St. Thomas' Primary & Nursery Class Wishaw - School Handbook 2020/2021 'Making Memories for All' - Glow Blogs
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St. Thomas’ Primary
&
Nursery Class
Wishaw
School Handbook 2020/2021
‘Making Memories for All’
St. Thomas’ PS—Handbook 2020/2021
CONTENTS
3. Letter from Head Teacher
4. School Aims and Ethos
5. School Information
6. School Staff
7. Information in emergencies, school hours, nursery hours, out of school care
8. Child and adult protection , Anti- Bullying Policy
9. Holidays 2020/2021
10. Registration, enrolment and induction
11. Equal opportunities / Accessing the curriculum
12. & 13 What is Curriculum for Excellence?
14. Assessment
15. Homework Policy
16. & 17 Additional Support Needs and Planning, Dispute Resolution
18. Improvement Planning
19. School Performance
20. Spiritual, social, moral and cultural values
21. Extra curricular activities / The school in the community
22 & 23. Freedom of information / General Data Protection Regulations (GDPR)
24 & 25. Transferring educational data about pupils
26. Placing requests
27. Parental involvement
28. & 29. Attendance
30. & 31. School uniform / clothing
32. & 33. School meals
34. Medical , health care, accidents and illness at school
35. Transport
36. The Parent Forum & Parent Council
37. Playground supervision
38. & 39. Important names and addresses
40-43– Glossary
44. Qualifying Statements
2
Dear Parents, Carers, Families and Friends,
I am delighted as Head Teacher of Saint Thomas’ Primary School and Nursery Class to
welcome you all to our school community. Our vision is based on achieving excellence for
all through the school curriculum, (Curriculum for Excellence), as well as achieving equity
through a range of high quality experiences and opportunities that ensure success for
everyone both in school and later on in life. As a Catholic school, our vision is also based
firmly on the values and teachings of the Catholic Church through the development of the
knowledge and understanding of Catholic faith, relationships, equality and inclusion.
In October 2017 a team of inspectors from Education Scotland visited St Thomas’
Primary School and Nursery Class. The inspection team found the following strengths in
the school’s work.
Hard working, courteous and well behaved children who show resilience. Positive
relationships between teachers, staff and children which support a purposeful
learning climate characterised by mutual respect.
Staff across the school and nursery class who work well as a team and enrich
children’s experiences both within and out-with the classes.
Staff ensure that steps are put in place to ease particular barriers to participation in
order to secure equitable outcomes for all children.
The drive of the Head Teacher and her depute in taking forward wellbeing, inclusion
and equity. This results in children feeling safe, nurtured, supported and are treated
fairly across the school and nursery.
We are delighted that the school was reported to exceed the standard for education in
Scotland and we make a commitment to everyone that we continue to strive for
excellence for all.
If you have any questions about any information contained in this handbook then please
do not hesitate to contact me at the school-
enquiries@st-thomas.n-lanark.sch.uk
Yours sincerely
Maryann Preston
Head Teacher
3
St. Thomas’ PS—Handbook 2020/2021
SCHOOL AIMS & ETHOS
In Thomas’ Primary we aim to provide a broad and balanced curriculum within a stimulating
and caring environment, promoting positive attitudes within the community to ensure that all
children meet their full potential.
to enable all in our care to reach their maximum potential educationally, socially and
emotionally in a safe, happy, secure and trusting environment.
to ensure that children are given the opportunities to become successful learners
through effective learning and teaching based upon clear aims, policies and through a
structured learning programme which offers both challenge and support.
to encourage all children to develop an appreciation of self worth, respect for them-
selves and others, in an environment where success is celebrated and promoted, thus
encouraging all children to become confident individuals.
to strive to create and maintain a positive partnership between parents and the whole
school community where each plays a vital role in the development of our children’s
moral and social values in order that they become responsible citizens.
to foster independence and the development of positive attitudes and self discipline
within an agreed code of conduct, to ensure that all children feel accepted and valued,
encouraging them to be effective contributors within their environment and the wider
community.
‘Making Memories for All’
4
SCHOOL INFORMATION
NAME: ST. THOMAS’ PRIMARY SCHOOL & NURSERY CLASS
ADDRESS: Caledonian Road, Wishaw, ML2 0HY
TELEPHONE NO: 01698 274960
E-MAIL enquiries@st-thomas.n-lanark.sch.uk
Website www.st-thomas.n-lanark.sch.uk
https://blogs.glowscotland.org.uk/nl/stthomas/
DENOMINATIONAL STATUS: CATHOLIC
CO-EDUCATIONAL STATUS
GAELIC LANGUAGE PROVISON : No
PRESENT ROLE: 275, 30/30 (3-5 year old nursery) and 10/10 (2 year old nursery )
CAPACITY: 317
WORKING CAPACITY
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.
