Dunbar primary school
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NURSERYA.M. Group: Monday to Thursday 8.30 a.m. -12 noon. Door opens 8.30 a.m. – 8.50 a.m. for drop off and 11.45 a.m. for collecting children). Friday 8.30 a.m. – 12.05 p.m. (every fortnight). Door opens 8.30 a.m. – 8.50 a.m. for drop off and 11.45 a.m. for collecting children.
Monday to Thursday 12.45 p.m. to 4.15 p.m. You can pick up at 3.00 p.m., or door opens at 4.00 p.m. for collection. All children must be collected by 4.15 p.m. Friday 8.30 a.m. – 12.05 p.m. (every fortnight). Door opens 8.30 a.m. – 8.50 a.m. for drop off and 11.45 a.m. for collecting children.
Commence 8.45 am until 12.00pm (lunch) Resume 1.00 pm until 2.50 pm (dismissal) (Fridays 12.10 pm dismissal) P3 Commence 8.45 am until 12.15pm (lunch) Resume 1.00 pm until 3.10 pm (dismissal) (Fridays 12.20 pm dismissal) (P4 - P7) Commence 8.45am until 12.40pm (lunch) Resume 1.25 pm until 3.10pm (dismissal) (Fridays 12.20 pm dismissal) School dismisses at lunchtime on FRIDAYS to allow time for Staff and School development activities. Intervals (Excluding Nursery Class) are as follows: P1 - 3 10.30 a.m. – 10.45 a.m. P4 – 7 10.45 a.m. – 11.00 am NURSERY CLASS Dunbar Nursery class offers AM and PM nursery places to children in their ante-pre-school year and pre-school year. Our team of teachers, nursery nurses and special needs auxiliaries aim to provide a safe, secure and stimulating environment for all children. We work in partnership with parents and outside agencies e.g. Speech and Language Therapy, Health Visitors, to build on children’s experiences and foster their development and learning through play. The Scottish Curriculum Framework for children 3-5 together with A Curriculum for Excellence 3-18 helps staff to plan a range of activities and experiences that promote children’s development and learning in the following five areas:
Children are generally offered a place after their third birthday. Parents/carers would receive a letter asking them to bring their child for a visit and meet their key worker. We then follow a flexible settling in procedure to allow for a happy start to nursery life. Dunbar Primary is also able to offer a wrap-around care service for parents who are in or about to enter work, training or education. PARENT COUNCIL There are representatives for the parent council in each class making up a support group. The Chairperson is Tracey Gillespie and joint co-Chairs are Mo Sangster and Lisa Lumby. Meetings are held once a month and dates can be found on the school calendar. You are welcome to attend any meetings. If you would like to contact the parent council then please email chair@dunbarprimaryparents.org.uk More information can be found at: http://dunbarprimaryparents.org.uk/ ENROLMENT Nursery A child may be enrolled for Nursery anytime after their second birthday. Admission forms can be obtained from the School Office, proof of the child’s birth must be shown on enrolment. P1 The enrolment of children about to start school in August of any year now takes place before December. Posters are displayed throughout the town and in Nursery Class give details of time and place of enrolment. Any non-district pupils seeking enrolment should use the specific forms for this purpose, obtainable from the School Office. Parents unable to visit school at that time should telephone or call at school to arrange a convenient time with the Headteacher and Depute Headteacher (Early Years). A formal invitation will be sent to parents, inviting groups to school to meet P1 class teachers prior to the start of the session. Curriculum meetings will be held during the first term to introduce reading and maths programmes of study. Nursery children will have an opportunity to visit and spend some time in the classroom prior to starting school. A school newsletter and a stage newsletter keeps parents informed of relevant matters. Curriculum for Excellence Bringing learning to life and life to learning Curriculum for Excellence is now in place across Scotland for all 3-18 year olds – wherever they learn. It aims to raise standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow in a fast changing world. Curriculum for Excellence enables professionals to teach subjects creatively, to work together across the school and with other schools, to share best practice and explore learning together. Glow, Scotland’s unique, world-leading, online network supports learners and teachers in this and plans are already in place for parents across the country to have access to Glow. Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping their progression from nursery to primary, primary to secondary and beyond, ensuring the change is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge they can thrive on. Curriculum for Excellence balances the importance of knowledge and skills. Every child is entitled to a broad and deep general education, whatever their level and ability. Every single teacher and practitioner will be responsible for literacy and numeracy – the language and numbers skills that unlock other subjects and are vital to everyday life. It develops skills for learning, life and work to help young people go on to further study, secure work and navigate life. It brings real life into the classroom, making learning relevant and helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to another helping children understand the world and make connections. It develops skills so that children can think for themselves, make sound judgements, challenge, enquire and find solutions. There are new ways of assessing progress and ensuring children achieve their potential. There will be new qualifications for literacy and numeracy from 2012/13, new National 4 and 5 qualifications from 2013/14. Our well regarded Access, Highers and Advanced Highers will be updated to take account of and support the new approaches to learning and teaching. There’s personal support to help young people fulfil their potential and make the most of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on looking after our children’s health and well-being – to ensure that the school is a place where children feel safe and secure. Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to nurture successful learners, confident individuals, effective contributors, and responsible citizens, building on Scotland’s reputation for great education. CURRICULUM At Dunbar Primary School we aim to provide a broad, experiential curriculum that meets the needs of all our pupils and which develops skills for learning, skills for life and skills for work. In doing so we will prepare our pupils to take their place in 21st century society. This means that every child at Dunbar Primary School is entitled to a curriculum which is:
All staff have a responsibility to build our pupils’ capacity to become
By developing a curriculum which is based upon the 7 key principles of
