PINKIE ST. PETER'S PRIMARY SCHOOL - INFORMATION FOR PARENTS/CARERS - eduBuzz.org
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School Handbook
2020/2021
PINKIE ST. PETER’S
PRIMARY SCHOOL
INFORMATION FOR
PARENTS/CARERS
#proudtobepinkie
CONTENTS
ADMINISTRATION OF MEDICAL PROCEDURES......................................................................................................................... 21
ASSESSMENT AND REPORTING ................................................................................................................................................ 17
ATTENDANCE ........................................................................................................................................................................... 20
BEHAVIOUR.............................................................................................................................................................................. 20
ENROLMENT .............................................................................................................................................................................. 6
HOMEWORK ............................................................................................................................................................................ 18
HOW CAN PARENTS/CARERS HELP? .................................................................................................................................. 20/22
SCHOOL POLICY ON CLOTHING AND KIT .................................................................................................................................... 8
SCHOOL VALUES…………………………………………………………………………………………………………..……………………4
STAFFING ................................................................................................................................................................................... 6
TEACHING METHODS ............................................................................................................................................................... 11
THE CURRICULUM.................................................................................................................................................................... 10
THE SCHOOL DAY ....................................................................................................................................................................... 7
TRANSITIONS ........................................................................................................................................................................... 18
VISION STATEMENT…..………………………………………………………………………………………………………………………4
WELCOME .................................................................................................................................................................................. 3
SUMMARY OF BEHAVIOUR MANAGEMENT POLICY (APPENDIX 1) ................................................................................... 29
SUMMARY OF ANTI-BULLYING POLICY (APPENDIX 2 ) ......................................................................................................... 35
2
Dear Parent/Carer
Welcome to Pinkie St. Peter’s Primary School!
We aim to give your child a happy settled school life where he/she feels valued, secure and confident. By engaging in a
Curriculum for Excellence, we strive to bring out the best, both academically and socially, in all our pupils and help them to
reach their full potential.
This booklet is designed to help you support your child throughout his/her time at Pinkie. It gives information about school
procedures, the curriculum and the outside agencies we can call upon when our pupils need further support. You are not
expected to read it from cover to cover, but it is a very useful point of reference when you need to find out more about your
child’s education.
We aim to foster an ongoing partnership with our parents and they play an important role in the school community.
Whether it is being an active Pinkie Parent member, working with groups, going on school trips or taking the football team, I
would encourage you to get involved.
There may be times when you wish to know more about current school activities or specific matters relating to your child.
Please feel free to contact the school and we will be happy to talk with you.
Yours sincerely
Colette Bonnar
Head Teacher
3
4
Pinkie St. Peter’s Primary School
44 Pinkie Road
Musselburgh
East Lothian
EH21 7HA
Tel/Fax No: 0131-665-2024
Website address: www.edubuzz.org/pinkie
Pinkie St. Peter’s Primary is a non-denominational, co-educational school catering for Nursery stages to
Primary 7.
Our current role is as follows:
P1 – 60
P2 – 68
P3 – 65
P4 – 66
P5 – 53
P6 – 60
P7 – 49
Total roll: 411 pupils
5
STAFFING
Head Teacher - Mrs Colette Bonnar
Depute Head Teacher - Mrs Helen Gordon
Depute Head Teacher - Miss Scarlett Palmer
Depute Head Teacher - Mrs Rachel Snowdon
17 Full-time Class Teachers (2 of these being a Principal Teacher)
10 Classroom Assistants
4 Special Needs Auxiliaries (Full/Part-time)
1 Assistant Behaviour Support Officer
2 Senior Early Years Practitioners
6 Nursery Nurses
1 School Auxiliary
1 Part-time Clerical Assistant
1 Full-time Secretary – Mrs Jackie Harper
There is also specialist provision. Specialists this session are:-
Mr Alistair Dougal, Physical Education
Miss Kirsten Ireland, Music Specialist
Mrs Catherine Paterson, Swimming for P4 children
Note:- Staffing can be subject to change during the session and vary on a yearly basis.
ENROLMENT
ADMISSION OF PUPILS
Parents simply contact the school and make an appointment to see the Head Teacher. Parents will then meet the Head
Teacher or Depute Head Teacher, the receiving class teacher and be shown the school.
PRIMARY 1 ENROLMENT
Enrolment of children entering Primary 1 takes place during November and December. A reminder of this will appear in the
local press. Parents of district children should come to the school to enrol on the dates publicized. If you are a non-district
parent, relevant forms must be completed and returned to East Lothian Council requesting a place. These forms are
available from your child’s nursery.
Any parents are welcome to make an arrangement to look around the school.
6
THE SCHOOL DAY
School operates a 4.5 day week to allow for Staff Planned Activities on a Friday afternoon.
The following is the daily timetable:
Monday to Thursday
8.55 am - School starts for all pupils
10.30 – 10.45 am - Morning interval
12.00 pm - P1 and P2 dismiss for lunch
12.15 pm - P3 – P7 dismiss for lunch
12.45 pm - School resumes for P1 and P2 pupils
1.00 pm - School resumes for P3 – P7 pupils
2.45 pm - P1 and P2 dismiss
3.20 pm - P3 – P7 dismiss
Friday
10.30 – 10.45 am - Morning interval
12.20 pm - P1 and P2 dismiss
12.30 pm - P3 – P7 dismiss
We encourage all children to bring a healthy snack to school for break times. Guidelines on what should be considered can be
found here (East Lothian Link)
SCHOOL ACCOMMODATION
Main Building
17 Classrooms 1 Dance Studio
2 Gym Halls 1 Science Lab
1 Dining Hall 1 Music Room
2 GP Rooms 1 Library
Nurture Corridor
Attached to the main building are changing rooms for both boys and girls.
