Kinross High School - School Handbook Academic Session 2020-2021 - Perth and Kinross ...
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Kinross High School
School Handbook
Academic Session 2020-2021
1
Contents
In accordance with the Education (Scotland) Act 1980 and the Education (School and
Placing Information) (Scotland) Regulations 1982, Perth & Kinross Council Education
Children’s Services’ schools produce handbooks covering the following categories of
information:
1 School information
2 Local Authority information
Whilst the information contained in this school handbook was accurate at the time of
publication (December 2019), further changes may have occurred since then.
1. Introduction
2. How to use the handbook
3. Contact Details
4. School Ethos
5. Parental Involvement
6. Transitions
7. The Curriculum
8. Assessment & Reporting
9. Support for Pupils
10. School Improvement
11. School Policies and Practical Information
12. Name of Child Protection Officer
13. Staff List
2Introduction
Learning Together, Achieving Together
This handbook has been designed to give you an insight into the life and work of Kinross
High School and to provide you with information that will help you become familiar with our
school.
Kinross High School is a six year comprehensive school located within Loch Leven
Community Campus. We benefit from facilities which are purpose built for secondary
education and equipped to the highest standards. Our Campus provides us with facilities
such as a library, museum, recording studio, outstanding sports facilities as well as extended
opening hours. Together this provides an excellent learning environment for our pupils to
develop and grow.
At Kinross High School, we aim to unlock potential in all by promoting the highest quality
learning which in turn contributes to building a better community; we steer our pupils towards
becoming Ambitious, Resilient, Responsible and Compassionate individuals.
We are extremely proud of the excellent reputation of Kinross High School and always
expect the highest standards of behaviour and effort in and out of school. We know that
caring for and respecting others is important to our young people and we encourage them to
build relationships across the whole school and be mindful of how they represent us in the
local community and beyond.
In ensuring young people are Learning Together, Achieving Together, we recognise the
importance of partnerships with parents. All parents are encouraged to become more
involved in the life of the school by joining the Parent Council and our 300 Club.
Mrs S Brown
Head Teacher and Campus Leader
How to use the handbook
The purpose of the handbook is to communicate the ethos of the school and provide a
welcome for parents to the school, help parents to choose a school, prepare their child for
school and act as a reference tool while their child is at Kinross High School. The handbook
also communicates the child’s learning journey to parents and in doing so, facilitates parental
involvement in the school and helps parents to better support their children.
If you are a parent:
Section by section, we have suggested ways to help you prepare and equip your child for life
in the school, and also how to deal with the kind of questions which can arise in everyday
school life.
In more exceptional cases, the golden rule is - get in touch. You will find us responsive and
concerned to help you and your children.
In particular, notice the information given about our Pupil Support Staff. As well as being
expert subject teachers, their business is to ensure that any child with a problem - whatever it
may be - has someone to turn to who will listen, be sympathetic and will help. You should
note who your child’s guidance teacher is and contact him or her for advice in the first
instance.
If you are a pupil:
There is useful information for you in every part of the hndbook, and eventually you will use
3all of it. To get you off to a good start, though - note the times when school begins each
morning and afternoon, and keep to them. Notice too, the number of different people who
are here to help you.
The day you join the school you will meet your TSG (tutor support group) teacher - someone
you will see every morning and who can always give you good advice. You will also meet the
team of Prefects who are looking forward to welcoming you and working with you.
Your subject teachers want you to do well in their classes - they will work very hard to help
you achieve your goals. Don’t be afraid to ask them things you need to know – there’s no
such thing as a silly question.
The House Pupil Support Teams are specially trained to help you deal with any problems
that may arise. You can always talk to someone; you never need to be unhappy about
something without knowing who can help. If you are not sure who you should ask, ask your
PSE teacher or any adult you feel comfortable talking to.
Contact Details
Address: Kinross High School
Loch Leven Community Campus
Muirs
Kinross
KY13 8FQ
Telephone: 01577 867100
01577 867199 (to report sickness, appointments etc)
07860049504 (to text sickness, appointments etc)
Email: KinrossHigh@pkc.gov.uk
Parental Concerns
We hope all of our pupils have a positive experience at Kinross High School but if you have a
concern about a pupil we can offer help and support in a number of ways.
We think it is essential that there is the maximum possible exchange of information and ideas
between home and school. In the event that the school becomes aware of a problem in
school, parents will be contacted. Similarly, parents are asked to contact the school over any
concern.
First of all, pupils are urged to speak with their guidance teacher or another member of their
House Pupil Support Team. Parents can also contact guidance to discuss concerns by
phoning the school office in the first instance. In the event that the relevant member of staff is
unavailable, a member of the Business Support Team will pass your query on. In some
instances, further investigation is required but we endeavour to respond to queries within 3-5
working days as per PKC guidelines.
Communication with Home
For reminders and important information, the main methods of communication are telephone,
email and text message. To ensure you never miss a message from us, download the
Xpressions app free of charge. This will store all messages together in one place.
Our Parents Evenings allow parents to have individual contact time with specific teachers to
discuss how their child is developing in the classroom. Letters are sent home with details two
weeks before the event takes place and the online booking system goes live one week prior
to the date.
4The weekly Pupil Bulletin is read out in TSG and uploaded to the school website. This
contains information on trips, lunchtime/after school clubs and other activities relating to the
school and campus.
We will distribute a monthly publication called Your Kinect to update parents on events,
areas of school improvement, news stories and more. Additionally, we submit an article to
the Kinross Newsletter every month.
The official twitter handle for Kinross High School is @KinrossHS but we also have many
associated accounts which are run by individual departments. We currently have no other
official or affiliated social media profiles.
Although we are committed to using less paper and going digital, in some cases it is
necessary to send letters home. These will be clearly identifiable by the Kinross High School
headed paper.