STAGES COVERED
NURSERY – PRIMARY 7
At the time of printing the recommendation is that maximum numbers in a composite class are to
be 25. In a non-composite class the recommended maximum number is 33. According to
personnel resources available within the school, each child is placed in what is perceived to be the
best class/learning environment in which he/she can realise his/her full potential.
COMMUNITY FACILITIES
The school building is available for let. Applications should be made to:
Culture and Leisure NL Ltd
Community Facilities Section
Coatbridge Community Centre
9 Old Monkland Road
Coatbridge, ML5 5EA
ASSOCIATED SECONDARY SCHOOL
St Aidan’s High School
Waverley Drive, Wishaw, ML2 7EW, 01698 522738
TOTAL NUMBER OF TEACHING STAFF: 14.47 (Full time equivalent)
5
St. Thomas’ PS—Handbook 2020/2021
SCHOOL STAFF
TEACHING STAFF
Mrs. Maryann Preston Head Teacher
Mrs. Kelly-Anne Dunn Depute Head Teacher
Miss. Joanna Dignam Principal Teacher
Mrs. Lisa Lettis Principal Teacher (PEF 1FTE)
Mr. John Finnon Principal Teacher (PEF 0.5FTE)
Mrs. Elaine Rae Principal Teacher (PEF 0.5FTE)
Mrs. Irene Carr Support for Learning Teacher (PEF 0.2)
Mrs. Jackie O’Raw Teacher (PEF 0.2) (Roll Entitlement 0.3)
Mrs. Pauline Archibald 4 days, Mrs. Jackie O’Raw 1 day– P1
Miss. Pamela Dormer- P1
Miss Nicole Swinfen– P2
Mrs. Geraldine Murray– P2/3
Mrs. Eleanor Hamilton, Mr. P Conway 1 day– P3
Miss. Colette Grant (Probationer Teacher)- P4
Mrs. Rachael Barnes– P4/5
Miss. Mary Donnelly 4 days, Mr. Conway 1 day– P5
Mrs. Elaine Rae– P6
Mr. Matthew MacDermid– P6/7
Mr. Jordan Wark (Probationer Teacher) 3 days, Mr. John Finnon 2 days- P7
Mrs. Ellen Goldie- McCrone Teacher– 2 days
Mr. P Conway- McCrone Teacher/Probationer cover/class cover
Mrs. Gemma Ward- Nursery Teacher
Mrs. Carolann Caldow– Early Learning Practitioner
Mrs. Margaret Hughes– Early Learning Practitioner
Mrs. Yvonne Findlay– Early Learning Practitioner
Mrs. Yvonne Lennox– Early Learning Practitioner (3 days)/ Mrs. Vicky Murphy (2 days)
Mrs. Liann Freeman– Early Learning Practitioner
Mrs. Lynn Sloan– Excellence & Early Lead
SUPPORT STAFF
Mrs. Margaret Mary Small - Senior Clerical Assistant
Mrs. Catherine Nicol – Clerical Assistant/ Dining Hall Assistant
Mrs. Catherine Duffy -Clerical Assistant
Mrs. Lorraine Reid - Classroom Assistant
Mrs. Patricia McLelland - Additional Support Needs Assistant
Mrs. Linda Connelly - Additional Support Needs Assistant
Mrs. Karen Wale—Additional Support Needs Assistant
Mrs. Claire Harden—Additional Support Needs Assistant
Mrs. Nelli Bondar - Additional Support Needs Assistant
Mrs. Jacqueline Hayhoe - Additional Support Needs Assistant PEF
Mr. Alan Britton – Janitor
Mrs. Lillian McCourt – Catering Supervisor
Mrs. Robina Hogg – Cleaning Supervisor
VISITING STAFF
Mr. Chris Cruickshank/Mr. Grant Goulding– P7 PEF Music Programme
Miss. Anne Trevorrow – Educational Psychologist
Mrs. Skha Ndlovu –EAL teacher
Mrs. Isabel Hamill - Hearing Impairment Teacher
Mrs. Pauline Russell - Community Learning and Development Officer (parent support worker)
SCHOOL CHAPLAINS
Father K. Krzysztof and Father K. Hamilton
6
INFORMATION IN EMERGENCIES
We make every effort to maintain a full educational service, but on some occasions, circumstances
arise which lead to disruption. For example, schools may be affected by severe weather, tempo-
rary 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 and the School
App.
