School Policies

St Bernadette’s PS

Health and Wellbeing Policy including Child Protection and Safeguarding

Vision

Every child will be supported, nurtured and challenged on their learning journey in our pursuit of excellence and equity.

Rights Respecting School CRC Article 3 – Every child has the right to have adults always do what’s best for them.

Rationale

The health and wellbeing of pupils and all staff is an essential consideration for all practices and decision making in St Bernadette’s. We aim to be pro-active in promoting healthy lifestyles, safeguarding pupils and in protecting children and vulnerable adults.

GIRFEC

All planning for pupils will be focused on the SHANARRI wellbeing indicators. All staff and pupils will regularly refer to the wellbeing indicators in discussion and target setting for health and wellbeing. The NLC model of staged intervention will be adhered to.

Child Protection

The Headteacher is the Child Protection Officer and the Principal Teacher in absence of the HT.

In the absence of both HT and PT, staff should follow guidance as described in the Child Protection Folder on the NLC CP Sharepoint.

NLC Child Protection Practice Guide (sharepoint.com)

Further advice or support can be sought from Social Work or HQ.

Every member of staff has a role to play in ensuring all children are protected from harm or abuse.

We follow all NLC guidance and procedures for Child Protection. The folder is located in the HT office and is accessible to all.

All staff will be trained in Child Protection Procedures at least once per school year. New staff, parent helpers and students will be trained and provided with information on their first day. All staff are encouraged to participate in additional training as appropriate to their needs.

A record of CP training is maintained by clerical staff.

Concerns around wellbeing should be written and dated and passed to the HT or PT to be recorded in pastoral notes and appropriate action taken.

Individual Child Protection documents are stored securely in the HT office and are updated as appropriate.

Safe Guarding

Safe guarding is the responsibility of all staff

We aim to have at least two trained first aiders.

Medicines are stored securely and records of administration kept by staff.

Pupil records are updated regularly to ensure information around medical needs is shared effectively. This is held in each class and centrally for easy access.

Attendance is registered daily and monitored on an ongoing basis by class teachers and SMT.

Children’s views are sought on a regular basis and they are able to ask for support from any adult in school.

P7 children are buddies for P1 to support transition from Nursery.

All staff and children contribute to the positive, nurturing ethos in the school through respectful relationships.

The school promotes equality and challenges discrimination through the curriculum particularly HWB and RME. Incidents relating to equality are tracked, evaluated and proactive steps are taken to address any issues.

Children’s wellbeing, self-esteem and resilience are promoted across all aspects of the life of the school. We work in partnership with parents and the local community to promote responsible citizenship. Every child is a member of a citizenship committee.

Our curriculum design allows opportunities for children to develop personal safety strategies. Our ICT programme includes regular and progressive e-safety content and our children should be made aware of how to identify and manage risk whilst using technology.

Risk assessments are completed when necessary and guidance is adhered to by all staff.

Health and wellbeing Curriculum

Rationale

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.

Aims

Through learning and teaching in health & wellbeing we aim to enable our children to

make informed decisions in order to improve their mental, emotional, social and physical wellbeing
experience challenge and enjoyment
experience positive aspects of healthy living and activity for themselves
apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
make a successful move to the next stage of education
establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.

St Bernadette’s identifies as a nurturing school and has embedded the principles of nurture.

All stages follow the Healthy Schools Scotland planning framework for Health and Wellbeing.

Growth Mindset and resilience is promoted through all curricular areas.

Mindfulness and meditation are regular features of class routines.

All children participate in 2 hours of PE per week.

Outdoor learning is a regular feature across the curriculum.

Healthy snacks are encouraged Monday to Thursday with Friday being a treat day.

All classes participate in the Daily Mile Challenge as regularly as possible.

Pupils’ Experience

In St Bernadette’s Primary children should feel happy, safe, respected and included in the school environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider school community.

Supports for children include peer support, buddies, pupil support staff and extended support teams. Children will be encouraged to participate fully in all curricular and extra-curricular activities to enhance their confidence and experiences within school.

