 2005. In June 2009, the Act
was amended.
These amendments form the Education
(Additional Support for Learning) (Scotland) Act 2009 and came
into force on November 2010.
Summary of the main provisions of the Act
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



The Act provides the legal framework underpinning the
system for supporting children and young people in their
school education, and their families.
This framework is based on the idea of additional support
needs. This broad and inclusive term applies to children
or young people who, for whatever reason, require
additional support, long or short term, in order to help
them make the most of their school education and to be
included fully in their learning.
The 2009 Act automatically deems that all looked after
children and young people have additional support
needs unless the education authority determine that they
do not require additional support in order to benefit from
school education.
In addition, education
What does North Ayrshire council have to do to meet its duties
under the Additional Support for Learning legislation?
We have to:
 identify when a child or young person is not making good
progress in their education
 understand what is not working for the child or young
person (by gathering information to make the problems
as clear as possible)
 once extra support is in place, ensure that support is
making a positive difference
 if the support is not working well enough, gather more
information and try a different approach.
Whenever we start this process for any child or young person,
we will always explain to them and to their parents/carers what
our concerns are and what we will do to help.
All of our schools and nurseries will track closely the progress
made by children or young people who are registered as being
‘Looked After’. Where these children or young people are
making appropriate progress we will determine that they do not
have additional support needs.
We have to make sure it is easy for people to get helpful
information and advice. Where a child or young person is
identified as having additional support needs, we will make sure
the right people get a copy of the right information leaflet so
they will understand what is likely to happen. This little summary
is also to let you know that much more information is available
to help you understand additional support needs and what will
be done to help your child. You can ask for information at any
time.
For a few children and young people their needs are so
complex that professionals from two or more agencies need to
work together to provide the right support. Where this is
needed, the child or young person will have a plan to co23
ordinate the various actions of these professionals:
reason it is called a Co-ordinated Support Plan.
for this
You may feel that things are not being done properly to support
your child. If you feel like this then the Council has a range of
ways to work with you to get things sorted. You can ask at any
time for a copy of the booklet called ‘Resolving Disagreements’.
This booklet will give you ways to make sure your concerns are
listened to and addressed.
Where a child or young person has additional support needs,
planning needs to take place every time there is a move to a
new class, new school or college. For some children and young
people affected by a disability, transition planning takes place
one year before the date of the planned move. Information will
be shared with everyone involved in supporting the child or
young person so everyone understands what needs to be done
to provide support.
What rights do children, young people and their parents have?
If you are concerned about your child’s progress or about how
settled they are in school, you can ask the head teacher to
begin a process of gathering information to find out if your child
has additional support needs. The school will also give you
advice and information about your child’s needs, what the
school is doing to meet those needs and whether progress is
now being made.
Even when it has already been agreed that your child has
additional support needs, you can make a reasonable request
at any time that more information is gathered and that a clearer
understanding of the needs is established.
You may perhaps feel unhappy about what the school is doing
to meet your child’s needs. You may have tried to sort this out
with the school but feel you are not being taken seriously. In this
case you can ask for outside help to get your concerns across.
The ‘Resolving Disagreements’ booklet will help you to ask for
these services.
In a very few cases you may feel that your child’s current school
is not able to meet the needs. Where this happens, you have
the right to make a placing request for a school that may meet
the needs more effectively. You now have the same rights as
parents of children who do not have additional support needs.
You may feel that educational provision on its own is not able to
meet your child’s needs and that another agency could help.
In such a case you can ask that the authority gathers
information to see if your child needs a plan to bring together
help from other agencies.
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The Additional Support Needs Tribunal has been established to
deal with cases that have not been sorted out by earlier
attempts to resolve the disagreements. You can apply for a
referral to the Tribunal: the ‘Resolving Disagreements’ booklet
will help you to do this.
You can have a supporter or advocate with you at any meeting
to discuss your child’s additional support needs: this is not just
about support at a Tribunal.
