1. Introduction

Recognition is made of the important and influential role of parents in the education process and the need for there to be good relationships and exchanges of information between home and school. 

The responsibility of educating the child is a shared one, a partnership between school and parents, both having different but complementary roles. - INFORMATION FOR PARENTS

The Head Teacher and staff wish the success of your child at school and will be as helpful as possible during the period that he or she is within our care.

In concluding this introduction, I would point out that the scope of this document is such that it can only be a summary of certain points of organisation of the school, and that it may be altered or added to in the future in the light of experience.

Euan H. Mackie B.Sc.

Head Teacher.

Lochardil Primary School is a modern single stream primary school, built in 1964, at the same time as the Lochardil housing area was developed.

The school is of an attractive design situated in spacious grounds with a sports-field, grass and tarmac play areas and shelters. There are eight classrooms in the main teaching block and two classrooms and a nursery unit in the adjacent annexe block. All rooms are in good condition, well equipped and have open outlooks. There is an excellent hall with a wide range of P.E. equipment, a stage with curtains and spotlights, and an adjacent General Purposes room which is used for Information Technology, a Reference Library and Music etc.

All the classrooms are well stocked with text books and teaching materials and have areas set aside for class libraries. Additional library books and teaching resources are stored at several central locations in the school.

The school is well equipped with computers with at least two for each classroom and a computer suite in the G.P. room.

School meals are cooked on the premises in the School Kitchen and served in the adjacent dining room.

Lochardil School has always been a happy school with high standards of education. Our pupils are encouraged to be caring, polite and respectful. The education offered is a blend of the best of traditional and up-to-date methods. Language and mathematics are crucially important in the primary school curriculum and achievement in these subjects is stressed. A wide range of activities are offered in the school during the school session and achievement in music and sport is notably very high with distinctions being won at local and national level.

School uniform is warmly recommended and is worn on a regular basis by all the pupils. This adds to the sense of community within the school and reduces the need for unnecessary expenditure by parents to meet changes in fashion. The uniform is described in the last section of the brochure,

The parents and the School Board provide very good support for the school.

3.1 EDUCATIONAL AIMS AND POLICY OF THE SCHOOL

The aims of the school are:

The School’s Curriculum is built upon guidance on Primary Education produced by the Scottish Education Department contained within the " 5 -14 " programme.

The Primary Curriculum consists of English Language, Mathematics, Environmental Studies (History, Geography, Science, Technology), Health Education and Personal and Social Development, Expressive Arts (Art, Music, Physical Education) and Religious and Moral Education.

There are differences in age, maturity, ability and personality of the children in each class. Each child has different educational strengths and needs. Effective teaching and classroom organisation has, therefore, to be flexible and varied to extend the abilities of all the pupils.

These methods include;-

Class teaching and discussion to introduce, emphasise and revise the main points in all the pupils’ learning.

Group work to accommodate and extend groups of pupils at a similar stage of development (as in reading and mathematics).

Individualised work and activities to allow children to work independently at their own level.

The development of a child’s language skills is a top curriculum priority because good language development provides the sound basis for understanding and communicating in all parts of the curriculum. A broad based curriculum with a variety of experiences and activities will nourish the development of language.

Talking, listening, reading and writing are all parts of language, We all recognise the importance of reading and writing in the curriculum, but oral expression and careful listening are also very necessary parts of learning. All pupils must have opportunities to develop these skills in the classroom.

The teaching of reading goes on right through the primary school. Pupils are taught to read text fluently, with oral expression and with good understanding. This teaching continues into the senior years, developing skills of comprehension and broadening the awareness of the function and structure of language, In particular, we wish to encourage an interest in recreative reading as this benefits a child’s language abilities substantially.

The pupils are taught how to write and to use their writing skills for different purposes. They will be writing reports, notes, stories, poems, letters and sometimes plays. They will be concerned that other people can read what they write. For this reason, punctuation, spelling and handwriting are important aspects of writing, and are systematically taught.

Mathematics is a subject which permeates many aspects of modern life. An understanding of mathematics is therefore very important for our pupils for their intellectual development and future prospects.

The mathematics curriculum includes work in number, money and measurement, shape, position and movement, information handling and problem solving.