The children will experience a planned and progressive programme covering the following themes:

Mental, emotional, social and physical wellbeing
Planning for choices and changes
Physical education, physical activity and sport
Food and health
Substance misuse
Relationships, sexual health and parenthood.
Growth Mindset

Interdisciplinary learning and partnership working are key features of the programme.

Assessment and Reporting

Assessment will focus on children’s knowledge and understanding, skills and attributes in relation to physical education, food and health, substance misuse, relationships, sexual health and parenthood, and their social and life skills.

Teachers and learners will gather evidence of progress as part of day-to-day learning inside and outside the classroom and, as appropriate, through specific assessment tasks. From P1 through to P7, our children’s progress will be seen in how well they are developing and applying their knowledge, understanding and skills in, for example, key features of healthy living and relationships, and in approaches to personal planning, assessing risk and decision making. For example:

To what extent do they understand the role of healthy eating and physical fitness in contributing to their wellbeing?

How well are they applying personal and interpersonal skills as part of their daily lives, and developing them as they grow and mature?

Through their involvement in planning, managing and participating in individual and group activities in school and in the community, do they demonstrate skills, attitudes and attributes which will be important for the world of work, such as judgement, resilience and independence?

Progression in knowledge, understanding and skills can be seen as children and young people demonstrate that they are:

applying their knowledge and skills with increasing confidence and competence in dealing with familiar circumstances and new challenges
developing an increasing depth of understanding of their own and others’ motivations, attitudes, beliefs and behaviours
extending the range of their relationships within and out with the school.

Assessment will also link with other areas of the curriculum, within and beyond the classroom, offering our children opportunities to apply their knowledge and skills in more complex, demanding or unfamiliar learning or social contexts.

Children’s progress in health and wellbeing will be reported formally through the report card but also as appropriate throughout the year when relevant.

Resources

A wide variety of resources will be used to meet the aims of the policy. St Bernadette’s Primary are committed to developing children’s health and wellbeing through the effective use of the appropriate outcomes and experiences as detailed within A Curriculum for Excellence. There will be significant links to Religious and Moral Education, PE and Technology and resources used in these areas will contribute to the effective teaching of Health & Wellbeing.

Rights Respecting School

All staff and children are aware of the UNCRC and participate in regular events to promote and embed the charter. Positive relationships are fostered through our values and commitment to rights. Children’s rights are now enshrined in law in Scotland.

Staff Wellbeing

All staff members are valued in St Bernadette’s. We recognise our staff needs to be fully equipped to support the mental health and wellbeing needs of our children and families. It is therefore important that we recognise the mental health and wellbeing needs of our staff. This will be achieved through;

Respectful and supportive relationships at all levels
Signposting and promoting resources such as Work Well NL, Time for Talking and the Employee Counselling Service
Workload planning through the Working Time Agreement
Appropriate HWB training and resources for staff
Collegiate opportunities and activities to promote mental and physical well being

Updated and reviewed August 2024

St Bernadette’s PS

Policy Document for Learning and Teaching

Rationale

Our vision underpins the rationale for this policy;

Every child will be nurtured, supported and challenged on their learning journey in our pursuit of excellence and equity.

All learning and teaching in St Bernadette’s should be inspired by and align with our values of love, faith, forgiveness, self-discipline, integrity and respect.

Introduction

This policy document outlines the principles and practices for learning and teaching in St Bernadette’s Primary School, aligned with Scotland’s Curriculum for Excellence. Our aim is to provide a nurturing, stimulating, and inclusive environment where every child can thrive and reach their full potential. This policy emphasises active learning, effective feedback, appropriate challenge, differentiation, outdoor learning, growth mindset, learning for sustainability, and the development of skills for life, learning, and work. The policy reflects our curriculum rationale designed and agreed in April 2024.

All planning should incorporate the 7 principles of curriculum design from CFE

Challenge and enjoyment
Breadth
Progression
Depth
Personalisation and choice
Coherence
Relevance

These principles should guide the planning of learning experiences for children and young people. All learning and teaching should contribute to children’s development of the 4 capacities.

Active Learning

Active learning is central to our approach, engaging children in meaningful and hands-on experiences. We aim to:
– Implement interactive teaching methods, such as group work, discussions, and practical activities.
– Use a variety of resources, including technology, to enhance engagement and participation.
– Encourage pupil-led inquiries and projects to foster curiosity and independence.