Our annual data check collects contact information but when moving house or changing
mobile number, it is important to update us so that we have emergency contact details on
file.
School Ethos
Our vision is of a school community where all members are Learning Together, Achieving
Together.
The Development of Pupils’ Values
In our school we are committed to provide suitable opportunities for the development of
pupils’ spiritual, moral, social and cultural values. These opportunities are delivered not only
by what is taught in our classrooms, but also in the way pupils and teachers work together
and relate to one another in every aspect of school community life. We aim to take account
of the individual needs of pupils and the views of parents, whose partnership with the school
is vital in this, as in so many other areas of young people’s school experience.
The School welcomes and encourages diversity and individuality, while calling for a shared
commitment to our values; Ambitious, Responsible, Resilient and Compassionate
We support Perth & Kinross Authority’s policy for Equal Opportunities.
School Aims
Unlocking Potential:
• We are building capacity in staff and pupils
• We are embedding a culture of continuous improvement and shared best practice
Promoting Highest Quality Learning:
• We are inspiring all young people to achieve their potential
• We are providing effective support for all young people
• We are developing skills for life, learning and work
Building Community:
• We are active in and proud of our community
• We are building inclusive relationships with all
• We are an active partner in a wider learning community
5Other Achievements
It will be clear from reading this booklet that although day to day learning is at the heart of all
that we do, we aim to support the personal development of our pupils in ways that go way
beyond the classroom. Learning Together, Achieving Together is not totally depend on
academic qualifications. Other human qualities are just as important.
A very large number of staff (teaching and support staff) generously volunteer their own time
to run an extensive range of extra-curricular activities. Through these our young people
develop valuable skills and personal qualities while also participating in whole-school social
and community events. Many of these activities are supported by the efforts of parents and
members of the wider community and this is very much appreciated.
Many of the opportunities we offer have nothing to do with competition or winning awards –
our active charity work. Taking part with others and making a helpful contribution to needs in
the wider community gives everyone involved a sense of personal worth and shared
satisfaction. A very valuable outcome of all that goes on is the close, friendly relationship
which is evident among pupils and staff in everyday activities. This strong community feeling
is perhaps our greatest achievement.
The PE Sports Awards Ceremony recognises the many wonderful achievements of our
young people. It takes place in June and all pupils who take part in Sports Day, attend an
extra-curricular club or have achieved a performance in any sport outside school at regional
level or above are invited to attend the ceremony. Pupils are presented with their sports day
medals, any major trophies won throughout the year for group sporting achievements in
activities such as swimming, cricket, rugby or badminton and for special awards such as the
Fairplay trophy. The atmosphere during the ceremony is positive and fun and pupils clearly
enjoy cheering and encouraging each other.
We also enjoy celebrating the success of our young people in sports outside school hours
where they may have significant achievements. During the Sports Award Ceremony pupils
are given credit for these achievements and the PE department are delighted to hear of any
achievements throughout the year that can be mentioned during the sports awards
ceremony. Credit for all these successes should go primarily to the young people themselves
but also to members of staff and parents who have worked closely in their support.
The annual Awards Evening in June which celebrates pupils’ achievements is accompanied
by displays of pupils’ work in Art and Design, Craft and Design and Graphic
Communications.
A variety of other opportunities are on offer which widens pupils’ experience. These include
residential excursions within Britain and abroad, including pupil exchanges with our school
links in Gace, Normandy, and Traunstein, Germany. Extensive community involvement
regularly involves staging events for senior citizens and primary school pupils. Charity work
plays a major part in school life with regular support given to a nominated charity throughout
the school year.
Each year, pupils actively involved in Duke of Edinburgh’s Award activities achieve bronze,
silver or gold awards. A variety of enterprise activities are also organised.
A Community Sport Leader Award programme is run within the senior school to encourage
pupils to coach other young people in a variety of sports. Actual trophies, awards, prizes and
victories won are celebrated at other times and publicised in other ways. Our aim here is to
emphasise to anyone new to the school that our work in and out of classes aims to foster
individual pupils’ potential in ways which offer everyone the opportunity to feel a sense of
worthwhile achievement if they have the personal commitment.
A lively impression of life in the school is given in the school yearbook which is organised
and executed by S6 Prefects.
6KHS Positive Behaviour Policy
Every pupil has an equal right to attend school in safety and peace of mind. No one has the
right to interrupt or interfere with the work or progress of others or their enjoyment of what the
school has to offer.
Kinross High School has a good reputation in the community for the conduct of its pupils and
the successes they achieve in many aspects of school life. Every pupil gains from this
respect and all pupils are expected to play their part in maintaining it. It does not come for
nothing - it has to be earned, over and over again, every day.
The Positive Behaviour Policy has been agreed by pupils and staff. Self-respect and
consideration for others, sum up what is expected. We ask for the support of all parents and
guardians for the rules and guidelines which follow.
Our Rights and Responsibilities at KHS
Since these rights are for everybody, we all have to take on responsibility too.
To feel safe To be happy
Teacher: To provide Pupil: To help keep Teacher: To Pupil: To consider
a safe and productive all members of the celebrate success the feelings of all
working environment school community and effort members of the
safe school community
To have the opportunity to achieve
To be treated as an individual
excellence
Teacher: To provide Pupil: To work to the Teacher: To treat all Pupil: To respect
opportunities for all best of my ability and pupils fairly and to people’s differences
pupils to succeed to allow others to do actively counter
the same discrimination
Safety in Workshops and Laboratories
Eye Protection
Goggles which must conform to BS2092.1CDM are to be worn when operating machines.
These will be supplied by the school.
If pupils prefer to use their own goggles for reasons of hygiene, these can be ordered
through the Technology department at a cost of approximately £3.60 inclusive of VAT. Note
these goggles also meet the requirements of science lab work.
Footwear
Sensible footwear must be worn when working at the bench. Light-weight footwear, such as
open-toed sandals and canvas shoes must not be worn.