Pupils are introduced to new number work and mathematical concepts through practical experiences and situations. They learn to use mathematical materials, counters, cubes, etc. to gain a good understanding of the concepts involved, When the opportunity arises, work in class is directly related to real situations, so pupils know just why they are doing such work.

Particular attention is given to making the pupils numerate - a necessary aspect if children are to deal competently with the mathematics in later stages. In this respect, pupils have to become adept at mental arithmetic, using calculators and also with traditional paper and pencil methods of calculation.

Problem solving is given importance at all stages as this involves a real use of logical thinking skills. All classrooms have plenty of resources for stretching the more able in mathematics. Computers are increasingly being used for problem solving activities and for information handling using databases and spread sheets.

This involves the study of history, geography, science, technology, and the local environment through a ‘project’ or ‘centre of interest’ approach. Some of these ‘centres of interest’ may well include elements of each of the subject areas mentioned above, whereas others may stay within one area. Some examples of project titles are:-

Myself

Wet and Dry

Inverness

Energy, etc.

The project method is well developed in the primary school. The teacher uses the theme of the project and the interest of the children as a starting point to stimulate an attitude of enquiry among the pupils, encouraging them to question, listen, observe, read and find out information about the topic.

This information is discussed, organised and presented in the form of a class book, individual project books or diaries, a wall display or an oral presentation.

Throughout the project, the basic skills of mathematics, science and language are prominently being used in real contexts. There is a role too for the expressive arts.

Environmental Studies work is at its best when the children become closely involved with the topic - hence the importance of using the child’s own experiences, locality and environment as a starting point and to use this to move out to a fuller understanding of the world.

It is the aim of the school to try to ensure a comprehensive coverage of the subject areas during each session and in subsequent sessions. This is facilitated by a structured programme of topics within the school and the careful planning of the class teacher.

The aim of Religious & Moral Education in school is to give pupils knowledge and understanding of religion as an important expression of human experience. The school programme includes the traditional Bible stories, the work and life of Jesus Christ, the Harvest, Christmas and Easter festivals, reference and awareness of other world religions and the more general topics of morality, including truthfulness, kindness and care for others.

All classes follow a programme of Religious Education which also includes the use of the BBC’s "Scottish Religious Service" broadcasts for senior pupils. The weekly School Assemblies have a role in giving children experience of participation in song, prayer and story in the encouragement of moral and Christian virtues.

Parents who desire the withdrawal of their child from these activities may do so by contacting the school. Suitable arrangements will then be made.

3.8 HEALTH EDUCATION AND PERSONAL & SOCIAL DEVELOPMENT

Health & well -being are positive concepts that embrace physical, emotional and social dimensions. These aspects are developed through whole school strategies of Health Education and Personal & Social Development. These include:

·         Health Education and Personal & Social Development as integral parts of the curriculum;

·         A positive school ethos and promotion of safety and good health;

·         Relationships with the community, ‘ parents as partners’ and the Health Services and other agencies.

Pupils enjoy the expressive arts because this is an active part of the curriculum from which they can directly gain a sense of satisfaction and achievement. The importance of these subjects in child development is now well recognised. The expressive arts constitute a positive factor in developing a child’s self-image, confidence, maturity and personality.

The P.E. syllabus is broad based. Pupil skills and co-ordination are developed according to age and ability in the areas of gymnastics, apparatus work, athletics, dance and games. The class teachers use their hall times to complement the work of the visiting teacher of physical education.

During the school session the senior pupils receive opportunities to play football, basketball, new image rugby, softball, hockey and cricket. Cross-country running, skipping and aerobics are also offered. Scottish Dances are taught in the winter term.

Pupils in Primary 5, 6 and 7 receive a block of weekly swimming lessons at the Inverness Aquadome.

All children are involved in singing and music making activities each week. The class teachers use radio and television programmes to complement the work of the visiting music specialist. Singing and music making is also an important part of school assemblies. Senior pupils receive opportunities to play the recorder, sing in the school choir, and to play percussion instruments.

Chanter and stringed instrument instruction is offered to small groups of P.4, 5, 6 or 7 pupils (depending on the availability of the instructors’ time and results of an aptitude test).

