Inverness Royal Academy - 2020-2021 Information for Parents Fiosrachadh Gu Parantan - Highland Council
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Inverness Royal Academy
Newsletter Date
2020-2021
Information for Parents
Fiosrachadh Gu Parantan
Inverness Royal Academy Page 2
Inverness Royal Academy
Prospectus
RECTOR
Mr Nigel Engstrand
The School Address
Inverness Royal Academy,Culduthel Road, Parent Council e-mail -
Inverness, IV2 6RE iraparentcouncil@gmail.com
Telephone (01463) 667800
Fax (01463) 667815
E-mail ira@highland.gov.uk
Website www.invernessroyalacademy.org.uk/
Inverness Royal Academy
Present Roll – 1244
Stages Covered – S1 to S6
is a non-denominational, comprehensive
school, situated on the south side of the
city of Inverness.
It is the Gaelic secondary school for
Inverness with a number of subjects being
taught through the medium of Gaelic.
Inverness Royal Academy Page 3 Covid19 The current pandemic has affected the normal running of schools in many ways. This Handbook reflects the way the school usually runs but does not cover all of the changes that we have made because of the pandemic. Our arrangements have changed in many ways this session, and may well change again, depending on how the pandemic develops. For the most up -to-date information about any aspect of the work of the school, please make contact and we will be able to tell you about our current arrange- ments. For the latest information about how the pandemic affects children, young people and families across Scotland, please visit the Scottish Gov- ernment website, which has helpful information about Coronavirus and its impact on education and children. As you will be aware, there have been changes to the way the Scottish Qualifications Authority (SQA) is planning to provide certification for young people in the Senior Phase. School staff are currently working on changes to course content and approaches to assessment, and all of the relevant details about this will be included in next session’s Handbook. Meanwhile, further information can be found on the SQA website ( www.sqa.org.uk), which includes a section of advice for candidates and families
Inverness Royal Academy Page 4
CONTENTS
Page No. Page No.
School Information 2 School Polices and Practical Information 17
Covid19 Information 3 Homework 17
Contents Page 4 Data Protection Legislation 18
Welcome from the Rector 5 Transferring Educational Data about Pupils 18
Welcome from the Rector in Gaelic 6 Data Policy 18
Message from the School Captains 7 Your Data Protection Rights 18
Aims of the School 8 Administration of Medicines 19
Historical Note 9 Pupil Absence or Sickness Procedure 19
Senior Management 10
Pupil Illness 19
Guidance Staff 10
Minor Injuries 19
School Ethos 11
Mental Health and Wellbeing 19
Curriculum 12
Complaints Procedure 20
Purposes of the Curriculum 3-18 12
School Meals 20
Principle for Curriculum Design 12
Educational Maintenance Allowance 20
Curriculum Areas 12
School Dress 20
S1/S3 Curriculum 12
Transport 21
Progression 12
Adverse Weather 21
Transitions 12-13
Access to Pupil Records 21
Placing Requests 13
Communicating with Parents 21
The Library 13
Anti-bullying 21
Support for Pupils 14
Employment of Children 22
Religious Education 15
Term and Holiday Dates 22
Fundraising 15
School Rules 22
Child Protection 16
Parental Involvement 16 Organising of the School Day 22
Assessment and Reporting 17 School Improvement 23-24
School Polices and Practical Information 17 Attainment Data 25
Equality and Inclusion 17 Subject Departments 26-27
Military Families 17
Inverness Royal Academy Page 5
A WELCOME FROM THE RECTOR
As Rector of Inverness Royal Academy, I am delight- The success of any school is measured by the
ed to introduce you to our school and hope you will achievements of its students. At Inverness Royal
get a sense of our school culture and the high ex- Academy we believe every student can not only
pectations we set ourselves. fulfill their potential but also exceed it.
Our core values are respect, responsibility, compas- Our approach is to offer a wide variety of learning
sion, commitment and honesty and we expect our opportunities with the aim of engaging every young
young people to model these in every aspect of their person so that they are excited by learning and en-
lives. joy their time at school.
Inverness Royal Academy is a school that has an Learning is at the centre of all we do and we aim to
historic past and an exciting future. We are privi- encourage all of our young people to become inde-
leged to have held a royal warrant since 1793 and pendent, creative and confident learners.
the foundation of the school and the grammar
school that predated it were based on the ideas of One of our primary aims is to encourage each stu-
the Scottish Enlightenment which gave central im- dent to be a self-confident, inquiring, tolerant, posi-
portance to our ability to solve problems through tive young person. We hope to help develop your
the use of reason. son or daughter into a well-rounded character with
an independent mind who respects the differences
The optimistic belief in the ability of people to bring of others.
about change for the better in society and nature
holds as true for us now in the 21st century as it did By the time they leave school, we want every young
in the school in the 18th century. person to have that true sense of self-worth that
will enable them to make their mark and make a
We are very excited that in 2016 the latest chapter difference and, in doing so, to be of value to society.
in the history of this school began with the opening
of our new school building. We believe that school should be an enjoyable ex-
perience for pupils, staff and parents. We can only
The new Inverness Royal Academy provides a mod- achieve that enjoyment through setting and main-
ern 21st century learning environment capable of taining high standards, allowing us to prepare our
meeting the needs of current and future pupils, as youngsters for the lives and the world that lies
well as offering greater provision for community use ahead of them.
during the evenings and weekends.
We look forward to welcoming you and your child
The new school has a larger pupil capacity (nearly to Inverness Royal Academy and are confident that
1500 pupils) in order to accommodate housing together we can provide the best education and
growth within the catchment area and the increased range of opportunities for your son or daughter.
uptake in Gaelic Medium education.
The Additional Support Needs (A.S.N.) accommoda-
tion has been expanded in order to improve the
educational experience for A.S.N. pupils, providing a
calm and positive learning environment as well as full
access to the rest of the school.
Service and personal responsibility is expected of all
our young people and our aim is to build on our
achievements and enhance the learning of all stu-
dents through partnership with you.
We have a strong desire to build firm, open and
honest relationships with you as parents and carers
with a view to ensuring the success of your son or
daughter. Both teachers and parents have a vital role
to play in our young people’s progress.