SCHOOL HOURS—Monday to Friday
School Opens – 8.55am
Interval – 10.35 am– 10.50am
Lunch – 12.30pm – 1.20pm
School Closes – 3.00pm
Please note that all P1 pupils will require to attend full-time from the first day of session.
Should it be necessary to deviate from the above timetable, advance notification in writing
will be given to parents.
NURSERY HOURS– Monday-Friday (Term-Time)
AM session-8.40am-11.50am
PM session– 1pm-4.10pm
N.B. Session times are currently under review due to the Scottish Government 1140hrs nursery
expansion policy. All children will be entitled to 1140hours instead of 600 hours per year from
August 2020. St. Thomas’ Nursery Class sessions will be 9am-3pm every day during school
term time from August 2020.
OUT OF SCHOOL CARE
CLYDESDALE AFTER SCHOOL CARE (CASC)
WISHAW SPORTS CENTRE
01698 352270 OR 07980686705
DIDYMOUSE OUT OF SCHOOL CARE
ST THOMAS’ CHURCH HALL, WISHAW
01698 373628 OR 07591135124
7
St. Thomas’ PS—Handbook 2020/2021
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 Co-ordinator is : Maryann Preston– Head Teacher
Telephone number : 01698 274960
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.
The Head Teacher is responsible for the schools actions in response to Adult Protection concerns.
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.
Adult Protection Co-ordinator is: Maryann Preston– Head Teacher
Telephone number: 01698 274960
SCHOOL STATEMENT ON BULLYING
Bullying, either in class or in the playground, is unacceptable. It is more easily dealt with if it is
reported early before it becomes a habit. Pupils are encouraged to report any type of bullying
behaviour, either mental or physical, to their class teacher, Mrs Preston, Mrs Dunn, Miss Dignam,
Mr Finnon, Mrs Rae, Mrs Lettis or their key adult.
If you discover any kind of bullying taking place, please do not hesitate to report it, either by letter,
by telephone or by arranging a meeting. Strategies which promote positive behaviour and
Restorative Practice will be used to stop bullying behaviour and parents will be informed and asked
to visit the school. Home/school partnership are essential to support the resolution of issues in a
restorative way in line with the school’s new Anti-Bullying and Relationships Policy 2019.
Teachers at every stage in the school discuss the subject of bullying and restorative practice with
their pupils. There is a focus on National Anti-Bullying Week each year and the school is a Bronze
Award winner for a Rights Respecting School based on the UN Convention on Rights of the Child.
An adult presence is provided in playgrounds at break times in terms of the Schools (Safety and
Supervision of Pupils) (Scotland) Regulations 1990.
8
School holiday arrangements 2020/2021
August 2020
In-service day: Tuesday 11 August 2020
In-service day: Wednesday 12 August 2020
Pupils return to school: Thursday 13 August 2020
September 2020
September weekend holidays: Friday 25 September 2020 to Monday 28 September
2020
October 2020
October break: Monday 12 October 2020 to Friday 16 October 2020 (inclusive)
November 2020
In- Service day: Monday 16 Nov 2020
December 2020 – January 2021
Christmas and New Year Holidays: Wednesday 23 December 2020 – Tuesday 5 January
2021 (inclusive)
(School closes 2.30 on Tuesday 22 December 2020)
(School returns on Wednesday 6 January 2021)
February 2021
Mid-term break: Monday 8 February 2021 and Tuesday 9 February 2021
In Service Day: Wednesday 10 February 2021
March/April 2021
Spring break: Thursday 1 April 2021 to Friday 16 April 2021 (inclusive)
Good Friday 2 April 2021 and Easter Monday 5 April 2021
May 2021
May day holiday: Monday 3 May 2021
In-Service day: Thursday 6 May 2021
May weekend holiday: Friday 28 May 2021 and Monday 31 May 2021
June 2021
School closes: Thursday 24 June 2021
9
St. Thomas’ PS—Handbook 2020/2021
REGISTRATION AND ENROLMENT
Registration of new entrants takes place in January each year. Pupils resident within the school
catchment area, whose fifth birthday falls between 1st March of the current school year and the
last day of February of the following school year, will automatically be admitted into school. Details
of registration will appear in the national and local press.
Parents of older children seeking a place should contact the school where advice will be given. In-
formation about placing requests may also be given on request.