The visiting art specialist works alongside the class teachers in the integration of art and craft activities within the curriculum. Pupils are given experience with a variety of skills and techniques, painting, collage, modelling, drawing, marbling, etc.

3.14 MODERN LANGUAGES

In response to the increasing importance being placed on the learning of modern languages, the school uses audio-visual materials for introducing a little French to the pupils at each stage. All pupils will get an input every session. The aim is to develop an ear for a modern European language at an early stage.

Research has shown that homework contributes to the educational progress of the child. The School has a policy of giving a set amount of homework to pupils on Monday to Thursday evenings. The homework consists of reading (all pupils receive weekly reading) and a revision of skills already taught. Homework should not require longer than 30-45 minutes. The aim is to encourage regular study habits, consolidate skills and to give parents an insight into school work.

The school is opposed to all forms of prejudice and discrimination; It provides equality of opportunity through ethos and working practices; It promotes understanding and respect for other people's cultural identity and beliefs;

The school aligns itself with the Highland Council Education Service's "Anti-racist and Multi-cultural" Guidelines for Primary and Nursery Schools" (May 1997).

Children differ in their strengths and needs in school work, e.g. some will need more support than others in learning new ideas while others may only occasionally require a little support with a particular difficulty.

The head teacher, depute head teacher and the learning support teacher will, as a matter of course, work alongside the class teacher in the classroom supporting the learning of all the children. The headteacher and depute head teacher will regularly discuss the general progress of the pupils with the teacher, while the learning support teacher offers advice, teaching materials or tuition for children with a particular problem.

In the case of a pupil whose progress is considered to be perhaps less than his/her potential might suggest, the parents will be involved at an early stage, possibly to give continuing support at home. It may also be necessary to discuss with parents the need to refer the child to the School Psychological Service to test the child’s ability and to try to discover the underlying nature of the problem.

When the pupil is assessed to have ‘special needs’ through some physical, mental, or developmental factor, a ‘Record of Needs’ will be drawn up and maintained in the school. The school has then to address these ‘needs’ with possibly extra tuition from a support teacher, an auxiliary, special equipment and/or learning materials.

The teacher supervises the pupils in her class on a day to day basis, throughout the session, and keeps an appropriate record of their progress in the class progress folder. At certain times of the session she focuses on a particular aspect of the curriculum for a close look i.e. Reading for Enjoyment, Writing for Information etc.

Assessment tasks are sometimes used to confirm that mastery of a skill is being achieved and that the child is making progress. Sensitivity is exercised when assessing pupils. It is important not to discourage young pupils with a sense of failure, but to use assessment to pinpoint educational strengths and needs in order to give the appropriate help.

A child’s progress is also measured against 5 national levels of attainment. The five levels cover curricular progress for pupils from Primary 1 to Secondary 2 ( ages 5-14 ) :

Level A should be attainable during P.1-3 by almost all pupils,

Level B should be attainable in P.3 or even earlier, but by most in P.4,

Level C should be attainable during P.4-6 by most pupils,

Level D should be attainable by some pupils in P.5-6, but by most in P.7

Level E should be attainable by some pupils In P.7 and Secondary 1, but certainly by most in Secondary 2.

When the class teacher is confident that a pupil has attained the next level in class work, she will use the national test materials to confirm this assessment. The use of the national tests will be carried out in a low-key manner with groups of pupils and may be used at any time of the session.

In reports, the teacher’s statement that a child is, e.g. working towards level C in Language, will be simply an indication that, broadly speaking, he or she has worked through levels A and B on the Journey from early to later stages of the 5-14 curriculum and has still to move on to two more stages, D and E.

Parent-teacher liaison activities are offered in September, November, February and June.  Reports will highlight the pupil’s strengths and needs in mathematics and language work, identify particular targets for individual children and identify a small number of important ‘Next Steps’. 

Parents are also welcome to contact the school at any time, and make an appointment to see the Head Teacher, Depute Head Teacher, the Class Teacher or Learning Support Teacher to discuss their child’s progress.

The school has an important contribution to make to the development of a child’s spiritual, moral, social and cultural values. Whilst the school’s programmes of Religious and Moral Education, Environmental Studies and the Expressive Arts will provide knowledge and awareness of these values and promote a sense of identity for the child, the ethos and atmosphere of the school will also be crucial in developing these important attributes in a practical way.