Behaviour in Corridors
Corridor behaviour rules operate for your benefit, and especially, for your safety;
• Walk along the corridor, keeping to the left - no running or pushing other people
• Eating or drinking is banned in the corridors at period change overs. This causes time
wasting, mess and litter
• If you are waiting to enter a class, stand close to the wall in a single line along from
the door
7Parental Involvement
Kinross High School provides several opportunities for parents/carers to become involved in
the life of the school.
The Scottish Schools (Parental Involvement) Act 2006 became legislation in September
2006. This Act proposed changes which were implemented in August 2007 to abolish
Schools Boards and replace them with Parent Councils.
The Parent Council office bearers for the current academic year are:
Chair: Laura Alexander
Vice Chair: Kay Mitchell
Treasurer: Catriona Culley
Clerk to the Parent Council: Rosemary Cameron
Email: KinrossHSParentCouncil@gmail.com
The objectives of the Kinross High School Parent Council are to:
1. Work in partnership with the school to create a welcoming school which is
inclusive for pupils, academic and support staff, and parents;
2. Promote partnership between the school, its pupils, its parents; and the local
community;
3. Develop and engage in activities which support the education and welfare of the
pupils;
4. Identify and represent the views of parents on the education provided by the
school supported by the Education Authority and other matters affecting the
education and welfare of the pupils.
5. Be consulted in and to contribute to the selection and appointment of senior
academic staff at KHS.
http://www.pkc.gov.uk/parentalinvolvement
300 Club
As a school we operate a large number of extra activities that enhance the pupil experience.
As well as in-school clubs, many excursions take place throughout the session. The vast
majority of these events and purchasing of resources are supported in some way by our
school fund and £5 annual parental contribution (via ParentPay). In order to continue to
provide these extra activities we invite all parents and staff to join our 300 Club. This is a
monthly draw that gives each participant the chance of winning a cash prize.
Each will cost each participant £3 per month and if you are so inclined, you may choose to
buy an additional number making your contribution £6 per month! Please contact the school
office for an application form.
Active Schools
Volunteers are at the heart of the work of Active Schools and are the key to ensuring that
sport activities happen and that they are sustainable. There are many reasons to volunteer in
sport. Volunteers make sport happen - they give children and young people opportunities to
try different sport and help create the next generation of sporting stars. They help young
people live an active lifestyle which has many physical, mental, social and emotional
benefits.
If you have an interest in sport, fitness, dance or physical activity or have coaching
experience (recent or otherwise) you can lead or support an extracurricular club. All you
8need to become a volunteer is lots of enthusiasm and commitment, the time commitment can
be as little as 1 hour per week. Some of the additional benefits of being an Active Schools
volunteer is free training, qualifications, and disclosure Scotland PVG (normally £60.00).
If you are interested in becoming a volunteer please contact the Active Schools Coordinator
by contacting the school in the first instance.
Transitions
The vast majority of our pupils join us in first year from a cluster primary school. Each year
we work with our Primary colleagues to run a programme of events to make sure that their
transition to secondary schooling is a positive experience.
The feedback we have received from both parents and pupils is that the process we use
works very well and is improved upon each year.
We are in regular contact with Primary School staff during the school session to learn as
much as possible about our new pupils before they join us and our Teaching staff visit the
Primary Schools to continue the “getting to know you” process.
Members of staff from the Pupil Support department will also visit Primary Schools to
establish contact with pupils.
Pupils and parents are given an opportunity to visit the Campus and to meet members of
staff and senior pupils in June when different fun activities are arranged and pupils have the
chance to meet with their new classmates.
Tutor Support Groups (registration) are arranged vertically (Pupils from S1-S6 in each class)
to encourage peer support. We work with advice from Primary staff when compiling classes
so that every pupil has at least one of their former classmates in their new classes.
The Curriculum
Curriculum for Excellence aims to achieve a transformation in education by providing
a coherent, more flexible and enriched curriculum from ages 3 to 18. The curriculum focuses
on the totality of experiences which are planned for children and young people through their
education, wherever they are being educated. It will therefore focus on:
• Ethos and life of the school as a community
• Curriculum areas and subjects
• Interdisciplinary Learning
• Opportunities for Personal Achievement.
The purpose of Curriculum for Excellence is encapsulated in the four capacities – to enable
each child or young person to be a successful learner, a confident individual, a responsible
citizen and an effective contributor. Kinross High School is well positioned to ensure that we
build on existing good practice to ensure the best possible learning experience for our young
people.
The community campus offers us many more opportunities for learning through working with
a variety of community partners. We have organised (and will continue to organise) many
very successful interdisciplinary projects such as Growing Up with Loch Leven and Rock
Challenge.
The curriculum within Kinross High School is strengthened with a wide variety of extra-
curricular activities and numerous opportunities for wider achievements that are afforded to
our young people.
9S1 to S3 is the stage when pupils gain a Broad General Education (BGE), with S4 to
S6 being the time when we concentrate on qualifications and preparation for life after school.
Curriculum for Excellence in secondary schools is categorised into two broad stages: S1 to
S3 and Senior Phase.
S1 to S3
The BGE is designed to facilitate a smooth transition to the senior phase and its accent on
qualifications. As they continue to develop the four capacities, the curriculum enables each
young person to:
• experience learning across a broad curriculum, covering sciences, languages,
mathematics, social studies (including Scottish history); expressive arts, health and
wellbeing, religious and moral education and technologies (ie across the 8 curriculum
areas)
• achieve stretching levels of literacy and numeracy – with greater emphasis in all
subject areas
• develop skills for learning and skills for life and skills for work
• develop knowledge and understanding of society, Scottish contexts, history and
culture and Scotland's place in the world
• experience challenge and success
Throughout S1 and S2 all pupils follow the same course as we aim to provide a thorough
grounding in each of the curricular areas. In S3 we maintain contact with these curricular
areas but we introduce an element of choice whereby pupils can maintain their interests as
well as an element of specialisation. Final qualification choices will not be made until the end
of S3.