For advice on additional support for learning from North Ayrshire
Council Education and Skills, please contact the Quality
Improvement Officer(QIO) for Additional Support for Learning
on 01294 324451.
For impartial advice, please contact Enquire which is the
Scottish advice service for additional support for learning.
Operated for children in Scotland, Enquire offers independent,
confidential advice and information on additional support for
learning through:
 a telephone helpline – 0845 123 2303
 an e-mail enquiry service – info@enquire.org.uk
 an online enquiry service
 two websites – www.enquire.org.uk (for parents/carers
and practitioners) and www.enquire.org.uk/yp (for
children and young people).
Enquire also provide a range of clear and easy to read guides
and factsheets explaining everything from ‘additional support in
the early years’ to ‘what planning should take place for moving
on from school’.
Additionally you may wish to contact either or both of the
following:
 Scottish Independent Advocacy Alliance, a charitable
body registered in Scotland under register number
SC033576
 Scottish Child Law Centre, a charitable body registered in
Scotland under registration number SC012741.
Getting It Right for Every Child (GIRFEC)
Getting It Right for Every Child (GIRFEC) is an approach from the
Scottish Government that sets out how schools and other
services should work with children and their families. GIRFEC is
all about ensuring that children get the help they need when
they need it – the right help at the right time. For you and your
child, GIRFEC means that you are the expert on your child and
what you think matters. Getting it right for every child means
that the school will always seek to involve you, to listen to your
opinions and take them seriously.
Taking a ‘Getting It Right for Every Child’ approach to
supporting every child is a priority within our school and we aim
25
to assist every child in our school to reach their potential in each
of the areas listed below:
 healthy – experiencing the highest standards of physical
and mental health, and supported to make healthy safe
choices
 achieving – receiving support and guidance in their
learning
 nurtured – having a nurturing and stimulating place to
learn
 active – offering opportunities to take part in a wide
range of activities
 respected – to be given a voice and involved in the
decisions that affect their well being
 responsible – taking an active role within the school
 included – receiving help and guidance to overcome
social, educational, physical and economic inequalities;
accepted as full members of the communities in which
they live and learn
 and above all, to be safe – protected from abuse,
neglect or harm.
From more information on Getting It Right for Every Child in North
Ayrshire go to www.girfecna.co.uk
Psychological Service
What is the psychological service?
The Educational Psychology Service in North Ayrshire contributes
to the aims of the Educational Service by improving outcomes
for children and young people. Educational psychologists work
together with teachers, parents and other professionals to help
children and young people make the most of their lives,
particularly in educational settings.
When does an educational psychologist become involved?
Your child’s school already has a system in place for identifying,
monitoring and reviewing the ongoing progress of all children
and young people. As part of this wider system of support each
school has a link educational psychologist who visits on a
regular basis.
When concerns arise about a particular pupil the school takes
action to address these concerns. If the concerns continue,
school staff may have an informal discussion with the
educational psychologist. However, if the educational
psychologist is to become more involved this will be discussed
with you beforehand by school staff and a joint meeting
arranged.
Through this process the educational psychologist can
contribute to the ongoing assessment and support for your child.
26
How can you help your child?
You should:
 show a lively interest in what your child does at school. This
should involve listening to your child read, especially in the
early stages, and supervising and discussing homework
 encourage reading for pleasure and using the public library
as well as the class and school libraries
 help improve number work by encouraging your child to
think and talk about numbers and quantities used in real life
e.g. how many plates do we need for dinner? Also let your
child help with the shopping and activities that involve
weighing and measuring. Games such as snakes and ladders
or dominoes also involve number
Methods of teaching continually change and parents are
sometimes at a loss to know why things are done differently. If
you have any concerns in this respect, please contact the
school.