The school has disabled access and toilets.
The school building contains a purpose build sports pavilion. This is used by the community out with school hours.
7
SCHOOL POLICY ON CLOTHING AND KIT
SCHOOL UNIFORM
Full school uniform consisting of white shirt, school tie, blazer and grey/black skirt or trousers.
OR
Below the waist – black or grey jogging bottoms.
Above the waist – school sweatshirt (grey/red) and white or red polo shirt. Remember sweatshirts can be worn with
traditional trousers or traditional skirts.
Sensible school shoes or dark trainers.
An extra pair of shoes/gym shoes should be kept in school for indoor use.
For P.E.
Appropriate change of clothing – White t-shirt, dark shorts. No team colours.
All items of clothing should be named.
All pupils should have a school bag (a brand name on a school bag is acceptable).
School uniform items can be purchased from:
Patricia Bewsey
Tel: 07970 920 431
Website: www.garmentprinter.co.uk
Samples of garments are available in the school office.
Assistance with Provision of Clothing and Footwear
The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitable clad to take full advantage of the
education provided. Families in receipt of Income-Based Job Seekers Allowance or Income Support and Employment and
Support Allowance will qualify for such a scheme. Other cases may be considered in the case of exceptional personal
circumstances. Parents who wish to apply for the scheme should complete an application form which is available from the
school or Department of Services for People, John Muir House, Haddington, EH41 3HA.
We have a clothes rail in the foyer of second hand, good condition clothes. Please feel free to take anything from this. It is
replenished regularly.
8
WET WEATHER ARRANGEMENTS
Wet weather arrangements only come into practice when there is heavy rain. Children are expected to have waterproof
clothing in order that they can go outside for breaks when possible.
If heavy rain, the children remain in their class and are supervised by management and supervisors.
On exceptionally wet/windy weather we will open the dining-room for parents and pupils of P1-P2 and the main gym hall for
pupils of P3-P7 from 8.45. Staff will collect children from the dining-room and gym hall.
All children are familiar with the route from the dining hall to their class so parents should leave the dining hall via the
outside exit door and leave children to walk to class.
Play Areas
The P7 enjoy the privilege of having their own pitch at break and lunch. P3-P6 play on the astro and the playground and P1
and P2 play around the back of the school building. We have a playground group who are developing the play areas. Please
contact the school if you would like to be part of this.
9
THE CURRICULUM
Our school curriculum is based on the Scottish Government’s
Curriculum for Excellence.
What do we mean by ‘Curriculum’?
The curriculum describes what children and young people do in school. It includes the lessons which develop some of their
basic skills such as reading, writing and mathematics and in secondary schools, the subject areas (geography, history,
languages etc) and the courses which lead to examinations and qualifications. This has been the way education has been
defined for very many years with little variation.
The Curriculum for Excellence provides a framework in which excellent learning and teaching can take place. It is an on-going
process of review and change to develop and improve children’s experiences of education.
The Curriculum for Excellence is not a single document. It is definitely NOT a national curriculum that dictates what every
child should be learning at every minute of the day!! Instead it provides a new way of looking at the curriculum that builds
on best existing practices in Scottish education and focuses on how we can achieve the best for every child. It includes the
totality of experiences planned for all children through their education to allow them to excel and realise their future
potential. However, there is sufficient flexibility to allow teachers to be creative and innovative in the approaches they take
to make this happen.
Importantly, putting the curriculum into practice is not a once-and-for-all task but a continuing process. This is the
beginning of a continuing cycle of review of the curriculum to keep it updated, refreshed and relevant .
Principles behind curriculum design:
Challenge and enjoyment
Breadth
Progression
Depth
Providing individual choice
Coherent
Relevant
The curriculum is designed to equip young people with high levels of literacy, numeracy and thinking skills and support the
development of their health and wellbeing. It should enable every child to develop his or her full potential through a broad
range of challenging, well-planned experiences which help them develop qualities of citizenship, enterprise and creativity.
The curriculum is more than curricular areas and subjects: it is the totality of experiences which are planned for children and
young people through their education. At all stages from the early years to S6 the curriculum will include learning through:
THE ETHOS AND LIFE OF THE SCHOOL AS A COMMUNITY
We know that positive relationships and the climate for learning in a school - our values, our ethos and our life as a
community - are essential starting points for successful learning.
10The wider life of the school - activities such as assemblies, community events and school projects - makes an important
contribution to the development of the four capacities, helping to enable all our pupils to become successful learners,
confident individuals, responsible citizens and effective contributors. We also offer pupils opportunities to learn through such
activities as peer mentoring, membership of school councils, undertaking responsibilities and playing a part in decision
making.
CURRICULUM AREAS AND SUBJECTS
Curriculum areas and subjects provide familiar and important vehicles for learning. We recognise their key role within the
curriculum. With that in mind, curriculum areas and subjects are refreshed and re-focused as part of the review process to
take full account of the contributions they can make to developing the four capacities and preparing learners for the
challenges of the future.
