Greengairs Primary School and Nursery Class

 

Greengairs Primary School

and

Nursery Class

 

 

 

 

 

 

 

 

 

Welcome

Welcome to Greengairs Primary School and Nursery Class and to a partnership between your home and our school which we hope will result in the best possible education for your child.  The schools part in the partnership is to provide conditions whereby the school mission statement can be achieved.  We hope that you as Parents, as part of the Partnership, will provide the support and conditions at home to help achieve success at our school.

We hope you find this handbook useful, but Greengairs Primary has an Open Door Policy, whereby parents are always welcome.  Please don’t hesitate to contact the school if you have any queries or if you have any concerns regarding your child.

The aims of Greengairs Primary are:

• To provide a safe, caring environment where everyone, regardless of race and/or gender, receives equal opportunities to develop his/her full potential.
• To develop a high esteem with a pride in self, peers and school.
• To develop in a partnership with parents and the community.
• To provide a well-balanced curriculum to address the child’s spiritual, moral intellectual and aesthetic development, within a framework of self-discipline.
• To make best use of materials and resources available, delivered by a highly motivated team.

GREENGAIRS NURSERY CLASS AIMS

• To provide a safe, stimulating, secure and caring learning environment in which children and staff will feel happy and motivated.
• To create opportunities for each child to have appropriate and challenging learning experiences through play.
• To encourage children to develop their confidence and self-esteem, and enable them to become successful learners, effective contributors, confident individuals and responsible citizens.
• To promote the forming of positive relationships between children, their peers and staff.
• To develop the children’s skills in communication and language by offering appropriate learning experiences to listen, talk, “read” and “write”.
• To promote equal opportunities and to respect every child as an individual regardless of gender, religion, social or ethnic background.
• To support children as they explore, appreciate and respect the environment, developing their sense of curiosity about the world.
• To promote active partnership with parents, involving the fullest co-operation between parents and staff and ensuring effective links between home and nursery.

We, as a staff, look forward to working with you and your child at Greengairs Primary School and Nursery Class.

Mrs Emma Dalziel

Head Teacher

 NAME         GREENGAIRS PRIMARY SCHOOL

ADDRESS   GREENGAIRS ROAD

GREENGAIRS

ML6 7TE

TELEPHONE NUMBER 01236 632067

Email enquiries-at-greengairs@northlan.org.uk

SCHOOL INFORMATION

Greengairs Primary and Nursery Class is a non-denominational establishment situated in the village of Greengairs.  The school catchment area includes Drumgray, Greengairs, Riggend, Upperton, Wattson, and outlying farms and homes.

The building is circular and semi – open plan.  The seven classrooms and quiet / study rooms are positioned round the perimeter.  There are shared open areas and a library between the classrooms and the main hall, which is in the centre.  There is also a stage, dining room and kitchen facilities, and a medical suite.  The administration block is situated at the main entrance to the school.  The exterior of the school was refurbished in 2008 and the interior painted in 2018.

A school crossing patrol has been provided at the school’s entrance on Greengairs Road.  In the interests of safety all pupils are required to use the entrance on Greengairs Road.

Security doors have been fitted to all entrances to the school.  Pupil entrances are for the use of pupils.  Parents and visitors must use the main entrance door, which has a camera controlled access.  All persons seeking entry to the school require to identify themselves and state their business.

The planning capacity of the school is 150 pupils and the working capacity is 158 pupils.  At present the school roll is 105 pupils.  Parents should note that the working capacity of the school may vary, dependent upon the number of pupils at each stage and the way in which the classes are organised.  As in previous years, most of our classes this session are composite classes.  This session we have 4 classes, ranging from P1 to P7.  Our composite classes are made up of groups of children who are working at the same level in Literacy or Mathematics.  When forming class structures the number of classes is dependent on the number of pupils in the school and the allocation of teaching staff for the following year.  The school and nursery caters for children of both sexes and are non -denominational.  We do not provide teaching by means of the Gaelic language.

 

Our associated secondary school is:

Airdrie Academy

South Commonhead Avenue

Airdrie

ML6 6NX

Tel No: 01236 632161

 

EARLY YEAR PROVISION

If your child is aged between 2 and 4 years and attends a North Lanarkshire Council or Partnership Provider Nursery, in the middle of the day for more than four hours per day, may be entitled to a free meal.  Parents must be in receipt of any of the qualifying benefits above or in receipt of State Pension Credit or Incapacity and Severe Disablement Allowance.  Your child will also be entitled if they are or have at any point since their second birthday been looked after, or the subject of a kinship care or guardianship order.

Information and application forms for free school meals may be obtained from schools, first shops and Municipal Buildings, Coatbridge.

Parents are entitled to receive a clothing grant if they are in receipt of any of the following benefits: Income Support, Job Seekers Allowance (income based).  Employment and Support Allowance (income related), universal credit, housing benefit, council tax rebate.

Only Primary School children who receive a free school meal are entitled to free milk.

Milk may however be available for purchase in the school during the lunch period. Nursery children are entitled to free milk.

 

NO SMOKING POLICY.

The school buildings and grounds are designated as a no-smoking zone.  Parents are asked to adhere to this policy.

PARENTAL CONSENT FOR TAKING PHOTOGRAPHS/WEBSITE

Parental consent is obtained at enrolment regarding permission for taking photographs of your child and for their use on the school website.

PETS WITHIN THE SCHOOL GROUNDS

In the interest of Health and Safety, and for the protection of all the children no pets are permitted in the nursery or school grounds.  All pets should be left tied up to the outside of the perimeter fence.

LETTING PROCEDURES

It is council policy that the school accommodation should be made available as far possible out with school hours for use by the community.  Such use by groups, clubs, etc. will be in accordance with approved letting procedures and enquiries should be directed to:

Culture NL Ltd

Community Facilities Section

Coatbridge Community Centre

9 Old Monkland Road

Coatbridge

ML5 5EA

Tel: 01235633778

Fax: 01698 302110

Greengairs Primary School.

 

TEACHING STAFF

The H.T. is accountable to the Education Authority under the overall direction of the Executive Director of Learning and Leisure Services.  The role of the Head Teacher is generally, within the resources available, to conduct the affairs of the school to the benefit of the pupils and the community is serves.

 

The Principal Teacher is Mrs Audrey Sneddon.

The Principal Teacher’s responsibilities include.

• Class commitment P6/7
• Managing Support for Learning across the school
• Managing Health and Wellbeing and RRSA
• Maths Champion – continued development of maths throughout the school and     nursery
• Continued development of Eco throughout the school and Nursery
• Monitoring of Eco development throughout the school and Nursery
• Promoting positive behaviour within the school
• Peer Mediation
• Organisation of Golden Families and Pupil Voice Groups
• Support staff in updating school policies
• Timetable support Staff
• Advise and support colleagues as and when appropriate

 

TEACHING STAFF

P1/2 Miss L Holmes/Mrs K Hughes

P3/4 Mrs K Wildman

P5/6 Mrs R Murray/Mrs C Coventry

P6/7 Miss A Scott/Mrs A Sneddon

 

Early Years Practitioners              Miss KJ Devan/Miss A Flynn

 

Support Workers                              Mrs E McPake/Mrs L Sheerin

 

Senior Clerical                                   Miss A Daglish

 

Classroom Assistant                      Mrs J Smith/Mrs A Reilly

 

ASNA                                         Mrs A Reilly

 

Janitor/Cleaner                                  Mrs J Thomson/Mrs E Davies

 

Catering Assistants                        Mrs A Brown/Mrs E Davies

 

SCHOOL HOURS

Monday to Friday     9.00 a.m. – 12.30 p.m.

1.15p.m. – 3.00 p.m.

Morning interval       10.30 a.m. – 10.45 a.m.

Lunch                     12.30 p.m. – 1.15 p.m.

 

P1 pupils are required to attend full time from the first day of the session.