2. Feedback

Constructive feedback is essential for pupil growth. Our feedback practices include:
– Providing timely, specific, and actionable feedback that guides improvement.
– Using a balanced approach that includes both positive reinforcement and areas for growth.
– Involving children in self-assessment and peer-assessment to develop reflective skills.

3. Challenge

Challenging children appropriately helps them grow. We ensure:
– Tasks and activities are tailored to push children slightly beyond their comfort zones.
– Encouragement of higher-order thinking skills through problem-solving, analysis, and critical thinking exercises.
– Setting high expectations and supporting children to achieve their best.
Differentiation
Differentiation ensures that all children’s needs are met. Our strategies include:
– Adapting tasks and activities to suit different learning styles, abilities, and interests.
– Providing various levels of support, including one-on-one assistance, small group work, and extension activities for advanced learners.
– Using formative assessments to inform teaching and ensure that each pupil is appropriately challenged.

5. Outdoor Learning

Outdoor learning is an integral part of our curriculum, promoting physical health and environmental awareness. We aim to:
– Integrate outdoor activities across subjects to provide real-world learning experiences.
– Utilise the school grounds and local environment for exploration, play, and discovery.
– Encourage risk-taking and problem-solving in a safe and supervised outdoor setting.

6. Growth Mindset

A growth mindset fosters resilience and a love of learning. Our practices include:
– Encouraging children to view challenges as opportunities for growth and learning.
– Teaching the value of perseverance, effort, and learning from mistakes.
– Celebrating progress and effort rather than just achievement.

7. Learning for Sustainability

We are committed to educating children about sustainability and environmental stewardship. Our approach includes:
– Incorporating themes of sustainability into the curriculum across all subjects.
– Promoting eco-friendly practices within the school, such as recycling and energy conservation.
– Engaging children in projects and initiatives that contribute to the local and global community through our pupil led committees.

8. Development of Skills for Life, Learning, and Work

Preparing children for future success is a key objective. We focus on:
– Teaching essential skills such as literacy, numeracy, communication, and digital literacy.
– Providing opportunities for leadership, teamwork, and problem-solving.
– Connecting learning to real-life contexts and potential future careers through visits, guest speakers, and practical experiences.

Implementation and Review

This policy will be implemented through collaborative efforts among staff, children, and the wider school community. Regular professional development and training will support teachers in adopting these practices. The effectiveness of this policy will be reviewed annually, with input from all stakeholders, to ensure continuous improvement and alignment with the latest educational research and practices.

Conclusion

St Bernadette’s Primary School is dedicated to creating a dynamic, inclusive, and supportive learning environment. By adhering to the principles outlined in this policy, we aim to cultivate well-rounded, resilient, and responsible individuals who are prepared for the challenges and opportunities of the future.

May 2024

Healthy Eating Policy for St Bernadette’s Primary School

Our Commitment to Healthy Eating

At our school, we believe that eating healthy helps us grow strong, learn better, and feel our best. We are committed to making healthy choices together and ensuring our school is a happy and healthy place for everyone.

Healthy Food Choices

Fruits and Vegetables

We encourage everyone to bring fruits and vegetables for snacks and lunch. They give us the energy to learn and play.

Whole Grains

Whole grain bread, pasta, and rice are great for keeping us full and focused throughout the day.

Protein

Foods like beans, eggs, fish, and chicken help us grow and stay strong.

Dairy

Milk, cheese, and yogurt are important for strong bones and teeth.

No Nuts Policy

Nut-Free School

To keep everyone safe, especially those with allergies, our school is a nut-free zone. Please do not bring any nuts or foods containing nuts to school.

Sweets and Treats

Friday Treats

To make healthy eating fun and balanced, we allow sweets and treats on Fridays only. This way, we can enjoy our favourite goodies while still focusing on healthy foods most of the week.

Drinks

Water is the best drink for keeping us hydrated and healthy. Everyone should bring a water bottle filled with water only. No fizzy drinks, energy drinks or sugary drinks are allowed.

Minimizing Food Waste

Eat What You Need – We encourage children to bring just enough food for their meals and snacks to minimize waste.