INTERDISCIPLINARY PROJECTS AND STUDIES
The curriculum includes space for learning beyond subject boundaries, so that learners can make connections between
different areas of learning. Through interdisciplinary activities of this kind, our pupils can develop their organisational skills,
creativity, teamwork and the ability to apply their learning in new and challenging contexts. To be successful, these activities
need to be well planned with a clear purpose and outcomes in mind.
OPPORTUNITIES FOR PERSONAL ACHIEVEMENT
Opportunities for personal achievement, planned through the school, often enrich the life experience of learners. Taking part
in activities such as performances, community or enterprise activities and trips plays an important part in widening a young
person's horizons and developing confidence. We also respond to the personal interests and aptitudes of learners through
clubs, community, charitable and fund-raising activities. Many of these activities are voluntary for learners and have
traditionally been organised as 'extra-curricular' opportunities.
STAGES OF LEARNING
The stages of learning reflect the stages of maturation of children and young people and the changing ways in which they
engage with learning as they develop.
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 to S3, but earlier for some.
The fourth level broadly equates to SCQF level 4
Senior phase S4 – S6 and college or other means of study.
Further information about Curriculum for Excellence can be found at Education Scotland’s Parentzone by using the following
link: http://www.educationscotland.gov.uk/parentzone/index.asp
TEACHING METHODS
A primary classroom is rather like a workshop where the emphasis is on learning as well as teaching. As children develop at
different rates and have differing preferred learning styles, teachers will assess the learning needs of each pupil in class.
Development then takes place through individual and group, as well as class, learning experiences organised by the teacher.
These learning experiences will be set within stimulating contexts and will employ active teaching and learning strategies,
11aiming to engage the children in exploring, discovering and learning with increasing levels of confidence and independence
as they move through the school.
Teachers involve children in planning activities by finding out what they already know about a subject and what they would
like/need to learn to extend that knowledge. Children at all stages of the school are involved in taking responsibility for
assessing their performance against specific success criteria, devised by themselves or the teacher.
As well as the explicit learning that children take part in during planned classroom activities they will be involved in
developing skills in literacy, numeracy and health and well-being outwith the classroom e.g. listening to and following
instructions in the playground, finding out about health and safety on a trip, working out the money required to pay for their
lunch, resolving disputes, helping others, reading rotas etc…
CURRICULAR AREAS
There are eight curricular areas within Curriculum for Excellence. These will sometimes be treated as
stand-alone subjects but very often, in order to make learning more meaningful, will be grouped together
to create a context for learning e.g. Literacy and Drama could be linked when children work to write and
perform a show. This is known as interdisciplinary learning and it allows children to make links between
what they are learning and the use to which this can be put in the future.
EXPRESSIVE ARTS
The expressive arts, which include the subject areas of Art and
Design, Drama, Music and Dance, develop the imagination and
aesthetic awareness, encourage pupils’ physical development,
promotes awareness of cultural heritage and contributes to social
development through recognition of the importance of good health
and positive attitudes towards self and others.
Class teachers work with visiting subject specialists of P.E. and Music
to present a cohesive programme which supports the development
of these curricular areas in a structured and meaningful way.
We also have visiting tutors of Strings who take small numbers of senior pupils for weekly tuition. Pupils are selected for this
opportunity in P4, P5 and P6.
HEALTH AND WELLBEING
At Pinkie St. Peter’s Primary we set out to promote a whole-school approach to taking responsibility for health. We place a
high value on the good health of staff and pupils, caring for people as
individuals and providing stimulating, safe and healthy conditions for the life
and work of the whole-school community. Health and Wellbeing is an integral
part of the school curriculum, with its aims being firmly embedded within the
overall aims of the school. Through Health and Wellbeing, pupils will be
provided with experiences to develop knowledge skills and attitudes in
relation to:
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
12We are aware that some of these areas could potentially be quite sensitive and, in order to put parents/carers’ minds at
ease, meetings are arranged with parents before these are delivered to children.
LANGUAGES
MODERN LANGUAGES
Modern Languages is taught using the East Lothian 1+2 Guidelines with French being the main second language taught from
nursery and P1.
LITERACY AND ENGLISH
Literacy enables children both to communicate with others effectively for a variety of purposes
and to examine their own and others’ experiences, feelings and ideas, giving them order and
meaning. Since this is central to children’s intellectual, emotional and social development, it has
an essential role across the curriculum and helps pupils’ learning to be coherent and progressive.
We provide pupils with the chance to develop and extend their literacy skills by giving them
opportunities to:
communicate, collaborate and build relationships
reflect on and explain their literacy and thinking skills, using feedback to help them improve and sensitively
provide useful feedback for others
engage with and create a wide range of texts in different media, taking advantage of the opportunities offered
by ICT
develop their understanding of what is special, vibrant and valuable about their own and other cultures and
their languages
explore the richness and diversity of language, how it can affect them, and the wide range of ways in which
they and others can be creative
extend and enrich their vocabulary through listening, talking, watching and reading.
We attach a high priority to giving children a command of the English language (as well as their own dialect), and the ability
to use it confidently, creatively and appropriately. This includes reading with understanding, writing fluently and legibly with
accurate spelling and handwriting, listening attentively and talking to the point. To this end, we try to plan structured and
stimulating activities to help children develop English language skills by giving them opportunities to:
engage with a wide range of texts and develop an appreciation of the richness and breadth of Scotland’s literary
and linguistic heritage
enjoy exploring and discussing word patterns and text structures.