Senior Phase – S4 to S6
The purpose of the senior phase is to provide all learners, whatever their individual needs,
with:
• an experience which builds on their learning in S1 to S3 with scope to develop their
individual potential
• a broad preparation for adult life, whether their own next stage is further/higher education
or employment or volunteering and for participation in wider society
• opportunities to extend their own abilities and interests
• opportunities to study at as advanced levels as possible, to a high degree of rigour
• opportunities for a range of personal achievements in or out of school
• recognition of achievement, both attainment of qualifications and wider achievements
• continued emphasis on literacy, numeracy, health and wellbeing and the development of
a wide range of skills for life and skills for work
In the senior phase of learning the relationship between the curriculum and qualifications
becomes of key significance as more formal assessment and certification will take place.
Religious Observance
The school holds weekly House assemblies which provide opportunities for pupils and staff
to share together and celebrate as a school community those things which we value. They
also provide opportunities for pupils to consider spiritual and moral issues. Through this,
pupils can deepen their understanding of religious practices and the experiences which
underpin them. End of term services involving the School Chaplains are held at Christmas
and Easter in an ecumenical spirit, and these are also valued as whole-school cultural and
community experiences. The School Chaplains maintain an active involvement with the
school and its community life.
10Religious and Moral Education
The programme for Religious Education in our school aims to help pupils learn about major
world religions, including Christianity and to recognise religion as an important expression of
human experience. Through a process of personal search, discovery and thoughtful
examination of religious and non-religious stances for living, pupils are encouraged to learn
about and understand different world views, as well as to develop their own beliefs, attitudes
and their personal sense of what is right and wrong.
Parental Rights
Under the terms of the Education (Scotland) Act 1980 “any pupil may be withdrawn by
his/her parents from any instruction in religious subjects and from religious observance.”
Any parent who wishes to exercise this right must first discuss the matter with their child’s
House Pupil Support Team.
Assessment & Reporting
It is intended that this policy should promote a shared understanding amongst teachers,
departments, the SLT and, where possible, parents. Assessment in Kinross High School is
regarded as an integral part of Learning and Teaching. There is a commitment to help pupils
to become active, independent learners and this approach to assessment adopted by the
school, should support this intention.
Planning
The learning aims for pupils should be based on the programmes of study devised by the
teachers. These programmes of study will contain the attainment targets as stated in
Curriculum Papers for the subject, applicable to the various stages S1 - S6. Relevant
attainment targets should be used as the basis for class assessment. These should be made
explicit to the pupils and be readily accessible to other concerned parties.
Assessment information should be gathered from all components of the curriculum and
should reflect the balance of the curriculum at all stages.
Planning should take place in the school as a whole by each department, and then be
implemented by individual members of staff in relation to their respective classes.
Assessment is an integral component of curriculum planning. This planning should take
place in sufficient time as to allow adequate preparation for the following session. Any
resources required for assessment purposes should be identified at this stage (e.g. folders,
tapes, etc). This planning exercise should also be used as an opportunity to review existing
assessment practices. As part of this planning procedure, members of staff will review the
success and progress for each of their pupils in relation to the targets set in the subject
concerned.
During the planning process, teachers will identify activities which are likely to provide
appropriate assessment information. The Learning Support Staff should be involved in the
planning process as appropriate, and especially in the planning of new courses.
Fundamental Attitudes
We want to foster in pupils a sense of responsibility for their own learning. They should be
encouraged to view assessment as an aid to their learning rather than a judgement upon
them.
11General Aims of Assessment
The assessment system within the school will be operated and based on the following
general principles:
• Assessment is a part of the learning process and should act as a positive aid to the
learning of the pupils.
• Assessment will be used to diagnose pupils' strengths and weaknesses so that
appropriate teaching and learning can be planned.
• Assessment will be used to measure pupil attainment in relation to specified criteria
for each subject.
• Teachers should use assessment in the evaluation of their course and teaching
methods. Assessment will collect information which will assist pupils in their
curriculum/ career choice.
Elements of Assessment
In trying to fulfil the above attitudes and aims, assessment has a five-point approach.
1. Planning - knowing and sharing what is to be learned.
2. Teaching - assessment as part of effective learning and teaching.
3. Recording - summarising success and progress.
4. Reporting - providing useful feedback.
5. Evaluating - using assessment to evaluate Learning and Teaching
Assessment is integral to the process of teaching on a day to day basis. Assessment
information should be used to support learning and to ensure that opportunities are
maximised for each pupil.
Where assessment information indicates that a difficulty has arisen, teachers should reflect
first on the tasks, activities and strategies offered to determine if this is the source of the
difficulty. Teachers should also reflect on the pupil's approach to the task with a view to
suggesting more appropriate strategies.
At least once per term Principal Teachers should discuss the intended approaches to
assessment with members of their department to promote an appropriate range and balance
of activities and strategies.
Having identified the key learning aims, teachers should use information from assessment:
• to monitor pupils' progress towards these aims
• to identify unplanned success
• to monitor the success or otherwise of particular tasks or strategies
Pupils should undertake tasks which build on their previous experiences and take account of
their present abilities. They should be encouraged to reflect on their own performance to help
them to develop the skills necessary to become independent learners.
Most assessment information will be obtained through day to day activities, by watching and
listening to pupils, talking with pupils, considering what pupils have written and practical
activities.
Teachers are responsible for setting specific tasks and tests in accordance with
Departmental Policies. These should be designed for a definite purpose, to discover what
pupils know or can do before beginning a topic or unit and to check whether or not aims have
been achieved in a particular unit or task.
12Teachers will manage and plan assessment to ensure that information is obtained on all
pupils over a period of time. Where co-operative teaching occurs, all staff involved in
planning will share in the assessment load.