SHOULD THE PARENT OF A PROSPECTIVE PUPIL FOR THIS SCHOOL WISH TO MAKE A VISIT THEY
SHOULD CALL AND ARRANGE AN APPOINTMENT. VISITORS ARE WELCOMED AND WILL BE SHOWN
AROUND THE SCHOOL.
INDUCTION
After the initial enrolment takes place, steps are taken to ensure that the change from pre-schooler
to new entrant is as smooth and happy as possible.
During the Spring and Summer term parents are invited to bring the new entrants to school on a
number of occasions, so that they and their children can meet their prospective teachers. The chil-
dren get to spend some time practising being schoolboys and schoolgirls. Staff will arrange to talk
with the parents about life in Primary 1. This is an ideal opportunity for new parents to get to know
each other.
10EQUAL OPPORTUNITIES / ACCESSING THE CURRICULUM
The school is committed to assessing all policies and practices to ensure there are no negative impacts
on any group of people. The Equality and Human Rights Commission’s Technical Guidance for
Schools in Scotland outlines the essential requirements of the Equality Act 2010 for schools. This can
be accessed at - Implementation of the Education and Families 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
In Saint Thomas’ Primary we feel it is vitally important to the well being of our pupils that they are all
treated fairly and that all should feel valued. We expect that the pupils in turn should value and re-
spect each other and other members of our school community.
All pupils are encouraged to work hard and do their best in all areas of the curriculum. Our school staff
is aware of the need to ensure that pupils consider all the options open to them and do not fall into
stereotyped choices. We expect our children to take part in the whole curriculum. Where appropriate
this is provided within the classroom by the class teacher. Children may be assisted by support staff
from within the school and education authority.
We believe that all pupils should be able to take part in all areas of the curriculum. Many extra-
curricular activities are available to all children. Our school is a one-storey building and is accessible to
all.
In accordance with North Lanarkshire policies, we can give help and advice should parents require
financial assistance with school meals, clothing, outings or other extra curricular activities.
Our pupils are actively encouraged to respect each other’s needs and to reject ideas of racial or
religious intolerance.
We aim to ensure that the school community is aware of the need to guard against discrimination of
any kind. 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.
11St. Thomas’ PS—Handbook 2020/2021
WHAT IS CURRICULUM FOR EXCELLENCE?
Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing an im-
proved, more flexible and enriched curriculum for all children and young people from 3 – 18. The curriculum
includes all of the experiences which are planned for children and young people through their education,
wherever they are educated. All schools and nurseries in North Lanarkshire are working hard to raise stand-
ards so that children and young people will develop all of the skills necessary to continue to be successful
when leaving school and entering the world of higher education, training or work.
Curriculum for Excellence is underpinned by the values inscribed on the mace of the Scottish Parliament –
wisdom, justice, compassion and integrity. 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 AREAS AND SUBJECTS
The BGE is delivered via 8 curricular areas which, in secondary school cover years S1 to S3, and may be subdi-
vided further into individual subjects.
The 8 curriculum areas are:-
Expressive Arts
Languages and Literacy
Health and Well Being
Mathematics and Numeracy
Religious and Moral Education
Sciences
Social Studies
Technologies
Importantly, literacy and numeracy are given added importance because these skills are so vital in everyday
life. All teachers will have responsibility to teach literacy and numeracy.
Pupils in our school have many opportunities to develop skills for learning, life and work, including literacy,
numeracy and health and wellbeing in and out of the classroom. These include activities such as Mock Court,
Nursery Buddies, Credit Union. Developing the Young Workforce is a priority for improvement so opportuni-
ties to create clear links with interdisciplinary learning, creativity and employability skills will be embedded in
learning and teaching within the broad general education. Learner conversations with teachers and parents,
the development of online profiling in the nursery and the school and the many pupil and parent voice
groups in the school enables everyone in the school community to be involved in consultations around
learning.
12WHAT 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 & fourth levels S1 to S3
Senior Phase S4 – 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.
ASSESSMENT IS FOR LEARNING (AIFL) AND CURRICULUM FOR EXCELLENCE
In St Thomas’ Primary we already embrace the policy and practice of the AiFL programme. This provides a
sound foundation for taking forward assessment in relation to Curriculum for Excellence. Using AiFL we can
encourage the development of children and young people as successful learners, confident individuals, re-
sponsible citizens and effective contributors.
Throughout Curriculum for Excellence there is a strong focus on Literacy, Numeracy and Health and Wellbe-
ing across all aspects of learning and every teacher will support learners with the development of these, in-
cluding 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.