 

NURSERY HOURS

Daily sessions run 8.45 a.m – 2.45 p.m

Lunch            12.00 p.m

The nursery class session times may be extended by arrangement and a charge is made for additional time taken.

At present the nursery accommodates 24 children.

SCHOOL HOLIDAY ARRANGEMENTS 2024-25

August 2024

Monday 12 August 2024 (Return date for Teachers & In-Service Day)

Tuesday 13 August 2024 (In-Service Day)

Wednesday 14 August 2024 (Return date for Pupils)

 

 

Proposed school holiday arrangements for session 2025-26 can be found here:

Proposed School Term Dates 2025-26

 

ENROLMENT

Enrolment of children starting in P1 in August is generally held in January and is advertised locally in the nurseries, libraries and in the press.

Parents should bring their child’s birth certificate and their council tax bill as proof of residence when enrolling.

We have an induction programme which involves both parents and new primary one pupils visiting the school prior to starting.

Leaflets providing information for parents on enrolment of children in schools, giving details of placing request procedure (including under-age requests), and deferred entry options may be obtained from any school or the North Lanarkshire Education, Skills and Youth Employment Services Office in Kildonan Street Coatbridge.

Parents seeking to transfer their child to Greengairs Primary are invited to telephone the school to arrange a meeting with the Head Teacher.

 

Nursery Applications and Enrolment

Registering Applications.

Application forms are available from the school office.  This can be done at any time after the child’s 2^nd birthday.  The child’s birth certificate and proof of address, in the form of a council tax bill should be brought when enrolling. Parents will be informed by letter when a place becomes available for their child.

Nursery Admissions Policy

All nursery places are allocated in line with North Lanarkshire Councils admissions policy.

A leaflet containing the council’s policy is available from all establishments.

A local area admissions panel will meet at regular intervals throughout the year to decide how the nursery places will be allocated.

The panel consists of all heads of early year’s establishments in the area, the early year’s officer and the representatives of the other agencies involved in supporting children and their families e.g. Social work Department, Health Board.

Nursery Enrolment Procedures

 

Children starting nursery will be invited along to a session prior to their start date with their Parent/Carer.  The Parent/Carer will meet with a member of the nursery team and the child will spend time in the nursery meeting new friends.

Nursery Settling In Reviews

 

Within 28 days of their start date, parents /carers will be invited to attend a

Settling-In Review, where settling/progress will be discussed and targets for development will be discussed and agreed upon, in partnership with the key worker.

 

EQUAL OPPORTUNITIES PROVISION & SOCIAL INCLUSION

Equal opportunities is promoted at this school through appropriate curriculum content and teaching practices from primary one to primary seven. All pupils are encouraged to take part in as wide a range of activities as possible. We are positively striving to ensure that pupil’s expectations of themselves in the various areas of the curriculum are not limited either physically or by traditional sex stereotyping. Incidences of racial harassment should be intimated to the Head Teacher immediately. The school is committed to ensuring its policies and practices do not impact adversely on any particular group(s) of people and opportunities to promote equality are actively pursued.

Implementation of the Education, Youth and Communities Equality Policy including The Equality and Human Rights Commission’s Technical Guidance for Schools in Scotland is the essential guide for the school community to promote equality. This can be accessed at

https://www.equalityhumanrights.com/en/publication-download/technical-guidance-schools-scotland

 

CURRICULUM FOR EXCELLENCE

What is Curriculum for Excellence?

Curriculum for Excellence is Scotland’s national curriculum. It provides a coherent and inclusive curriculum from 3-18 years wherever learning is taking place, including early learning childhood centres, schools, colleges and community learning.  It places children and young people at the heart of Scottish Education.

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.

 

These four capacities govern the entire curriculum from age 3 to 18 and aim to raise the standards of achievement for all learners.

Curriculum for Excellence is underpinned by the values inscribed on the mace of the Scottish Parliament – wisdom, justice, compassion and integrity.

Throughout Curriculum for Excellence there is a strong focus on Literacy, Numeracy and Health and Wellbeing across all aspects of learning and every teacher will support learners with the development of these, including digital literacy skills.

Curriculum for Excellence is defined as:

The totality of all that is planned for children and young people throughout their education’.

The opportunities for learning and teaching are governed by the Four Contexts for Learning, which ensure that the education your child receives is informative, interesting, relevant and fun.

 

These contexts are:

 

• Ethos and life of the school as a community
• Curriculum areas and subjects
• Interdisciplinary learning
• Opportunities for personal achievement.

 

 

 

 

 

What are the Curriculum for Excellence Levels?

 

There are five levels and these are flexible depending on pupils’ needs and abilities (some children and young people may achieve these levels earlier or later dependent on ability):

• Early level pre-school to P1
• First level to the end of P4
• Second level to the end of P7
• Third and fourth levels S1 to S3
• Senior phase S4 to S6 and other forms of study.

 

What is the Broad General Education?

 

The Broad General Education (BGE) is the first phase of two closely connected phases of education.  The BGE phase stretches from age 3 until the end of S3 after which learners move into the Senior Phase which starts in S4.

Curriculum Areas and subjects

The BGE is delivered via 8 curricular areas which, in secondary school cover years S1 to S3, and may be subdivided further into individual subjects.

The 8 curricular areas are:

• Expressive Arts
• Languages and Literacy
• Health and Well Being
• Mathematics and Numeracy
• Religious and Moral Education
• Sciences
• Social Studies
• Technologies.

 

 

 

LEARNING IS DEVELOPED IN TO 2 PHASES

 

The BROAD GENERAL EDUCATION PHASE (BGE) is from nursery to the end of Secondary School Year 3.

Learning is divided into levels. The levels are as follows:-

 

 

LEVEL                                                 STAGE

Early                                         the pre-school years and P1 or later for some

First                                          to the end of P4, but earlier or later for some

Second                                       to the end of P7, but earlier or later for some

Third and fourth                           S1-S3, but earlier for some

Senior Phase                                S4 – S6 and college or other means of study

 

National 4 and 5 qualifications were introduced in 2013/2014.

Access, Highers and Advanced Highers are being updated to reflect Curriculum for Excellence.

New Highers in most subjects were introduced in almost all North Lanarkshire Schools in August 2014.

In playrooms and classrooms staff will be using improved ways of assessing children’s learning taking account of national and local advice and guidance. Your child’s progress will be reported to you so that you know how your child is doing.

Each year your nursery/school will let you know what is being done to continue to implement Curriculum for Excellence so that you can be confident that your child is receiving a high quality education.

 

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Literacy and English

Our Literacy programme is based on North Lanarkshire’s extremely successful Active Literacy Programme where children take an active role in learning to read, write, talk and listen. Research has proven that children learn much more from what they experience as opposed to what they simply see and hear. Through Active Literacy, teachers create meaningful experiences for children.

Within Active Literacy children in P1 are taught single sounds and begin making words with these immediately.

Blending these words together is done using magnetic boards and letters so the children can feel the shape of the letters, can physically move them to make the words and are actively involved in the lesson. They follow this with plenty of reading and writing so they can use new skills right away.

The Primaries 1 and 2 pupils read at least 2 books per week which build up known vocabulary in a structured and progressive way. By primary 3 the pupils are reading more challenging books before going on to Skinny Novels.

Writing activities are directly linked to the core reading books or the context for writing created within the classroom.

The Active Literacy Programme is taught at all stages, in line with NLC programmes and staff training.

 

Mathematics-Numeracy

From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts.

Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts.

The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics.  To achieve this, teachers will use a skilful mix of approaches, including:

 

• Planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect
• Modelling and scaffolding the development of mathematical thinking skills
• Learning collaboratively and independently
• Opportunities for discussion, communication and explanation of thinking
• Developing mental agility
• Using relevant contexts and experiences, familiar to young people
• Making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies
• Using technology in appropriate and effective ways
• Building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning.
• Developing problem-solving capabilities and critical thinking skills.

 

Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems.  Problem solving will be at the heart of all our learning and teaching.  We should regularly encourage children and young people to explore different options: ‘What would happen if ….?’ Is the fundamental question for teachers and learners to ask as mathematical thinking develops?