Recording
Not all activities undertaken within the classroom should be assessed, nor is there a need to
record all assessment information. Assessment should focus on key learning aims and any
information recorded should be for a particular purpose e.g. to assist with future learning and
teaching or to provide a basis for reporting to parents.
Individual departments should decide for themselves which format they will use for recording
assessment information. The recording should take place on a regular basis e.g. weekly,
monthly or at the end of a topic or unit, so that the information is readily accessible for the
Principal Teacher, or any other person whom the Head Teacher considers to have the right
of access.
The record should indicate:
a) the progress and attainment of each pupil in relation to specified criteria for
programmes of study in each subject undertaken
b) the views of the teacher about particular strengths and the needs of the pupils in
relation to their learning
c) Information on the attitude and effort /application shown by individual pupils in their
approach to class and home study
d) A summarised statement of performance for each pupil on one appropriate occasion
per session
Principal Teachers are responsible for collecting and holding all assessment information
centrally on file within their respective departments.
Class teachers are responsible for reporting to their Principal Teacher any pupil whose
progress and attainment is giving serious cause for concern on account of particular learning
difficulties. Where appropriate, these pupils may be the subject of discussion and referral to
staff in the Learning Support Department.
Pupil Support staff will be responsible for overseeing the general progress of pupils within
their charge throughout their school career. This will be achieved by liaison with subject class
teachers as required and on at least one occasion per session.
Individual pupils who are considered to be seriously underachieving may be referred via the
Principal Teacher to either the appropriate Pupil Support Named Person or Senior
Leadership Team for his / her attention and action.
Reporting
The information gained from assessment can be used as a means of reporting to parents in
several ways:
• As a concern report - used for those pupils considered to be underachieving as a result
of particular learning difficulties or through poor attitudes or motivation. Although they can
be issued at any time, the school has coordinating advantages in using concern reports
at key times specified within the year.
• As a verbal report during a parents' evening - the progress and attainment of children
will be reported to parents on one appropriate occasion within the school year.
• As a formal written report S1-S2 – staff will provide a profile of performance for each
pupil they teach on one appropriate occasion in the school year. There is also a shorter
tracking report at a second point in the session.
13• S3 Reporting – Tracking Reports are issued twice in the school session. The reports
contain working levels, ratings on Effort, Behaviour and Homework, as well as targets for
the pupils to take forward.
• Senior Reporting – Tracking Reports for S4 to S6 are issued four times in the school
session. The reports contain the Initial Target Grade, set at the start of the course, and a
Working Grade which reflects the performance at that time. There will also be a grading
from 1 – 4 on Effort, Behaviour and Homework. The classroom teacher will have a short
discussion with each pupil regarding what their individual next steps are.
Details of the timetable for parents' evenings and written reports are provided in the annual
Parent Calendar of Events. This is available on the School Website.
In addition to reporting to parents, teachers should give pupils regular feedback about their
success and progress in the course of their day to day work. This can vary from written
comments on classwork to constructive advice for future learning.
Evaluating
Teachers are responsible for using the information provided from assessment procedures to
evaluate the effectiveness of their teaching and learning programmes.
These evaluations should occur at regular and appropriate intervals of time e.g. at the end of
a unit or block of teaching. The factors to be considered in any evaluation should include an
examination of the relevance and appropriateness of the learning aims, the suitability of
assigned tasks and activities e.g. whether any of these are either too difficult or
undemanding, the relative success of different teaching strategies which have been
employed (with feedback from pupils where appropriate), and the records, reports, and
progress of individual pupils, groups of pupils, and classes as a whole.
14Support for Pupils
The Pupil Support Faculty comprises of:
Pupil Support
Support for Learning
Pupils are allocated to a Pupil Support Named Person in House groups:
BenartyPST@pkc.gov.uk LomondPST@pkc.gov.uk OchilPST@pkc.gov.uk
Head of House Andrew Baxby Jason Bain Alan Fraser
Depute
Headteacher
Depute Head Susanne Quinn Stacey MacNab and Katy Senga Morran
of House Watt
PT Pupil
Support –
Pastoral
Pupil Care and Sharon O’Neil Wendy Ely Natalie Boyd
Welfare Officer
Pupil Support staff are responsible for providing targeted support to pupils and their remit
covers attendance, attainment, achievement and behaviour.
Within the Social Education programme all S1 pupils are introduced to the school’s policy for
dealing with bullying and supplied with a copy of the policy for their future guidance and for
parents’ information.
In support of the Pupil Support Team, your child’s Tutor Support Teacher meets the class
every morning from 0845 to 0855 to deal with matters of attendance, collation of parental
notes to explain absence, passing on information etc.
The vertical House structure means that TSG teachers are supporting and working closely
with pupils at all stages from S1 – S6.
The organisation and administration of Pupil Support is shared by the Support for Learning
team under the direction of Mrs Newton, Acting Principal Teacher Inclusion. The integration
of pupils with additional needs into the life and work of the school lies at the core of KHS
philosophy. The aims of the school apply to all its pupils. For pupils with additional needs,
these aims will be met through the following objectives:
• to identify pupils with additional support needs from S1 to S6
• to assess pupil needs: to devise, implement, monitor and evaluate support programmes
to meet these needs to work collaboratively with departments to share this information
• to advise on resources and on learning and teaching styles
15• to maintain effective liaison with external agencies
• to involve those with parental responsibility in the process of meeting the needs of their
children
• to support gifted learners
The Support for Learning team of teachers and support assistants are committed to
enhancing the learning experience of all pupils. They take special note of those pupils who
have been recognised as having Additional Support Needs.