Assessment and reporting
A class teacher assesses how well each pupil is learning and
how quickly he/she is progressing by studying work in jotters,
observing children complete a practical task, listening to the
child talking about aspects of work and setting small assessment
tasks such as maths check-ups. This happens each and every
day in all classes. This assessment information assists the class
teacher in identifying the learning needs of each child. The
teacher and Head Teacher also look at the results in maths,
reading and writing of specific assessment tasks to monitor the
progress and pace of learning for each pupil within a level and
across the new 3-18 guidelines. In addition, material from the
Local Assessment Resource and National Assessment Resource
may be utilised with children where appropriate.
We also use tests such as QUEST, COPS and LASS to provide us
with detailed information.
A full and detailed report is issued to parents once per year and
Parents' Meetings are arranged twice a year in order that
parents and staff may discuss pupil progress. However, any
parent who is anxious about their child's progress may arrange a
meeting with the Head Teacher at any time during the session.
Copies of reports are filed in school in each child's personal
progress file and remain there along with any other relevant
reports throughout the pupil's school life.
Further information is also contained in a pupil profile that is
completed electronically by Pr.7 pupils before they move on to
secondary. This records the view of the child on what they have
achieved in all aspects of the curriculum and also personal
achievements both within and outwith the school.
Every child from nursery to Primary 7 also has a Record of
Achievement which includes pieces of work that the children
27
consider to be their best, information on what your child has
been learning and photographs/newspaper clippings of
successes in and outwith school.
Our end of year certificate records concisely all of the
achievements of each child throughout the school year.
Extra-curricular activities and educational visits
Outings are arranged regularly throughout the school year,
often in connection with topics or themes being studied.
During the year there may be visits to a theatre or, sometimes, a
theatre company visits the school. These visits are paid for in
part by the pupils with some financial assistance from the school
fund.
The visits give pupils the opportunity to see places and people
they might otherwise not have the chance to meet and,
thereby, develop their knowledge.
Pupils in Primary 7 usually participate in a one week residential
experience at Arran Outdoor Education Resource where they
have the chance to kayak, white water raft, hill walk and
orienteer to mention just a few activities.
Primary 6 children take part in an outdoor education
programme involving hill walking, orienteering and wall
climbing. Primary 7 pupils also take part in ski-ing at a local
facility.
At Christmas, class parties are held for the pupils.
Other activities such as participating in local sports tournaments
are encouraged. Country dance teams take part in local
events such as the Day of Dance held at Magnum Leisure
Centre. Scripture Union has become an extremely popular and
interesting opportunity for pupils in Primaries 6 & 7 and the
volunteer helpers take children away to Scripture Union camp
for a weekend once each year. Football coaching and dance
have been a feature of extra-curricular activity this year thus far.
We hope that with adult helper support we will be able to
extend the range of extra curricular opportunities.
We rely heavily on adult volunteers to provide extra-curricular
activities for pupils. Any parent wishing to offer their experience
and expertise in football, sewing etc. should contact the school
who will provide information about the necessary procedures
including Disclosure Scotland checks.
Healthy Start Club
We currently operate a supervised Healthy Start Club between
8.15a.m. and 8.50a.m. each weekday morning. Pupils can
enjoy a breakfast of cereal, toast, tea or juice. In addition,
activities and games are organised by our trained supervisors.
28
This club is funded by the Scottish Government and in light of
current budgetary constraints, funding may be withdrawn in the
future.
Equal opportunities
In line with North Ayrshire Council policy, educational provision is
open to all pupils, regardless of sex, age, religion, race, disability
or any other potential barrier and all reasonable measures will
be taken to ensure that the curriculum is available to every
child. Schools also have a duty to promote equality and to
eliminate racist and other discriminatory behaviours.
The Gender Equality Duty came into force in April 2007(in
addition to the Race Equality Duty and the Disability Equality
Duty). Schools have an obligation to implement these duties
and to report annually on progress being made in this regard. It
should be noted that under the Gender Equality Duty, schools
have an obligation to encourage both parents to play an
active role in their children’s education.
If parents have concerns about this duty in relation to their child,
they should contact the school to discuss the matter.
