2020 2021 Heathfield Primary School and Early Years Centre - Glow Blogs
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Heathfield Primary School and
Early Years Centre
2020 - 2021
Table of Contents
Head Teacher – Welcome Statement ........................................................................................................................2
School Information .....................................................................................................................................................3
School Staff: ............................................................................................................................................................4
The School Day:......................................................................................................................................................4
Enrolment ....................................................................................................................................................................6
Parental Involvement .................................................................................................................................................7
Parents and Families as Partners – Parent Council and Parent Forum: ..........................................................7
School Ethos ................................................................................................................................................................9
The Curriculum ........................................................................................................................................................10
Curriculum for Excellence ..................................................................................................................................10
Broad General Education ....................................................................................................................................10
The Core Curriculum...............................................................................................................................................11
Curriculum Development ....................................................................................................................................13
Opportunities for Wider Achievement: .............................................................................................................13
Composite Classes: ...............................................................................................................................................13
Religious and Moral Education: .........................................................................................................................14
Health and Wellbeing: .........................................................................................................................................14
Equal Opportunities and Inclusion: ...................................................................................................................14
Assessment.................................................................................................................................................................15
Transition ..................................................................................................................................................................16
Support for Pupils ....................................................................................................................................................17
Getting it Right for Every Child (GIRFEC) ......................................................................................................17
Additional Support for Learning: ......................................................................................................................17
What are additional support needs (ASN): ........................................................................................................17
Supports available ................................................................................................................................................19
Psychological Services ..............................................................................................................................................21
School Improvement.................................................................................................................................................22
School Policies and Practical Information .............................................................................................................24
Rights Respecting School .....................................................................................................................................24
Behaviour Policy...................................................................................................................................................24
Classroom Charters .............................................................................................................................................25
Emergencies ..........................................................................................................................................................25
Heathfield Primary School Code of Conduct ....................................................................................................25
Pupil Voice ............................................................................................................................................................26
Choosing a School.................................................................................................................................................26
Attendance ............................................................................................................................................................26
Care and Welfare......................................................................................................................................................27
School Uniform Policy .........................................................................................................................................27
Playground Supervision.......................................................................................................................................28
Parental Complaints Procedure ..........................................................................................................................28
School Meals and Free School Meal Information .............................................................................................28
Footwear and Clothing Grant information........................................................................................................29
Transport Guide to Parents and families (excludes EYC provision) ..............................................................29
Seatbelt statement ............................................................................................................................................30
Privileged seats .................................................................................................................................................30
Insurance ...............................................................................................................................................................30
Valuable Items..................................................................................................................................................30
Use of Mobile Phones ...........................................................................................................................................31
Use of Social Media ..............................................................................................................................................31
Health and Medical Information ........................................................................................................................31
Data Protection Act..........................................................................................................................................33
How we will use the information about you and your child.........................................................................33
Helpful Addresses and Websites.....................................................................................................................34
Additional Information for Parents ...............................................................................................................35
Head Teacher – Welcome Statement
Dear Parents,
Our handbook highlights the aims of Heathfield Primary School, gives you information about the
curriculum in its many forms and identifies some of the activities which take place in the school. There is
an ever-increasing number of opportunities when you, as parents, can become involved in the life of our
school. By working together we can develop a partnership that will enhance not only your child’s
education but will also give him/her a sense of belonging and commitment to the community to which
he/she has joined.
Many of you will already have close links with the school and I look forward to working closely with you to
further strengthen existing relationships. I would like to extend a warm welcome to those of you joining
our school community. I look forward to welcoming you and your child/children in person to the school
and working closely together in supporting your child’s development.
To the Parents and families of the children who will join us in session 2018 - 2019, I hope the information
in our handbook will be of particular interest. When your child joins us at Heathfield we are entering a
new partnership where our aim is to provide an educational experience for all children which is of the
highest quality.
Please do not hesitate to contact me if you would like to discuss anything regarding your child’s
schooling. I firmly believe that between us we can achieve the best possible outcomes for your child.
Please feel free to contact me with any ideas or suggestions you may have. I feel one of the most
valuable resources is the parent body and everyone at Heathfield is very proud and appreciative of the
continuing, invaluable support we receive from Parents and families and the wider community.
Yours faithfully,
Gaenor Hardy
Head Teacher
2
School Information
Name Heathfield Primary School
Address Heathfield Road
Ayr
KA8 9DR
If you wish to consider Heathfield Primary as the school for you child
please contact the school office for more information or to arrange a
visit.
Telephone Number 01292 612123
Email address/Website Heathfield.Mail@south-ayrshire.gov.uk
https://blogs.glowscotland.org.uk/sa/heathfieldps/
Denominational status Non-denominational, P1-7
Accommodation and capacity Planning capacity: 746
Current roll: 494 (excluding Nursery)
Parents and families should note that the working capacity of the
school may vary dependent upon the numbers of pupils at each
stage and the way in which the classes are organised.
House structure The school operates a House Point System of Red, Blue, Green &
Yellow Houses supported by House Captains and teams of prefects.