Food Recycling – We have special bins for food scraps that can be recycled into compost. This helps the environment and keeps our school clean.

Food Hygiene

Clean Hands – Always wash your hands before eating to keep germs away.

Safe Food – Make sure food is stored properly and kept at the right temperature to stay fresh and safe to eat.

Tidy Up – After eating, clean up your area and put rubbish in the bins provided.

No Littering

Respect Our School Grounds Always use the bins for rubbish and recyclables. Keeping our school litter-free helps make it a pleasant place for everyone.

Our Promise

Together, we promise to:

– Choose healthy foods most of the time.

– Enjoy sweets and treats on Fridays only.

– Drink water and stay hydrated.

– Follow our nut-free policy to keep everyone safe.

– Reduce food waste and recycle properly.

– Keep our school clean and free from litter.

By following this policy, we can all enjoy a healthy, happy school environment where everyone can learn and grow!

June 2024

St Bernadette’s Primary School

Equalities and Anti Bullying Policy

Rationale:

St Bernadette’s is a Catholic primary school. Our vision is that every child will be supported, nurtured and challenged on their learning journey in our pursuit of excellence and equity.

Rights Respecting Schools – CRC Article 2: Every child has the right to be treated fairly no matter who they are, where they are from, what language they speak, what they believe or where they live.

Our school is a community of Faith which promotes and lives the Gospel Values. We emphasise in all of our public platforms that our Catholic school has the life and teaching of Jesus Christ as its foundation. Through the ethos of the school we will endeavour to work with the children so that they will come to know Jesus Christ as a person and a friend who guides them through life. We work towards helping each person in the school community to grow in fullness to develop, mature and fulfil their potential. We acknowledge and respect children of other faiths and of no faith.

Pupils in our school will learn how to interact with others positively, to work and play co-operatively, to share new experiences and respect each other’s differences.

We aim to work with parents and parish members to teach the Catholic Faith and the moral values of the gospels. We aim to nurture the children that they may grow into caring, confident, self-motivated adults.

The children will be made aware through our teachings in school that bullying is an unacceptable form of behaviour and will not be tolerated. In this way we serve them and, through them, the wider community. As a Catholic school, we work to ensure that the whole school curriculum offers role models and opportunities for children to learn how to interact with others, to share their experiences, respect each other’s differences and grow into caring, confident, self-motivated adults, treating all those they meet with dignity and in a fair and just manner.

Our Catholic school community knows that inclusion and equality leads to improved outcomes for all learners.

Legal framework

St Bernadette’s Primary School recognises its duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations in relation to the nine characteristics protected in law:

Age
Sex
Race
Marriage and Civil Partnerships
Pregnancy and Maternity
Gender reassignment
Disability
Sexual Orientation
Religion or belief

Guiding principles

In fulfilling the legal obligations cited above, we are guided by these principles:

Principle 1: All people are made in the image and likeness of God, and are deserving of dignity and respect

Principle 2: All learners are of equal value.

Principle 3: We recognise and respect difference.

Principle 4: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.

Principle 5: We aim to reduce and remove inequalities and barriers that already exist

Principle 6: We aim to consult and involve widely

Principle 7: Society as a whole should benefit from our school policies

Principle 8: We base our practices on sound evidence

The curriculum

All teaching and learning within a Catholic school is rooted in the teaching of the Church. As part of our work to promote equality, we aim to ensure that within our educational provision children are offered opportunities to develop their understanding of faith in practice and to:

understand and celebrate diversity in all its forms;
learn about equality and inclusion in a variety of curriculum areas (e.g. HWB, Science, RE, Art and English);
develop an understanding of global citizenship;
understand the power of language particularly relating to verbal abuse due to race, disability, sexual orientation or social standing;
develop an understanding of their rights, the rights of others, and their responsibilities to each other linked to our Rights Respecting School programme;
develop an understanding and appreciation of other religious beliefs and cultures;
recognise and challenge prejudice and discriminatory attitudes and behaviour;
develop emotionally and intellectually with the personal qualities and attributes required to make a successful life in a diverse society.