The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:

 

Number, money and measure

• Estimation and rounding
• Number and number processes
• Multiples, factors and primes
• Powers and roots
• Fractions, decimal fractions and percentages
• Money
• Time
• Measurement
• Mathematics – its impact on the world, past, present and future
• Patterns and relationships
• Expressions and equations

 

Shape, position and movement

• Properties of 2D shapes and 3D objects
• Angle, symmetry and transformation

 

Information handling

• Data and analysis
• Ideas of chance and uncertainty

 

The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life.

A key feature of the mathematics framework is the development of algebraic thinking from an early stage.  Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be and the greater the confidence in using mathematics.

 

Technologies

 

Being skilled in using ICT is essential if children and young people are to be effective contributors able to communicate and interact on a global scale.  Across the curriculum, skills in ICT will be developed in the context of the learning and teaching as appropriate to the child or young person’s maturity.  All teachers, in all sectors, in all departments and in all settings, have opportunities to apply, reinforce and extend ICT skills within and across curriculum areas to equip children and young people with the learning and employability skills required for the 21^st century.

Several curriculum areas including the technologies provide opportunities for children and young people to consider security aspects associated with ICT, for example keeping personal data secure, and the important consequences of these for individuals.  It is important for children and young people to recognise security risks when handling information across the curriculum, and act accordingly.

 

Social Studies

 

In social studies, effective learning and teaching will draw upon a variety of approaches including:

• Active learning which provides opportunities to observe, explore, experiment and play
• Use of relevant contexts and experiences familiar to children and young people
• Appropriate and effective use of technology
• Building on the principles of Assessment is for Learning
• Both collaborative and independent learning
• Discussion and informed debate
• Interdisciplinary learning experiences
• Learning outdoors, field trips, visits and input by external contributors

 

Sciences

 

The sciences experiences and outcomes are designed to stimulate the interest and motivation of children and young people and to support staff in planning challenging, engaging and enjoyable learning and teaching activities.  They allow flexibility and choice for both teachers and learners to meet individual learning needs.

Effective learning and teaching approaches extend experiential learning from the early years into primary school and beyond.  As children and young people progress in their learning of the sciences, teachers can take advantage of opportunities for study in the local, natural and built environments, as an opportunity to deepen their knowledge and understanding of the big ideas of the sciences.  Teaching and learning approaches should promote thinking as well as provide opportunities to consolidate and apply learning.

 

In the sciences, effective learning and teaching depends upon the skilful use of varied approaches including:

• Active learning and planned, purposeful play
• Development of problem solving skills and analytical thinking skills
• Development of scientific practical investigation and inquiry
• Use of relevant contexts, familiar to young people’s experiences
• Appropriate and effective use of technology, real materials and living things
• Building on the principles of Assessment is for Learning
• Collaborative learning and independent thinking
• Emphasis on children explaining their understanding of concepts, informed discussion and communication.

 

Through involvement in a wide range of open-ended experiences, challenges and investigations, including those related to the applications of science in areas such as engineering, medicine and forensics, children and young people develop skills of critical thinking and appreciate the key role of the scientific process both in generating new knowledge and in applying this to addressing the needs of society.

 

Health and Wellbeing

 

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities which they need for mental, emotional, social and physical wellbeing now and in the future.  Learning through health and wellbeing enables children and young people 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 state of education or work
• 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.

 

It also enables some to perform at high levels in sport or prepare for careers within the health and leisure industries.

 

Children and young people 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.  Robust policies and practices which ensure the safety and wellbeing of children should already be in place.  In addition, there are many ways in which establishments can assist young people.  These include peer support, buddies, breakfast or lunch clubs, safe areas, mentors, pupil support staff and extended support teams.

Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions.  Because of this, it is the responsibility of every teacher to contribute to learning and development in this area.

 

Expressive Arts

 

The framework of experiences and outcomes supports staff in meeting the needs of children and young people through providing a wide range of carefully planned, well-paced learning experiences.

 

Within a rich, supportive environment teachers will draw upon a skilful mix of approaches to promote a climate of creativity and innovation, including:

 

• Active involvement in creative activities and performances
• Tasks or performance opportunities which require a creative response
• Opportunities to perform or present to an audience
• Partnerships with professional performers or artists and other creative adults
• Raising awareness of contemporary culture and connecting with young people’s experiences
• Appropriate, effective use of technology
• Building on the principles of Assessment is for Learning
• Both collaborative and independent learning
• Establishing links within the expressive arts subjects and with the wider curriculum
• Opportunities to analyse, explore and reflect

 

The majority of activities in the expressive arts involve creating and presenting and are practical and experiential.  Evaluating and appreciating are an integral part of the creative process and are linked to developing creative skills, knowledge and understanding and enhancing enjoyment.

 

How will my child’s learning be assessed?

Assessment – Formative and Summative

 

Assessment is an integral part of teaching and learning and pupils are continuously assessed in an informal way as part of the daily work of the school.  At other times standardised tests may be used to assess pupils’ progress and to diagnose learning difficulties in children.

 

Arrangements for Reporting to Parents

 

Assessment is an important part of the Curriculum for Excellence and, at all levels, pupils’ progress is closely monitored by teachers and staff.

In turn, teachers and staff work with pupils to reflect on their results, looking at their strengths and learning needs, agreeing next steps and action based on these. As they progress, pupils become more involved in this process, as they develop the skills to make effective judgments on their own learning, developing personal expertise that will be important to them throughout life. Assessment also helps teachers plan learning experiences which are motivating and challenging. Children who may have additional support needs will be assessed using methods best suited to their individual requirements.

 

 

At Greengairs parent/teacher/child meetings will be held twice yearly when teachers will discuss children’s progress with their parents.  The first meeting of parents, children and teachers will be between August-October and the second meeting will be between January and March.  Parents will receive a written report in June.  At the meeting, parents, children and teachers will discuss the child’s progress and his/her development needs.

 

Parents are welcome to discuss their child’s progress at other times.  Those wishing to do so should contact the Class Teacher to arrange a mutually suitable time.

 

ADDITIONAL SUPPORT NEEDS

In Greengairs Primary we ensure that all children are provided with a curricular experience which is appropriate to their age, stage and development.  This may be achieved through class, group and individual teaching approaches enabling children to reach their full potential.  However, most pupils may, at some point in their school life, experience a learning difficulty or a barrier in accessing the curriculum fully.  Through ongoing formal and informal assessment class teachers will identify where a pupil requires additional support.  At this point targets are set in the form of a Learning Plan, in consultation with pupils and parents.  These plans are formally reviewed on a termly basis with annual reviews with parents.

 

Class teachers are responsible for meeting the needs of all the children in their class.  Additional support may be provided by the support for learning teacher.  This support may include additional tuition, advice to the class teacher, provision of appropriate materials and practical help within the classroom.

 

Greengairs complies with the Additional Support for Learning (Scotland) Act 2004 as amended by the Additional Support for Learning (Scotland) Act 2009 and the Additional Support for Learning: Statutory Guidance 2017.

 

North Lanarkshire Council’s policy is contained within “Support for Learning Policy into Practice 2”, a copy of which is available in the School.  The school follows North Lanarkshire Council’s Additional Support Needs Policy through the implementation of the specified staged intervention process:

 

Staged Intervention

 

Level 1 – Internal support, where education staff  identify that a child or young person needs support or planning which can be met within the existing classroom or playroom setting.

Level 2 – Internal support, where education staff identify that a child or young person needs support or planning from within the school or early years establishment.

Level 3 – External support from within Education, Skills and Youth Employment services, where it is identified that the child or young person requires support or planning from beyond the school or early years setting but within educational services.

Level 4 – External support provided on a multiagency basis, where the child or young person’s needs are identified as requiring support or planning from multiagency services and these support needs will last for more than one year.

Provision will be made for pupils with English as an additional language.