Page 6 Inverness Royal Academy
A WELCOME FROM THE RECTOR
Mar cheannard de dh’Acadamaidh Rìoghail Inbhir Nis, Tha miann mhòr againn ceanglaichean làidir agus onarach a
tha mi air leth toilichte fàilte a chur oirbh dhan sgoil dhèanamh leibhse mar phàrantan agus luchd dìona. Cu-
againn. Tha mi an dòchas gun tog sibh blasad de chultar idichidh seo sinn ann a bhith a’ toirt taic do ur mac no ur
na sgoile às an aithisg seo agus gum faic sibh na tha sinn nighean agus an cuid soirbheachas. Tha pàirt chudromach
uile a’ sùileachadh bhuainn fhìn. aig tidsearan agus aig pàrantan, ann a bhith a’ brosnachadh
adhartas gach neach òg.
Tha sinn a’ meas urram, cùram, uallach, tuigse, earbsa
agus onair mar feartan bunaiteach na sgoile. Tha sinn an Tha soirbheachadh sgoil sam bith air a thomhas le
dòchas gun nochd na buaidhean seo anns na sgoilearan soirbheachadh an cuid sgoilearan. Tha sinne ann an Acada-
againn anns gach pàirt dem beathan fhèin. maidh Rìoghail Inbhir Nis den bheachd gu bheil gach
sgoilear comasach air soirbheachadh aig ìre àrd.
Tha fìor eachdraidh aig Acadamaidh Rìoghail Inbhir Nis
agus chan e sin a-mhàin, tha iomadh rud cudromach ri Tha e nar beachd raon farsainn de chothroman ionnsa-
thachairt anns na bliadhnaichean ri teachd. Tha sinn chaidh a thairgse do na sgoilearan againn. Bidh sinn an dùil
fortanach gu bheil Barantas Rìoghail air a bhith againn gum brosnaich seo gach sgoilear gus dèanamh nas urrainn
bho 1793 agus bha bunachas na sgoile bho thùs dhaibh de na làithean-sgoile aca.
stèidhichte air feallsanachd an Soillseachadh Albannach.
Dh’fhàg seo sinn comasach air ar duilgheadasan Tha ionnsachadh aig cridhe gach gnìomh anns an sgoil. Tha
fhuasgladh le ciall agus gliocas. sinn an dòchas a bhrosnachadh gach neach òg gu bhith nan
luchd-ionnsachaidh neo-eisimeileach, cinnteach agus
Tha am beachd gu bheil daoine comasach air rud sam cruthachail.
bith atharrachadh gu ìre nas fheàrr, anns
a’ choimhearsnachd no san àrainneachd, cheart cho fìor ’S e aon de na prìomh amasan againn, a chruthachadh
san 21mh linn sa bha e anns an sgoil anns an 18mh linn. sgoilearan a tha cinnteach, gleusta, seasmhach agus
misneachail. Bidh sinn an dòchas ur nighean no ur mac a
Tha e na adhbhar thoileachas dhuinn gun do ghabh sinn chur air an t-slighe a bhith nan inbhich uile gu lèir ciallach,
ceum eile ann an eachdraidh na sgoile ann an 2016 le tuigseach agus neo-eisimeileach nam beachdan.
fosgladh an togalaich ùir.
Mus fàg gach neach òg an sgoil, tha sinn airson gum bi fèin-
Tha an Acadamaidh Rìoghail Inbhir Nis ùr na thogalach luach dha-rìribh aca a bheir taic dhaibh ann a bhith a’
spaideil, goireasach, comasach air foghlam am 21mh linn dèanamh deagh chomharra air an t-saoghal gus am bi e na
a libhrigeadh gu soirbheachail gus taic a thoirt do àite nas fheàrr do chàich.in.am an an sgoil fhèin bhrosna-
ionnsachadh nan sgoilearan uile, san latha an-diugh agus chadh gach neach òg
san am ri teachd. A bharrachd air sin, tha e na ghoireas
air leth a ghabhas cleachdadh leis a’ choimhearsnachd Tha sinn den bheachd gum bu choir dhan sgoil a bhith
gu lèir gach feasgar agus deireadh-seachdain. a’còrdadh ri sgoilearan, ri tidsearan agus ri pàrantan. Thèid
againn air seo a dhèanamh le bhith a’ stèidheachadh inbhe
Gabhaidh an sgoil ùr barrachd (1420 sgoilear) gus àite a shònraichte anns gach raon den sgoil. Ullaichidh seo ar n-
thoirt do chlann na sgìre, a thuilleadh air an àireamh de òigridh airson an cuid bheathan fhèin agus airson an saogh-
sgoilearan a tha a’ leantainn foghlam tro mheadhan na al a tha romhpa.
Gàidhlig. Tha àireamh nan sgoilearan seo a’ dol am
meud gach bliadhna. Tha barrachd rum cuideachd aig Tha sinn a’ coimhead air adhart gu mòr ri fàilte a chur air
roinn nam feumalachdan sònraichte (A.S.N.) gus eòlas- ur pàisde dhan sgoil seo agus tha sinn an dòchas gun dèan
sgoile nas fheàrr a thoirt do fhoghlam nan sgoilearan sinn an gnòthach air sàr foghlam agus gach cothrom a
A.S.N. Tha àrainn nas socaire aca airson sàr ionnsa- thoirt dhaibh nuair a tha iad còmhla rinn an seo ann an
chadh, a thuilleadh air a h-uile cothrom a bheir an còrr Acadamaidh Rìoghail Inbhir Nis.
dhen sgoil dhaibh.
Tha sinn an dùil gun gabh gach neach òg san sgoil
uallach dhaibh fhèin agus gum bi iad taiceil do dhaoine
eile. Tha sinn ag amas air ar n-euchdan a leasachadh
barrachd agus piseach a thoirt air ionnsachadh gach
sgoilear ann an co-obrachadh leibh fhèin.