NUMERACY AND MATHEMATICS
Mathematics is the study of the properties, relationships and patterns in number and
shape, and the application of this knowledge to analyse, interpret, simplify and solve
problems.
It is a rich and stimulating subject with the capacity to engage and fascinate learners
of all ages, interests and abilities. Learning mathematics develops logical reasoning,
analysis, problem-solving skills and the ability to think in abstract ways, as well as
offering opportunities for creativity. It is a universal language of numbers and
13symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way.
Mathematics is important in everyday life, allowing us to make sense of the world around us. It gives us confidence in dealing
with number and in understanding shape, position and movement. It enables us to think
abstractly, model real-life situations and make generalisations, and equips us with the skills
we need to interpret and analyse information, assess risk and make informed decisions.
Mathematics can enable us to contribute effectively in the workplace and gives us the
capacity to be both creative and logical when enjoying the challenge of solving problems,
tackling puzzles or playing games. It has the ability to fascinate and stimulate and is as
important to adult learners as it is to children and young learners.
Mathematics plays an important role in other areas, such as science or technologies, and is
vital to research and development in fields such as engineering, computer science, medicine
and finance. Learning mathematics gives pupils access to the wider curriculum and the opportunity to pursue further studies
and interests.
Our ultimate aim is to develop confidence in the application of mathematics in everyday situations. To do this we plan
activities and experience that enable our pupils to:
develop a secure understanding of the concepts, principles and processes of mathematics and apply these in
different contexts, including the world of work
engage with more abstract mathematical concepts and develop important new kinds of thinking
understand the application of mathematics, its impact on our society past and present, and its potential for the
future
develop essential numeracy skills which will allow me to participate fully in society
establish firm foundations for further specialist learning
understand that successful independent living requires financial awareness, effective money management,
using schedules and other related skills
interpret numerical information appropriately and use it to draw conclusions, assess risk, and make reasoned
evaluations and informed decisions
apply skills and understanding creatively and logically to solve problems, within a variety of contexts
appreciate how the imaginative and effective use of technologies can enhance the development of skills and
concepts.
RELIGIOUS AND MORAL EDUCATION
Through our religious and moral education programme we hope to enable pupils to:
recognise religion as an important expression of human experience
learn about and from the beliefs, values, practices and traditions of Christianity and the world religions selected
for study, other traditions and viewpoints independent of religious belief
explore and develop knowledge and understanding of religions, recognising the place of Christianity in the
Scottish context
investigate and understand the responses which religious and non-religious views can offer to questions about
the nature and meaning of life
recognise and understand religious diversity and the importance of religion in society
develop respect for others and an understanding of beliefs and practices which are different from their own
explore and establish values such as wisdom, justice, compassion and integrity and engage in the development
of and reflection upon their own moral values
develop their beliefs, attitudes, values and practices through reflection, discovery and critical evaluation
develop the skills of reflection, discernment, critical thinking and deciding how to act when making moral
decisions
make a positive difference to the world by putting my beliefs and values into action
establish a firm foundation for lifelong learning, further learning and adult life.
The aims of religious observance are:
to promote pupils’ spiritual development;
14 to increase their understanding of religious practices such as prayer and meditation and the religious experience
which underlies them;
to promote the ethos of the school through the expression and celebration of shared values;
to provide opportunity for individual reflection on spiritual and moral concerns.
In recognition of Scotland's Christian heritage, we celebrate Christmas and Easter as part of school assemblies. This religious
observance provides opportunities for class or stage involvement by pupils and others, including our school chaplain, in
planning and presentation.
There is a statutory provision for parents/carers to withdraw children from participation in religious observance. If you
decide to withdraw your child from religious observance, we will make suitable arrangements for them to participate in a
worthwhile alternative activity.
For more information please refer to: Curricular 1/2005 Provision of Religious Observance in Scottish Schools
(http://www.scotland.gov.uk/Publications)
SCIENCES
Sciences encompasses looking at:
Our Living World
Our Physical World
Our Material World
These headings then break down into:
Life and Cells
Energy in the Environment
Force and Motion
Communications
Materials
Planet Earth
Awareness of the interdependence of people and the environment and for society’s responsibility for the care and
conservation of the environment is a major social and political issue. Events, decisions and changes made in the past have
shaped the present.
Our aim is for Pinkie St. Peter’s pupils to make a positive contribution to the shape of the environment of the future. Through
the activities and experiences which we plan for and with our pupils, many of them of an interdisciplinary nature, we support
them to:
develop curiosity and understanding of the environment and their place in the living, material and physical
world
demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences
develop skills for learning, life and work
develop the skills of scientific inquiry and investigation using practical techniques
develop skills in the accurate use of scientific language, formulae and equations
apply safety measures and take necessary actions to control risk and hazards
recognise the impact the sciences make on my life, the lives of others, the environment and on society
recognise the role of creativity and inventiveness in the development of the sciences
develop an understanding of the Earth’s resources and the need for responsible use of them
express opinions and make decisions on social, moral, ethical, economic and environmental issues based
upon sound understanding
develop as a scientifically-literate citizen with a lifelong interest in the sciences
establish the foundation for more advanced learning and future careers in the sciences and the technologies.
15SOCIAL STUDIES
Through social studies, children and young people develop their understanding of the world by learning about other people
and their values, in different times, places and circumstances, and how their environment has been shaped. As they mature,
children and young people’s experiences can be broadened using Scottish, British, European and wider contexts for learning,
yet maintaining a focus on the historical, social, geographic, economic and political changes that have shaped Scotland.