The school ethos is based on high expectations of good behaviour, conduct and achievement and the calm and friendly atmosphere is often commented on by visitors. These aspects are encouraged and underpinned by the school’s "Code of Conduct", School Rules, Anti Bullying Policy and Multicultural and Anti-Racist Guidelines.

The "Code of Conduct" is a positive description of the kind of everyday behaviour the school would expect from the pupils and complements a statement of the school rules. These expectations of behaviour and rules are discussed regularly with the pupils, and form a background for the organisation and everyday life of the school. The points covered include:

These objectives are very important for the school and for each individual pupil. They contribute to producing a caring school community and above all are the prerequisite for high standards of achievement,

The school rules are designed for the safety of the pupils. It is a clear expectation that the pupils know these rules and follow them in all situations.

Occasionally, when a pupil’s behaviour is less than satisfactory, a verbal reprimand is given in the first instance and this usually suffices. However if this does not remedy the situation, the pupil may be required to lose a privilege e.g. to stay in at break time and re-do some inadequate work, or be referred to the Head Teacher who may, if appropriate, contact the parents.

Bullying, should it occur, is taken very seriously. While it is not in any way prevalent in this school, it can be very distressing for those involved if it happens. This is why we wish to explicitly address this subject and provide clear guidance for pupils, parents and staff on what to do if a situation should arise:

Bullying can take many forms. Sometimes it involves physical harassment i.e. kicking or hitting. Less visible but no less distressing are name calling, ‘sending to Coventry’, exclusion from playground games, or taunting.

Bullying is the deliberate hurting, threatening or frightening of an individual or group by another individual or group. It is distinct from the spontaneous upsets and disagreements which may happen among children from time to time.

Note: The victim of bullying may show signs of being unhappy, unduly quiet or weepy, play separately, feel ‘ill’, and/or not wish to go to school. If these symptoms occur frequently then the question of bullying should be considered.

If parents see, or are told about bullying taking place, they should ensure that someone at the school knows about it. Situations are made far worse, when bullying continues over a period of time without the school being aware of what is happening. On the other hand, bullying is quickly stopped when addressed at its onset.

If your child is involved in bullying, you should reassure him or her and talk about the full scenario. Try to ascertain the facts of the incident and contact someone at the school as soon as possible. Do not wait to see if the matter resolves itself.

If pupils see or hear about bullying taking place, they should speak up and come forward to establish the truth and end the unpleasantness. To have knowledge of bullying and not to speak up is to condone this behaviour.

If the school is told about an incident of bullying, we will address the matter seriously and sensitively and in co-operation with the parents of the victim. We will seek to reassure the victim, encourage others to speak up to establish truth and fairness and make clear that the bully’s behaviour is unacceptable. The bully will be encouraged to see the victim’s point of view and if appropriate, be set a punishment and have his/her parents contacted.

We emphasise the importance and success of early intervention.

The school recognises the role of the parent in the education process as that of a partner. School and parents having different but complementary roles.

The individual interest and support of parents in their child’s education is crucial, and the school welcomes the involvement of parents in helping their child with reading and homework, etc.

The school also looks for the support of parents for the school rules and the code of conduct.

Parents also contribute to the success of the school by voluntary activities :

Lochardil School has a School Board, when fully constituted, consisting of four parent members, one staff member, and two co-opted members. The purpose of the School Board is to establish close links between schools and parents. A School Board’s duties and functions include :-

The names and telephone numbers of Parent Board Members are included in the information sheet at the end of this brochure. Meetings are open to the public, and dates, times and agenda of meetings are sent home in the schoolbag mail. Minutes are available from the display rack outside the school office. Correspondence should be sent to the Clerk of the School Board, c/o Lochardil Primary School.

5.3 SCHOOL UNIFORM

The wearing of uniform is warmly recommended and encouraged. Visitors to the school remark on the high standard of uniform worn by our pupils. This reflects the important support for uniform shown by parents. Uniform reduces the need for unnecessary expenditure by parents to meet changes in fashion and is a contributory factor to a good school community atmosphere.