 

Greengairs is able to cater for a wide range of additional support needs. The school works closely with Psychological Services and regular meetings are held with the school Educational Psychologist to discuss progress and support for pupils. Other services include N.H.S. Lanarkshire, Hearing and Visual Impairment, Bilingual Services, Speech and Language Therapy, Occupational Therapy and Social Services (including Transport and Housing).

 

Where a child has English as an additional language they will be supported within school and, where appropriate, by North Lanarkshire’s English as Additional Language team.

 

Looked after Children i.e. children who are cared for directly or whose care is supervised by the local authority are deemed to have Additional Support Needs unless assessment determines otherwise.  We have procedures in place which ensure that all Looked After Children are closely monitored and supported.  Within Greenhill the Head teacher takes overall responsibility for individual Looked After Children, monitoring their educational progress and overall wellbeing.

 

Parents and young people can request an assessment to establish whether a child or young person has additional support needs or requires a Co-ordinated Support Plan. This request should be formally made in writing to the Head teacher although the Head teacher welcomes parents with concerns to discuss these concerns with her in the first instance.

 

Parent and pupils are an essential part of the assessment, planning and review process and your views will be actively sought.  Parents and young people can request of the authority to establish whether a child has additional support needs.  They can also request an assessment at any time.

 

Getting it Right for Me plans

(GIRFMe) enable staff to plan effectively for children and young people when interventions are requires to support their learning a improve outcomes. Parents/carers and pupils are an essential part of the assessment; planning and review processes and their views will be actively sought. Some children and young people may require significant support from education and at least one other agency, such as health, social work and/or voluntary agency to help them meet their learning targets.  Where this support requires a high level or co-ordination the opening of a Co-ordinated Support Plan (CSP) may be considered.  A CSP may be initiated by the school or another agency. Parents/carers and young people can, if they wish, request that a CSP be considered and would be involved in the process. Parents/carers will receive letters from the Education Authority throughout the CSP process. Parents/carers and young people will be invited to take part in multiagency meetings and their views will be recorded in the plan. Where more intensive support for a child or young person needs to be planned for, usually when a number of agencies are involved in supporting their wellbeing then a Child’s Plan may be developed. The plan will tell you what actions need to be taken and who will help with each action. It will usually be someone called a ‘Lead Professional’ who will have the job of making sure that the actions outlined in the plan take place and things get better for the child or young person.

Dispute Resolution

North Lanarkshire Council is committed to resolving any differences of views through discussion, dialogue and building on common ground. If the matter cannot be resolved with the Education Authority you have the right to request mediation.  An independent mediation service is available to parents/carers and young people through Resolve (see contact details at the back of this handbook). Mediation is free through Resolve and independent of the Education Authority.   In the event that a disagreement cannot be resolved through mediation, then an application for Independent Adjudication (see contact details at the back of this handbook) can be made by parents/carers free of charge.  The Independent Adjudicator will make recommendations to the Education Authority about how the dispute should be resolved.   The Additional Support Needs Tribunal has been set up to hear appeals made by parents/carers or young people on the decisions made by the Education Authority relating to Co- ordinated Support Plans, placing requests and post school transition.  If you disagree with any decision relating to your child’s Co-ordinated Support Plan, either the creation of a CSP, or the content of it, you may be entitled to refer to the Tribunal

SCHOOL AND NURSERY IMPROVEMENT PLAN

Each year we identify a number of priorities for improvement which we aim to address.

For session 2020-2021 three priorities were identified.

 

The priorities are as follows:

 

1.Improve assessment and moderation processes for school, cluster and authority level with a focus on Writing.  (This is a Cluster Priority) Raise attainment in writing for all pupils through the use of holistic assessment and moderation approaches.

2.Family Learning/Parental Engagement To enhance pupil and parental partnership in learning through the continued review of Home Learning, Pupil Voice and Parental Learning opportunities.

3.Raising Attainment Through Effective Planning and Tracking and Monitoring To develop new consistent formats for planning that will be used throughout the whole school. Staff will use assessment information, professional judgments and standardised testing results for planning to ensure that every individual pupil has the correct support to make the best progress in their learning. Tracking and Monitoring reviews will take place between Head Teacher and Class Teacher termly. Pupils will engage in learning conversations to ensure they are involved in their next steps. Tracking and Monitoring information will be used at class level and management level, ensuring data is used effectively for all pupils.

4.Wellbeing – Rights Respecting School Award Learners will develop an understanding of the United Nations Rights of the Child agenda to improve the school ethos and climate for learning through the implementation of rights respecting school values, ensuring all children’s rights and responsibilities and talents and abilities are developed to their full potential.

.

HOME LEARNING

 

Homework is encouraged by all teachers at Greengairs Primary.  Children are required to read and carry out spelling activities each evening.  In addition to this the types of homework and amounts may vary from stage to stage.  Parents will be notified by class teachers at the start of each session as to what homework to expect.

 

 

 

 

SCHOOL ETHOS

 

In Greengairs Primary we aim to establish a caring and supportive ethos, built on mutual respect and trust. We encourage all our children to be the best they can be.

We promote positive behaviour. Children are rewarded with Golden Time, certificates and the weekly Shining Star award. We are developing our celebrations of pupil’s wider achievements out with school

 

SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES

Religious Education should encourage pupils to begin to recognise religion as an important expression of human experience. They will develop a knowledge and understanding of Christianity and, in Greengairs Primary, Islam and Judaism and investigate the questions and answers of the practical consequences of religious commitment and develop their own beliefs, attitudes and practices through a process of personal search, discovery and critical evaluation. In doing so they will learn to respect other people’s ideas, values, customs and beliefs.

 

Under the terms of the Education (Scotland) Act 1980, parents/guardians may withdraw their child from religious education. Although this right remains, religious education with its aim of helping pupils to understand the nature of religion and encourage them to seek their own understanding of the religious dimension of life, should make it less necessary for parents/guardians to exercise their right of withdrawal.

 

Parents/carers from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events.  Only written requests will be considered.  Appropriate requests will be granted on not more than three occasions in any one school session and the pupil noted as an authorised absentee in the register.

 

 

EXTRA-CURRICULAR ACTIVITIES

Educational Visits

These are planned learning experiences, taken when appropriate, to expand and consolidate the pupils’ knowledge and understanding of the work they are undertaking in class. P7 pupils have the opportunity to participate in a residential visit to Kilbowie Outdoor Centre at Oban.

Eco Schools: We have pupil representation through all the stages of the school on our Eco Committee. We now have six Eco flags. It is now the responsibility of the present committee to carry on and extend the good work to ensure that all our pupils take responsibility for the future of our planet.

Musical Shows: All pupils from P1-P7 have the opportunity to participate in our musical productions which are staged in the afternoons for appreciative audiences.

Swimming:

Instruction is provided at the John Smith Pool, Airdrie for Primary 5 pupils. Swimming is an important component of the Authority’s P.E. programme and attendance is compulsory.

Out of School Hours Learning:

North Lanarkshire Council arrange for after school hours sporting opportunities for senior pupils to attend at the local secondary school.

School Council

The School Council is an elected body consisting of two pupil representatives from each stage from P4 –P7. It meets regularly to discuss issues raised by fellow pupils and to decide an appropriate plan of action. It is also responsible for organising the school discos for pupils and the after school clubs.

After School Clubs

These are organised by the HT and PT.  We offer a variety of activities throughout the school year.  We work closely with the Active Schools Co-ordinator to ensure that we offer active activities for our pupils.

 

FREEDOM OF INFORMATION

Freedom of Information (Scotland) Act 2002 came into force in 2005. The Act allows anyone to ask for information held by the Council and imposes a time-scale of 20 working days for the Council to respond. To deal with Freedom of Information requests, the Council has appointed a Corporate Freedom of Information Officer with the support of an officer in each Service. The Freedom of Information Coordinator can be contacted by telephone on 01698 302484

 

DATA PROTECTION

Privacy statement for enrolment of pupils in a North Lanarkshire school

 

What is this statement?