Children and young people learn about human achievements and how to make sense of changes in society, conflicts and
environmental issues. With greater understanding comes the opportunity to influence events by exercising informed and
responsible citizenship.
Through the activities and experiences which we plan for and with our pupils, many of them of an
interdisciplinary nature, we support them to:
develop an understanding of how Scotland has developed as a nation, resulting in an appreciation of their local and
national heritage within the global community
broaden their understanding of the world by learning about human activities and achievements in the past and
present
develop their understanding of their own values, beliefs and cultures and those of others
learn how to locate, explore and link periods, people and events in time and place
learn how to locate, explore and link features and places locally and further afield
engage in entrepreneurial activities which stimulate an enterprising attitude
develop an understanding of concepts that stimulate enterprise and influence business
establish firm foundations for lifelong learning and for further specialised study and careers.
TECHNOLOGIES
Technology – the application of knowledge and skills to extend
human capabilities and to help satisfy human needs and wants
– has had profound effects on society.
Scotland has a strong tradition of excellence and innovation in
technological research. This is especially true in areas such as
engineering, electronics, optoelectronics, biomedical research,
genomics and cell engineering. Scotland’s people need to be
skilled in technologies and to be aware of the impact of
technologies on the environment and society.
The technologies’ curriculum area relates particularly to
contexts that provide scope for developing technological skills,
knowledge, understanding and attributes through creative,
practical and work-related activities. It offers a rich context for
the development of all of the four capacities and for
developing the life skills that are recognised as being
important for success in the world of work.
Technologies are connected strongly with all other areas of the curriculum, whether through extending and applying the
specialist knowledge and understanding developed in the sciences, through the creative use of technology in the expressive
arts, or through use of technologies to enhance learning.
We aim to offer challenging activities which involve research, problem solving, exploration of new and unfamiliar concepts,
skills and materials, and the rewarding learning which often results from creating products which have real applications. We
also aim to provide a basis for progression in cognitive skills. Pupils can develop their creativity and entrepreneurial skills and
be encouraged to become innovative and critical designers of the future. These attributes are essential if our children and
young people are to play a major part in the global economy and embrace technological developments in the 21st century.
Learning in the technologies will enable children to be informed, skilled, thoughtful, adaptable and enterprising citizens, and
to:
16 develop a considered understanding of the role and impact of technologies in changing and influencing
societies
contribute to building a better world by taking responsible, ethical actions to improve their lives, the lives
of others and the environment
gain the skills and confidence to embrace and use technologies now and in the future, at home, at work
and in the wider community
become informed consumers and producers who have an appreciation of the merits and impacts of
products and services
be capable of making reasoned choices relating to the environment, sustainable development and
ethical, economic and cultural issues
broaden their understanding of the role that information and communications technology (ICT) has in
Scotland and in the global community
experience work-related learning, establish firm foundations for lifelong learning
and, for some, specialised study and a diverse range of careers.
ASSESSMENT AND REPORTING
Assessment is an integral part of learning and teaching, helping to provide an emerging picture of a young person’s learning
and achievements as he or she develops across the four capacities. Assessment by teachers will be the main means of
assessing each pupil’s achievements. Assessment is planned and used in ways which reflect the principles for curriculum
design (challenge and enjoyment; breadth; progression; depth; personalisation and choice; coherence; relevance). Teachers
record an individual, group or class’ progress in the assessment section of our planning programme. In addition to this, each
class teacher tracks an individual pupil’s progress through the experiences and outcomes of the curriculum. At the start of
each new session, this information is automatically available to a child’s receiving teacher. Assessment is used as the basis for
future learning.
A pupil’s progress will be assessed in ways and at times appropriate to their learning needs. Judgements made about this
learning are based on evidence from a broad range of sources, both in and out of school and by reference to their progress
over time, across a range of activities. Learning, teaching and assessment are designed in ways that reflect the way different
learners progress to motivate and encourage their learning. To support this, all learners will be involved in planning and
reflecting on their own learning, through formative assessment, self and peer evaluation and personal learning planning.
Formal reports are sent home once a year in June. Parent’s meetings with teachers are held, usually in October and in
March. We will also inform you throughout the year of any significant detail about your child’s attainment. We welcome
feedback on these.
All pupils now complete a profile which is a snapshot of their achievements in literacy, numeracy, Health & Wellbeing and
wider achievement at a given point in time.
Profiles will be sent home during the year. There is a space for parental comments. We would welcome your feedback.
17You are welcome to discuss your child’s progress at any time, though it is best to try to make an appointment in advance.
Please see Pinkie St Peter’s Primary School and Nursery Learning, Teaching and Assessment Policies on the school website
for more information.
TRANSITIONS
Throughout a child’s school career there are a number of transition points. Our aim is to make these as smooth and stress
free as possible for both the child and their parents/carers.
Nursery to P1 / Home to P1
Opportunities are provided, for children moving on to P1 and their parents/carers, to visit the school in June, meet class
teachers, and learn about the school and the Primary 1 experience.
P1 through to P7
As children progress from stage to stage, from P1 to P7, opportunities are provided for children to meet with their next class
teacher/classmates before the start of the new session. Information is shared with the receiving class teacher in order to
ensure that these transitions are as smooth as possible.