The uniform is the standard low-cost school wear available through most retailers with the addition of the purple Lochardil School tie and the purple v-neck sweatshirt available from the school:

The guidance for parents on uniform is as follows

Boys: Grey trousers, grey socks, grey or white shirt, school tie, grey pullover or purple v-neck sweatshirt, black shoes;

(In addition: White or purple polo shirts; Gingham dresses; Black shorts or cycle shorts for P.E)

To maintain a high standard of appearance and to reduce the undue influence of fashion trends, it is recommended that designer sweatshirts, sports and football wear should not be worn to school on an everyday basis.

It is ultimately the parents' decision to what extent they follow this advice. The school will continue to encourage uniform and ask for pupils to wear uniform (i.e.with tie) for representational events.

The Highland Council allocates an allowance to the school for everyday expenditure on books, jotters, stationary and supplies. This allowance currently stands at £32.50 per child per annum. (This works out at approximately 16p per child per school day). The School Fund helps to meet the cost of additional expenses and equipment that normally cannot be met by the local authority’s funding.

Most income for School Funds comes indirectly from parents. The main sources are photograph sales, fund-raising events and parental contributions for extra-curricular visits and events. Parents are also asked for a voluntary contribution of £1 per child to School Fund at the beginning of the term in August, January and April.

School Funds cover the cost of many items e.g.

The Christmas Parties - decorations, ice cream, drinks, and presents etc; The School Sports - extra sports equipment, athletic and sports strips, Affiliation and entry fees, and travel costs to sporting events; Extra items of classroom equipment including computers and library books; Subsidising the cost of theatre visits, school visits and music, puppet and drama performance costs in school.

School Funds are audited annually.

6.1 ENQUIRIES AND VISITS TO THE SCHOOL

The school’s website  at www.Lochardil.Primary.care4free.net  contains comprehensive information about the school including the prospectus, term dates, forthcoming events and school meal menus.

The school telephone information service accessed by dialling the Highland Council number 0870 054 6999 and entering the school’s access code 04 2500 gives up to date information on times of forthcoming events and holiday dates. Notice will also be given on this service about closure of the school because of adverse weather conditions, and the status of events like Sports Afternoons.

In addition, general enquiries can be made by phoning or calling at the school office.  Parents seeking a place for their child in the school are welcome to visit the school by appointment.

6.2 SCHOOL TIMES

The school times are:

Children, who are unwell, should be kept at home until they are fully recovered and ready to cope with school again. If requested, some work can be sent home. A note, explaining the reasons for absence should be given to the class teacher on return. Forewarning of absence for medical appointments is appreciated.

Apart from illness, absence from school should be kept to a minimum and parents should not, in normal circumstances, take a child away from school for holiday and social purposes. Not only will their child suffer by missing important lessons and losing the continuity of education, but other pupils may lose out as new work may be delayed or need to be re-taught. Authorisation from the headteacher for such absences should be sought in advance.

The overall attendance rate at the school is very good and well above the national average (see appendix)

Items of clothing should be clearly marked with the child’s name or initials - otherwise they are unlikely to be identified if lost. Please note that the school cannot be responsible for money or valuables that are brought into school. We therefore ask that valuable personal possessions are left at home. Younger children should carry school money in a purse or envelope, marked with the purpose, and hand it over to the teacher when they come in to school in the morning.

Lost property is held in a tray outside the school office.

6.5 SCHOOL MEALS, MILK AND PACKED LUNCHES

A two-course meal is served daily in the dining room and choice of main dish is usually available. A Monthly Menu is available on request and is given to those children taking school meals. Lunch tickets must be purchased on Mondays to cover the meals required for the following week. Tickets for occasional lunches should also be purchased at that time.

Children of families receiving Income Support qualify for free meals. Application forms are available from the school and should be submitted to the Inverness Area Education Office, 13 Ardross Street, Inverness.

Milk  or “Milk and Fruit” can be purchased in the dining room at interval and lunchtime.

Tables are allocated in the dining room for pupils with packed lunches.

In view of the increased number of pupils bringing packed lunches to school, the Highland Council has drawn up a set of guidelines in order that certain standards of health, hygiene and safety are maintained.

Various Book Clubs are operated by the class teachers. Children can choose to buy books through this club on a monthly basis.

6.8 SCHOOL DENTAL HYGIENIST

A dental hygienist visits the school annually to talk to the pupils about the importance of dental hygiene.