Nursery provision The school operates a 50/50 Nursery Class
Catchment map and area Details of the school’s catchment area and street names are
available for inspection at the school and Parents and families can
also access them on the Council’s web site at – www.south-
ayrshire.gov.uk – Catchment map and area (available from the
School Management Section, Care, Educational Services, County
Buildings, Wellington Square, Ayr, KA7 1DR. Useful links to
additional information can be found in Appendix 2
Physical Access At the front entrance of the school there is a ramp allowing for
wheelchair access and we also have lift access at the main entrance
of the school. We have four disabled toilets on the ground floor and
two on the second floor. An additional handrail has also been fitted
to the staircase at the far end of the school.
Leadership Team Mrs Gaenor Hardy – Head Teacher
Mrs Elaine Cooke / Lynsey Livingstone - Depute Head Teachers
Miss Caryn Davidson / Miss Natalie Spence/ Mr A Ward - Principal
Teachers
3
School Staff:
Name Designation Name Designation
Miss A Menzies Class Teacher Mrs K Terras Music Teacher (0.2)
Mrs C McColl Class Teacher Mr R McClure PE Teacher
Mrs S Black Class Teacher Ms J Fraser PE Teacher
Mrs S Nicholson Class Teacher Miss N Connell Instrumental Teacher
Mrs S Knight Class Teacher Mrs D Witchard Clerical Assistant
Mrs M Litton Class Teacher Mrs S Chamberlain Clerical Assistant
Mrs J Cherry Class Teacher Mrs Y Oakley Clerical Assistant
Mrs M Ward Class Teacher Mrs K Wilson Clerical Assistant
Mrs L Connell Class Teacher Mrs J Fairley School Assistant
Mrs M Khan Class Teacher Mrs F Allen School Assistant
Mr A McGovern Class Teacher Mrs M Barr School Assistant
Mrs F Taylor Class Teacher Mrs A Cathcart School Assistant
Miss E McGhee Class Teacher Mrs M Thomson School Assistant
Mrs S Collins Class Teacher Mrs R McMillan School Assistant
Mrs E Ritchie Class Teacher Mrs A Wilson School Assistant
Ms C Burley Class Teacher
Mrs L McMillan Class Teacher Miss H Bloy Senior Early Years
Practitioner
Ms C Rolph Class Teacher Mrs Lindsay Dorans Senior Early Years
Practitioner
Miss L Boyd Class Teacher Mrs E Meeuwsen Early Years Practitioner
Miss J Webster Class Teacher Mrs K McLatchie Early Years Practitioner
Mr A Ward Class Teacher Ms G Small Early Years Practitioner
Mrs C Sewell Class Teacher Mrs C Bryden Early Years Practitioner
Mrs L Hall Class Teacher Mr P Forrest Early Years Practitioner
Mrs E McGovern Class Teacher Mrs K Sinclair Early Years Practitioner
Mrs H McBlane Pupil Support Ms H Martin Early Years Practitioner
Ms Young Pupil Support Mr R Anderson Janitor
Mrs S Mitchell Janitor
Ms D Strachan Cook
The School Day:
Start: 9.00am
Interval: 10.40am – 10.55am
Lunch: 12.35pm – 1.25pm
Close: 3.05pm
(Please note, breaks and closing times may be staggered due to Covid-19)
HOOSC (Heathfield Out of School Club) operates on a daily basis from 8.00am until 6.00pm. Further
information can be obtained by phoning 07752262449. There is a charge for this service.
45
Enrolment
The main enrolment exercise for Primary 1 takes place in January when pupils register for education. At
all other times, Parents and families should contact the school office and make an appointment to meet
the Head Teacher (unless you are making a placing request see section, Choosing a School).
The dates will be in the local press. Parents and families should make every effort to come to school on
the advertised days or where this is not possible, please contact the school to make an alternative
arrangement.
The induction programme for children coming into Primary 1 will be held during May and June. This will
include meetings for parents. Our induction programme provides opportunities for parents, families and
children to become familiar with Heathfield Primary.
Parents and families are welcome to speak to any of the Senior Leadership Team should you have any
comments, questions or concerns. We value working in partnership with our families. Please make an
appointment by phoning the school office on 01292 612123.
Parents and families may, if desired, make a request to the local authority for your children to be placed
in a school other than your local school. Further details and any other matter relating to enrolment can
be obtained from the school.
P1/P2 Area –
‘The Bays’
6Parental Involvement
Every effort is made to involve and interest parents and families in all aspects of schoolwork and activity.
The school encourages close liaison with parents and families and welcomes approaches from parents
and families with any suggestions about how to go about further improving this area. We see Home and
School as being a partnership to provide the best education possible for our children. A member of the
Senior Leadership Team will be happy to speak to you if you seek advice or wish to discuss a matter
which concerns you. It is obviously easier to organise if you arrange an appointment but if there is an
emergency please ring or call at the school.
Twice a year parents and families are invited to meet with their child’s teacher at formal Parents’
Meetings to discuss their child’s progress. In addition we have recently introduced less formal
opportunities for you to find out more through ‘Sharing our Learning,’ when the children are able to share
what they have been working on with you in their classroom.