Primary/Secondary Transfer
Pupils transfer to secondary school after completing P7. In November, parents/carers are asked, by the Pupil Support
Division, by letter if they wish their child to attend the local secondary. The pupils from this school normally transfer to
Musselburgh Grammar School, 86 Inveresk Road, Musselburgh, EH21 7BA. The telephone number is 0131 665 4278.
Parents/carers/carers are informed of transfer arrangements by December.
In October, parents/carers of P7 children are invited to attend a meeting at Musselburgh Grammar. Staff are on hand to
provide information related to the next step of their child’s educational journey. In addition to this meeting, secondary
school staff pay a number of visits to Pinkie St. Peter’s Primary School to liaise with us, ensuring that Musselburgh Grammar
have comprehensive, accurate and up to date information on all pupils. The pupils visit the Grammar school in the summer
term for two days to become acquainted with some of the staff and the departments. Throughout the session a variety of
opportunities are provided for our P7 pupils to get together with P7 pupils from the other schools in our cluster e.g. Forensic
Science workshop, sporting activities, quizzes etc.
Should you choose to send your child to another secondary school, we will ensure that all appropriate information is shared.
SUPPORT FOR LEARNING
Mrs Rachel Snowdon co-ordinates all the universal supports in the school. Support is provided in many different ways in and
out of class, in small group and individually. Learning support can be for very able children who would benefit from being
stretched academically or for children who for many reasons would benefit from a boost of support in a particular area.
Support may be for short or extended periods depending entirely on individual needs.
HOMEWORK
At Pinkie our view is very much that parents/carers, pupils and teachers can work in partnership to support learning. We are
aware that many of our pupils take part in a wide range of out of school activities and recognise that these play an important
in their all-round development. We would therefore ask that you help your child to balance homework activities throughout
the term.
Homework is seen as a means for each pupil to:
consolidate work that has been taught by the class teacher
research, collect, record and present information for a project
practise learning important facts i.e. tables, spelling, capitals of the world etc.
18 complete unfinished class work
share information about learning at school with parents/carers
Establishing good habits in primary school should enable pupils to organise their workload, and this in turn should help to
establish an effective study pattern when they reach secondary school.
A homework grid is given to pupils by teachers termly to make choices from.
How you can help?
Our focus is for you to have fun learning at home with your child.
EXTRA-CURRICULAR ACTIVITIES
The school runs a wide range after school clubs at different points in the year including:-
* Coding * Dance * Music
* Football * Drama * Choir
A number of other clubs/activities are offered at various points during the session.
PINKIE ST. PETER’S OUT OF SCHOOL CLUB
Since August 2003 the school has had an Out of School Club which has been set up by a group of parents with funding from
the National Lottery. At the Breakfast Club children can have a healthy breakfast before school, and at the After School Club
they can take part in a range of games and fun activities. A volunteer Management Committee of parents manages the Club,
but qualified staff have day-to-day responsibility for care of the children attending.
Club opening times are as follows:
Breakfast Club: Mon to Fri: 7.45 am to 8.45 am
After School Club: Mon to Thurs: 2.45 pm to 5.45 pm
Fri: 11.55 am to 5.45 pm
The Holiday Club is open at Easter, Summer and the October break, subject to demand.
Places can be booked at the annual registration evening in May/June each year, or on Fridays in the school foyer between
8.30 am and 9.15 am. Leaflets with further details (including current fees) are available from the school foyer.
19COMMUNICATION AND MEETINGS WITH PARENTS
Parents’ Meetings will be held on two occasions throughout the year. These will be held in the Autumn and Spring/Summer
terms. During the first meeting, teachers discuss the aims and objectives for the year ahead in the main curricular areas.
Parents will also receive a report on their child’s individual progress once a year. Parents wishing to discuss their child’s
progress at any other time are welcome to contact the class teacher or management. Parents and teachers have also
worked together to set up procedures to help encourage and co-ordinate communications between home and school and
the involvement of parents in general school life.
We regularly send home newsletters in which we inform you of anything of interest which has happened in the previous
month and details of future events. We also post regular updates on the school website (www.edubuzz.org/pinkie) and
Twitter https://twitter.com/pinkieprimary.
We have invested in Groupcall Text Alert to communicate with parents regarding any relevant notifications.
All parents receive information and workshops regarding the curriculum at the beginning of each session.
Parents are also invited into class for open lessons and to share children’s learning throughout the year.
PARENTAL INVOLVEMENT
Parents who are interested in being actively involved in the daily life of the school are most welcome. We have an active
Pinkie Parent Group who support the school in its work with pupils and parents. If you would like to be involved in helping,
please contact school. You will be made most welcome. A list of suggestions is sent out yearly to ask if parents wish to be
involved in different school activities.
BEHAVIOUR
Pupils must look after themselves, their peers and our school buildings. If a pupil persists in unacceptable behaviour, parents
are contacted and school and home would tackle the problem together. If necessary, and with the parents agreement, a
child could be referred to Psychological Services. We also follow the Authority’s procedures on Informal/Formal Exclusions if
all other means of resolving issues have failed.
ATTENDANCE
As well as attending regularly, parents should make every effort to ensure that their children are punctual in arriving at
school and take holidays, whenever possible, outwith term times.