Inverness Royal Academy Page 7 A NOTE FROM OUR SCHOOL CAPTAINS My experience being a member of the Inverness Royal Academy has been incredibly re- warding and has brought me enjoyment within my studies across a vast amount of different topic areas. As a late comer, joining the Academy from Plockton High school at the beginning of my third year of secondary education, I have had many opportunities to venture into a wide range of subjects. Moving from a smaller school to the Academy was a lot to take in, how- ever my guidance teacher Mr Turner, who I have to give huge thanks to made sure I was happy with my new school. If there was a problem with anything he would provide sup- port. Studying at the Inverness Royal Academy has been a very pleasant experience from the start and I have loved every minute of learning and studying alongside my fellow pupils throughout the school. The teaching staff has been nothing but excellent, providing support in any way they can to help with my learning and academic goals. Many teachers have gone over and above , providing support classes and their own time to get us on track for pass- ing our courses. Going to school has never been something I have dreaded, due to the passion for educa- tion subject teachers have across the school. I am very proud of during my years in this school and I would like to thank all my teacher for their excellent support throughout. The Academy has offered me countless opportunities to take part in extracurricular activities. The sporting opportunities are varied which has been hugely appreciated by me. More academic extracurricular activ- ities are also widely available such as the Young Enterprise Award I was lucky enough to be part of which has been one of my highlights in school. Since S5 when I was appointed as a prefect helping with the management of the school, it sparked my desire to continue being involved in the leadership team of the academy. In S6 I was appointed as School Captain and prefect alongside Eve Maclennan which has been a fantastic partnership. Working with Eve has been brilliant due to our paired desire to do what's best for the school. As a pair working with this year's House Captains has been a very rewarding experience due to the input we have had in the management of the school as well as providing exciting and fun activities for all year groups. Being a School Captain has allowed me to work with lots of different pupils and gain experience in leadership and how to exer- cise responsibility. Inverness Royal Academy has been incredible for broadening my education and, just as importantly, my life skills. Inverness Royal Academy’s key values are constantly reinforced by our Rector, Mr Engstrand - Honesty, Compassion, Commit- ment, Responsibility, and Respect have become part of me in and out of school. I would like to thank the Senior Management team, Mr Engstrand and my teachers for an exciting academic journey and the opportunity to be a school captain in my closing year; I am extremely proud to hold this position. Sam Stubbs, School Captain I moved to the Inverness Royal Academy at the end of S1 because of personal issues at my previous school. Immediately I was welcomed by not only a whole host of friendly and posi- tive pupils but supportive and kind teachers. My bond with my guidance teacher has been essential to my growth and development throughout my six years at the academy. The facili- ties and support the Inverness Royal Academy offer through guidance, counselling, SMT and teaching staff has made me the resilient and confident individual I am today. I could never come up with a solid plan for my future, I was unsure which interest to pursue and never really had a passion for just one thing. When I reached my Higher studies I discovered a passion for history and met one of the best teachers I have ever had. He not only engaged my interest but appealed to my style of learning like never before. Through History I learnt how to work hard, study and give school my all. My results at Higher are something I am extremely proud of and owe greatly to all of the teaching staff of the Inverness Royal Acade- my. My teachers in the academy have inspired me to pursue teaching in the future, and I hope I can be as equally a positive role model to my students as they have been to me. Being appointed as School Captain is a position I am honoured to hold. It is the recognition I have always looked for and am grateful to work with such an incredible team of teachers, house captains and my wonderful co-captain Sam Stubbs. Sam and I are working hard to further pupil involvement in our school and build a strong relationship with the senior manage- ment team. Mr Engstrand’s faith in me has enabled to learn how to take responsibility and initiative as well as develop inde- pendence. To say the least, I am hugely grateful to the entire staff of the Inverness Royal Academy and all the effort they put in to improve the lives of their students in every way. Many of my teachers have gone above and beyond to not only improve my education but additionally my wellbeing. The quality of the Inverness Royal Academy pupils is nothing to be overlooked, our school promotes a positive and accepting environment which creates friendly and hardworking students. As a school captain I hope to make students feel welcome from the beginning of their first year and ensure their voices are consistently heard. I also value our school’s ability to offer extra-curricular activities and subjects that adhere to everyone's strengths and passions. I have massively enjoyed my time at the Inverness Royal Academy and truly owe it to the amazing staff and pupils of our school. I would like to thank the Student Management Team for giving me the opportunity to make a difference as school captain. Eve Maclennan, School Captain
Page 8 Inverness Royal Academy
At Inverness Royal Academy we strive to bring out the best in all of our pupils.
Ann an Acadamaidh Rìoghail Inbhir Nis tha sinn airson gun dèan a h-uile
sgoilear cho math ’sa ‘s urrainn.
In pursuing broad aims we intend to con- Ann a bhith a’ feuchainn ri na h-amasan
tribute significantly to the preparation of farsaing seo a choileanadh, tha sinn am
pupils for various adult roles in society, beachd cur gu mòr ri sgoilearan ulla-
namely continuing education, employment, chadh airson iomadh dreuchd inbheach
leisure, parenthood and citizenship. We sa choimhearsnachd; is iad sin foghlam
AIMS leantainneach, obair, cur-seachadan,
also hope to give them a sense of the her-
OF THE pàrantachd agus saoranachd. Tha sinn
itage which stems from their Scottish and,
SCHOOL in particular, Highland environment and cuideachd an dòchas mothachadh a
from the long traditions of the school, thoirt dhaibh air an dualchas a tha ag
while at the same time fostering aware- èirigh bho àrainneachd na h-Alba, gu h-
ness of the place of our society in the wid- àraidh àrainneachd na Gàidhealtachd
er international community. agus, cuideachd, bho eachdraidh na
All of our work is underpinned by our sgoile. Aig an aon àm tha sinn airson an
core values: respect, compassion, respon- dèanamh mothachail air an àithe a tha
sibility, commitment and honesty. againn anns a’ choimearsnachd eadar-
nàiseanta.
Inverness Royal Academy Page 9
HISTORICAL NOTE
Inverness Royal Academy was founded in 1792, when it replaced the town Grammar School. The
Grammar School, which had been located since about 1668 in the building now known as the Dunbar
Centre, appears to have developed directly from an earlier school which began with the founding of a
Dominican Priory in the Friars Street area of the town in about 1223. Thus the Academy stands at
the modern end of an educational development which reaches back over more than seven centuries.
In 1793 a Royal Charter was obtained from taken up and the present design eventually agreed,
King George III and, as Inverness Royal Acade- when the arms were matriculated with the Lord
my, the school operated on the Academy Lyon King of Arms in 1933. The Crown represents
Street site until 1895, in which year it moved the ‘Royal’ in the title of
to Midmills Road in the Crown area of the the Academy; the cat-o-
town. With various additions, this building mountain is part of the
housed the Academy until August 1977 when Arms of Clan MacKin-
part of the school moved to the new building tosh, one of whose
at Culduthel. For two sessions it was neces- members was a leading
sary to use the buildings at both Midmills and director of the school in
Culduthel, but in August 1979 the school its early days; the drom-
moved fully to a site at Culduthel where it is edary and elephant are
now located. A replacement building, the from the Arms of Inver-
fourth one for the school, was opened at this ness, recognising the
site in Autumn 2016. close relationship there
has always been be-
In 1892, the year of the Academy’s centenary, tween the town and the
the Rector, George Bruce, suggested that the school; the book and
school should have a badge. This idea was the burning torch indi-
cate a place of learning.