This statement explains when and why we collect personal information about you, your child or young person and how this information is used, the conditions under which it may be disclosed to others and how it is kept secure.

 

Who are we?

North Lanarkshire Council is a Local Authority established under the Local Government etc. (Scotland) Act 1994.  Education, Youth and Communities is located in Kildonan Street, Coatbridge ML5 3BT.

 

Why do we need your personal information and that of your child or young person?

The Council has a legal obligation to deliver an effective education service to all children and young people in North Lanarkshire. In order to do this we need to collect personal information about children, young people and their families so that we can help them to learn and keep them safe.

 

Legal basis for using your information

We provide this service as part of our statutory function as your Local Authority. Processing your personal information is necessary for the performance of a task carried out in the public interest by the Council. If the information we have asked for is not provided, then we will not be able to provide this service to your child or young person.

 

Your personal information

Education uses the national IT system, SEEMiS, to store personal information electronically. We ask parents/carers during registration and enrolment to provide us with their child’s name, date of birth, gender, address, family contact details (phone/email). We will also ask you to update this information annually.

We may also ask you for information about medical conditions, additional support needs, religion, and ethnicity. We may also record information you might wish to provide about your family circumstances.

We require this information to ensure children and young people are educated appropriately, supported, and that we take account of their health and wellbeing.

During a child’s journey through education a pupil’s record is kept, this core record is mainly paper based and is stored securely in the child or young person’s establishment. If the establishment has requested assistance from educational staff outwith the nursery or school, key staff from these services may also store information securely about your child or young person

 

 

How will we use this information?

 

Your personal information will be used:

• to enrol your child or young person in nursery or school
• to provide your child or young person with an appropriate education
• for teaching, assessment and planning purposes and to monitor educational progress of children and young people
• to support pupil learning, improve outcomes and identify where additional support is needed to help children and young people
• to provide appropriate pastoral care to support health and wellbeing of children and young people
• to keep children and young people safe
• to maintain records e.g. of attendance, absence, attainment and behaviour of children and young people (including exclusions)
• to support children and young people during transitions when moving on each year from nursery to primary, primary to secondary and when they move or leave school
• to enable schools and establishments to process personal data in support of SQA and Further Education
• to monitor and report on pupil attainment and achievement in relation to the national improvement framework issued by the Scottish Government
• to assure the quality of our education services in line with national expectations from Education Scotland
• when we require to contact you by post, email, telephone or text.

 

Who do we share information with?

To support your child or young person’s access to appropriate education and meet our legal obligations, personal information may be shared internally between Services of the Council.  From time to time, education staff may also need to share information about you, your child or young person with another person from another agency or service, e.g. Social Work, Health.

We also share information with Scottish Government and bodies such as Education Scotland, Scottish Qualifications Authority, Skills Development Scotland and other organisations that support children and young people’s learning.

When a child or young person moves or transfers to another school the Council has an obligation to pass on information with regards to pupil records to the new school.

Only identified staff and those who require to have the information to enable them to carry out their job, will have access to you, your child or young person’s information. We care about the information we hold in respect to the education of children and young people. We will keep this information safe and secure.

 

 

How long do we keep your information for?

We only keep personal information for the minimum period of time necessary.  Sometimes this is set out in law, but in most cases it is based on what we need to fulfil our function.  We maintain a ‘records retention and disposal schedule’ which sets out how long we hold different types of information for.  You can view this on our website at

http://www.northlanarkshire.gov.uk/index.aspx?articleid=15003 or you can request a hardcopy of this from Education, and Families, Kildonan Street, Coatbridge ML5 3BT.

 

Your rights under data protection laws

You can:

• Request access to your information – you have the right to request a copy of the personal information that we hold about you, your child or young person. You can ask us to confirm what personal information is being used and with whom it has been shared with.
• Request a correction to your information – we want to make sure that all personal information is accurate, complete and up to date. Therefore you may ask us to correct any personal information that you believe does not meet these standards.
• Request the restriction of processing – this enables you to ask us to suspend the processing of personal information about you, your child or young person, for example if you want us to establish its accuracy or clarify the reason for processing it.
• Request the transfer – you can request the transfer of your information to another party.
• Deletion of your information – you have the right to ask us to delete personal information about you, your child or young person where:
• you think that we no longer need to hold the information for the purposes for which it was originally obtained
• you have a genuine objection to our use of personal information
• or, use of personal information is contrary to law or our legal obligations.

If you wish to update any personal information, retrieve it, or have it removed from records please contact your child or young person’s head teacher or head of establishment in the first instance.

 

The Council’s Data Protection Officer

 

If you have any questions or are unhappy about the way that we use the personal information of your child, young person or yourself you can contact the Data Protection Officer.

 

Data Protection Officer (DPO)

Civic Centre,

Windmillhill Street,

Motherwell ML1 1AB

or by email to AITeam@northlan.gov.uk

 

The Information Commissioner

 

You also have the right to complain to the Information Commissioner about the way the Council has handled your rights, to enquire about any exercise of these rights or to complain about the way the Council has dealt with your rights (or any other aspect of data protection law).

 

Information Commissioner’s Office,

45 Melville Street,

Edinburgh, EH3 7HL

or by e-mail to

casework@ico.org.uk

 

TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS

Education authorities and the Scottish Government

Education Portfolio (SGEP) exchange data about pupils either on paper or electronically through the ScotXed programme.

 

The data collected and transferred covers areas such as date of birth, postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusions from school.  Pupil names and addresses are collected by the school and the council but they are not passed to SGEP.  The postcode is the only part of the address that is transferred.  Data is held securely and no information on individual pupils can be published by SGEP.

 

Providing national identity and ethnic background data is entirely voluntary.  You can choose the ‘not disclosed’option if you do not want to provide this data.  However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.

 

 

Why do we need your data?

 

• In order to make the best decisions about how to improve our education service, SGEP and education authorities need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better educational outcomes.  Accurate and up-to-date data allows SGEP, education authorities and schools to:
• plan and deliver better policies for the benefit of all pupils,
• plan and deliver better policies for the benefit of specific groups of pupils,
• better understand some of the factors that influence pupil attainment and achievement, target resources better.

 

 

Your GDPR rights

 

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the GDPR. We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. GDPR gives you the right to know how we will use your data.  This message can give only a brief description of how we use data.  Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).

 

SGEP works with a range of partners including Education Scotland and the Scottish Qualifications Authority. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data Access Panel in SGEP, which will ensure that no subject specific data will be made public as a result of the data sharing and that such data will not be used to take any actions in respect of an individual.

Further details are available on:

https://www2.gov.scot/Topics/Statistics/ScotXed/PrivacyInformation

 

 

Concerns

 

If you have any concerns about the ScotXed data collections you can email school.stats@scotland.gsi.gov.uk or write to:

The ScotXed Support Office, SEGP, Area 1B, Victoria Quay, Leith, EH6 6QQ.

Alternative versions of this page are available, on request from the ScotXed Support Office, in other languages, audio tape, braille and large print.

 

Want more information?

 

Further details about ScotXed data exchanges are available on the ScotXed website, http://www.scotxed.net

 

CHILD PROTECTION

Every adult in Scotland has a role in ensuring all our children and young people are safe and protected from harm at all times and in all situations.

The Head Teacher is responsible for the schools actions in response to Child Protection concerns

If there are any Child Protection concerns the Head Teacher or the Child Protection Co-ordinator will follow North Lanarkshire Child Protection Procedures and Guidelines

 

Child Protection Officer is Mrs Emma Dalziel

Telephone number 01236 632067

ADULT PROTECTION

The Council has responsibility under the Adult Support and Protection (Scotland) Act 2007 for the protection and support of adults at risk of harm within North Lanarkshire. Its employees therefore have the responsibility to ensure the welfare of all adults at risk of harm with whom they come into contact, as well as providing the highest possible standard of care for some of the most vulnerable members of our society.  If there are any Adult Protection concerns the Head Teacher or the Adult Protection Co-ordinator will follow North Lanarkshire Adult Protection Procedures and Guidelines

 

 

DISCIPLINE

 

The relationship between pupils and teacher is similar to that between a child and his or her own parents requiring mutual respect on both sides. Pupils are encouraged to take a pride in the school and stress is placed on self-discipline through the promotion of positive behaviour. Greengairs rules have been drawn up with the pupils and discussed with the parents. Every week pupils aim to have ‘green lights’ on their award cards for keeping all ten golden rules. The award cards are taken home to parents on a Friday. All parents have a copy of the Greengairs rules so that they are aware if their child has broken a specific rule that week.