Staff knowledge and understanding of the curriculum and a collegiate approach to developing experiences and outcomes in our school context will underpin development. This in turn will provide teaching and learning of the highest quality for the pupils. Further information on Curriculum for Excellence can be found at: http://www.eastlothian.gov.uk/curriculumforexcellence http://www.educationscotland.gov.uk/thecurriculum/ http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/skillsforlearning.asp ASSESSMENT AND REPORTING Children are subject to a policy of continuous assessment in all areas of the curriculum. This forms the basis for reporting to parents at appropriate times of the year. This comprises of two individual parent/teacher meetings held in November and March and a written report which is issued in June. In additional all parents are invited to a ‘Meet the Teacher’ event at the start of the new school year when each class teacher outlines the curriculum, excursions, projects and the expectations for each class for the year ahead. What is meant by assessment? Assessment tells us what children and young people know, understand and are able to do. Assessment is a process which supports your child’s learning from Nursery through to S3 and not a series of events “done to them.” By involving your child in the whole process of learning and assessment and allowing them to take responsibility for their own learning, it raises their standards of achievement and develops their skills for learning, life and work. Progress therefore becomes a measure of your child’s success in setting high expectations and successfully achieving them. What is assessed? Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies. There are also three key areas which all teachers are responsible for teaching Literacy across learning, Numeracy across learning and Health and Wellbeing across learning. Assessment and Reporting across East Lothian Schools Each curriculum area is broken down into a set of experiences and outcomes. These experiences and outcomes in each area are then grouped as Early Level (Nursery—P1); First Level (P2-P4); Second Level (P5-P7); Third and Fourth Levels (S1-S3). The Experience describes the learning whilst the Outcome represents what the learning will achieve. This is often explained from the pupil’s perspective as an ‘I can....’ statement. What’s in an “outcome”?
How are we assessing? Teachers look at a range of evidence of learning which your child has produced before summing up his/her progress at that point in time. Some concrete examples of evidence might be:
Evidence of children and young people's progress and achievements will come from day-to-day learning and through the things they may write, say, make or do. How do teachers report on your child’s progress? Progress is now defined as “how much” and “how well” your child is learning, and not solely on “how fast” although pace is still important. The new curriculum is designed to enable your child to achieve greater breadth and depth of learning whilst also securing the development of skills and knowledge. Therefore reporting must now include information on progress which is either developing, consolidating or secure depending on how well your child has developed a breadth of learning, in challenging aspects and applied this learning in other curricular areas or contexts. If your child has had opportunities to show breadth, challenge and application in the different curricular areas, but has not evidenced each through their learning and across a level, the teacher may report that your child is “developing.” If your child demonstrates a range of evidence, where he/she has met challenges and deepened his/her learning, then your child will be “consolidating” their progress. If your child has demonstrated that they have knowledge and understanding and skills across a breadth of learning, whilst meeting challenges across this breadth to deepen their learning and applied all of this in another context or curricular area consistently, then the teacher will report that your child is “secure.” There is a range of ways in which your child’s teacher reports on his/her progress. Here are a few examples:
All learning is a journey of progress, which is rarely linear and takes many routes and pathways. Your child may take longer to progress in some areas in order to ensure the security that will enable them to make progress confidently. Teachers will report also on your child’s effort as Very Good, Good, Fair or Unsatisfactory. They will also report on the level of support given as Little, Some, Frequent or Considerable. When do schools assess? Assessment takes place as part of everyday learning and teaching, periodically and at key transitions. As part of everyday learning, teachers are continuously assessing their pupils’ progress using learning intentions and success criteria as measures of pupils’ success. From time to time, teachers will use tests to assess children and young people's progress and achievements in order to be able to plan ahead, record and report on progress and support learners. Transitions are the moves children and young people make, from home to nursery, from stage to stage, from primary to secondary, to further education and employment. Information about a learner's progress and achievements will be passed on to make sure that their broad general education continues at the correct level and at an appropriate pace for them. Where can I find out more information about assessment and reporting? Your child’s school will be able to provide you with more information on how they carry out specific assessments and how they report on your child’s progress. Further information can be found at: http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/index.asp http://www.educationscotland.gov.uk/parentzone/ http://www.educationscotland.gov.uk/thecurriculum/howisprogressassessed/stages/index.asp Organising Learning The ethos of our school is a crucial element in the delivery of a Curriculum for Excellence. The experiences of our pupils will be based on sound pedagogy. We will deliver experiences that develop the values and principles through:
Citizenship, Enterprise, Learning and Teaching, Creativity and understanding of Sustainable Development are core elements which underpin our ethos and all learning should be planned to reflect these basic themes and principles. Supporting our pupils to become literate and numerate is a key factor. This will have implications for the organisation of our learning:
Curriculum for Excellence comprises 8 curricular areas consisting of: Expressive Arts, Health and Wellbeing, Languages (including English, Gaelic, Classic and Modern Languages), Mathematics, Religious and Moral Education, Sciences, Social Studies and Technologies Opportunities for Citizenship, Enterprise and International Education are built into the core environmental themes. Each stage undertakes the following core themes which are used as a vehicle to develop the above programme throughout the school. These themes are reviewed regularly to reflect the needs of the pupils and the school.