The school’s motto ‘LABORE ET VIRTUTE’ is best translated as
‘WORK AND EXCELLENCE’.
A number of features have been incorpo- The school bell and the bust of Hector Fraser
rated from the old Academy buildings. We are both linked with the former Grammar
have War Memorial boards commemorating School. The bell, in a display case at Reception,
the former pupils and staff who served in the was gifted by Hector Fraser, who was the Rector
First and Second World Wars. These are of the Grammar School in 1756. In 1793 it was
located in the Theatre. moved from that School to the Academy Street
Boards containing the names of the Gold site, then to the Midmills site, then on to the old
Medallists (Dux) Winners from 1811 to Culduthel building and now in the present
1972, and the Howden Medal winners for building.
Service from 1922 to 1979 are also displayed The bust of Hector Fraser is on display in the
in the Theatre along with the names of the Library.
most recent winners.
Page 10 Inverness Royal Academy
SENIOR MANAGEMENT
Inside Story Headline
We have a senior management team of six people:
Mr Nigel Engstrand Mr Robin Fyfe Mrs Julie MacLennan
Mrs Bridget Reid Mr Gordon Piper Mr Alex Gunn
GUIDANCE
STAFF Mr Graeme Macdonald
Each pupil is allocated a Mr Malcolm Turner
Guidance teacher when he
or she starts our school.
This is your child’s Named
Person. His/her Guidance
teacher stays with them
throughout their time at the
school, will watch their
progress, give advice about
school work, subject choices, Mr Stephen Trinder
Mrs Gillian Davies Mrs Maire O’Boyle
future careers and help with
any personal difficulties.
Parents should contact the
Guidance teacher with any
matter relating to their child.Inverness Royal Academy
Page 11
SCHOOL ETHOS
The ethos of a school can be defined by its core values which are fundamental to everything it does as a
learning community. Our values of Commitment, Compassion, Honesty, Respect & Responsibility should
both permeate the day-to-day operation and set the context for future planning and strategy.
At Inverness Royal Academy we have a well established, student-centered ethos of which we are proud.
It has ensured that generations of young people have enjoyed a highly positive and successful educational
experience. It will also ensure that our current and future students can be encouraged to achieve their
very best. The ethos of our school is underpinned by our Core Values .
Respect
Responsibility
Compassion
Commitment
HonestyPage 12 Inverness Royal Academy
CURRICULUM
PURPOSES OF THE CURRICULUM 3-18
The curriculum at Inverness Royal Academy will provide the
structure and support in learning which will develop the four
capacities which are: Confident Individuals, Effective Contribu-
tors, Responsible Citizens and Successful Learners.
Useful Links- Highland Council
www.npfs.org.uk
PROGRESSION
CURRICULUM AREAS At the end of S3 pupils will progress to a course
leading onto a qualification at National 3, Na-
The curriculum areas are the organisers for setting out tional 4 or National 5.
the experiences and outcomes. In drawing up the experi- At the end of S4 pupils could choose from the
ences and outcomes, learning in each curriculum area has following progression routes:
been reviewed and updated to emphasise the contribu- • A pupil achieving National 3 may progress to
tions it can make to developing the four capacities. National 4
The curriculum areas are: • A pupil achieving National 4 may progress to
• Expressive arts National 5
• Health and wellbeing • A pupil achieving National 5 may progress to
• Languages Higher
• Mathematics The Pupil Support Team and specialist subject staff
• Religious and moral education will do their best to help you and your child to
• Sciences make the choices best suited to the abilities, inter-
• Social studies ests and the future plans of your child.
• Technologies
Curriculum areas are not just for timetabling and we have
the freedom to think imaginatively about how the experi-
ences and outcomes might be organised and planned for
TRANSITIONS
in creative ways which encourage deep, sustained learning The move from primary to secondary can, in
and which meet the needs of our children. Subjects are some cases, be a daunting prospect for both
an essential feature of our curriculum, providing an im- parents and pupils. We try to make this transi-
portant and familiar structure for knowledge, enabling tion as smooth as possible by close liaison with
subject teachers to inspire, stretch and motivate pupils. our feeder primaries, well in advance of the ac-
tual transfer. This can be as far ahead as two
S1/S3 CURRICULUM years where enhanced input is required. Parents
In S1/S2 all pupils follow a broad general education (BGE). have the opportunity of meeting the Head
Pupils continue into S3 with a broad general education Teacher and Depute Rector at Information Eve-
which includes opportunities for personalisation and nings held in the primary school in January or
choice. The curricular area choice at the end of S2 ena- early February each year. Pupils also attend sec-
bles pupil entitlement to all third and fourth level experi- ondary school for three days in June prior to
ences and outcomes to be met. As S3 pupils move into transfer in August. Parents are always welcome
the senior phase and national qualifications it will be nec- to contact the school to arrange a mutually con-
essary, to allow sufficient hours of study, to reduce the venient time to visit the school.
number of subjects studied from the 8 studied in S3. At each stage of your child’s progression
through secondary education, you will be con-
PRINCIPLES FOR sulted on the right choices for your child and
CURRICULUM DESIGN you are encouraged to actively engage in this
Challenge and enjoyment process. Meetings will be held to highlight the
opportunities open to your child when choosing
Breadth
subjects as they move through the early years to
Progression the senior years of secondary education.
Depth
Personalisation and choice
Coherence
RelevancePage 13 Inverness Royal Academy
TRANSITIONS
When it is time for them to move on their working lives.
to employment or further education Opportunities for All is a commitment
they will be guided through this pro- by the Scottish Government to offer a
cess and given all the necessary infor- place in learning or training to every 16
mation to make informed choices. -19 year old who is currently not in
Joan Duncan is our Careers Adviser education, employment or training.
from Skills Development Scotland. Highland Council has a lead role in re-
She offers support to pupils leaving spect of Opportunities for All whilst
school including careers advice, finan- young people are still in school . The
cial advice, further education and post long term aim is to enable all young
16+ learning choices. people to access and progress, where
possible into eventual employment.