In all aspects of school life, the school promotes a policy of
equal opportunity for all pupils in order to avoid traditional
stereotyping. Pupils are encouraged to participate equally in all
activities. At Loudoun-Montgomery P.S. we aim to provide
children with an educational and social environment which will
enable all children to reach their full potential irrespective of
race, background, sex, religion or disability.
To promote this statement we undertake to:
 make all areas of the curriculum available to all pupils whilst
addressing health and safety issues
 treat all children equally e.g. regarding discipline
 allocate tasks/responsibilities within school fairly
 avoid the use of any language/text/material by staff and
pupils that could be looked upon as racist or sexist.
Incidences of discrimination of any sort will be dealt with in
accordance with Council guidelines. It is the responsibility of all
staff to ensure equality of opportunity throughout the school.
29
SCHOOL
MATTERS THINGS YOU
SHOULD KNOW
30
School attendance
It is the responsibility of parents of children of school age to
educate their child(ren). Most do this by ensuring that their
child(ren) attend(s) school regularly. Attendance is recorded
twice a day, morning and afternoon.
Absence from school is recorded in the school register as
authorised, unauthorised or temporarily excluded.
Parents are asked to inform the school by letter, telephone,
fax or e-mail if their child is likely to be absent, and to give the
child a note on his or her return to school confirming the
reason for absence. If there is no explanation from a child’s
parents, the absence will be regarded as unauthorised.
Every effort should be made to avoid family holidays during
term time as this both disrupts the child's education and
reduces learning time. Parents should inform the school by
letter, before going on holiday, of the dates. Such absence
will be authorised only where certain and very specific family
circumstances exist. The majority of family holidays taken
during term time will be categorised as unauthorised
absence. A parental information leaflet on attendance and
punctuality is available from the school.
Parents, may request that their children be permitted to be
absent from school to make an extended visit to relatives.
Only written requests detailing the destination, the duration
and the provision that will be made for their continuing
education will be granted. Such extended absences will be
recorded separately from the normal attendance and
absence information.
If there is no explanation from a child's parents, the absence
will be regarded as unauthorised.
The Pupil Welfare Officer investigates unexplained absences
and the Authority has the power to write to, interview or
prosecute parents, or refer pupils to the Reporter to the
Children's Panel, if necessary.
Emergencies: If, for any reason, the school has to be closed
without previous notice having been given to parents, every
care will be taken to see that each child can be sure of their
house being occupied when they are returned home.
Examples of such emergencies might be failure of the heating
system, inadequate toilet provision due to burst or frozen
pipes. The place of safety during evacuation is Fullarton
Community Centre.
Child Protection
Educational Services has a fundamental duty to contribute to
the care and safety of all children and young people in North
Ayrshire. In fulfilling this duty, the service must engage in close
partnership with parents/carers and relevant agencies,
primarily Social Services and Health and where appropriate
the Scottish Children’s Reporter’s Administration Service will
work in partnerships with a number of levels within the
establishment or school, within the cluster or local area and
31
through Integrated Children’s Services and Community Health
Partnership.
The Standard Circular entitled ‘Protecting North Ayrshire
Children’ provides guidance for policy and practice within all
educational establishments. The Council is one of the key
partners in North Ayrshire. Child Protection Committee, a
multi-agency group which takes the lead role in ensuring that
our children and young people are cared for, protected from
harm and grow up in a safe environment.
Each school has a named Child Protection Co-ordinator who
is the main point of contact for school staff and for external
agencies seeking contact with the school on child protection
matters. There is an extensive staff training programme
available to staff and, in addition, at the beginning of each
school session all staff receive an update on child protection
policies and procedures
Children leaving school premises at breaks
Schools have a duty to look after the welfare of their pupils.
This means that the staff should take the same care of pupils
as a sensible parent would take, and includes taking
reasonable care of pupils' safety during intervals and lunch
times.