If a child becomes unwell in school or is hurt at break time, the parents are immediately contacted. It is, therefore, very important that parents keep the school informed of their emergency contact arrangements for such eventualities.

The School Nurse visits the school regularly and advises on the health of the children. The following inspections are carried out by the School Doctor and Nurse :

Health Education talks by the School Doctor and Nurse are arranged for Primary 6 &7 pupils. Parents are notified when this is about to take place.

Parents are asked to keep the school informed of any relevant details concerning their child’s health. The School Nurse is available for advice on health problems and can arrange, if’ required, a home visit. She can be contacted by phoning 704000 ext 3214 Child Health (best time 4 to 5.00 p.m.)

6.11 SAFER ROUTES TO SCHOOL

The school promotes the “Safer Routes to School” initiative and encourages the regular walking and cycling of pupils and families to and from school. The school supports the work of the local School Safety Team and promotes “ safer routes” by Road Safety instruction and Cycling Proficiency courses, the improvement of facilities for bicycles in school, and the improvement of safe routes to school through the community.

It is, of course, the responsibility of parents to see that their child’s bicycle is safe and to decide whether their child is mature enough to cycle on the open road.  In making a judgement about this, parents should take into account the fact that children under the age of nine have not fully developed their perceptive abilities, are unable to properly judge the speed of traffic and to recognise potentially dangerous situations.  It is for this reason that Road Safety Officers do not consider any child of nine years of age “ready” for cycling proficiency instruction and to be fully competent to cycle on roads with traffic.

Those pupils, who do cycle to school, are asked to be particularly careful when arriving and leaving the school.  The wearing of cycle helmets is encouraged.

At the end of the primary stage of education, pupils transfer to Inverness Royal Academy, Culduthel Road, Inverness, telephone number 0463 222884.

6.13 CHILD PROTECTION

From time to time incidents can occur within the school setting which cause concern and could indicate that a pupil is suffering some form of abuse.

In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation.

All agencies involved in Child Protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff. 

More information about Child Protection Procedures within Highland can be obtained from the Child Protection Development Officer, Mrs Susan MacLaren, Highland Child Protection Committee, Kinmylies Building, Leachkin Road, Inverness, IV3 8NN – Telephone  (01463) 703483– Fax (01463 713237)

6.14 ADVERSE WEATHER CONDITIONS AND SCHOOL CLOSURES

Lochardil School is not usually badly disrupted by the adverse weather conditions that are prevalent in the winter months.  However, in line with Highland Council policy, the following points are given for your notice.

1.  The decision as to whether a pupil shall attempt to travel to school in adverse weather conditions, whether by transport or by foot, lies with the parents.  While recognising that education should be interrupted as little as possible, the Education Authority accepts that in severe weather conditions, the safety of the pupils is paramount.

2.  During adverse weather conditions, the school would always try to maintain a normal service.  If there was an occasion when the school was unable to open, due to overnight power failure and/or heating problems, notice would be given in the morning on local radio, and on the school’s telephone information service which can be accessed by dialling the Highland Council’s access number 0870 054 6999 and entering the school’s pin number 04 2500. 

Radio Stations request that since telephone lines are busy at such times, parents should not phone in for advice but listen to appropriate broadcasts.

BBC SCOTLAND: BBC Alba/Radio nan Gaidheal Morning Report 6.45 - 7.00 a.m.; 7.30 - 8.00 a.m.

MORAY FIRTH RADIO: Hourly news bulletins and emergency bulletins when schools are affected by bad weather.

3.In the event of school closure during the day because of weather conditions or other emergency, every attempt will be made to see that children will be sent home in family groups and/or with friends. To enable this to take place smoothly, all children should be made aware of their emergency arrangements .

Parents should advise the school of an alternative address which may be used by their children in such emergencies.

Infants who are to commence schooling in the new session, are invited to spend an afternoon in the primary one classroom before the summer holidays. This usually takes place in the first week of June. The entrants are split into two groups, each being allocated an afternoon. Parents are welcome to remain with their child if they wish. The new entrants have schooling in the morning only, from the beginning of the session until the October holiday.

 © Lochardil Primary School, January 2002