In St. Thomas’ the curriculum includes all that is planned for children and young people throughout their edu-
cation. It includes the four contexts for learning-
Ethos and life of the school as a community
Curriculum areas and subjects
Interdisciplinary learning
Opportunities for personal achievement
The school community and partners are involved in deciding how to use the flexibility provided by Curriculum
for Excellence, giving consideration to the following
our local context
The National Improvement Framework – increased focus on literacy, numeracy and health and wellbe-
ing and the need to close the poverty related attainment gap
The Developing the Young Workforce programme – increased focus on skills, positive destinations and
access to learning pathways
The curriculum ensures appropriate progression and levels of attainment for all children and young people.
Parents/carers are guided through supporting their child’s learning through curriculum events for learning
and sensitive issues such as sexual health and relationships.
13St. Thomas’ PS—Handbook 2020/2021
HOW WILL MY CHILD’S LEARNING BE ASSESSED?
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 well your child is doing.
Each year your nursery/school will let you know what is being done to implement Curriculum for Excellence
so that you can be confident that your child is receiving a high quality education.
STANDARDISED ASSESSMENT
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 judgements on their own learning, developing personal
expertise that will be important to them throughout life. Assessment also helps teachers plan learning expe-
riences which are motivating and challenging. Children who may have additional support needs will be as-
sessed using methods best suited to their individual requirements.
The Scottish Government commissioned the Scottish National Standardised Assessments (SNSA) as part of
the National Improvement Framework.
These assessments provide teachers, for the first time, objective and nationally consistent information on
children’s progress in aspects of literacy and numeracy, alongside a wide range of other assessment activity.
Teachers can then discuss children’s progress with them and their parents, taking into account the full range
of assessment activity, including SNSA, to plan next steps and ensuring parents understand how best to sup-
port their child’s learning at home.
For children and young people to have the best chance of reaching their potential, parents, carers, teachers
and the children themselves need to understand how they are progressing and what further support they
require.
P1, P4 and P7 undertake these assessments. In St. Thomas’ P1, P4 and P7 children undertake assessments in
November.
P1 children take two SNSA assessments: one in literacy and one in numeracy.
P4 children take three SNSA assessments: one in reading, one in writing and one in numeracy.
P7 children take three SNSA assessments: one in reading, one in writing and one in numeracy.
At other stages in school children will undertake standardised assessments in Maths and Reading as required
to inform how to support children’s learning.
Standardised assessment data will always be analysed in conjunction with children’s ongoing class learning
and be a part of a wider attainment profile of every child. Teacher judgement based on Curriculum for Excel-
lence (CfE) benchmark standards will be of high importance on assessing if a child has achieved appropriate
CfE levels.
For full details on the four purposes of education, please visit:
https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-
(building-from-the-statement-appendix-incl-btc1-5)/What%20is%20Curriculum%20for%20Excellence?
14HOMEWORK
Pupils are normally given homework at every stage of the school. Work at home is encouraged for
two reasons – it increases children’s independent learning and it allows parents to work with their
child. It also allows parents to see what work is being done in the school.
Pupils are given homework which reinforces the skills already taught. Homework should not take
longer than 15-30 minutes to complete and children should be stopped from working if they
appear to be experiencing difficulty with it. A note to this effect to the school would alert teachers
to any problems. Work given includes reading, spelling / phonics, and maths, written language
work or some research work for a topic. It would be appreciated if parents could supervise the
neatness and legibility of written work and sign the page, to show that they have looked over the
work done.
Homework is issued on the School App. If at any time you have a difficulty regarding your child’s
homework please contact the school.
St Thomas’ Primary Homework Policy
What are the aims of this policy?
To ensure a consistent approach to homework throughout the school.
To ensure that teachers, parents and children have a clear understanding regarding expectations
for homework.
To ensure that teachers, parents and children are fully aware of the role they play with regards to
homework.
So why is homework important?
What is the purpose of homework?
To consolidate, reinforce and extend skills and understanding, particularly in Literacy and Numera-
cy.
To provide opportunities for parents and children to work and learn together.
To allow parents to gain an understanding of what children are learning in school.
The Role of the School The role of the Parent Role of the Pupil
To plan and set a programme of Engage in consultation pro- Accurately record homework
homework that is appropriate cess to share views.
tasks as directed by the
to the needs of the child. Establish and maintain a
To issue homework on Monday good homework routine class teacher (P4-7)
and collect and review on at home.