The strategic aim of Skills Develop- Information about local opportunities is
ment Scotland is to equip individuals listed on the hi-hope.org website to
with the skills to make well informed, support 16+ planning.
realistic career decisions throughout
PLACING REQUESTS
Each school serves its own particular catchment If pupils live outwith the school catchment area
area. Pupils whose homes are located in that area and their parents wish them to attend Inverness
will have priority in being allocated a place in the Royal Academy they can contact the Rector, Mr
school. However, parents have the right to specify Engstrand to arrange a visit.
the school in which they wish to place their child.
Application must be made to the Area Education Parents of children with additional support needs,
Manager, Highland Council, Glenurquhart Road, (including those that have Coordinated Support
Inverness, IV3 5NS. Plans) can make placing requests to any school in
Placing request forms can be obtained from http:// Scotland including schools outside of the local
www.highland.gov.uk/learninghere/schools/ authority area they live in. All appeals about plac-
informationforparents/ ing requests to special schools will be referred to
the Additional Support Needs Tribunal.
Transportation to and from school, for placing re
quest pupils, is a parental responsibility.
THE LIBRARY
The library is staffed Through the Public The library offers
by a qualified librarian Library system pupils access to the inter-
and is open all day can access a wide range net and programmes
other than the first 15 of online newspaper for revision and
minutes of lunch. The databases and other study. There is also
library’s computer research materials. The a careers library with
system is connected school library is well a comprehensive
to the Public Library stocked with a range of range of college and
network. This means books, magazines, university prospec-
pupils will automatical- newspapers, audio tus.
ly join the Public and books and DVDs.
School Library when
they start at the
school.Inverness Royal Academy Page 14
SUPPORT FOR PUPILS
The aim of the Support Team is to ensure that the pu- Additional Support Needs has special responsibility
pils are fully supported to allow them to reach their full for existing pupils with Individual Education Plans
potential, both in and out of school. The Team is led by (IEP), Additional Support Plans (ASP) and Coordi-
Mr Fyfe, Depute Rector, and he is supported by five nated Support Plans (CSP). The Pupil Support Team
Principal Teachers (Guidance) and one Principal Teach- (ASN) works with all subject departments to ensure
er Learning Support, Mrs Blair. Each Principal Teacher that all young people at Inverness Royal Academy
(Guidance) is responsible for one of the five houses: make good progress. The Principal Teacher con-
Glamaig - Mr Turner; Lomond - Mr Macdonald; Nevis - sults with primary colleagues, the DHT, the Educa-
Mrs O’Boyle; Slioch - Mr Trinder and Wyvis - Mrs Da- tional Psychologist and Pupil Support Managers to
vies. They are responsible for the Pastoral, Curricular identify and support pupils with special educational
and Vocational care of the pupils within that House. needs.
During a pupil’s school career, they will be interviewed Pupils’ work is supported and monitored through-
at least once per session by their Principal Teacher Pu- out first to sixth years. Special arrangements
pil Support. Where any problems have become appar- for formal testing and SQA examinations are negoti-
ent, the pupil should make contact with the Principal ated and provided using readers and scribes.
Teacher, who is also the designated person for parents The Principal Teacher, together with her team of
to contact. Their role is also to help with any personal learning support teachers and classroom assistants,
problems or worries and to be the first line of contact works cooperatively with classroom teachers to
between school and home. They are also your child’s support vulnerable pupils with their learning.
Named Person and parents are encouraged to get to Progress is always being monitored. The support
know them and to keep the school informed of anything team responds quickly to problems with learning
affecting their child’s progress. and behaviour. Timetables are under constant re-
While the Principal Teacher will liaise closely with view and change in response to pupils’ needs as
school staff, there may be situations where other agen- they are identified. To raise attainment in language
cies may be asked for advice/assistance and this will be and numeracy, identified first and second year pupils
in line with GIRFEC procedures. A considerable have access to a learning programme that consoli-
amount of the Principal Teacher’s time is devoted to dates basic skills in reading, writing and mathemat-
teaching Personal and Social Education. Information and ics. The support team assist at intervals and
advice on school courses and links to careers are ex- lunchtimes in the CORE. They keep a friendly eye
plained and discussed. The advice will be based on a to ensure all pupils behave responsibly and are kept
realistic appraisal of the pupil’s prospects and considera- safe and feel secure.
tions of their career aspirations.
The pupils will also receive advice and assistance on
completing application forms for the workplace/
colleges/universities and interview techniques. A wide
range of Health and Social Issues are also covered with-
in the programme.
It is the responsibility of all staff in Inverness Royal
Academy to meet the learning needs of all pupils. Meet-
ing additional support needs is therefore an inclusive,
whole school system co-ordinated by Mr Engstrand,
Head Teacher. Mr Gunn, Depute Head, oversees sup-
port for pupils with additional support needs in con-
junction with the Principal Teacher.Inverness Royal Academy Page 15
RELIGIOUS EDUCATION
Schools are obliged by law to have Religious own beliefs rather than promote any one de-
Education in their curriculum. nomination or faith. Parents have the right to
request withdrawal of a pupil from Religious
In this school the approach to the subject is Education classes or from an Assembly involving
essentially non-denominational. The intention religious observance. In fact this request is very
is to give pupils some understanding of religious seldom made. Any parents wishing to exercise
thought and experience and of the influence of the right to withdraw should put the request in
religious faith on the life of individuals in our writing to the Rector. The alternative on offer is
own and other societies. unsupervised study.
In addition we have Assemblies throughout the
year, some of which are led by one of the Chap-
lains. Our Assemblies promote widely accepted
values and encourage pupils to reflect on their
FUNDRAISING
The school community comes together throughout
the year to raise funds for various charities.
This year however we were unable to host the usual
events due to Covid restrictions. We did raise £514
for the Big Scottish Breakfast Appeal by having a fun-
ny hat competition.
Our sponsored walk in September 2020 was can-
celled due to restrictions.