Should a child be off school either through illness or other permissible cause please inform the school by phone before 8.45
am. This is to ensure the security of all children, therefore if no call is received we will attempt to contact the parent, but, if
no success, we must inform the Child and Family Support Worker (Attendance) who will investigate. All unexplained
absences are collated by the Authority for comparison with areas throughout Scotland. Absences after the lunch break
should be reported immediately so as to avoid any undue anxiety and a search being made for the child. If parents wish their
child to be absent for more than two weeks in a year, they must receive permission from the School. A letter should be sent
in advance to the Head Teacher, Pinkie St. Peter’s Primary School, 44 Pinkie Road, Musselburgh, EH21 7HA. Before a child
can be allowed out of school e.g. to attend a doctor or visit the dentist, a responsible adult must sign a release form
accepting the child into his/her care.
When someone else other than the parent is collecting a child, it would be helpful if the school could be given prior warning
and the name of the person collecting him/her.
20Parents should ensure their children are collected from school at the correct time as staff are often attending meetings
immediately after school and are unable to look after the children.
OCCASIONAL AND EMERGENCY ARRANGEMENTS
It is sometimes necessary to close whole or part of the school in an emergency such as very heavy snow or failure of heating
systems in extremely cold weather. Radio Forth will be informed of any such closure and, where necessary, parents or
emergency contacts will be contacted. Parents should be reassured that every step will be taken to ensure the safety and
well being of each child.
It is the parent’s responsibility to provide the school with up-to-date information on persons to be contacted in emergencies.
ADMINISTRATION OF MEDICAL PROCEDURES
MEDICINES IN SCHOOLS
We ask parents not to send their child/children to school if they are already ill. Our school auxiliary provides medical care
and is trained as a first aider. We normally inform parents if their child has been sick/hurt at school.
There is no obligation on school staff to administer medication of any kind to any pupil, and parents are asked to note that
routine medicine will not be administered by the school. This includes antibiotics, cough bottles, painkillers, creams, eye, ear
and nose drops. Parents should make arrangements for children to take this medication when at home and should not send
it to school.
Where pupils require medication to be administered or self-administered during the school day, parents should complete the
relevant request form available from the school. You must have written guidance from a medical professional. The written
guidance on the medication will generally be sufficient. If your child has asthma, not only should the relevant form be
completed for self-administration, but an inhaler labelled with your child’s name and date of birth must be kept in school at
all times when needed. Please note that where medication is held by the school it is the parent’s responsibility to ensure it is
up to date.
SCHOOL AND COMMUNITY
Many local community groups use the facilities available in school at the evenings and weekends and we welcome all
contacts with people in the local area e.g. each year Pinkie takes part in activities organised by the Honest Toun Association
and various other local associations. We encourage pupils and teachers to strengthen links with the local community as
much as possible and enter into any local initiative enthusiastically.
We have strong links with Windsor Park Residents Association and local churches.
If anyone wishes to let part of the school or grounds after school, please contact School Lets Department on 01620 827827.
PARENT FORUM AND PARENT COUNCIL (PINKIE PARENTS)
Pinkie Parents is a forum for parents to interact with each other, school staff and local elected representatives. Our aim is to
support the school through fundraising and progressing matters pertinent to the school community. There are no specific
skills to being a Pinkie Parent Rep, only a desire to have a positive impact within our school.
21Pinkie Parents meet approximately 6 – 8 times a year. We have our AGM in October. All parents are welcome to attend.
Further information is available on the school website.
PARENTAL INVOLVEMENT
We actively encourage the involvement of parents in all aspects of school life.
Ways in which parents help
Organisation and maintenance of library
Upkeep and monitoring of facebook
Craft activities
Accompanying classes on school trips
Running book fairs
Sporting activities
Gardening maintenance
Recruitment of staff
Being a parent helper in classes
Consultation on School Improvement Plan
We are open to parents being involved in all aspects of the school.
The nurture room runs a drop-in coffee & chat every Wednesday from 9.00 – 10.25 am. Anyone is welcome to drop
in at any time.
Other involvement for parents is through
Soft start nursery
Nature Nurture Nursery
Play on Pedals Nursery
Book lending nursery
Google classroom- whole school
Open Lessons- Whole School
Nurture Coffee Morning
CPM’s
Pinkie Parent Events-whole Year
Assemblies- Whole School
Playground Group with Parents
Nurture mornings with family drop off
Child Plans with joint family/school targets
Blog/Twitter
PLAYGROUND SUPERVISION
When pupils are at school, the responsibility for their safety rests with the Authority and the Head Teacher and staff
undertake this responsibility on behalf of the Authority. This means that reasonable steps should be taken to prevent any
pupils suffering injury and to ensure that accidents or difficulties can be reported to a responsible adult and appropriate
action taken.
PLAYGROUND SQUAD
Our Primary 6 and 7 children are encouraged to apply for a playtime post to help in both playgrounds. These children are
recognised by red baseball caps and will help children to find someone to play with, start games and look after our
equipment.
22SUPERVISION AT INTERVALS
Supervisors are in the playground and at all intervals. We have a playground development group with staff, children and
parents involved and we are working to improve the outdoor play area.
During the lunch break, one dining hall supervisor works in the dining hall helping to organise the children.
JUNIOR LEADERSHIP TEAM/HOUSE CAPTAINS/JUNIOR ROAD SAFETY OFFICERS/PLAYGROUND GROUP
There are opportunities for children across the school to take on leadership roles and develop skills for life and work.
RESOLVING ISSUES – PARENTS AND SCHOOLS WORKING IN
PARTNERSHIP
You should contact us as soon as possible to tell us about your concern. It is always best to tell us your concerns
immediately, but please remember that we may not be able to meet you right away. We can normally arrange for a meeting
to be held within two working days with either the class teacher and/or a member of the leadership team.