Good practice at primary transfer ensures many pupils with additional needs are known/
identified before entry to Kinross High School. Some further identification takes place through
screening tests and teacher referral. Pupils in need of support are taught in three ways:
individually, in class or in a withdrawal group. Diagnostic assessment is used to formulate
intervention strategies for the pupil, parents and teachers. The department also co-ordinates
SQA arrangements for pupils with additional needs.
Personal development or vocational courses are available including a life skills course for
some pupils who are not taking the full complement of S3/4 courses. Self-esteem courses
help pupils who are lacking in confidence or exhibiting challenging behaviour.
The school enjoys positive links with external support agencies. Regular meetings are held
between Support for Learning staff and the Educational Psychologist, the Community Link
Worker and Community Education staff. Other agencies such as the Police, Social Work, FE
Colleges, Careers and Health professionals have close links with the team. Where further
advice/support is necessary, referral to an Integrated Team may suggest other strategies to
try which may include the involvement of external agencies.
The parent/ teacher partnership is crucial to the success of an intervention programme.
Parents are sent copies of assessments and current strategies. Pupil planners are available
upon request by the teacher and is used as a conduit for home-school dialogue. Parents are
invited to meet with Support for Learning teachers at Parents’ Evenings, Annual Reviews and
by appointment.
If you require further information, advice or assistance, please contact your child’s guidance
teacher in the first instance.
BenartyPST@pkc.gov.uk
LomondPST@pkc.gov.uk
OchilPST@pkc.gov.uk
http://www.pkc.gov.uk/article/17278/Schools-additional-support-
Useful Sources of Information
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the
Scottish advice and information service for additional support for learning”, a charitable body
registered in Scotland under registration number SC003527
Enquire offers independent, confidential advice and information on additional support for
learning through:
Telephone Helpline: 0345 123 2303
Email Enquiry service: info@enquire.org.uk
Advice and information is also available at www.enquire.org.uk
Enquire provides a range of clear and easy-to-read guides and factsheets including The
parents’ guide to additional support for learning.
16(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under
registration number SC033576
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration
number SCO12741.
School Improvement
Kinross High School has a whole school approach to school improvement and we are
committed to making the school the best it can be.
Collegiate Groups
Every year, Collegiate Groups are formed based on the school improvement priorities. All
teaching staff must join a group and non-teaching staff also have the option to be involved.
Each Collegiate Group sets an actions plan and meets regularly to track progression.
17Prefects and Pupil Leadership Team
Prefects play an important role in the life of the school from supporting staff with
organisational matters to leading their own initiatives such as fundraising for charities,
arranging events for other pupils, forming committees etc.
Our Pupil Leadership Team consists of S1-S6 pupils who meet regularly to discuss and
implement actions which contribute towards overall School Improvement. SLT take turns to
meet with and support the Pupil Leadership Team.
School Policies & Practical Information
Headteacher/Campus Leader: Mrs S Brown
Parent Council contact: KinrossHSParentCouncil@gmail.com
More information about Parent Council can be found on our website including meeting dates,
minutes and agendas:
https://www.kinrosshighschool.org.uk/parent-info/parent-council/
How to find Kinross High School
The aims of the Kinross High School Travel Plan are:
• to reduce the volume of vehicles on the school run
• to improve safety on the school journey
• to pro-actively encourage healthy and environmentally friendly travel choices
On foot
Kinross High School sits within the Loch Leven Community Campus. The campus is set
between the towns of Kinross and Milnathort, approximately 0.8 miles from each town centre
and east of the M90 motorway. This equates to a 15 to 20 minute walk on what is mostly flat
footpaths. Approaching the campus from Milnathort there is a pedestrian walkway within the
campus grounds.
By bicycle
While there are not many cycle lanes around Kinross, the roads are flat and have good
visibility. National Cycle Network Route 1 comes up through the centre of Kinross and
passes the front entrance of the campus. Kinross High School has storage for 50 students’
cycles located near the tennis courts and gym at the back of the main buildings.
By bus
Several local bus services operate along The Muirs, travelling past the campus. These are
Services 23, 56, 56A, X55, 201 and 624. Each bus service varies in frequency – from
between once an hour, once every two hours and just a few journeys a day. The bus stops
are located on The Muirs, beside one of the pedestrian entrances for the campus and one on
the opposite side of the road at Loch Leven Leisure Centre. Both bus stops are clearly
marked, have covered shelters and have information boards showing the bus timetables. On
the campus side of the road a footpath has been installed from the pedestrian entrance to
the bus stop.
By car
Access on to Loch Leven Community Campus for motorised transport (ie cars, delivery
vehicles etc) is via a shared entrance on Scotlandwell Road. The first entrance travelling in
an easterly direction along Scotlandwell Road is a shared access point leading to an internal
road for bus and taxi drop off only. The second opening travelling in an easterly direction
along Scotlandwell Road is used for motor vehicle access and exit on Scotlandwell Road,
150 metres from the secondary motor vehicle entrance. The campus has one car park area
between the campus buildings and football pitches. It accommodates 150 vehicles plus five
disabled parking spaces, with an additional five disabled spaces outside the Main Entrance.
18Parents are requested not to park in the bus lane, but to use the car park when
dropping off or picking up pupils.
Pupil Absence
If your child cannot attend school for any reason, please call our automated absence line on
01577 867199. Please clearly state your child’s name, TSG class and reason for absence.
Alternatively, you can text 07860049504 or call the school office directly on 01577 867100. A
member of our Business Support Team will then change your child’s attendance status
accordingly. A Groupcall message will be sent home in the event that a child is missing from
class. If you believe you have received this in error, please contact the school office as soon
as possible. If your child needs to leave school for an appointment of any sort, please let the
school office know to avoid unnecessary concern.