Fund Raising Event for the
Highland HospiceInverness Royal Academy Page 16
‘It’s everyone’s job to
CHILD PROTECTION make sure I’m alright’
From time to time incidents can occur All agencies involved in Child Pro-
within the school setting which cause tection are obliged to make the Agencies offering addition-
concern and could indicate that a pupil is welfare of children their paramount al advice:
suffering some form of abuse. consideration and this will be the
Scottish Independent Ad-
priority for Education Service staff.
vocacy Alliance (SIAA)
In terms of Highland Child Protection More information about Child Pro- http://www.siaa.org.uk/
Committee Inter-agency Protection tection Procedures can be obtained
Guidelines, Education Service staff have from Robin Fyfe, Depute Rector or Scottish Child Law Centre
to report such incidents to Social Work the Child Protection Development Of- http://www.sclc.org.uk/
Services which can lead to a joint Social ficer, Highland Child Protection Com-
Work/Police investigation. mittee, Kinmylies Building, Leachkin My Rights, My Say
Road, Inverness IV3 8NN - telephone http://enquire.org.uk/
(01463) 703483 - fax (01463) myrightsmysay
Useful Link - Highland Council:-
http://www.highland.gov.uk/info/1361/childcare_and_family_care/438/child_protection
Children 1st:-
https://www.children1st.org.uk/help-for-families/parentline-scotland
PARENTAL INVOLVEMENT Proposed meeting dates are:
The current pandemic has affected the way in which we AGM September 2021
are able to engage with parents, and this may change Autumn Meeting September 2021
further depending on how the pandemic progresses. Winter Meeting November 2021
For the latest information, please contact the school. First Spring Meeting January 2022
Second Spring Meeting March 2022
As parents and carers, you are all members of the Par- First Summer Meeting April 2022
ent Forum, our role as Parent Council is to represent
Second Summer Meeting June 2022
your views. We actively encourage parents and carers
to support the school in its work with pupils to maxim-
ise their educational achievements and to participate in Please do check the Parent Council webpage (on the
events and activities in the school calendar. Inverness school’s website) in case these dates change.
Royal Academy Parent Council is one of the methods
of engaging and promoting contact between school, The positive input of parents and carers is vital in en-
parents, pupils and the community. The Chair Person
suring the best possible educational experience for our
of the Parent Council is John Mills.
students. Throughout your child’s time in this school
you will have the opportunity to attend Parents Meet-
Your Parent Council representatives can be contacted
ings, Information Evenings, social gatherings and other
by e-mail - iraparentcouncil@gmail.com
activities which are all intended to enhance the part-
Please email if you would like to be added to the email
nership between home and school.
list. You can receive the papers from meetings and hear
If at any time you would like to share any of your
what we are up to even if you are not able to come
child’s achievements we would be delighted to hear
along to meetings. Meetings usually run from 7pm to
from you. Equally, should you have any areas of con-
8/8.30pm in the staff room.
cern please do not hesitate to contact the school of-
All parents and carers are very, very welcome to
fice or your child’s Guidance teacher, as often a small
all our meetings (we do a nice cup of tea and even a
anxiety can be resolved quickly and easily before it
biscuit or two).
manifests into a more serious matter. For urgent con-
Useful Link - Highland Council:-
cerns we would hope that a member of the Senior
https://education.gov.scot/parentzone/ Management or Guidance teams would be able to deal
with your query at short notice. However, it may not
be possible to see your child’s Year Head or Guidance
Teacher without arranging an appointment.Inverness Royal Academy Page 17
ASSESSMENT AND REPORTING
ASSESSMENT
For all pupils assessment is based on a mixture of con- These are emailed to the pupils to share with their
tinuous assessment (coursework), tests carried out parents and contain individual reports for each subject
during class time and more formal examinations. as well as information on attendance and punctuality.
Prelim examinations for S4 are held in December, S5 As well as the full reports mentioned above, we regu-
and S6 are in January/February. larly monitor the progress and performance of all our
pupils. This allows an interim tracking report to be
REPORTS TO PARENTS issued to each pupil as an earlier indication of progress.
Progress reports are issued to parents once per ses- Interim reports are issued as follows:
sion as follows:
S1, 2, 3: December
1st Year: May S4, 5, 6: October
2nd Year: March
3rd Year: May Useful Links—https://education.gov.scot/
4th Year: January parentzone/learning-in-scotland/assessment-and
5th & 6th Year: February -achievment
Where a pupil’s progress is causing concern you will be
Useful link: contacted and consulted.
https://www.highland.gov.uk/info/886/schools-
additional_support_needs/833/armed_forces
SCHOOL POLICIES AND PRACTICAL INFORMATION
EQUALITY AND INCLUSION to working with you to ensure a smooth transi-
tion for your child coming into or moving on
Our activities in school should ensure that we eliminate from our school. Please get in touch with us as
unlawful discrimination, advance equality of opportunity soon as you can so we can work with you to
and promote good relations. Activities should not dis- ensure the transition is as smooth as possible.
criminate against any of the following ‘protected char- Highland Council have proudly committed to the
acteristics’: Armed Forces Covenant and as such support our
veteran and reservist families as well as those
Age currently serving. There is a dedicated Highland
Disability Council Military Liaison Group (MLG) which has
Race been formed to promote and ensure equality for
Religion or belief your children in their education.
If you have any concerns, please get in touch with
Sex
your child’s named person (usually their Guid-
Sexual Orientation ance Teacher) or the Head Teacher.
Gender reassignment
HOMEWORK
Supporting aims to improve pupil attainment and per-
formance of pupils with ‘protected characteristics’, par- Your child can expect homework throughout
ticularly those experiencing poverty and deprivation. their time at school as it is an important part of
Meeting the needs of children who have experienced school work and they must make an honest at-
interrupted learning; young carers, children with ASN tempt to complete it. Pupils will be issued with
and children from military families. work through Google Classroom. Parents can
sign up for daily or weekly Google Classroom
MILITARY FAMILIES Updates through email to keep up to date with
pupils’ progress and to see details of homework
Our school welcomes and supports families and their issued and deadlines.
children from Forces families: serving, veteran and re-
servists. We understand some of the challenges that
mobility of service life can bring and we look forward
Useful link:
http://www.highland.gov.uk/info/751/equality_diversity_and_citizenship/313/equal_opportunitiesInverness Royal Academy Page 18
SCHOOL POLICIES AND PRACTICAL INFORMATION
DATA PROTECTION LEGISLATION DATA POLICY
Information on pupils, parents and guardians is stored Information about pupils’ education is collected
on a computer system and may be used for teaching, through our statistical surveys in partnership be-
registration, assessment and other administrative du- tween the Scottish Government and Local Au-
ties. The information is protected by data protection thorities through the ScotXed Programme, which
legislation and may only be disclosed in accordance aims to help schools and Local Authorities by
with the codes of practice. supporting efficient collection, processing and
dissemination of statistical information. The
TRANSFERRING EDUCATIONAL DATA Scottish Government then provides analysis of
the data to support research, planning, manage-
ABOUT PUPILS
ment and monitoring of education services as
well as to produce National Statistics publica-
The Scottish Government and its partners collect and tions.