An infringement of the rules results in a pupil losing ‘Golden Time’. Golden Time is when the pupils have a personal choice of ‘golden’ activities for a period of one half hour.

In the rare circumstances where anti-social behaviour prevents pupils from being able to continue in a learning situation the matter is discussed with the parents of the pupils involved, so that parents and teachers can work together to eradicate such behaviour at an early stage. We aim to work in partnership with all parents and value the need for parental co-operation.

Weekly awards are issued for behaviour, class work and homework, so that parents are aware each Friday if their child has merited the awards for that week.

 

ANTI BULLYING       

Bullying is not tolerated at Greengairs primary. Pupils are actively encouraged to report any incidences immediately so that appropriate action can be taken. In each class there is the opportunity during ‘Circle Time’ for pupils to raise any issues. In each class pupils also have the opportunity to request a ‘quiet word,’ where they are able to raise a matter of concern with the teacher in private and in confidence. Parents are encouraged to speak to the Head Teacher immediately if they have concerns for their child’s welfare.

The recording of bullying or alleged bullying incidents are recorded electronically as part of the school’s monitoring system.

An adult’s presence is provided in the playground at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations 1990.

 

HOME AND SCHOOL LINKS

The value of parents’ interest and involvement in their child’s education cannot be stressed too highly. At Greengairs we endeavour to work in partnership with all parents.

Notices about meetings, outings, parties and other matters of general interest are conveyed to parents by letter.

Parents and friends are invited to our services of worship, musical shows and other activities.

During the year parent helpers are welcome within the school. Volunteers offer invaluable help in many ways. It is now necessary for all parent helpers to have a ‘Protection of Vulnerable Groups (PVG)’ certificate from the local authority. This is simple for the school to arrange and we would appreciate as many parents as possible offering to put themselves forward for this.

 

ATTENDANCE AT SCHOOL

 

Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’ to ensure that their child attends school regularly. Attendance must be recorded twice a day, morning and afternoon.

Regulation 7 of the Education (School and Placing Information) (Scotland) Amendment, Etc. Regulations 1993 requires each child’s absence from school to be recorded in the school register as authorised, or unauthorised, as defined by the Scottish Government.

At the start of each school session, parents will be asked to provide contact details, including at least one emergency contact number. Parents are required to inform the school if these contact details change during the course of the year.

Parents and carers are asked to inform the school if a pupil is unable to attend from the start of the school day, on the first day of absence. Failure to do so will result in school staff accessing all contact numbers provided for the child. In terms of child safety, police may be contacted if all attempts to locate the child have been exhausted.

Parents are asked to inform the school by letter or telephone if their child is likely to absent for some time and to give the child a note confirming the reason for absence on his/her return to school. When a child has been present for the morning session and is absent in the afternoon, we are concerned for that child’s safety. It is important to get in touch with the school immediately to inform us of the reason for the afternoon absence. If you know that your child is likely to be absent for some time please inform the school by telephone, and give your child a note on his/her return, confirming the reason for the absence.

 

 

 

NURSERY ATTENDANCE AND ABSENCE

Children are expected to attend during the sessions arranged with parents. It is important to inform the nursery staff or the school office if your child is unable to attend, or is likely to be absent for any length of time. On the first day of absence, it is anticipated that parents or carers telephone the school to inform the nursery staff of the absence.

If there has been no notification of absence, nursery/office staff will use the emergency contact details to telephone parents or their carers by the end of the first nursery session where uninformed absence has occurred.

 

FAMILY HOLIDAYS DURING TERM TIME

 

Every effort should be made to avoid family holidays during term time as this both disrupts the child’s education and reduces learning time. Parents/carers should inform the school by letter of the dates before going on holiday

Absences will be classified as authorised only in exceptional circumstances.  Such circumstances may include:

A family holiday judged to be important to the wellbeing and cohesion of the family, following serious or terminal illness, bereavement or other traumatic events.

A family holiday classified under the ‘authorised absence’ category will not include such reasons as:

• The availability of cheap holidays
• The availability of desired accommodation
• Poor weather experience during school holidays
• Holidays which overlap the beginning or end of term
• Parental difficulty obtaining leave (except in cases where evidence is provided by the employer that it cannot accommodate leave during school holidays without serious consequences)

Family holidays with the above similar characteristics will be classified as unauthorised absence.  Where the head teacher’s prior agreement has not been sought the absence will automatically be classed as unauthorised.

 

 

 

EXTENDED LEAVE WITH PARENTAL CONSENT

Where most family holidays will be recorded as unauthorised absence (see above) extended leave with parental consent will not be considered the same as a family holiday.

Leave in such circumstances will be authorised under circumstances such as

• Extended overseas educational trips not organised by the school
• Short-term parental placement abroad
• Family returning to its country of origin (to care for a relative, or for cultural reasons
• Leave in relation to the children of travelling families

 

 

 

EXCEPTIONAL DOMESTIC CIRCUMSTANCES

Parents/carers may request permission for such leave in writing and the school may authorise such requests under the following

• The period immediately after an accident or illness
• A period of serious or critical illness of a close relative
• A domestic crisis which causes serious disruption to the family home, causing temporary relocation.

It should be emphasised that the school investigates unexplained absence, and that the authority has the power to write to, interview or prosecute parents/carers, or to refer pupils to the Reporter of the Children’s Panel, if necessary.   A statement of the school’s policy including procedures for the enforcement of attendance.

 

CLOTHING AND UNIFORM

 

All North Lanarkshire schools must have a dress code which encourages pupils to dress in a way which is appropriate to attendance at school.  This dress code must not lead to direct or indirect discrimination on the grounds of race, religion, gender or disability.  Prior to drawing up the dress code the parents/carers, pupils and staff were fully consulted.  It is the expectation of Education and Families that parents/carers will be keen to support the dress code and written agreement may be sought.

Clothing which is unacceptable in school under any circumstances.  Includes items which:

• could potentially encourage factions(e.g. football colours) could cause offence (e.g. anti-religious symbolism or political slogans)

 

• could cause health and safety difficulties such as loose fitting clothing, dangling earrings and other potentially dangerous jewellery

 

• are of flammable materials which may be a danger in certain classes (e.g. shell suits)

 

• could cause damage to flooring

 

• carry advertising in particular for alcohol or tobacco,

 

• could be used to inflict injury to other pupils or to be used by others to do so

 

Parents in receipt of a grant for footwear and clothing from the council will be encouraged to purchase items which are in accordance with the school dress code. Approval of any requests for such grants in other circumstances are at the discretion of the Assistant Chief Executive, Education, Youth and Communities. Information and application forms may be obtained from any school or First Stop shop. Parents are entitled to receive a clothing grant if they are in receipt of any of the following benefits: Income Support, Job Seekers Allowance (income based), Employment and Support Allowance (Income related), Universal Credit, Housing benefit and Council Tax rebate.

Whilst in general terms it would not normally be the policy of the authority to exclude a pupil solely on the basis of his/her dress, persistent refusal to respond to a reasonable dress code might be deemed to be a serious challenge to the Head Teacher’s authority and be detrimental to the wellbeing of the whole school community. In such circumstances a Head Teacher could justify the use of the school discipline procedure.

The council wishes to minimise claims arising from the loss of pupils’ clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessary expensive items of clothing, jewellery etc. are not brought to school. Parents should note that any claims submitted to cover the cost of such items are likely to be met only where the authority can be shown to have been negligent.