It is the policy of North Ayrshire Council that pupils should not
leave school grounds at intervals. Primary pupils should only
leave at lunch times when they are going home for lunch with
their parents' agreement. Parents should encourage their
children to follow these rules in the interests of safety. An adult
presence is provided in playgrounds at break times in terms of
the Schools (Safety and Supervision of Pupils) (Scotland). Our
school policy is that at morning intervals and lunchtimes there
will be adult supervisors in the playground. Any pupil leaving
the school grounds without permission should be brought
back to the school by a parent/guardian immediately, the
reason for the abscondment discussed and a solution sought.
If a parent cannot be contacted when a child has not
returned to class following a break the school will contact the
police office and report the child as missing to ensure pupil
safety.
Data protection
The Scottish Government and its partners collect and use
information about pupils through the Pupil Census to help to
improve education across Scotland. The paragraphs below
explain why we need this information, how we use it and what
we do to protect the information supplied to us.
Why do we need your data?
In order to make the best decisions about how to improve our
education service, Scottish Government, education authorities
32
and other partners such as the SQA and Skills Development
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:
o plan and deliver better policies for the benefit of all
pupils
o plan and deliver better policies for the benefit of
specific groups of pupils
o better understand some of the factors which influence
pupil attainment and achievement
o share good practice
o target resources better
o enhance the quality of research to improve the lives of
young people in Scotland.
Data policy
Information about pupils’ education is collected through our
statistical surveys in partnership between the Scottish
Government and Local Authorities through the ScotXed
Programme which aims to help schools and Local Authorities
by supporting efficient collection, processing and
dissemination of statistical information. The Scottish
Government then provides analysis of the data to support
research, planning, management and monitoring of
education services as well as to produce National Statistics
publications.
Education data within Scottish Government is managed
effectively by secure systems and is exploited as a valuable
corporate resource, subject to confidentiality restraints. As
part of its data policy, Scottish Government will not publish or
make publicly available any information that allows individual
pupils to be identified, nor will data by used by Scottish
Government to take any actions in respect of individuals.
Data is held securely and no information on individual pupils
can or would be made publicly available by Scottish
Government.
The individual data collected by Scottish Government through
the Pupil Census is used for statistical and research purposes
only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed
data is done in accordance with the Data Protection Act
(1998). We also comply with the National Statistics Code of
Practice requirements and other legislation related to
safeguarding the confidentiality of data. The Data Protection
Act gives you the right to know how we will use your data.
This information can only give a brief description of how we
use data. Fuller details of each individual ScotXed survey,
33
including the purpose of each and the published data, can
be found on the ScotXed website (www.scotxed.net)
Scottish Government works with a range of partners including
Education Scotland, Skills Development Scotland and the
SQA. On occasion, in order to help meet our aim of
improving the life of young people in Scotland, we may make
individual data available to partners such as the National
Registers of Scotland to carry out research relating to the
national population census and also academic institutions
and organisations to carry out additional research and
statistical analysis to meet their own official responsibilities.
Any sharing of data will be done under the strict control of
Scottish Government, and will be consistent with our data
policy. This will ensure that no individual level data will be
made public as a result of the data sharing and that these
data will not be used to take any actions in respect of an
individual. Decisions on the sharing of data will be taken in
consultation with relevant colleagues and individuals within
and outwith Scottish Government. At all times pupils’ rights
under the Data Protection Act and other relevant legislation
will be ensured.
Concerns
If you have any concerns about the ScotXed data collections
you can email the Head of Schools Analysis, Mick Wilson, at
mick.wilson@scotland.gsi.gov.uk or write to The ScotXed
Support Office, Area 2D, 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.
As part of school procedure, at the start of each school
session, parents will receive a brief consent form relating to
the publication of photographs, internet use and other areas
involving data protection.
School meals
School meals are provided from a nearby kitchen and are
planned to encourage healthy eating. The school operates a
cafeteria system, where children may choose from a selection
of dishes. Payment is on a daily basis.
Pupils who wish to bring packed lunches are accommodated
in the dining area and are supervised throughout.
If, for reasons of health, religion etc your child requires a
special diet, please contact the Head Teacher who will
consult the cook to ensure that a special diet is provided.