The School Day
Monday - Thursday Friday
TSG 08:45 – 08:55 TSG 08:45 – 08:55
Period 1 08:55 – 09:40 Period 1 08:55 – 09:40
Period 2 09:40 – 10:25 Period 2 09:40 – 10:25
Interval 10:25 – 10:40 Interval 10:25 – 10:40
Period 3 10:40 – 11:30 Period 3 10:40 – 11:30
Period 4 11:30 – 12:20 Period 4 11:30 – 12:20
Period 5 12:20 – 13:10 Period 5 12:20 – 13:10
Lunch 13:10 – 14:00 Lunch 13:10 – 14:00
Period 6 14:00 – 14:50 Buses 13:45
Period 7 14:50 – 15:40
Buses 15:40
Lunch
Hot meals or snacks (filled rolls, home-made bakes, fruit, milk and juice) may be purchased
at the Campus Dining Area on a cafeteria or pre-order system, at the Food to Go bar or at
various vending machines. Pupils may also bring their own packed lunches, accommodation
being provided in the Street area of the Campus.
Cards can be topped up using ParentPay or using cash at the tills in the dining area. Meals
can be pre-ordered at the touch screen located at the Library end of the Street.
Free school meals are available to all pupils whose parents receive Income Support.
Application forms may be obtained from the school office or from Education & Children’s
Services, Pullar House, 35 Kinnoull Street, Perth, PH1 5GD. The cafeteria operates on a
cashless system, with each pupil having their own swipe card.
Complaints Procedure
The school deals with complaints as part of Perth & Kinross Council’s Complaints Handling
Procedure. More information is available on the Council’s website as follows:
http://www.pkc.gov.uk/complaints
More often than not, contacting the school in the first instance to speak to a member of the
House Pupil Support Team is an effective method of resolving a problem. In the event that
the relevant person is not available, a call back to discuss can be arranged by our Business
19Support Team. This can take 3-5 working days but we do endeavour to make contact as
soon as possible.
Pupil Leadership Team
Our Pupil Leadership Team consists of S1-S6 pupils who meet regularly to discuss and
implement actions which contribute towards overall School Improvement. SLT take turns to
meet with and support the Pupil Leadership Team.
Extra-Curricular Activities
An annual contribution of £5 via ParentPay or the school office covers the membership of
any number of clubs. This covers the costs of materials and resources.
Live Active Extra-Curricular Activities
Our aim is for our pupils to be active for at least one hour a day. Taking part in one or more
of our clubs benefits children and young people not only physically but also their mental,
social and emotional health and helps to build habits of being active for life.
Active Schools offer a variety of UKCC/NGB qualifications in coaching/leadership. These
courses are free of charge in return for volunteering in an extra-curricular club in school or a
community club. Courses run during the holidays. The majority of courses are for pupils aged
16+ but some are open to pupils aged 14+.
For the most up to date timetable or for updates please check the school website or
social media or contact the Active Schools Coordinator.
@ActiveSchoolsKinross @ASKinross
Whole School Events
School Cross-country Championships
Junior Swimming Gala
Sports Day
Challenge Week
Christmas Concert
Leavers Ball
School Show
https://www.kinrosshighschool.org.uk/pupil-info/extra-curricularsupported-study/
Various activities and clubs are advertised in the weekly pupil bulletin and around school. It is
also likely that every department will offer excursions which could include local, national and
international.
The May Experience
During the last week in May the school suspends the timetable to allow the S1-S3 pupils to
take part in a range of Activities. All pupils will be given opportunities to develop new skills,
volunteer for a local community group and take part in an out of school activity that will
challenge them either mentally or physically. There is also a range of residential experiences
on offer for pupils in S1-S3 during May. The aim of the May Experience is to allow our pupils
to participate in both challenging and rewarding activities where they will gain some sense of
achievement. Past activities have included: theatre trips, canyoning; Outward Bound;
Glasgow Science Centre, fishing; something for all tastes!
20It also allows our pupils to meet school staff in a different environment, which helps foster
good relationships between staff and pupils. The activities offered are wide ranging, covering
traditional subjects to more exciting adventures in and out of school.
ParentPay
Perth and Kinross Council use an online payment system to enable parents/carers to pre-pay
online for their child’s school meals and to pay in advance for other school activities and
trips. This is done using a secure website called ParentPay. ParentPay is an authority-wide
electronic payment system and offers you the freedom to make payments online whenever
and wherever you like, 24 hours a day, 7 days a week – safe in the knowledge that the
technology used is of the highest internet security available. You will have a secure online
account, activated using a unique activation username and password. Many of you may have
previously paid for trips by electronic banking and once your account with ParentPay is set
up it will be as easy as that! Activation Code letters for ParentPay will be issued to all new S1
at the start of the new session in August. ParentPay is the preferred method of payment for
school items in Kinross High School.
Homework Expectations
The homework demands in S1 and S2 are fairly light (up to one hour per night during a
normal school week would be a fair expectation). As pupils move up the school, homework
demands increase. Where work is set, it has to be done carefully and thoroughly, and all
pupils should remember that there are two kinds of homework, and they are equally
important.
Homework set by teachers to be completed by a given date
This is normally set to extend, complete or test work done in class, or is advance preparation
for classwork. If this work is not done satisfactorily, or on time, the pupil concerned is likely to
fall behind and will not properly understand the next stage of classwork.
Homework all pupils are expected to do on their own
Some pupils prefer to ignore this second kind of homework, and even claim sometimes that
they have no homework to do - but they are only fooling themselves. Information copied
down in class in various subjects has to be gone over and learned; examples of maths
problems done in class can be practised; English teachers will have given advice about
suitable personal reading; work done earlier in the year should be regularly revised - and so
on. Teachers often remind pupils that these things have to be done, but the pupils’ own
judgement comes into play as well. The individual child knows best what particular pieces of
work have to be given extra practice or revision.
Both kinds of homework arise naturally out of classwork: there is no special educational
value in setting exercises purely for homework purposes, and teachers often prefer certain
pieces of written or problem-solving work to be done wholly in class, where they can see how
individual pupils are coping, and give the necessary advice immediately - especially if they
know the pupil is finding the work difficult.