The majority of communication from school is done by e-mail unless parents and families choose to opt
out of this in favour of hard copies. Our homework diary is also a valuable communication tool. Parents,
families and teachers are encouraged to use the diary to share information.
We are extremely fortunate that many parents and families give their support to the school whenever it is
required. Heathfield Helping Hands are parents and families who volunteer their time throughout the
year whenever they can to help with many practical tasks within the school. This is a wonderful way of
getting involved in the life of the school. We are also very well supported by the Parent Council and
Fundraisers who raise a great deal of money for the school. Any parents and families willing to give up
a little time to assist in the school should contact the school office in the first instance.
The school is an important feature of the local community and as such it is hoped to foster good
relationships with the members of this community. We have already established links with some local
businesses whose input to the school is greatly appreciated. We are also involved in providing
entertainment and gifts to local elderly citizens and other local hospitals/organisations. We constantly
seek to extend our community links through the introduction of new citizenship activities.
Children, as part of their work, will be involved in exploring their environment and we are always keen for
people in the community to offer their expertise to enrich this work. Members of the community, whether
parents and families or not, are welcome to visit the school to view the work that is going on.
Parents and Families as Partners – Parent Council and Parent Forum:
Parent Councils are the formal representative body for parents and families with children attending
school. Parent Councils are different in each school to enable them to meet the needs of parents and
families locally. Parents and families are welcomed to be:
involved with their child’s education and learning;
be active participants in the life of the school; and
express their views on school education generally and work in partnership with their children’s
schools.
7All parents/carers are automatically members of the Parent Forum at their child’s school. As a member
of the Parent Forum all parents and families can expect to:
receive information about the school and its activities;
hear about what partnership with parents and families means in our school;
be invited to be involved in ways and times that suit you;
identify issues you want the parent council to work on with the school;
be asked your opinion by the parent council on issues relating to the school and the education it
provides;
work in partnership with staff; and
enjoy taking part in the life of the school in whatever way possible.
The Parent Forum decides how their representatives on the Parent Council are chosen and how the
Parent Council operates. Parents and families are encouraged to volunteer or put themselves forward to
be chosen as representatives of the Parent Council if they wish.
The main aims of the Parent Council are to:
support the school in its work with pupils
represent the views of parents and families
promote contact between the school, parents, pupils, providers of early years education and the
community
report to the Parent Forum
be involved in the appointment of senior promoted staff; and
raise funds for the school for the benefit of pupils (the Heathfield Fundraisers fulfil this role).
Parent Council Members are:
Mr Chris Rimmer, Chairperson
Mrs Laura Meney, Treasurer
Mrs Gaenor Hardy, Head Teacher, Advisor
For more information on parental involvement or to find out about parents and families as partners in
their children’s learning, please contact the school or visit the Parentzone website at
www.parentzonescotland.gov.uk
Heathfield Fundraisers are mainly responsible for arranging events for parents and families and raising
funds for the school. Volunteers are welcome – please contact the school office if you want to join in.
The Scottish Parent Teacher Council is a national organisation for PTAs and PAs in Scotland. Parent
Councils can join too, and it runs an independent helpline service for all parents. They can be contacted
by phone on 0131 474 6199, fax 0870 706 5814 or email on sptc@sptc.info or write to SPTC, Mansfield
Traquair Centre, 15 Mansfield Place, Edinburgh, EH3 6BB.
National Parent Forum of Scotland – enquiry@parentforumscotland.org
The National Parent Forum of Scotland has been set up to give Parent Councils and parents and
families an opportunity to discuss and raise educational issues of mutual interest or concerns at a
national level.
8School Ethos
We are pleased to welcome your child to Heathfield Primary School and look forward to working with
you.
Heathfield has long established itself as a school which aims to provide the highest standards of
teaching and learning. We aim to support each pupil so that they may find the means of developing both
intellectually and socially; to prepare them for the challenges, responsibilities and experiences of adult
life; to provide a safe, suitable and enjoyable environment for learning; to instil a sense of responsibility,
social, personal and environmental; to have an effective partnership linking home, school and
community; to foster good relationships between staff and pupils and among pupils; to provide equal
opportunities for all pupils; to have a high expectation of pupil performance; to provide a full range of
courses in line with national and local guidelines.
All persons at school are treated equally, no matter their race, creed, colour or gender. Heathfield
promotes a socially just society in which each child can work and play in harmony and receive an equal
opportunity to develop to his or her own potential.
Heathfield School adheres to traditional values namely Honesty, Respect, Integrity, Equality/Equity
and Compassion. We aim to develop ‘A Curriculum for Excellence’ in line with national guidelines in
order to deliver the most appropriate curriculum to meet the needs of all our children today. We are also
concerned with the emotional and social development of our pupils. In co-operation with parents, we
aim to cultivate qualities of honesty and consideration for others; to encourage self–reliance and a sense
of responsibility to the community.
We aim to achieve the best by ensuring that the general ethos of the school is conducive to learning,
with the children participating actively and happily in school life.
A full copy of our school aims is available on request or can be found in the school improvement plan.