Children of parents receiving job seeker's allowance or
income support will be entitled to a free midday meal.
Information may be obtained from www.norht-ayrshire.gov.uk
or by telephoning 01294 310000
34
Only those children whose parents receive job seeker's
allowance or income support will be entitled to free milk
although this may change in future.
Mobile phones
While the benefits of mobile phones are recognised, they can
be a serious distraction to work. Pupils whose mobile phones
disrupt lessons can have them confiscated until the end of the
school day. Repeated disruption may result in phones being
retained until uplifted by a parent.
Inappropriate use of text messages and/or photographs whilst
in school may be treated as a breach of school discipline or a
serious incident which could be referred to the police.
School security
North Ayrshire Council has introduced procedures to ensure
the safety and security of children and staff when attending or
working in a school. A number of security measures are used
including the use of a visitors’ books, badges and escorts
while visitors are within the school buildings. Normally, anyone
calling at a school for any reason will be asked to report to
the school office. The school staff will then make any
necessary arrangements in connection with the visit to the
school.
The school procedures in relation to anyone visiting the school
are:
 all visitors to the school should report to the front door
 on entering the premises, visitors will obtain a security pass
to be worn while in the building
 no visitors will be allowed through the school unless
escorted by a member of staff
 following the 9a.m. bell, the front and rear doors are
closed and secured. Entry is only possible by ringing the
main doorbell and a member of staff allowing access
 any parents and/or pupils arriving late at school should
report to the front door
 should a child have a dental/doctor/hospital
appointment, he/she should bring a note advising the
school of the appointment times. The child must be
collected from the school by a responsible adult and
returned afterwards. No child will be allowed to leave the
school unescorted. This is also the case if a child is ill at
school and needs to go home. We cannot allow a child
out of school unattended.
CCTV monitors and cameras are installed as an extra security
measure. The cameras cover the front and rear of the school
and videos are made of each day's activities, and are held in
the school as proof of any incidents that occur in and around
the school grounds.
35
Medical and health care
Medical examinations are carried out at various times during
a child’s primary school years. Parents are given notice of
these and encouraged to attend. Vision and hearing tests
and dental examinations, which parents need to attend, are
also carried out and parents informed of any recommended
action or treatment. All examinations are carried out by
Ayrshire and Arran Health Board staff.
Parents should notify the school of any medical requirements
or allergies that their child may have. If medication is required
it is better if this can be provided outwith the school day but,
in cases where it is necessary during the child’s time in school,
parents should contact the school to make appropriate
arrangements for this. Staff are not obliged to administer
medicine.
If a child is taken ill or has an accident he/she is taken to the
Medical Room and attended to by a member of the school
staff or the school’s qualified First Aider.
If a pupil takes ill or has an accident at school which requires
that the child is sent home or for treatment, First Aid will be
provided and parents or carers contacted.
For this reason, it is important that the school has contact
details for parents/carers and an additional contact person in
case parents/carers cannot be reached. This information
should be updated as required.
Children will not be sent home from school unaccompanied.
In the event of a serious illness or accident, a member of staff
will accompany the child to a doctor or hospital and
parents/carers will be notified immediately.
Information in emergencies
We make every effort to maintain a full educational service
but, on some occasions, circumstances arise which lead to
disruption. Schools may be affected by, for example, severe
weather, temporary interruption of transport, power failures or
difficulties of fuel supply. In such cases we shall do all we can
to let you know about the details of closure or re-opening. We
shall keep you in touch by using letters, notices in local shops
and community centres, announcements in local churches
and announcements in the press and on West FM. We have
an agreement with the local community centre that should
we need to evacuate the school for any reasons, they will
provide us with a place of safety.
School fund
Fund-raising activities are held in order to gain and maintain a
fund that can be used to the pupils' advantage e.g.
subsidising outings, parties or purchasing equipment which
would not be provided by the Authority.