 

 

 

 

GREENGAIRS PRIMARY SCHOOL

DRESS CODE

 

 

Skirt / Trousers / Shorts        grey (shorts to the knee, where possible)

Shirt / blouse                      white

Badge / Tie                        Greengairs Primary School

Sweatshirt                         red or grey (only P6/7 may wear black)                                                                                    with school badge

Polo shirt                          white

Shoes                               black

Blazer (optional)                  black

 

School uniform can be purchased from www.schoolwearmadeeasy.com

 

Badges, ties, sweatshirts and polo shirts with the school motif are available for purchase from the school. The sweatshirts are very popular as they are both comfortable and extremely practical on P.E. days. As all the classrooms are carpeted, pupils are expected to change into indoor footwear inside school.

For P.E. lessons, pupils are requested to wear polo shirt / T-shirt, shorts and suitable footwear – these are desirable for safety reasons. Also in the interests of safety, in P.E. pupils are required to remove all jewellery, including earrings.

 

NURSERY UNIFORM

The nursery has polo shirts and sweatshirts with the nursery logo.  The school have sample sizes available and a small selection of uniform available to purchase. Parents find these garments to be both practical and comfortable for their children.

 

NURSERY-SUITABLE CLOTHING

Learning is always messy and that’s usually when children have most fun. The nursery staff will always try to ensure that the children wear protective aprons but accidents happen so please dress your child in suitable comfortable clothes. Please also provide gym shoes for indoors and wellies for outdoor play. The nursery staff artistically decorate the gym shoes in a design of the owner’s choice! This enables each child to learn to recognise their own footwear. Please also think carefully about your child’s footwear coming to nursery. We encourage the children to be independent and shoes can be very difficult for children to manage, footwear with Velcro fastenings or a slip-on style are easier for everyone.

Nursery staff would like you to label all items of clothing and footwear.

 

MEALS

All P1-P3 pupils are entitled to a free school meal.

We operate a cashless catering system. Every child has a personal card which enables them to add money to their account. Parents can access their child’s account on line to deposit money or to monitor the food choices made by their child.

Diets required as a result of a medical condition can be provided in the school. Procedures and forms can be accessed from the school or from North Lanarkshire’s Facility Support Service.

Special diets required for ethical, religious or cultural reasons should be requested in writing to the Head Teacher, who will liaise with Facility Support Services.

Nursery children will be offered a healthy snack with either water or milk during each session. We ask parents to give a donation of 50p each day to support this.

 

From August 2020, all eligible two year olds and all children aged from 3 to those not yet attending primary school, that attend a North Lanarkshire Council Nursery or a Funded Provider (childminder or voluntary/private nursery), will be entitled to 1140 hours Early Learning and Childcare provision . Those children attending for four hours per day, or more, will receive a free meal as part of the Early Learning and Childcare entitlement

 

 

PLACING REQUESTS

You have the right to make a placing request for your child to be educated in a school other than the local school.

In December each year, the authority will advertise its arrangements for placing requests.

There are sound educational reasons for trying to ensure that the transfer or admission of children to a school takes place at the start of a school session. Other than those who are moving home to a new area, parents/carers are advised to time any placing requests so that they take effect from the beginning of the new school session.

Every effort will be made to try to meet the parental wishes, but you should note that it is not always possible to grant every placing request to a particular school.

Placing requests to Primary School does not necessarily ensure that your child will have a direct entry to the associated secondary.  Advice on this must be sought from the Primary School Head Teacher.

Further information on placing requests and procedures is available from the school or the council’s website.

Parents/carers and Young People have a right under the Additional Support for Learning Act 2009 to make a placing request for their child or young person to attend a nursery (including partnership nursery), special school or special class managed by the home authority. In the event of a successful placing request the authority are not required to provide transport. The Act also enables parents/carers and young people to make a placing request to attend a school/establishment belonging to another authority.

 

 

TRANSPORT

General

1. i) General

The Council has a policy of providing free transport to primary pupils who live more than one mile from their catchment school by the shortest suitable walking route.  This policy is more generous than the law requires.  This provision may be reviewed at any time.

Parents/carers who consider they are eligible should obtain an application form from the school or from Education and Families.  These forms should be completed and returned before the end of February for those pupils beginning school in August to enable the appropriate arrangements to be made.

Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made.

There is discretion in certain circumstances to grant privilege transport for pupils to travel in transport provided by the authority, where spare places are available and no additional costs are incurred.

1. ii) Pick-up points

Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point.

Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction, will not exceed the authority’s limits (see above paragraph).

It is the parent’s/carers responsibility to ensure their child arrives at the pick-up point in time.  It is also the parent’s/carers responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle.  Misbehaviour could result in a loss of the right to free transport.

iii)   Placing Requests

The council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.

In the case of early entry requests if a child is offered a place in the catchment area school, transport will be provided in accordance with the Council’s policy as stated above.

Any information on transport appropriate to the school should be included

 

MEDICAL AND HEALTH CARE

The medical examination of children is undertaken during each child’s school life, normally in the first year of primary schooling and then at ages 10/11 years and 13/14 by staff of the North Lanarkshire Health Board. Parents may refer their child at any other times to the Clinical Medical Officer for examination or advice.

During the child’s first year at school the parent is given written notification of the date and time of the child’s medical examination.

Dental inspections are also carried out on a routine basis in primary schools and parents are offered any necessary treatment for their children although they may choose to go instead to a family dentist.

If a child takes ill or has an accident at school the parent is immediately notified so that the child can be taken home or have medical attention. As the parent cannot always be at home, it is essential that the school has the name, address and telephone number of a friend, relative or neighbour who can be contacted in case of emergency and would be able to attend to the child promptly.

Parents are requested to inform the school of any medical condition which may affect the educational progress of their child’s behaviour or ability to take part in any activity. This includes asthmas sufferers, who should have an extra inhaler which is kept in the school office.

If a young person is unable to attend a suitable educational establishment as a result of prolonged ill-health, North Lanarkshire Council must make special arrangements for the pupil to receive education elsewhere, other than at an educational establishment.

In North Lanarkshire, children and young people are treated in the paediatric in-patient unit within Wishaw General Hospital. It is not common for children and young people to have extended stays in Wishaw General, and therefore North Lanarkshire Council does not require a dedicated hospital education service.

Children and young people resident in North Lanarkshire and in hospital in Glasgow, may access education through the Hospital Education Service (HES). The service is provided by Glasgow City Education Department and Social Work Services. For further information, please contact your child’s school.

 

NURSERY MEDICATION

If your child is in need of medication during their time at nursery you should discuss their requirements with nursery staff. Prescribed drugs will be given at the discretion of the Head of the Establishment. Parents require to complete a form authorising the nursery staff to administer the drugs to your child. Medication will be stored in a locked metal cabinet.

If you child suffers from a particular medical condition such as asthma, epilepsy, nut allergy, it is important for the nursery staff to be aware of your child’s condition and the required emergency procedures.

 

 

IF YOUR CHILD BECOMES ILL

The establishment would appreciate a telephone call to inform them if your child is unable to attend nursery due to illness. We follow national guidance to protect the health of all children in our care and do our utmost to limit the spread of infection.

Please tell us if your child has been ill while they were away from nursery.

If your child has had symptoms of vomiting or diarrhoea (or both) it is essential that they do not attend nursery until after 48 hours after the symptoms have stopped.

If your child becomes ill while at nursery, every attempt will be made to contact parents immediately and to keep the child comfortable until parent/carers arrive. If it was felt that the child required urgent medical attention, arrangements would be made to transfer the child to the nearest hospital emergency department. He/she would be accompanied by a member of staff. Parents would be contacted and advised to join the child at the hospital.