Parents and guardians often ask, “Should I help my child to do homework?” The short
answer is, “Yes, certainly” - so long as you are sure you are helping your child to do the work
and not doing it for him or her. Advice and explanation should be your approach - in the end
it is what the child produces that matters. A teacher may be significantly misled about what
follow-up work is needed, by the belief that the pupil understands the work when in fact it is
you who know all the answers! In particular, if a piece of homework is to be personally
marked or graded by the teacher then it should be the pupil’s unaided work.
Homework - General
21Another common question is, “How do I know my child is doing the work required?” Most
parents who regularly ask their children how things are going, quickly realise when problems
are cropping up. Another sign is the, “we never get homework” response. It has been pointed
out that in some subjects there may be no set homework exercises over a period of time -
but there is always something to be done. Homework is listed on the KHS website for each
department, by teacher.
Junior pupils are issued with a Homework Diary / Planner at the start of the session and
should use this to record all homework issued. Parents are asked to check this diary
regularly.
Another thing to notice is whether work in jotters and notebooks is clearly complete. If you
see evidence of unfinished notes or exercises then you should ask questions.
If you continue to be concerned, or uncertain, contact the school. Your child’s Pupil Support
Named Person will be glad to help by following up your queries.
Our homework policy for the whole school is regularly revised and re-issued to parents, and
is also available on request from the school office.
Holiday Dates for Session 2020-2021
A full list of school term and holiday dates can be found on Perth and Kinross’s website:
https://www.pkc.gov.uk/article/20513/School-term-and-holiday-dates-2020-2021
Loch Leven Community Campus
As a Kinross High School pupil, you will be aware that the school is part of a much larger
campus – Loch Leven Community Campus. Being part of a community campus not only
provides us with wonderful facilities, but also many opportunities to work with other
community groups.
The Campus offers extended opening hours from 7.30 am in the morning until 10 pm in the
evening (8am-5pm Sat & Sun). This means that as well as school pupils and staff, members
of our community use the facilities within the Campus during the school day – especially
those on the Street. That gives you, Kinross High pupils, an opportunity to build upon your
good reputation within Perth and Kinross Council, and beyond.
As a school we must continue to abide by our positive behaviour code to ensure our safety
and wellbeing. In particular, the following rules are now especially important:
• School uniform should be worn at all times to ensure that you are easily identifiable as a
Kinross High School pupil
• When moving in the corridors and on stairways, please keep to the left hand side
• Access to the teaching block during interval is forbidden
• Access to the teaching block at lunchtimes is by permission only (your teachers will issue
slips when necessary)
• Pupils should not loiter in any car park areas.
• All cultivated areas are out of bounds to pupils.
• Access to the artificial playing surfaces and grass pitches is by permission only
• The toilets located closest to the Library are designated for Public use only.
• During intervals and lunchtimes, the Street is your main social gathering area inside the
building or there are numerous outside areas which have been beautifully landscaped for
your use.
• There is full CCTV coverage throughout the building for your safety and wellbeing
22• Enter the library by the double doors located at the end of the Street. Leave the library
through the main doors and the receptionist will allow you back into the Street. If there is
no receptionist, ring the bell.
• All pupils must enter by the PUPIL ENTRANCES – NOT the main reception entrance
as this is for public use only unless special permission has been given. However, if you
are late to school you should enter by the main reception entrance and must sign in
there.
• Need to see your Pupil Support Named Person? Swipe card access is from the RME
corridor, or from the Street, opposite the climbing wall.
We would encourage you, whenever possible, to walk or cycle to school. Cycle storage
areas are available for your use.
School Uniform
We will encourage pupils to follow our school uniform policy by working closely with parents,
pupils and our Parent Council. Pupils are regularly reminded of our uniform policy at
assemblies and in newsletters. We aim to be consistent and fair. We understand there may
occasionally be instances when it is impossible for your child to come to school in uniform. In
these cases, please send a note with your daughter/son to explain the reason. Our priority is
to see your child in school, learning and developing their social skills with their friends. If a
pupil has no justifiable reason for not wearing school uniform, we will contact parents by
phone, text or letter. In extreme or persistent cases a pupil may be sent home to change into
their uniform after contact has been made with parents.
https://www.kinrosshighschool.org.uk/parent-info/school-uniform/
Swimming
Swimwear that covers appropriate body areas and does not restrict movement. Bikinis are
not allowed. Two-piece costumes are allowed providing the mid-riff is fully covered. Pupils
may also wear a tight fitting t-shirt and/or lycra shorts if they would prefer to be more covered
up.
Goggles made of unbreakable plastic or rubber
Towel
Outdoor Games Activities - Boys / Girls
Girls should wear cropped or ¾ length black lycra sports leggings, and a plain white t-shirt.
Boys should wear black shorts, and a plain white t-shirt.
Shin Guards that strap into position for contact sports (these are not provided by the
PE department and it is pupils’ own responsibility to wear shin guards – this is recommended
for football, rugby and hockey).
Personal mouth guard for contact sports (these are not provided by the PE department and it
is pupils’ own responsibility to wear a gum shield – this is recommended for rugby and
hockey).
Tracksuit trousers / long-sleeved top in cold weather (pupils should always have their indoor
kit with them to be prepared for staying indoors. The teacher will advise when the outdoor
clothing should be worn).
School hooded top
Change of socks
Towel in wet conditions
Indoor Activities - Boys / Girls
Girls should wear cropped or ¾ length black lycra sports leggings, and a plain white t-shirt.
Boys should wear black shorts, and a plain white t-shirt. Footwear that is close fitting with
soles that provide good traction and are non-marking. Pupils should change their footwear
for PE lessons.
Recommended items are available from www.schoolwearmadeeasy.com/badgedschool-
uniform/i-l/k/kinross-high-school
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