36
Listening and learning
It is the policy of North Ayrshire Council to try to encourage
feedback on the education service from parents and pupils.
This is part of our overall commitment to giving the best
possible service and to working in partnership.
We are therefore very interested in feedback of all kinds,
whether it be compliments, suggestions or complaints. If you
wish to register a comment of any type about the school you
can do this by writing, telephoning or making an appointment
to see someone. All feedback is welcome and helps us keep
in touch.
If, in particular, you have a complaint about the school,
please let us know. It is better that these things are shared
openly and resolved fairly, rather than being allowed to
damage the home/school relationship. There will be no
negative consequences arising from making a complaint and
we will deal with the issue as confidentially as possible. If we
have made a mistake we will apologise quickly and clearly
and try to put things right.
There are some things which you should take note of in
relation to making a complaint:
 It is helpful if complaints are made initially to the Head of
Establishment. This makes sure that the school knows what
is going on and has an opportunity to respond and resolve
the issue.
 We will try to respond as quickly as possible, but often issues
are complex and need time to investigate. It is therefore
helpful if you can give some details of the issue and ask for
an early appointment to discuss it.
 If you are not satisfied with our response then you still have
the right to take up the matter further with the Head of
Educational & Skills at Cunninghame House, Irvine KA12
8EE(01294 324400)
 You should also note that you have the right to raise
unresolved concerns with your local councillor or MSP/MP
or, if you are still unhappy, the Public Services
Ombudsman.(see address at end of handbook)
 Parent Councils have an important role in developing links
between the school and the wider parent body and can
often be helpful in helping with issues of general concern.
However, parents are advised that individual, more personal
complaints are not appropriate for raising via Parent Councils
due to the need for appropriate confidentiality.
School Transport
General
North Ayrshire Council has a policy of providing free transport
to all primary pupils who live more than one mile from their
catchment area school by the recognised shortest safe
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walking route. This policy is more generous than the law
requires and the provision of transport could be reviewed at
any time. Parents who consider they are eligible should
obtain an application form from the school or the Education
& Skills, Cunninghame House, IRVINE KA12 8EE. These forms
should be completed and returned before the end of
February for those pupils beginning school in August to enable
the appropriate arrangements to be made.
Applications may be submitted at other times throughout the
year but may be subject to delay while arrangements are
made. The appropriate officer has discretion in special
circumstances to grant permission for pupils to travel in
transport provided by the authority, where space places are
available and no additional costs are incurred.
Pick up points
Where free transport is provided it may be necessary for pupils
to walk a certain distance to the vehicle pick-up point.
Walking distance in total, including the distance from home to
the pick-up point and from the drop-off point to the school in
any one direction, will not exceed the Council's limits (see
above paragraph). It is the parents’ responsibility to ensure
that their child arrives at the pick-up point on time. It is also
the parent's responsibility to ensure the child behaves in a safe
and acceptable manner while boarding, travelling in and
leaving the vehicle. Misbehaviour can result in children losing
the right to free transport.
Placing Requests
North Ayrshire Council does not provide transport for those
pupils in receipt of a placing request other than in exceptional
circumstances.
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GOOD
COMMUNICATION
IS IMPORTANT
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Home/school links
The principal teacher, Mrs. Richmond, is in charge of the
parental/adult volunteer programme. Before an adult
volunteer helper can work in the school they will meet with
Mrs. Richmond, discuss how they would like to help and hear
the arrangements for participating. When all the necessary
procedures have been completed Mrs. Richmond will meet
with the helper again and provide some very simple training
and guidance. We are always delighted to have
parents/grandparents working in the school and appreciate
the range of skills and strengths that they bring.
The school operates an open door policy and parents are
always welcome to come to the school to discuss any
concerns or issues. However, the Head Teacher can not
always see you immediately as she/he may be in class. The
class teacher can only see parents at a suitable time not
during the school day.