 

 

 

INFORMATION IN EMERGENCIES

We make every effort to maintain a full educational service, but on some occasion’s circumstances arise which lead to disruption.  For example, schools may be affected by severe weather, temporary interruption of transport, power failures or difficulties of fuel supply.  In such cases we shall do all we can to let you know about the details of closure or re-opening.  We shall keep you informed by using letters, notices in local shops and community centres, announcements in local churches and announcements in the press on local radio, on the NLC website and twitter.

 

THE PARENT FORUM

As a parent of a child at this school you are automatically a member of the Parent Forum. The Parent Forum is composed of all the parents and carers of children at the school.

As a member of the Parent Forum you can expect to:

• get information about what your child is learning
• get information about events and activities at the school
• get advice/help on how you can support your child’s learning
• be told about opportunities to be involved in the school
• have a say in selecting a Parent Council to work on behalf of all parents/carers at the school
• be invited to identify issues for the Parent Council to work on with the school.

 

GREENGAIRS PRIMARY PARENT PARTNERSHIP 

Parent Councils came into force on 1^st August 2007.

The parents of Greengairs Primary decided to name their parent council Greengairs Primary Parent Partnership. The Partnership was established in August 2007 and the constitution was circulated to all parents. Further copies are available at the school. The Head Teacher of the school is the professional adviser to the Parent Partnership.

The Parent Partnership is selected from volunteers for a period of one year.

Any parent/carer of a child at the school can volunteer to be a member at the AGM, held annually.

A minimum of four and maximum of 14 parents can serve on the partnership at any one time.

The Parent Partnership’s rights and duties include:

• supporting the work of the school;

 

• representing the views of parents/carers;

 

• consulting with parents/carers and reporting back to the Parent Forum on matters of interest;

 

• promoting contact between the school, parents/carers, pupils, and the wider community;

 

• fundraising;

 

• taking part in the selection of senior promoted staff;

 

• receiving reports from the head teacher and education authority; and

 

• receiving an annual budget for administration, training and other expenses.

 

• Improving home school partnership and facilitating parental involvement

 

 

Members of Parent Councils, on a voluntary basis, may have an advisory role in decisions on placing requests by parents in respect of those situations where a number of placing requests for a particular school or for a particular stage in a school exceeds the number of places available.

All meetings of the Parent Partnership are open to the public. Notification of dates will be intimated to all members of the Parent Forum. The Head Teacher has a right and a duty to attend all meetings of the Parent Partnership.

The office bearers are as follows:

Chairperson                       Sheena Cochrane

Secretary                           Paula Wightman

Treasurer                          Lauren Byrne

Clerk                                Mary Robertson

Committee member             Jo Denardo, Kirsty Harvie, Emma Kirk

Co-opted member                Jim Bell

 

NURSERY PARTNERSHIP WITH PARENTS

We are committed to working in partnership with parents as we know this has a significant effect in the child’s learning. Information is exchanged informally daily with parents /carers. Parents will be invited to view their child’s learning story every term. Parent consultations are held twice a year and an annual report is issued in June. Workshops are offered to parents to show how learning takes place in the nursery through a variety of activities.

Parents are encouraged to help on outings and at specific events. The notice board in the nursery entrance provides information and regular newsletters keeps everyone up to date with nursery news.

Every term we have a “Stay and Play” session, when you can spend time with your child in the nursery playroom.

 

NON CLASS TIME SUPERVISION

An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and Supervision of Pupils) (Scotland) Regulations, 1990. In inclement weather pupils are allowed entry into the classroom and are supervised by our Classroom Assistant and Additional Support Needs Assistants.

 

TRANSFER FROM PRIMARY SCHOOL TO SECONDARY SCHOOL

Pupils normally transfer between the ages of 11½ and 12½, so that they will have the opportunity to complete at least four years of secondary education. Parents will be informed of the arrangements no later than December of the year preceding the date of transfer at the start of the new session.  Pupils from this school normally transfer to:

 

AIRDRIE ACADEMY

SOUTH COMMONHEAD AVENUE

AIRDRIE

Tel: 01236 632161

Cluster Vision Statement

“Standing Together We Are Great”

Our cluster vision statement was created in partnership with all of our associated primary schools and an excellent example of pupils leading change in our school community. Pupils from Chapelside, Golfhill, Tollbrae, Victoria, New Monklands, Greengairs and Rochsolloch primaries worked with Airdrie Academy pupils to determine our shared cluster vision.

We work collaboratively to provide the best opportunities and outcomes for all of the pupils that we serve.  Our vision shows that we put our young people and our community at the heart of everything we do.  From age 3-18 we aim to ensure that all pupils are achieving their full potential in school and develop the skills to live a happy, healthy and successful life.

We achieve this through;

1. Success and resilience: Work your hardest to achieve your goals, never give up.
2. Community: Feel included and include everyone. Have a positive impact on yourself and others.
3. Active: Be active in lessons, at clubs, at home and in the community to achieve a healthy body and mind.
4. Skills for work: Enquire, explore and problem solve. Find or create your dream job.

IMPORTANT NAMES AND ADDRESSES

NORTH LANARKSHIRE EDUCATION, SKILLS AND YOUTH EMPLOYMENT

MUNICIPAL BUILDINGS

KILDONAN STREET

COATBRIDGE

Tel: 01236 812222

LOCAL COUNCILLORS

Ms. Sophia Coyle

Mr Alan Beverage

Mr David Cullen

Mr Tommy Morgan

PO BOX 14

CIVIC CENTRE

MOTHERWELL

Tel: 01698 302366

 

CONTINUOUS IMPROVEMENT OFFICER

Jackie Cahill

NORTH LANARKSHIRE EDUCATION, SKILLS AND YOUTH EMPLOYMENT MUNICIPAL BUILDINGS

KILDONAN STREET

COATBRIDGE

 

Tel: 01236 812222

COMMUNITY EDUCATION AREA OFFICE

WILLOWBANK HOUSE

ALEXANDER STREET

AIRDRIE

Tel: 01236 763322

CONTACTS IN RELATION TO SUPPORT FOR LEARNING

North Locality

Carolan McCann

Lyndsay Malley

Additional Support Manager

St Mary’s Primary school

Liddell Road

Cumbernauld

01236 632363

 

Central Locality

Carol McShane

Karen Clarkson

Additional Support Manager

IT Technical Service

Caldervale High school

Towers Road

Airdrie

ML6 8PG

01698 632844

 

South Locality

Donna McCann

Bob Duncan

Additional Support Manager

St Aidan’s High School

Waverly Drive

Wishaw

ML2 7EW

01698 274656

 

 

You can also get help and advice from

Enquire – the Scottish advice service for additional support for learning.  Operated by Children in Scotland, Enquire offers independent confidential advice and information on additional support for learning. Enquire also provide a range of factsheets.

 

0345 123 2303

info@enquire.org.uk

www.enquire.org.uk for parents and practitioners

www.enquireorg.uk/yp for children and young people

 

Resolve                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 0131 313 8844

(Independent Adjudicator)

Scottish Independent Advocacy Alliance

London House

20-22 East London Street

Edinburgh

EH7 4BQ

0131 524 1975

enquiry@siaa.org.uk

www.siaa.org.uk

Reference to Additional Support Need Tribunal (Scotland)

ASNTS

4^th Floor

1 Atlantic Quay

45 Robertson House

Glasgow

G2 8JB

Helpline: 0141 302 5860

 

NHS Lanarkshire

Airdrie Health Centre

01236 772200

Social Work Department

Coats House

Gartlea Road

Airdrie

ML6 9JA

01236 757000

 

Community Learning and Development Locality Offices

 

Airdrie CLD Locality Office

Chapelside Community Centre

Waddell Street

Airdrie

ML6 6DL

Tel: 01236 638538

CLD-Airdrie@northlan.gov.uk

 

QUALIFYING STATEMENT

Although this information is accurate at time of printing, there could be changes affecting any of the matters dealt within the document

1. a) before the commencement or during the course of the school year in question.
2. b) in relation to subsequent school years.

Education Authorities are required by law to issue a copy of the school handbook to certain parents/carers in December each year.

It details the current policies and practices of both the council and the school.