use information about pupils through the Pupil Census Education data within Scottish Government is
to help and improve education across Scotland. This managed effectively by secure systems and is ex-
note explains why we need this information, how we ploited as a valuable corporate resource, subject
use it and what we do to protect the information sup- to confidentiality restraints. As part of its data
plied to us. Further information can be obtained from policy, Scottish Government will not publish or
http://www.gov.scot/Topics/Statistics/ScotXed. make publicly available any information that al-
lows individual pupils to be identified, nor will
Data about pupil preferred routes, occupations and data be used by Scottish Government to take any
anticipated school leaving date is also collected from actions in respect of individuals. Data is held
S3/S4 to support planning for leaving school. This in- securely and no information on individual pupils
formation is shared with Skills Development Scotland. can or would be made publicly available by Scot-
Further information about 16+ Data can be found here: tish Government.
The individual data collected by Scottish Govern-
http://hi-hope.org/directory/listing/16plus-planning ment through the Pupil Census is used for statis-
tical and research purposes only.
Useful Links Useful Links
https://www.highland.gov.uk/info/878/ https://www.highland.gov.uk/directory record
In order to make the best decisions about how to YOUR DATA PROTECTION
improve our education service, Scottish Government, RIGHTS
education authorities and other partners such as the
SQA and Skills Development Scotland need accurate, The collection, transfer, processing and sharing
up-to-date data about our pupils. We are keen to of ScotXed data is done in accordance with data
help all our pupils do well in all aspects of school life protection legislation. We also comply with the
and achieve better examination results. Accurate and National Statistics Code of Practice require-
up-to-date data allows us to: ments and other legislation related to safeguard-
Plan and deliver better policies for the benefit ing the confidentiality of data. Data protection
of all pupils. legislation gives you the right to know how we
Plan and deliver better policies for the benefit use your data. This note can give only a brief
of specific groups of pupils. description of how we use data. Fuller details of
Better understand some of the factors which each individual ScotXed survey, including the
influence pupil attainment and achievement. purpose of each and the published data can be
Share good practice. found on the ScotXed website:
Target resources better.
Enhance the quality of research to improve the http://www.gov.scot/Topics/Statistics/ScotXed/
lives of young people in Scotland. School/EducationInverness Royal Academy Page 19
SCHOOL POLICIES AND PRACTICAL INFORMATION
ADMINISTRATION OF MEDICINES PUPIL ABSENCE OR SICKNESS PROCE-
DURE
National Guidance on the Administration of Medi- During the current pandemic we may need to amend our
cines in Schools has been issued by the Scottish Gov- approaches to recording attendance, for example if it be-
ernment. comes necessary for pupils to work from home.
https://www.gov.scot/publications/supporting- Good attendance is vital if pupils are to achieve their full
children-young-people-healthcare-needs-schools/ potential. In the event of any known absences please con-
tact the school in writing giving the reason for your child’s
This guidance is based on a number of common prin- absence and the dates applicable. In the event of unex-
ciples that will be consistently applied when identify- pected absences please phone the school office on 01463
ing, supporting and reviewing the healthcare needs of 667800 each day your child is absent from school.
children and young people in Highland schools to If a pupil needs to leave school during the day for an ap-
enable them to make the most of their learning. pointment, they should bring a note with them from a
Under Article 24 of the United Nations convention parent or guardian. Pupils must sign out when leaving
on the Rights of the Child, all children have a right to school or arriving/returning later than 8.40am.
the highest attainable standard of health and to
health care services that help them attain this. Arti- If you are considering taking your child out of school for a
cle 7 of the United Nations Convention on the family holiday please be aware that this should be con-
Rights of Persons with Disabilities states that chil- firmed in writing to the Head Teacher. Under the Guid-
dren with disabilities have the right to express their ance issued at a national level, most family holidays will be
views freely on all matters affecting them. The ar- recorded as unauthorised absence.
rangements for each individual will therefore take
account of the health professionals’ advice, the pu- PUPIL ILLNESS
pil’s views and, where appropriate, their parent’s If a child falls ill during the day, parents are contacted for
views. them to collect their child, therefore it is essential that we
NHS Highland, Highland Council and school staff will have up to date day time contact numbers and
work collaboratively to ensure that pupils receive emergency contact numbers for all pupils.
the service they need in the way most appropriate to
their personal circumstances.
Where appropriate, we will make arrangements for
MINOR INJURIES
staff providing healthcare to pupils to receive appro-
School will only deal with minor cuts and bruises, these
priate training from a health professional , or other
will be cleaned and a plaster applied.
accredited source in the care they are providing.
Assistance with intimate care may be needed by chil-
dren in any school and this will be provided if re- MENTAL HEALTH & WELLBEING
quired to support these needs quickly and with re- Staff will support the emotional development of pupils
spect for children’s privacy, dignity and rights. through informal and curricular activities. Any concerns
If your child requires medication, please note that about a pupil’s wellbeing can be discussed with your
this will only be administered by staff when there is child’s Named Person, their Guidance Teacher. We
clear written guidance from a parent/carer, provid- have access to the Highland Council’s Primary Mental
ing: Health Worker Service and consultation and advice may
be sought if there are concerns that might require more
targeted support. As Parents, you would generally be
The name of the medicine, the quantity of the
involved in discussions beforehand however a pupil over
medicine to be given, the time it has to be
the age of 12 can ask for support themselves.
given.