Manage tasks in the allocated
Friday to support families to Communicate with teachers
manage their own time effec- through the use of the time to ensure homework
tively. homework diary.
is completed
Assess and feedback on children’s To encourage a culture of
completed homework (oral or learning through positive Complete tasks to the best of
written) engagement with home-
a pupil’s ability
Support parents to facilitate work activities
learning at home through To ensure that children’s Be independent and take re-
curriculum workshops, home homework is completed
sponsibility for sub-
learning sheets and online and handed in on time.
support material. mitting homework on
Support families to complete
time
homework regularly with
their children and make par- Share learning with parents/
ents aware if there is a con-
carers.
cern.
15St. Thomas’ PS—Handbook 2020/2021
ADDITIONAL SUPPORT NEEDS
St. Thomas’ Primary School 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 has a Support for Learning Policy, available
from the school on request which is consistent with North Lanarkshire Council guidelines
Every child may have a difficulty with their learning at some point in their time in school. Every child
is treated as an individual whose needs will be assessed, planned for and provision will be put in
place and progress continually reviewed. The following support is given as and when deemed
necessary by education staff and follows the following staged intervention process-
Level 1 where education staff identify that a child or young person needs support or plan-
ning which can be met within the school using classroom and whole school re-
sources
Level 2 Requesting support from within Education and Families (services/resources outwith
school) e.g. Educational Psychologist, Community Learning and Development
Level 3 Requesting support from another agency (Joint working with partner agency/
agencies including 3rd Sector). When further planning is required to further develop
the wellbeing of children and young people the Named Person may request
assistance from colleagues in partner agencies.
Level 4 Integrated and compulsory working with other agencies. Targeted interventions
required to promote the wellbeing of the child is identified by the relevant agen-
cies (the child's network of support) and included in the child’s plan. A Lead Pro-
fessional is identified. There is an expectation at this stage that a statutory Child’s
Plan with integrated assessment, integrated chronology and Lead Professional is in
place.
ADDITIONAL SUPPORT
Visiting teaching staff provide specialist support for children with English as an additional language
and children with visual and hearing impairments.
Looked after children are deemed to have Additional Support Needs unless assessment determines
otherwise. Mrs Preston is the designated person in school with responsibility for looked after
children.
Parents/carers and young people can request an assessment at any time to establish whether a
child or young person has additional needs and/or requires a Co-ordinated Support Plan.
Parents and pupils are an essential part of the assessment; planning and review processes and
views will be actively sought.
16PLANNING
Getting it Right for Me plans (GIRFMe) enable staff to plan effectively for children and young
people when interventions are required to support their learning and improve outcomes. Par-
ents/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 an-
other agency. Parents/carers and young people can, if they wish, request that a CSP be consid-
ered and would be involved in the process. Parents/carers will receive letters from the Educa-
tion Authority throughout the CSP process. Parents/carers and young people will be invited to
take part in multi-agency 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 discus-
sion, 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, 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.
17St. Thomas’ PS—Handbook 2020/2021
IMPROVEMENT PLANNING 2019/2020
2019-2020 IMPROVEMENT PLAN– * SPECIFIC TARGETS LINKED TO PARENTAL ENGAGEMENT
(FULL IMPROVEMENT PLAN AVAILABLE ON ST. THOMAS’ SCHOOL APP)
PRIORITY 1:
IMPROVEMENT IN ATTAINMENT IN NUMERACY
* Increase parental engagement of parents/families, especially families of targeted children in SIMD 1 and
2.
Long term- Consultation on parental engagement strategy
Increase % turnout of families at events ( St. Thomas’ Tea Room, ‘Surgeries’ to support learning at home,
Stay and play sessions), increase % of families engaging with online VLOGS and digital learning opportuni-
ties
Medium term- increase % of families attending CLD programmes each term
Short term- Minutes from monthly improvement group meetings (Parent voice)
PRIORITY 2:
IMPROVEMENT IN ATTAINMENT IN LITERACY BY IMPROVING LEARNING, TEACHING AND ASSESSMENT
APPROACHES IN ORDER TO CLOSE THE ATTAINMENT GAP USING TARGETED INTERVENTIONS
Improve parental engagement of parents/families and especially of targeted children in SIMD 1 and 2
Long term- Consultation on parental engagement strategy
Increase % turnout of families at events ( ST. Thomas’ Tea room, ‘Surgeries’ to support learning at home,
stay and play sessions), increase % of families engaging with online VLOGS and digital learning opportuni-
ties
Medium term- increase % of families attending CLD programmes each term
Short term- Minutes from monthly improvement group meetings (Parent voice)
PRIORITY 3:
IMPROVEMENT IN CHILDREN AND YOUNG PEOPLE’S HEALTH AND WELLBEING WITH A FOCUS OF EMBED-
DING CHILDREN’S RIGHTS INTO THE CURRICULUM
Parents and families consultation on refreshed vision and values statement for the school and nursery
Parents and families information sessions and consultation on new ‘Anti-bullying and Relationships Policy’
and Restorative Practice approaches
Increased number of parents and families showing awareness and understanding of UN Children’s Rights
agenda
ESTABLISHMENT PRIORITY 4:
IMPROVEMENT IN EXPRESSIVE ARTS CURRICULUM BY IMPROVING THE BROAD GENERAL EDUCATION TO
ENSURE BREADTH OF LEARNING AND SKILLS DEVELOPMENT ACROSS THE CURRICULUM
Increase parental engagement of parents/families, especially families of targeted children in SIMD 1 and
2.