The meeting will be held at the school, at a time that suits both you and us.
You can bring one person to the meeting with you or get support from the Parents’ Advocacy Service.
We will listen to your concerns and treat you fairly. We will then work with you towards finding a solution which everyone
agrees with.
We can settle most matters at this stage, but if we don’t and still have a concern, we will ask you to come to a further
meeting in school with:
The Head Teacher; or
A senior member of staff; or both
We will do everything reasonably possible to reach a solution which everyone agrees with. We will keep a note of this
meeting and give you a copy.
If you are still not satisfied, you can take your concern to one of the Service Managers – the names, addresses and telephone
numbers which can be found in the appendix.
The Department of Resources and People Services will offer to set up a mediation meeting for you and us. At the meeting,
someone from the Department will act as a “mediator” to help us find a solution.
23PINKIE ST PETER’S PRIMARY SCHOOL
AND NURSERY
24Promoting Positive
Relationships and Positive
Behaviour Policy
Updated 2017-2018
PROMOTING POSITIVE RELATIONSHIPS
AND POSITIVE BEHAVIOUR POLICYAT
PINKIE ST PETER’S PRIMARY SCHOOL AND NURSERY
Our Vision: I think... I can... I will.
Our Values and Aims: Nurturing, Achieving, Respectful, Resilient, Responsible.
To provide a safe, inclusive and nurturing environment
To develop an inner strength to cope with challenge, stress and adversity and to bounce back from
difficult times.
To aim high and achieve our full potential
To encourage all to use their initiative to take ownership and responsibility in our choices
To take pride in ourselves, our school and our wider community.
25Rationale
At Pinkie St Peter’s, relationships are at the heart of our approach to promoting positive
behaviour. We seek to ensure, through consultation with all our stakeholders, that our whole
learning community has a shared understanding of wellbeing. We are committed to Getting It
Right For Every Child (GIRFEC). Children’s rights and responsibilities, and the Health and
Wellbeing indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and
Included) are at the heart of what we do.
We promote our positive ethos, culture and values by:
Health and Wellbeing is taught across the curriculum and is designed to develop children’s
self-esteem, self- confidence and empathy with others
Children are involved in planning and leading their own learning
Learning is differentiated to enable children to work in a variety of ways: individual, groups
and learning teams ( which can be mixed ability, friendship) and whole class
Actively listen to and make each other feel important
Growth mind set is an integral part of learning and teaching
We believe in an open door ethos where pupils, staff, parents and carers are welcome
Children’s voice is encouraged, heard and acted upon e.g. Circle Time, Pupil Council, House
Captains, Playground Squad, Pinkie Pod, Blogging
Children are greeted in the morning and shown out at the end of the day
Teachers organise individual class rewards to motivate and build relationships
Achievement is celebrated and can include: Assemblies, Certificate Assemblies, House
Points and Rewards, Daily Certificates, Star of the day, Positive phone calls home and
Individual class rewards
Staff, parents, carers and our school community seek to work together to promote and
support the wellbeing of all
We use a restorative practice approach
This involves everyone in the school being actively involved in decisions about their own lives. It
builds social relationships in a school community where respecting other people, their views, and
empathising with their feelings are important. It promotes being responsible for our own actions
and their impact on others. Children are active participants in resolving issues of conflict and given
opportunities to reflect on their behaviour though restorative conversations with others. We work
in partnership with the wider parental community to continue the restorative approach outside
school.
A commitment is made to equity, equality and fairness for all.
26Positive recognition referrals
Staff make referrals of ‘Positive Recognition’ to the Senior Leadership Team during the
last 15 minutes of the day to celebrate children’s individual achievements.
Restorative referrals
All restorative conversations are based on the school values.
Where children’s behaviour requires reminders to uphold our school values:
Staff will provide equality and equity in:
1 Giving a verbal reminder
2 Giving a visual reminder
3 Having a restorative conversation
Staff will have one restorative conversation or more with a child to resolve conflict and
restore and build relationships, which will involve families as appropriate
Staff use a restorative referral card to request that the Senior Management Team, have a
brief restorative conversation with a child, at the beginning of a break or lunch time, or
the last 15 minutes of the day where further support is needed
Should an issue not be resolved, the Senior Management Team will hold a further,
restorative conversation, which will involve families where appropriate
In the event of serious behaviours, a green card will be sent to the school office. Office
staff will alert Senior Management who will have an immediate conversation with a child
and contact the family as appropriate. Where at all possible, an in school exclusion is used
where children work alongside a member of the management team or identified member of
staff so that the learning continues and integration back into class is much smoother.
In the event of very serious behaviour, where exclusion is necessary, the Senior
management will follow East Lothian Council Policy
Children are reminded of the school values in all restorative conversations and readmissions
to school following an exclusion
We take an anti-bullying approach and use restorative practice to resolve issues as
supportively and as quickly as possible
Bullying type behaviour is a behaviour that can make people feel hurt, threatened, frightened and
left out. It can include physical aggression, taking someone’s belongings, pressurising, name calling,
teasing and spreading rumours. Bullying can happen face to face or online. Anyone in the school
community can be affected by, and anxious about what to do in the event of bullying. We
encourage everyone to speak out and seek help so that together the difficulty can be resolved.
27You can also read