Primary 2In the Street, Water and Weather, Mini- beasts, Scotland, Primary 3 The Celts, The Body /Keep Fit, Harvests of the Land and Sea, Castles Primary 4East Lothian, The Romans, Inventions / How Things Work, India Electricity , Classification of animals Primary 5Earth and Space, The Vikings, The John Muir Award, Scotland (Wallace and Bruce). Primary 6Electricity, The Victorians, The Body, Scotland – Jacobites, Mini topic of France / Germany, Bikeability, Rainforest. Primary 7 WW2, National Disasters, Africa, Earth and Space, Scotland – Parliament and Regions All of these topics are subject to regular review to ensure we are meeting the needs of our pupils. RELIGIOUS OBSERVANCE Religious Observance should provide opportunities for the school community to reflect on, and develop a deeper understanding of the dignity and worth of each individual and their contribution to the school and wider communities. In recognition of Scotland’s Christian heritage, schools are encouraged to use the rich resources of this tradition when planning religious observance. Many school communities contain pupils and staff from faiths other than Christianity or with no faith commitment. This should be taken fully into account in supporting spiritual development. It is of central importance that all pupils and staff can participate with integrity in forms of religious observance without compromise to their personal faith stances. At present school assemblies are the most common vehicle for delivering religious observance. There should be a clear distinction between assemblies devised for the purpose of religious observance and assemblies for other purposes such as celebrating success. Religious observance might include opportunities for class, year, stage or whole school observance as well as involvement by pupils and others, including school chaplains, in planning and presentation. There is a statutory provision for parents to withdraw children from participation in religious observance. This right should always be made known to parents and their wishes respected. Parents should be provided with sufficient information on which to base a decision. Where a child is withdrawn from religious observance, schools should make suitable arrangements for the child to participate in a worthwhile alternative activity. In no circumstances should a child be disadvantaged as a result of withdrawing from religious observance. For more information please refer to: Curricular 1/2005 Provision of Religious Observance in Scottish Schools (http://www.scotland.gov.uk/Publications) INSTRUMENTAL TUITION East Lothian Council’s Instrumental Music Service provides instrumental tuition in the following instruments:
As demand for lessons usually always outstrips provision a selection procedure is required. For Upper and Lower Strings this takes place at the end of P3 or beginning of P4 and for the other instruments at the end of P5 or beginning of P6. The selection procedure has two parts – the first part is a general aural assessment and the second part is aimed at matching up the pupil with their choice of instrument. Further details can be had from the instrumental staff in the school, the instrumental Music Co-ordinator (pantonelli@eastlothian.gov.uk) or from the Instrumental Handbook (Please find link on the school website: edubuzz.org/blogs/dunbarprimary). TRANSITION ARRANGEMENTS Transition from Nursery to Primary 1 The staff in school liaise closely prior to Nursery pupils transferring into P1. This includes discussion with children attending Dunbar Primary from Nurseries out with our own Nursery Class. East Lothian Council have a framework for the information in the form of a transition document which makes note of the child’s own development in areas such as language, numeracy and play. These transition documents are held by the Primary 1 class teachers and used as a basis for discussion on the first parent / teacher consultation in November. We also provide information sessions on the learning and teaching for mathematics and language development in Primary 1. Transition from Primary 3 to Primary 4 All pupils in Primary 3 will have a regular opportunity during the course of the year to visit Lochend Campus – this will be to see their buddy class, for assemblies, for lunch and for a range of transition activities that will enable them to familiarise themselves with their new campus and come prepared and confident at the start of their Primary 4. Additional information will be sent to Primary 3 parents as part of the final term activities. Transition from Primary 7 to Senior 1 Dunbar Cluster Schools have developed an extensive programme of activities for the Primary 7 pupils. The first activity in this programme is a cluster camp visit to Dounans, then a variety of transition activities follow from January to June. This is highly successful and brings all of the P7s in the Cluster together. As the year progresses we liaise closely with secondary staff to ensure a smooth and worry free transition. Pupils leaving Primary School transfer to Dunbar Grammar (01368 863339) Headteacher: Mr P Raffaelli. PUPIL REPRESENTATION At various stages of their school journey, pupils have the opportunity to represent their class in a number of groups:
Through doing so they are developing skills in citizenship along with literacy, numeracy and health and wellbeing. They also act as role models for the rest of the school community. SCHOOL IMPROVEMENT In order to ensure that we provide the highest possible standards of education for our pupils, we are engaged in a continuous process of self-evaluation. During regular staff meetings we discuss the quality indicators set out in Educations Scotland’s How Good Is Our School and/or Journey to Excellence and measure our performance against these. We also have twice yearly visits from a Quality Improvement Officer (QIO) who monitors our performance. We encourage parents to become involved in this process through focus groups, discussions with the Parent Council and questionnaires to parents. The results of this process of self-evaluation form the basis for our Standards and Quality Report (available in paper format or on our website along with a summary). We have worked very hard to ensure that:
All of our development work is based upon improving outcomes for pupils and details of this can be found in our School Development Plan (available in paper format or on our website along with a summary). This outlines our plans to involve parents. ANTI-BULLYING POLICY Rationale The aim of our anti-bullying policy is to ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied. The school operates a zero tolerance approach to bullying – bullying must be challenged immediately, dealt with sensitively and in a sustained manner. Definition Bullying is defined as deliberate, hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. Pupils and staff Dunbar Primary School- November 2008. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. The four main types of bullying are:
Pupils must be encouraged to report bullying in school. This policy is designed to ensure that as a school we are alert to signs of bullying and act promptly and firmly against it. Dunbar Primary School’s Approach to Dealing With Bullying We believe that there are two components to effective anti-bullying practice: preventing bullying incidents and responding to them. Punishing bullies does not end bullying. At Dunbar Primary School we stress that it is the bullying behaviour, rather than the person doing the bullying, that is not acceptable. We positively encourage all pupils to take responsibility for their behaviour and its consequences and to make a commitment to take action to end the bullying and provide support for the bullied pupil. We stress the role of the Bystander – the person who can intervene and help the situation. Research shows that bullying will stop in less than 10 seconds nearly 60% of the time when peers intervene. (Pepler) At Dunbar Primary School we encourage the bystander to get involved and not just watch and collude. To report incidents or support someone getting bullied. Our whole school approach has been developed by pupils, staff and parents and includes a range of strategies adapted to suit particular incidents, including:
We use the following strategies to ensure a positive ethos in which children feel secure to report incidents of bullying immediately:
Procedures For Staff The following steps may be taken when dealing with incidents:
Pupils Advice Do not bully other people – it is not kind If you see someone being bullied- help them or tell an adult If you are being bullied TELL SOMEONE! Speak to your teacher – don’t exaggerate, be honest and stick to the facts. Write it down or draw a picture if it helps you explain. If it does not stop – tell the teacher or an adult again.
Anti-bullying East Lothian (A.B.E.L) is located at the Brunton Hall, Musselburgh. A.B.E.L is a voluntary organisation that arose out of the strong desire of parents to do something for themselves to overcome the devastating effect that bullying can have on children, their families and their community. Further information can be found at: http://antibullyingeastlothian.org.uk/ STAGED ASSESSMENT AND INTERVENTION This is a framework that has been developed by all agencies working with children and families to ensure that appropriate support packages are put in place when necessary for all children and their families. All agencies working with children and families now use this framework to identify appropriate supports. When a need for support is identified – either by a child/young person, a parent/carer, or by an adult working with a child – some form of assessment is undertaken. The results are discussed with the child and parent/carer and measures of support and actions are agreed. A child and parent/carer are invited to join the discussions that take place as soon as a concern is raised. Professionals involved may include health visitors, teachers and other professionals from more targeted services for children and their families. From the discussions an action/support plan is agreed. A date will be set to review the assessments and interventions to evaluate progress. Parent/carer and the child will be part of these discussions and from there decisions are made about the next steps. It may be that no further action is necessary or that a modified plan should continue. In some cases it is agreed that referral to a more specialist service should take place. This moves the child onto the next level of the framework requiring additional supports. STAGE ONE (UNIVERSAL)
STAGE TWO (ADDITIONAL)
STAGE THREE (INTENSIVE)
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