Parents are kept informed regularly of events in the school
and curricular issues. A newsletter is issued each month and
we hold a variety of parents meetings and workshops
throughout the year. We, at times, use text messages to
remind you of events in the school or to check with you about
your child’s absence. We also have an introduction to nursery
programme and an introduction to primary programme so
that both parents and children are more confident in starting
their nursery and primary education at Loudoun-Montgomery
P.S. Children coming in to the school in Pr.1 are provided with
a school induction pack and we are reviewing our pack for
those who join our school community at different stages.
Further, we have a wide range of parent information leaflets
on different aspects of the curriculum, school practice and
procedures. You just need to ask at the office. We hope that
in the new future you will also be able to view these on-line.
We do not currently have a Parents’ Association or a Parents/
Teacher Association but we are very fortunate in having a
responsive and helpful parent body. Parents also generously
support fund-raising events e.g. Christmas Fayre , and this
allows the children to participate in a variety of activities and
visits at considerably reduced prices.
Parent Forum and Parent Council
The Scottish Schools(Parental Involvement)Act 2006 aims to
encourage support more parents to become involved in their
child’s education.
The main aims of the Act are to:
 help parents become more involved with their child’s
education and learning
 welcome parents as active participants in the life of the
school
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
provide easier ways for parents to express their views
and wishes.
To help achieve these aims, all parents are automatically
members of the Parent Forum at their child’s school and are
entitled to have a say in selecting the Parent Council(the
representative body) to work on behalf of all parents at the
school.
The objectives of the Parent Council are to:
 to work in partnership with staff to create a welcoming
school which is inclusive for all parents
 to promote partnership between the school, its pupils
and all its parents
 to develop and engage in activities which support the
education and welfare of the pupils
 to identify and represent the views of parents on the
education provided by the school and other matters
affecting the education and welfare of pupils
 to be involved in the recruitment process for appointing
the Head Teacher and Depute Head Teacher of the
school.
Any parent or carer of a child at the school can volunteer
to be a member of the Parent Council. The Head Teacher
is the professional adviser to the Parent Council and has a
right to attend and speak at Parent Council or Parent Forum
meetings.
For more information on the Parental Involvement Act or to
find out about parents as partners in their children’s learning,
please contact the school or North Ayrshire Council
Educational Services or visit the Parentzone website on
www.parentzone.gov.uk
School/pupil committees
Every child in the primary school is a member of a pupil
committee and staff help the pupils plan, organise and run a
variety of events and activities throughout the school year. In
this way pupils develop a wide range of skills that will stand
them in good stead throughout their lives and become
confident individuals, responsible citizens, effective
contributors and successful learners.
Transfer from Primary School to Secondary School
Pupils are normally transferred between the ages of eleven
and a half and twelve and a half years of age so that they will
have the opportunity to complete at least 4 years of
secondary education. Parents will be informed of the
arrangements no later than December of the year preceding
the date of transfer at the start of the new session.
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At present our Primary 7 pupils transfer to Irvine Royal
Academy, Kilwinning Road, Irvine. (Tel. No. 01294 278756) We
have good liaison with the staff of the secondary school.
Parents meet senior members of staff early in the year to hear
about the transfer and the life of the academy. Parents also
meet with staff from the academy nearer the end of Primary
7. Pupils from Pr.6 have a visit to the secondary whilst Pr.7
pupils visit the secondary regularly for lessons, curricular liaison
visits and induction days.
Important addresses
Carol Kirk
Corporate Director
Education & Skills
North Ayrshire Council
Cunninghame House
IRVINE KA12 8EE
Local councillor
Mr. D. O'Neill
Cunninghame House
IRVINE KA12 8EE
School lets
Community Facilities and Resources Team
Educational Services
4th Floor
Cunninghame House
IRVINE KA12 8EE
Public Services Ombudsman
Tel: 0131 225 5300
Website: www.ombudsmanscotland.org.uk
Although this information is correct at the time of printing,
there may be changes affecting any of the matters dealt with
in the document a)
before the commencement or during the course of the
school year in question
b)
in relation to subsequent school years.
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