Long term- Consultation on parental engagement strategy
Increase % turnout of families at events ( 50th anniversary show, 50th anniversary art exhibition), increase
% of families engaging with online VLOGS and digital learning opportunities
Medium term- increase % of families attending CLD programmes each term
Short term- Minutes from monthly improvement group meetings (Parent voice)
During the 2017 Education Scotland inspection, the school was reported as having the capacity to continue to
improve without further visits from inspectors. A follow up report on school and nursery progress will be pub-
lished by Education Scotland in January 2020.
St. Thomas’ Primary and Nursery Class Improvement Report for 2018/2019 is availa-
ble to view on St. Thomas’ School App (Available to download from Scot Ed on Apple
store or Google Play).
18SCHOOL PERFORMANCE
So, ‘How Good Is St. Thomas’ School and Nursery Class?’
For further information please look at our Education Scotland inspection report
https://education.gov.scot/assets/inspectionreports/stthomaspssif23012018.pdf
https://education.gov.scot/assets/inspectionreports/stthomaspsncsif23012018.pdf
Also, please look on Parentzone for information on our school performance as provided by the
Scottish Government.
School Information Dashboard
This contains a range of information about publicly funded schools in Scotland, including pupil numbers and
characteristics, teacher numbers, pupil teacher ratio, attendance and absence, school condition, whether
schools are meeting the PE target, Achievement of Curriculum for Excellence (CfE) Levels, and senior phase
attainment and leaver destinations.
https://public.tableau.com/profile/sg.eas.learninganalysis#!/vizhome/SchoolInformationDashboard-Primary/
Introduction
19St. Thomas’ PS—Handbook 2020/2021
SPIRITUAL, SOCIAL, MORAL AND CULTURAL VALUES
Religious education in Roman Catholic schools takes place within the context of the Catholic faith
community. It is designed to nurture faith and assist children and young people to be able to make
an informed response to God in faith. Children and young people in our school will be at different
places in the spectrum of faith development. While most of our young people are of the Catholic
tradition, some are of other denominations and faiths, or have different stances for living. In Saint
Thomas’ we support all children and young people, irrespective of religious affiliation, in their per-
sonal search for truth and meaning in life. The religious education curriculum offers a valuable con-
tribution to the whole school approach to the development of faith, attitudes and values. Learning
through religious education enables children and young people to:
develop their knowledge and understanding of significant aspects of Catholic Christian faith
and an understanding of other Christian traditions and world religions
investigate and understand the responses which faith offers to questions about truth and the
meaning of life
highlight and foster the values, attitudes and practices which are compatible with a positive
response to the invitation to faith
develop the skills of reflection, discernment, critical thinking, and deciding how to act in
accordance with an informed conscience when making moral decisions
develop their beliefs, attitudes, moral values and practices through personal search, discovery
and critical evaluation, and make a positive difference to the world by putting their beliefs
and values into action.
Liturgical services are celebrated together at special times.
Masses are celebrated at various times in the year by Father Krzysztof our parish priest and Father
Hamilton in the school or Saint Thomas’ Church. Classes take turns at preparing for and leading
these liturgical celebrations. The programme – This Is Our Faith provides guidance on the religious
education curriculum which has been developed for children and young people in Catholic schools
in Scotland. God’s Loving Plan – has been provided by the Catholic Church within our diocese and
teaches sex education as part of our RE programme.
The Education Act allows parents to withdraw their children from any instruction in Religious sub-
jects from any Religious observance and should this be so desired any such pupil will not be placed
at any disadvantage in regard to secular instruction.
Parents/carers from ethnic minority religious communities may request that their children be per-
mitted 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 occa-
sions in any one school session and the pupil noted as an authorised absentee in the register.
N.B.– Nursery classes are non-denominational.