View from the library
9The Curriculum
Curriculum for Excellence
Curriculum for Excellence has been implemented across Scotland for all 3-18 year olds – wherever they
learn. It aims to transform Scottish education, raise standards of achievement, and provide young
people with the skills, knowledge and attributes they will need for learning, life and work in the twenty
first century. This is encapsulated in the aim to improve the life chances of every young person in
Scotland and develop their four capacities as: successful learners, confident individuals, responsible
citizens and effective contributors.
Curriculum for Excellence enables professionals to teach subjects creatively, to work together across
the school and with other schools, to share best practice and explore learning together.
Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping
their progression from nursery to primary, primary to secondary and beyond, ensuring the change is
smooth and builds on what they have learned at each stage. They will ensure that children continue to
work at a pace that is appropriate for them but which also challenges and supports them to achieve their
very best.
Broad General Education
Every child is entitled to a broad general education, whatever their level and ability. Every single
teacher and practitioner will be responsible for literacy and numeracy – the language and numbers
skills that unlock other subjects and are vital to everyday life. All teachers are also responsible for the
health and wellbeing of children and young people.
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, making learning
relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge
and skills 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.
All pupils are entitled to personal support to help them fulfil their potential and make the most of their
opportunities with additional support wherever that’s needed.
The Library
10The Core Curriculum
Language
In English language, work is split into four main outcomes, i.e. Listening, Talking, Reading and Writing.
The acquisition of the skills therein is essential to every aspect of the curriculum since language is the
principal medium of learning. We aim to enable pupils to:
Develop their ability to communicate their thoughts and feelings and respond to those of other
people.
Develop the high level skills of listening, talking, reading and writing which are essential for
learning, work and life.
Use different media effectively for learning and communication.
Develop a secure understanding of how language works and use language well to communicate
ideas and information in English and other languages.
Exercise their intellectual curiosity by questioning and developing their understanding and use
creative and critical thinking to synthesise ideas and arguments.
Enhance their enjoyment and their understanding of their own and other cultures through
literature and other forms of language.
Develop competence in other languages so that they can begin to understand and communicate.
We use a variety of resources to deliver language in the classroom and ensure that classrooms are
dyslexia friendly. Pupils requiring support are closely monitored, as are those showing a special
aptitude. This applies to all curricular areas.
Mathematics
We aim to enable pupils to:
Develop essential numeracy skills, including arithmetical skills which allow them to participate
fully in society.
Develop a secure understanding of the concepts, principles and processes of mathematics and
apply these in different contexts.
Have an understanding of the application of mathematics, its impact on our society and its
potential for the future.
We use an active approach to learning as far as possible, also making use of interactive whiteboards
where possible.
Social Subjects
Using a variety of resources we aim to enable pupils to:
Broaden their understanding of the world by learning about human activities and achievements in
the past and present; political, social and environmental issues and the values underlining their
own society and other societies.
Develop the capacity for critical thinking through accessing, analysing and using information.
Form their own beliefs and view of the world and develop their understanding of different values,
beliefs and cultures.
Establish firm foundations for lifelong learning.
11Sciences
We aim to enable pupils to:
Investigate their environment by observing, exploring, investigating and recording.
Demonstrate a secure understanding of the big ideas and concepts of science.
Make sense of evidence collected and presented in a scientific manner.
Recognise the impact science makes on their lives, on the lives of others, on the environment
and on culture.
Express opinions and make decisions on social, moral, ethical, economic and environmental
issues informed by their knowledge and understanding of science.
Technologies
We aim to enable pupils to:
Develop an understanding of technologies and their impact on society – in the past, present and
future.
Apply knowledge, understanding and practical skills to design and create products, processes
and solutions that meet needs in play, work and daily life.
Gain the confidence and skills to embrace and use technologies now and in the future.
Evaluate technological processes and products critically and constructively, taking account of
cultural, ethical, environmental and economic factors.
During the course of the 2015/16 school session we created a new IT suite equipped with 25 PCs and
appropriate teaching aids to support the teaching of specific IT skills. All children in school have the
opportunity to learn important skills in this new environment. They will then be able to embed these skills
while learning in their own classroom. We have also now equipped every classroom in the school with
an interactive whiteboard. These investments have been possible as a result of the tremendous financial
support of the Parent Council.
Expressive Arts
We aim to enable pupils to:
Express themselves in different ways and be creative.
Experience enjoyment (and contribute to other people’s enjoyment) through creative and
expressive performance and presentation.
Develop important skills specific to expressive arts and also transferable skills.
Develop an appreciation of aesthetic and cultural values and ideas.
Expressive Arts encompasses three subjects: Art & Design, Drama and Music. Tuition is available to
some pupils in string and brass instruments. The school is very proud of its orchestra and choirs who
participate in musical events outside school.
Our Primary 7 production last year was ‘The Lion King’. In previous years the school has put on musical
productions, i.e. Oliver, Hairspray, Fame Jnr, The Sound of Music, Pirates of Prestwick, Heathfield’s Got
Talent, High School Musical and Joseph & His Amazing Technicolour Dreamcoat. We also annually
participate in the Ayrshire Music Festival and the Ayrshire Swimming Galas. The school has its own
football team, which is currently being coached by Mr Ian Thomson, parent helper.