Ethos and organisation

We ensure the principles listed above apply to the full range of our policies and practices, including those that are concerned with:

pupils’ progress, attainment and achievement
pupils’ personal development, welfare and well-being
teaching styles and strategies
admissions and attendance
staff recruitment, retention and professional development
care, guidance and support
behaviour, discipline and exclusions

Addressing prejudice and prejudice-related bullying

The school is opposed to all forms of prejudice, discrimination and intolerance which stand in the way of fulfilling the legal duties referred to in paragraphs 1–3:

prejudices around disability and special educational needs
prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example antisemitism and Islamophobia, and those that are directed against Travellers, migrants, refugees and people seeking asylum
prejudices reflecting sexism and homophobia.

We keep a record of prejudice-related or bullying incidents within SEEMIS and, if requested, provide a report to the local authority about the numbers, types and seriousness of prejudice-related or bullying incidents at our school and how they are dealt with.

Roles and responsibilities

The headteacher is responsible for implementing the policy, for ensuring that all staff are aware of their responsibilities and are given appropriate training and support, and for taking appropriate action in any cases of unlawful discrimination.

All staff are expected to:

promote an inclusive and collaborative ethos in their classroom
deal with any prejudice-related or bullying incidents that may occur
report any incidents to the HT for recording purposes and action
plan and deliver curricula and lessons that reflect the principles above
support pupils in their class for whom English is an additional language
keep up-to-date with equalities legislation relevant to their work.

Visitors and Contractors are expected to be aware of, and comply with, the school’s equality policy.

Information and resources

We ensure that the content of this policy is known to all staff members and, as appropriate, to all pupils and their parents and carers.

Staff development and training

We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.

Breaches of the policy

We will consider every breach of the policy in the light of the particular circumstances and, if pupils are involved, take into account their age and the nature of the breach. We will call on support from the Local Authority, the Police or other agencies as appropriate.

Monitoring and review

We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.

The head teacher, in collaboration with the local authority will endeavour to ensure that all relevant policies reflect the school’s commitment to the principles of equality and that this commitment is reflected clearly in all its work.

All policies, functions and strategies are regularly monitored, reviewed and evaluated for their effectiveness in promoting equality.

As further equality requirements come into force policies, functions and strategies will be monitored, reviewed and evaluated for their effectiveness in fulfilling the requirements of new legislation.

The policy will be reviewed every three years as routine, more often should legislation or circumstances require it.

Appendix 1

Practical Strategies

IF YOU ARE BULLIED – TELL SOMEONE

Tell a school friend, brother, sister or a parent. Talk to your class teacher, another adult or talk to someone at home.

STRATEGIES FOR ANTI-BULLYING CULTURE.

The staff are responsible for delivering the anti-bullying message and reinforcing it regularly. Through our Catholic ethos and RE lessons, through assemblies, Religious Observance and personal and social education, the staff will create opportunities for expressing feelings and resolving conflicts.

Classroom practice and curriculum will be used positively as a vehicle. The implementation of the policy demands sound cooperation between staff, pupils and parents. Teachers should not accept false excuses: If the bullying was an accident, did the children act by helping the victim or getting help or sympathy? If it was just a laugh, was everyone laughing? If it was a game, was everyone enjoying it?

ANTI-BULLYING POLICY

Make sure that children are actively encouraged to talk about bullying not only in the classroom but on an individual basis. Parents must tell the child that in order for the bullying to stop you have to get help from the Head teacher or someone else at the school. Bullied children often feel completely helpless and it is important to help them regain control and take responsibility, with adult support, for what happens next.

IMPLICATIONS FOR TEACHING STAFF

Teachers need:

To be prepared to find time to listen to children and take them seriously in a way which will not lead to their being humiliated or embarrassed by ensuring privacy.

To look out for possible bullying behaviour and be aware of bully hot spots.

To establish routine opportunities for children to talk about bullying.

To include teaching about positive behaviour through the curriculum.

To make clear the limits of acceptable behaviour.

To implement the rewards and the sanctions as quickly as possible.

To recognise that we as teachers sometimes need help and to seek it if appropriate. To examine our own behaviour to make sure we are not bullying pupils, colleagues or parents.