20EXTRA CURRICULAR ACTIVITIES
Each term a number of extra-curricular activities take place, these include activities such as Dance,
Singing, Badminton, Cross Country, Drama, Football , Netball, art and crafts, photography, philoso-
phy to name but a few. Homework clubs are also available at different times throughout the year.
All children have a chance to participate.
Any parent who has a particular talent or skill and could share an hour with the children should
speak to a member of staff.
Our school is fortunate to be located in close proximity to Wishaw Sports Centre. This allows us to
be able to make use of the centre’s facilities throughout the year. The school has participated in
North Lanarkshire’s swimming programme for schools.
The School in the Community
The development of links between the School and the Community is highly important and the
children are encouraged to “think about others” - especially those who are less fortunate than
themselves.
The School plays an active part in ventures organised by the local Community Council, the Church,
the local hospital, schools in the surrounding area and other voluntary organisations.
Our school has formed formal partnership agreements with Wishaw Credit Union and St An-
drew’s Hospice.
21St. Thomas’ PS—Handbook 2020/2021
FREEDOM OF INFORMATION
Freedom of Information (Scotland) act 2002 came into force in 2005. The act allows anyone to ask for infor-
mation 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 Co-ordinator can be con-
tacted by telephone on 01698 302484
GENERAL DATA PROTECTION REGULATIONS (GDPR) STATEMENT FOR EDUCATION
What is this statement?
This statement explains when and why we collect personal information about you, your child or young per-
son 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 and Families 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 eth-
nicity. 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. 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 Educa-
tion
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 Scot-
land.
when we require to contact you by post, email, telephone or text.
22Who 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, edu-
cation staff may also need to share information about you, your child or young person with another per-
son 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 reten-
tion 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 GDPR
You can:
Request access to your information – you have the right to request a copy of the personal infor-
mation that we hold about you, your child or young person. You can ask us to confirm what per-
sonal 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 per-
sonal 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 origi-
nally 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
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.
23St. Thomas’ PS—Handbook 2020/2021
The Council’s Data Protection Officer
If you have any questions or are unhappy about the way that we use the personal infor-
mation 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 explana-
tions contained in this message and on our website will help you understand the importance of
providing the data.
24WHY DO WE NEED YOUR DATA?
In order to make the best decisions about how to improve our education service, SGEP and the
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 legisla-
tion related to safeguarding the confidentiality of data. GDPR gives you the right to know how we
will use your data. This message can only give a brief description of how we use your 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 insti-
tutions 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 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
ANY CONCERNS
If you have any concerns about the ScotXed data collections you can e-mail
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
25St. Thomas’ PS—Handbook 2020/2021
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 chil-
dren 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.
26PARENTAL INVOLVEMENT
The staff of the school are very aware of the value of sharing the responsibility for the education of
our children with their parents. Strong home/school links are invaluable in maintaining the good
relationships already established between parents and staff. We greatly appreciate the time and
commitment, which so many of our parents and families give.
As part of our developing partnership programme we hold a series of workshops for the parents
dealing with a variety of aspects of the curriculum. These take place during and out of school hours
while the children attend school. Parents are invited to bring their children along for a number of
pre-school visits.
Parents are invited to be involved in our shared learning sessions. Parents engage in various activi-
ties including active leaning experiences in literacy and numeracy, outdoor learning, development
of skills across the curriculum that facilitate the developing our young workforce and much more.
Each adult brings personal skills, individual experience, talents and knowledge, which contribute to
the children’s school experience.
Parents are invited to make an appointment with their child’s class teacher in October, February
and June each year. Appointments are made through an online booking system so that parents can
choose times that best suit. Parents receive a full written report of their child’s progress in May.
Parents also help by organising extra curricular activities, escorting pupils on educational outings
and to swimming lessons etc. Please note that all parents with regular involvement in activities
with the children MUST hold a PVG disclosure.
We are very aware of the need to have good communications between parents and school.
Termly newsletters are put on the School App to keep parents informed of school activities and we
would recommend the reading of the Parent Council Minutes. The Parent Council shares infor-
mation through the school app. Parents are invited to show expressions of interest for the Parent
Council in August of each year and the AGM held annually in September.
We have a busy Twitter page and Facebook page which contains lots of interesting information
about what is happening in school. **New for 2018/2019 ** St. Thomas’ School App.
Communication is a two way process and it is important parents inform the class teacher or
promoted staff of any concerns, complaints or changes in family circumstances, as soon as possible
so that we can work together to resolve any difficulties. Correspondence can be by telephone, in
writing or by email to enquiries@st-thomas.n-lanark.sch.uk
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