As far as possible, prescriptive medication
should be given at home by parents/carers. If
it is required to be given in school, the medi-
cation should be unopen, clearly marked with
the directions from the pharmacist and admin-
istered as part of an agreed medical protocol.Inverness Royal Academy Page 20
SCHOOL POLICIES AND
COMPLAINTS PROCEDURE Inverness Royal Academy has adopted many of the
Most contact with parents and pupils takes the form Highland Council Policies but should you require
of queries or comments rather than complaints. any specific information please do not hesitate to
Almost all issues are resolved and are not logged as contact the school.
complaints. However, if a matter is not resolved, a Telephone (01463) 667800
parent can make a formal complaint by contacting Fax (01463) 667815
their child’s Named Person, this would be their E-mail ira@highland.gov.uk
Guidance Teacher or the Senior Management Team Website www.invernessroyalacademy.org.uk
for more serious issues. The school will respond to
the parent within a reasonable time. Should a situa- Please note that transport is not a school responsi-
tion not be resolved parents can contact the Interim bility and any queries should be addressed to the
Area Education Manager, Fiona Shearer, Highland Transport Development Officer, Highland Council,
Council Headquarters, Glenurquhart Road, Inver-
ness Useful
Link : Highland Council —www.highland.gov.uk
EDUCATION MAINTENANCE
SCHOOL MEALS ALLOWANCE (EMA)
The school meal service offers nu- meals and improves the overall An EMA is a weekly payment
tritionally balanced, well presented quality of the school meal expe- worth up to £30 for pupils who
food in an environment that is safe, rience. are planning to say on at school
well ordered and sensitive to the If a pupil has special dietary for a minimum of 21 learning
needs of pupils in order that they needs, please inform the school. hours per week. In session
may enjoy the lunchtime social ex- Free school meals can be 2020/2021 pupils born between
perience. Inverness Royal Academy claimed in certain circumstances. 1st March 2001 and 30th Septem-
operates the cashless system which For more information and appli- ber 2004 can receive payments
creates a unique meal account for cation form, please see the link from August 2020. Pupils born
every pupil. Pupils can access their below. Application forms are between 1st October 2004 and
meal accounts using a unique per- also available from the school 28th February 2005 can receive
sonalised PIN. reception. payments from January 2021. Fur-
This system for school meals helps ther information on full eligibility
reduce queuing, provides anonymity criteria and the online application
for those receiving free school process can be obtained from the
school.
Useful Links:
http://www.highland.gov.uk/info/878/schools/9/school_meals/2
http://www.highland.gov.uk/learninghere/grantsandallowances/ema/
SCHOOL DRESS
Black or white shirt, school tie black blazer with the school badge Items of school dress bearing the
and black non branded knitwear. but this will be optional. Pupils school badge can be purchased
For those who would like to con- should come to school in black from
tinue wearing the school badge footwear i.e. conventional black
you will be able to purchase a school shoes. However in an at- Gilmour Sports
black jumper or cardigan with the tempt to keep costs as low as pos- 57 Harbour Road
crest and wear this with a shirt sible, trainers which are completely Inverness, IV1 1UF
and school tie. Black skirt or black will be acceptable. Black and Tel. No. 01463 222022
trousers. (Black jeans, black leg- white or any other colour will not
gings and black shorts will not be be acceptable.
accepted as school uniform.). Pupils
will also be encouraged to wear aInverness Royal Academy Page 21
SCHOOL POLICIES AND PRACTICAL INFORMATION
TRANSPORT ADVERSE WEATHER
Most pupils walk or cycle to school. Bikes should Occasionally in the winter, adverse weather can cause
be kept in the lockable bike sheds. Parents using parents concern. If you are uncertain that the School
the drop off zone should take extreme care, the will be open, please listen to the local radio stations.
area can be very congested. We also have a telephone information service to give
you up to date information about school closure. Call
Highland Council provides free transport for pupils 0870 054 6999, then enter the school pin: 041100. Any
living more than 3 miles from the school and living closure announcement is made through them. Please
in our catchment. Season tickets for public service do not telephone the School first thing in the morning to
buses from Foyers and Whitebridge are supplied check if we will be opening as this blocks the switch-
through the Education Office, Unit4C, Dalfaber board causing difficulties for senior staff trying to resolve
Industrial Estate, Aviemore. Details of all bus ser- staffing in adverse weather. In November each year we
vices are available from the bus station at Farraline issue a letter giving detailed instructions to parents of
Park. pupils travelling from our landward area during adverse
weather.
We expect pupils to behave sensibly on the buses
and the co-operation of parents is essential to ACCESS TO PUPIL RECORDS
achieve this. The Pupils’ Educational Records (Scotland) Regulations
Useful Highland Council Link for School 2003 extend to parents the right of access to any record
Transport:- held in relation to their child. Information we hold is
http://www.highland.gov.uk/info/878/ protected by data protection legislation.
schools/12/school_transport
The Scottish Government collect and use information
about pupils through the Pupil Census to help improve
Useful Highland Council Link :–
www.highland.gov.uk/schoolclosures education across Scotland. Further information can be
obtained from www.gov.scot/topics/statistics/
scotxed
COMMUNICATION WITH The individual data collected by Scottish Government
PARENTS/GUARDIANS through the Pupil Census is used for statistical and re-
Depending upon the nature of the communication, search purposes only.
we use various methods to make contact with par- Information on why we collect data about pupils and
ents and guardians. These include:- school bag mail, who we share this data with can be found in Highland
mail, telephone, text, website, email, twitter and Council’s Privacy Notice which is available here;
facebook. www.highland.gov.uk/directoryrecord/1095920/
enrolyourchildataschool
ANTI-BULLYING
We are aware that bullying, in - establishing procedures for If you have concerns you
its various forms, can cause dealing with incidences of bullying should phone the appropri-
anxiety and unhappiness for - inviting the co-operation of ate Guidance teacher or a The
those subjected to it and we parents as appropriate. member of the senior man- basic
have developed a policy and The basic message is, “if you are agement team. Bullying, message
procedures to help prevent being bullied, tell someone”. racism and victimisation of is,
and, where necessary, deal Racist behaviour of any kind is any kind is not acceptable. “if you are
positively with the problem. not acceptable and will not be The school adheres to the being
Essentially this involves: tolerated. We have a school Highland Council Bullying & bullied,
- alerting staff to the need for policy which deals with both the Positive Relationships Policy. tell
vigilance; perpetrator and the victim. If someone”.
- advising pupils on appropri- your child is on the receiving end https://
ate action if threatened of racist behaviour, or if they www.highland.gov.uk/
- using opportunities within witness racist behaviour, he/she downloads/file/19358/
the curriculum to lead pupils should tell someone. anti bullying—guidance
to understand the unaccepta- for schools
bility of bullying behaviourYou can also read