To make sure everything we do gives the message “BULLYING IS NOT OK”.

To encourage collective responsibility for ownership of a problem.

IMPLICATIONS FOR PUPILS

Pupils need to: Trust staff to take action if being bullied. Be aware of rewards and sanctions and understand that their actions will have consequences. Tell staff they are being bullied or inform about a friend being bullied. Not stand by and do nothing or laugh when bullying is taking place. Try to be helpful and kind to other people at all times. Accept sanctions if found bullying.

APPENDIX 2 : Practical Strategies for parents and carers

WHAT CAN YOU DO TO HELP PREVENT BULLYING IN OUR SCHOOL?

INVOLVING PARENTS & CARERS

Parents need to: Contact school if they are aware or suspect bullying is taking place. Encourage children NOT to be aggressive with other people. Support the school if further action needs to be taken.

IMPLICATIONS FOR PARENT COUNCIL

The Parent Council need to: Make sure they understand and know about the bullying policy. Support staff in implementing the policy. Take an active role in the review and maintenance of the policy.

SOME ADVICE YOU CAN GIVE TO YOUR CHILD IF YOU KNOW OR SUSPECT HE OR SHE IS BEING BULLIED

Tell your child the following:

That adults, particularly those in school, and parents take bullying very seriously and are prepared to do something about it.
That bullies will be dealt with seriously and that it is much better to talk to an adult than to suffer in silence.
Keep your child informed of all action you take to stop bullying.
That she/he does not deserve to be bullied.
That if she/he is different in some way, race, religion, hair colour, wears glasses, is plump, thin, tall or short, he/she should be proud of it. It is good to be an individual.
If they are bullied, tell an adult, teacher, dinner lady, any trusted adult.
Most adults will be sympathetic and will try to protect the child.
Most of all they can tell you and you will do something about it.
Not to fight back.
Never be forced to fight a bully.
If they are in danger from a bully or bullies, get away, give them any possessions they want.
Find a trusted adult and tell them what happened and what was taken away.
Do not delay telling
Get your friends together and say NO to the bully.
Stay with groups of people, even if they are not your friends. There is safety in numbers.
If possible, avoid being alone in places where bullying happens.
Walk quickly and confidently even if you do not feel that way inside. Try being assertive – shout “NO!” loudly. Practise in front of a mirror. Try not to show you are upset, which is difficult.

Appendix 3: COMPLAINTS SYSTEM FOR BULLYING

As a school community we hope that through our learning and teaching about respect, tolerance and the dignity of each person, there are few incidents of bullying.

However, when an incident does take place, all of the school community (adults and children) should know what to do and what process will follow.

All concerned teachers and parents need to be informed of how and when the complaint will be investigated.
Parents of both bullies and victims will be informed in interview/meeting/telephone of the outcome of the investigations and of any immediate sanctions or threatened sanctions should there be a recurrence.
Victims will need a guarantee that any repercussions will lead to the immediate imposition of the agreed sanctions.
Should the complaint not be satisfactorily dealt with, then parents and victims should be informed of the general complaints procedures.

Appendix 4: School Statement on anti-bullying

Central to the life of the school are the values of the Gospel. These permeate all aspects of school life. The children grow to recognise that every person is unique, made in God’s image and likeness. God’s message of love, tolerance and respect for the individual is reinforced within our teaching and is central to collective acts of worship. Pupils are very aware of their responsibilities to each other and the need to help make our school bully free and not to tolerate unacceptable behaviour towards another person. Every child has a right to be safe and happy in school and not to have their education spoiled by other children’s bullying behaviour.

All children deserve to receive their education free from humiliation, oppression and abuse. Every person who is a part of our School has a responsibility to take action to care for each other.

Children can be victims of bullies for many reasons but it is often because they are different in some way in terms of racial origin, gender, social class, sexual orientation, learning disabilities, size and so on.

Any form of bullying, physical, emotional or mental hurt relating to these, or other issues, will not be tolerated. It is detrimental to the ethos of our school and therefore against everything we are working towards.

We have a whole school approach to bullying. Through our Catholic school, ethos, RE lessons, assemblies, curriculum areas including P.S.E. we will identify and address these issues.