12Curriculum Development
During session 2018/19, we are aiming to develop STEM Education further. This relates to Sciences,
Technologies, Engineering and Maths. We continue to focus on the implementation of South Ayrshire
Council’s Framework for Numeracy and Mathematics and Framework for Literacy and English. We also
aim to review our pedagogy in how we teach Maths and Numeracy to encompass the latest research in
high quality teaching.
Our latest School Improvement Plan can be accessed here: HPS & EYC School Improvement Plan
2018/19
Read, Write, Count
The Read, Write, Count programme aims to support parental engagement in literacy and numeracy. Gift
bags are distributed annually to all P2 and P3 pupils in Scotland by Scottish Book Trust. The gift bags
contain essential literacy and numeracy materials to support children’s learning, as well as advice and
support to parents. Studies show a direct link between a strong family learning environment and
progress in reading, writing and counting. In addition to the parent guide included in the gift bags, the
Parent Club website (https://www.parentclub.scot/) offers a range of hints. Tips and advice to help
parents engage in their child’s learning.
First Minister’s Reading Challenge
The First Minister’s Reading Challenge is an inclusive, exciting programme for all children –fostering a
love of reading for pleasure. Research shows that reading for pleasure is crucially important for
children’s development. The Challenge is open to all local authority and independent primary and
secondary schools across Scotland, as well as, libraries and community groups. You can find out more
information on the Challenge and also how schools can register to take part here:
https://www.readingchallenge.scot/. A reading app called Bookzilla, aimed at S1-S3 pupils, helps them
find and recommend books and to set themselves reading challenges.
Opportunities for Wider Achievement:
The assistance of parents and families in out of class activities is always welcome and any parent who is
able to use his or her talents or interests in this way will receive the full support of the school. We
monitor all wider achievement and ensure that every stage of the school has access to out of class
activities at some point each year. This is possible because of the support of the staff and parent
volunteers and the significant contribution of our Active Schools’ Coordinator.
Composite Classes:
Primary schools have pupils across 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. Composite classes are those
where children of more than one year stage are grouped together to form a class.
Schools are staffed to agreed standards based on the total number of pupils within the school regardless
of the numbers of pupils at each year stage. This means that the head teachers are required to take
management decisions to organise classes to make best use of available staff, resources and space.
Balancing up the various factors involves both educational and organisational considerations.
13Head Teachers take into account a number of considerations when organising their class structures. In
allocating children to composite classes, head teachers bear in mind the progress children have made in
their learning. For example, a group of children of similar ability, or working at broadly the same pace –
particularly in mathematics/numeracy and/or language/literacy – may be allocated to the same class.
Parents and families should be reassured that, by using information about how pupils are progressing to
inform groupings for composite classes, no child is being disadvantaged by being “kept back” or “pushed
on”.
Normally such classes will be formed before the start of a new school year so that all involved know that
class structures exist for the new school session. In certain circumstances class restructuring may have
to take place during the summer break or after a school session has started. However such cases will
be very exceptional. Parents and families will be informed at the earliest opportunity of likely re-
classification of classes to allow appropriate discussions to take place. Further information is available at
the school.
Religious and Moral Education:
Religious and Moral Education is seen as an integral part of the general school education and not as a
separate, different activity. The programme gives a prominent place to Christianity but also includes
exploration of other faiths. Pupils have a need to understand how important religious faith is to the
believer and to develop sensitivity and tolerance of the beliefs of others especially where they differ from
their own.
Parents and families have the right to withdraw their child from religious education and/or religious
observance. Any parent who does not wish his or her child to take part should contact the head teacher
so that alternative arrangements may be made for their child. These policies have regard to national
advice set out in SOIED Circular 6/9, the Education (Scotland) Act 1980 and the Scottish Government
Circular dated February 2011, ‘Curriculum for Excellence – Provision of Religious Observance in
Schools’.
Parents with different faiths or beliefs other than Christianity 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 (days) in any one school session and the pupil noted as an authorised
absentee in the register.
Health and Wellbeing:
Learning in health and wellbeing ensures that children and young people develop the knowledge and
understanding, skills, capabilities and attributes which they may need for mental, emotional, social and
physical wellbeing now and in the future.
Children and young people have the rights to feel safe, be healthy and active; to be nurtured; to achieve
their potential; to be respected; given responsibility and to be included in the school environment and all
staff in the school are pro-active in promoting positive behaviour in the classroom, playground and the
wider school community.
Equal Opportunities and Inclusion:
In terms of the United Nations Convention on the Rights of the Child (UNCRC) and national law and
policy, our school is committed to respecting children’s rights to have equal opportunities and to be
included.
The national legislation around equal opportunities and social inclusion includes:
14 Children and Young People (Scotland) Act 2014;
Education (Additional Support for Learning)(Scotland) Act 2004 (as amended 2009) ‘the ASN Act’;
Equality Act 2010;
Disability Discrimination Act 2005
Human Rights Act 1998;
Children(Scotland) Act 1995
South Ayrshire puts this into practice through the following core beliefs:
Presumption of mainstream: All children and young people have the right to an education within a
mainstream school (Standards in Scotland’s School Act 2000);
Most inclusive option: Wherever possible, children and young people will be provided with an
education within their own community and/ or within their own catchment school (the ASL Act);
Staged intervention: If there are concerns about how a child or young person is coping within a
mainstream placement, the model of staged intervention will be followed and this may include Team
Around the Child meetings to assess and plan with available resources (the ASL Act). There is a
particular focus in gathering the views of children, young people and their parents and families
relating to the support required to minimise barriers to learning
Links to community: If it is agreed that a placement outwith a child’s community is appropriate to
meet their needs, it is important to consider ways in which a child can maintain links and
relationships with peers from their own community (the ASL Act);
Involvement of child and parent/ carer: It is vital that the child,young person and parents/ carers
are involved in all of these processes, and that the child or young person’s views are taken account
of in any decisions made. (UNCRC) (the ASL Act)and the Children (Scotland) Act 1995);
ASN legislation: all processes and meetings will comply with the timescales of the ASN legislation.
Each school has a Pupil Support Coordinator who along with the Named Person ( if this is not the same
individual) has responsibility to ensure each child’s needs are met. They will work alongside Pupil
Support staff within their own school and also centrally. Central staff include Inclusion Co-ordinators,
ASN teams, Psychological Services and Quality Improvement Officers.
If you need further information on any of the above contact your school Pupil Support Co-ordinator. For
children in the Nursery or P1, this is Miss. Davidson, P2 – P4, this is Mrs. Cooke and for P5 – 7 it is Mrs.
Livingstone.
Assessment
How is Learning in the Broad General Education Assessed?
Assessment is a central part of everyday learning and teaching for children and young people. Teachers
gather evidence on an ongoing and informal basis through asking questions, observing children working
together and making comments on their work. Children may assess their own work or that of their
classmates. Some assessment is more formal, such as projects, investigations, case studies and tests.
The assessment of children’s progress throughout primary school and in secondary S1–S3 is based
partly on teachers’ views: their “professional judgement”. In making these judgements, teachers draw on
their professional knowledge and understanding of the child using a very wide range of assessment
information including standardised assessments.
The professional assessment judgements of teachers are expressed in terms of a child or young
person’s progress within and through levels. Most children are expected to have achieved the early level
by the end of P1, first level by the end of P4, second level by the end of P7 and third level by the end of
S3. Many will achieve fourth level by the end of S3.
All schools in South Ayrshire Council have been using standardised assessments, along with a range of
other assessment information for several years, to monitor the progress of individual learners and
support their learning. From August 2017, new national standardised assessments (SNSA) were
introduced in all schools in Scotland. These assessments will provide an additional source of nationally
consistent evidence for teachers to use when assessing children’s progress.
15National Standardised Assessments
Every child in P1, P4, P7 and S3 will undertake national standardised assessments covering some
aspects of reading, writing and working with numbers. Assessments will be completed online and will be
automatically marked by the online system, giving teachers immediate feedback to help children
progress. The assessments will be used to help teachers understand how well your child is progressing
with his or her learning and to plan next steps. There will be no pass or fail.
The exercises in the tests are adaptive to your child’s response and offer an evaluation of your child’s
skills in these key areas. In other words, the system is designed so that if a child is struggling with the
questions they will get easier, and if a child is doing well the questions will become more challenging.
A time limit of 50 minutes for each assessment has been set. This is an absolute maximum, to ensure
that no child feels an unnecessary time pressure when undertaking the assessments. Your child will not
be expected to take assessments covering reading, writing and working with numbers in one sitting. In
South Ayrshire, national standardised assessments take place when the teacher feels it is appropriate.
The assessments will, as far as possible, accommodate the needs of children who require additional
support.
How is Learning in the Senior Phase Assessed?
Learning in the Senior Phase is assessed using procedures and processes agreed by the Scottish
Qualifications Authority or other awarding bodies.
Tracking and monitoring Progress
The progress of individual learners is tracked and monitored during the session.
Reporting:
Reporting – how will your child’s progress be reported?
You will receive a tracking report 3 times per year outlining your child’s progress and next steps in their
learning. You will also have the opportunity to meet with your child’s teacher three times per year to
discuss their progress at parents’’ meetings. This format is being piloted throughout session 2018-19.
The Curriculum for Excellence and assessment data and the data relating to pupils performance in SQA
examinations in the Senior Phase (S4-S6) for South Ayrshire schools is reported to members of the
public in the annual performance report which is published in February each year.
Transition
Transfer to Secondary School
Pupils are normally transferred between the ages of 11½ and 12½ to ensure that they will have the
opportunity to complete at least four years of secondary education. Parents and families will be informed
of the transfer arrangements no later than December of the year preceding the date of transfer.
The children of Heathfield Primary normally transfer to:
Prestwick Academy, Newdykes Road, PRESTWICK, Tel (01292) 477121
16Support for Pupils
Getting it Right for Every Child (GIRFEC)
The Children and Young People (Scotland) Act 2014 introduces an approach for all children’s services
to work together to meet every child’s needs. The “Getting it Right for Every Child” (known as
GIRFEC”) Practice Model is an assessment and planning framework which centres on the individual and
specific needs of each child. Every child under the age of 18 is entitled to have a Named Person who
should be available to help and support the child and do whatever is necessary to promote the child’s
‘wellbeing’.
All children have rights in terms of the UNCRC to be Safe, Healthy, Achieving, Nurtured, Active
Respected, Responsible and Included (sometimes referred to as ‘SHANARRI Indicators’) All
assessments of ‘wellbeing’ needs or what support and help is needed for a child will take account of
these SHANARRI indicators.
If a child needs help or support, the Named Person along with parents/carers and the TAC will assess
the child’s wellbeing. If the child is receiving additional support or assistance in school, or from other
services, (for example from social work; health services or 3rd sector or charity partners) then in
consultation with parent/carers the Team Around the Child will assess whether there are any wellbeing
needs an if necessary, review the Child’s Plan
How do we ensure that there is someone in school who knows your child and can support them
through challenging times?
Additional Support for Learning:
South Ayrshire Council has duties outlined in the Standards in Scotland’s School Act, and the Education
(Additional Support for Learning) (Scotland) Act 2004. These include the production of a policy for
additional support needs, authority arrangements for identification and assessment of additional support
needs, preparation of plans, including a CSP where appropriate, maintain and review additional support
needs on an ongoing basis. South Ayrshire Council is committed to a policy of inclusion to carry out
these duties of support. The authority is also committed to maintaining a range of specialist
establishments and services to support the whole continuum of needs.
What are additional support needs (ASN):
Some children and young people need extra help in school to make progress. It is the duty of the
education authority to give some extra help in schools to all children and young people with additional
support needs. Children and young people may need this help with their reading or writing, to make
sure they can get into and around the school or to support their learning through difficult family
circumstances. Additional support needs can last for only a short time or could last for much longer. For
instance, additional support may be needed for a child or young person who:
has a learning difficulty
is able
has emotional or social difficulties
is bereaved
is deaf or blind
is being bullied
17 is not attending school regularly
is ‘looked after’ by the local authority
How do we make sure we can meet the additional support needs of pupils in South Ayrshire:
All children and young people may need additional support at some point to help them make the most of
their education. Most children are supported through their own class teacher and appropriate class
based strategies and supports.
If a pupil needs more help than the class teacher can give in school, then a process of providing the right
support begins. We call this staged intervention. Staged intervention is our way of recognising,
identifying and then providing the necessary additional support and/or strategies for a child or young
person.
Staged intervention can be broken down into three main stages:
Stage 1(a) – In class support:
Where additional supports can be delivered through the use of class based
strategies/interventions
Stage 1(b) – In School Support
Where a child’s additional support needs require intervention from a specialist teacher (eg
Additional Support for Learning staff) or targeted support from a School Assistant they will be
deemed to be supported at Stage 1(b). An action plan should be created and reviewed.
Stage 2 – Additional Support from a service that is universally available:
Where support for a child’s Additional Support Need cannot be met solely through school based
interventions the school and family may seek support from other universal services. The Named
Person will contact the appropriate service/agency to discuss/identify what supports are
universally available to meet the identified wellbeing need. Consent from parents and families
and child (12+) will be sought prior to a request begin made. An Action plan will be created
and formally reviewed.
Stage 3 – Specialist Help from a Multi-agency team
At this stage, a wellbeing assessment will be completed. The Named Person will contact the
appropriate multi-agency team, and working partnership with parents and families and learners to
discuss/identify what targeted supports are required to minimise the barriers to learning.
A team around the child meeting (TAC) will be convened to determine how agencies can provide
support.
All children at Stage 3 will benefit from at least one targeted support. Further universal
supports may also be part of the support provided to children at this level.
Co-ordinated Support Plan (CSP)
For a small number of children or young people, a Coordinated Support Plan (CSP) may be
needed. This is prepared when there is a ‘significant’ involvement from professionals from one
or more agencies outwith education that will last for longer than 1 year. For further information
see www.enquire.org
18Supports available
Educational Services have developed a range of enhanced services to help meet the identified needs of
children and young people. These services assist establishments in responding to the additional
supports not normally available to them. These supports include:
Psychological Services
Peripatetic Services, e.g. Visual Impairment and Hearing Impairment
Home Link Team
Looked After and Accommodated Service
Learning and Inclusion Team
School Support Assistants
Additional Support for Learning Teachers
Home Tutoring
Outreach services from Specialist Centres
Education will also access support where appropriate from colleagues within Health and Social Care
Partnership in order to address a range of concerns. Where necessary, establishments can access
advice and direct support from e.g. Speech and Language Therapy, Occupational Therapy and
Physiotherapy.
How can parents and families help to support children and young people with additional support
needs:
As parents/carers, you will be fully involved in both the assessment of your child’s needs and the plan of
any outcomes detailed on your child’s support plan (Action Plan or CSP). Parent’s and Children’s views
should be taken into account and recorded through the Child’s Assessment and Plan. Opportunities are
also given by South Ayrshire council to parents/carers to contribute to policy and procedure
development including the Additional Support for Learning Parents’ Forum, engagement during
improvement visits and consultation on the Children’s Service Plan.
Parents and families should be fully aware of and be involved in the arrangements to support their
children. They can bring supporters or advocates to any meeting at school to discuss their child.
What role do children and young people play?
All children and young people will have the opportunity to make their views known about decisions that
affect them. Children and young people’s views should be taken into account and recorded through the
Child’s Assessment and Plan. They will be encouraged to take part in any meeting where people are
discussing their additional support needs. They will help to set their own targets and to review these.
How can parents and families make requests for assessment?
Assessment is a process of gathering information to inform and direct strategy and intervention to
support a child’s additional support needs. It should take account of a child’s strengths and areas of
difficulty. Assessment can take the form of observations, samples of work, specific assessment tools,
discussions with staff involved with children, discussion with parents, etc.
As a parent or carer you will be fully consulted and kept informed at all stages of the assessment
process by the Pupil Support Coordinator or Named Person.
The Education (Additional Support for Learning) (Scotland) Act (2004) makes sure that parents and
families or young people can ask an education authority to arrange for an assessment or examination.
Requests for assessment must be in writing or some other permanent form which can be referred to in
the future. The request should contain the reasons for the request and the education authority must
19meet this request unless it is unreasonable. Parents and families can expect a response to such
requests within four weeks and will be notified of the person in the authority who is dealing with the
request. These requests should be sent to the Inclusion Co-ordinator.
What can parents and families do if they don’t agree with the authority?
Initially parents and families should discuss their concerns with the head of the child’s school. If this is
not possible, parents and families can also speak to the Quality Improvement Officer for their child’s
school.
Parents and families can also use ‘Listening to You’. This is an online service which allows you to log
concerns and complaints. See www.south-ayrshire.gov.uk/listeningtoyou.
If the above has been exhausted there are more formal avenues to resolve concerns and disputes
including mediation, appeals and tribunal processes. Information on these will be available in schools
and also from the education authority.
Where can parents and families get support and information relating to additional support
needs?
If parents and families and young people are still unhappy at the decision, then they should be assisted
to know their rights to seek alternative methods of resolving the matter, through mediation, for example
or to make a reference to the Additional Supports Needs Tribunal for Scotland. Telephone numbers and
webpages are listed below.
Quality Improvement Manager Resolve
County Buildings Children in Scotland
Wellington Square 5 Shandwick Place
Ayr Edinburgh
KA7 1DR EH2 4RG
Tel: 01292 612201 Tel: 0131 222 2456
Principal Educational Psychologist Co-ordinator (Inclusion)
Queen Margaret Academy Educational Services
Dalmellinton Road County Buildings
Ayr Wellington Square
KA7 3TL Ayr
Tel: 01292 612819 KA7 1DR
Tel: 01292 612292 or 612504
Enquire
Scottish Enquire Helpline 0845 123 2303
Textphone: 0131 222 2439
Email: info@enquire.org.uk
Enquire, the Scottish advice service for Additional Support for Learning provides free, independent and
impartial advice through its helpline.
Scottish Child Law Centre Advocacy Service
54 East Cross Causeway John Pollock Centre
Edinburgh Mainholm Road
Midlothian Ayr
EH8 9HD KA8 0QD
Tel: 0131 667 6333 Tel: 01292 285372
Email: enquiries@sclc.org.uk
20The Scottish Child Law Centre provides free legal advice and information for and about children and
young people.
Psychological Services
Educational Psychologists have five key elements to their service delivery including:
Consultation and advice;
Assessment;
Intervention;
Research and training;
Policy development;
This can be delivered at different levels, from that of the child to the school to the local authority. For
example the educational psychologist can work with school staff and parents/carers to assess a child’s
strengths and difficulties as well as work directly with a child/young person to provide support. They can
also work with school staff to support them to develop policies and supports that will benefit all of the
children in a school such as behaviour policies, playground supports, etc.
The educational psychologist will work collaboratively with many different people to improve the
educational outcomes for children and young people. Much of their work involves consulting and
working through others, especially those who see the child/young person on a regular basis such as
school staff and parents/carers.
The Psychological Service works within South Ayrshire’s staged approach to supporting young people
with additional support needs. The first stage of the process involves support at the classroom level by
class teachers and other support staff based within the school. If a school wish to consult or chat to the
educational psychologist regarding a child, school staff will always ask parental permission first. Once
this is provided, the school or psychologist will keep the parent or carer up to date with discussions
although it is likely that the parent will be involved in discussions.
If a parent wishes to request the involvement of an educational psychologist, they should discuss this
initially with staff at their child’s school. This could be their child’s class teacher or the school’s Pupil
Support Coordinator. The school can then consider what preliminary assessments and interventions
may be required to support your child. If further advice or intervention is required schools can arrange a
consultation with the school’s educational psychologist. See the service’s website for further details on
what a parent can expect from a consultation with an educational psychologist.
If a parent has particular concerns they wish to discuss further with their school’s educational
psychologist they can contact the Psychological Service themselves to discuss any concerns. All
psychologists are based in Queen Margaret Academy and can be contacted on 01292 612819
Educational Psychologists maintain consultation notes for children who have been discussed but only
open Psychological Service case files if there is to be direct work with a child or family or there is a high
frequency of consultations required. Again parental permission is sought prior to opening a
Psychological Services case file.
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