Curricular & Other Aims
School Aims
School Day
Enrolment
Discipline Policy
Language Aims
Mathematics Aims
Environmental Studies Aims
Expressive Arts & P.E. Aims
R.M.E. Aims
Homework Policy
Anti-Bullying Guidelines
Assessment, Recording & Reporting
School Aims
-to make all children in our school feel happy, secure and valued-in co-operation with parents, to educate and guide each child to the best of our ability
-to help all children acquire a sense of self-discipline
-to help all children to consider each other?s feelings and to respect one another
-to welcome parents and all members of our local community into school
-to develop in all children a respect for their environment including the school building and grounds and their local area
-to work co-operatively (children, teachers and non-teaching staff) as a whole school community, to enable the school to function as effectively as possible.
It is our hope that by working towards the above aims, our school will be a safe place where sarcasm, name calling, bickering and fighting are the exceptions and consideration and kindness the usual way of life.
We hope that our school will be a place where people listen to one another, where they care and show that they do.
Our school will be a safe place where there are rules but these rules will be few, agreed upon, and fair, made by people who live and work in the school.
In our school there is laughter as well as meaningful work and play and we hope that when you read the aims you will be happy to support staff and children in their implementation making Gilmerton the safe and happy place we want it to be.
PUPILS
The school will provide a happy, welcoming, secure, stimulating and attractive environment where children are motivated to achieve their full potential. Where their views are taken into consideration and they are encouraged to be considerate towards others and where staff are sensitive to their needs.
STAFF
Working as a co-ordinated and co-operative professional team providing a broad and balanced curriculum employing a variety of teaching approaches confident to undertake regional and national initiatives. All school staff (teaching and non-teaching) will work together as a team.
CLUSTER MANAGERS
Building on past success sharing workload and supporting each other through joint planning and co-operation and managing the pace of change.
PARENTS AND OTHERS
The school will work in partnership with parents and other agencies keeping them aware of changes in education to the mutual benefit of the school and community.
The curriculum is to take account of the multicultural and equal opportunities dimension. Back to top
School Day
START OF DAYALL 8.45am
MORNING INTERVAL
Primary 1 & 2 10.25 - 10.45am
Primary 3 - 7 10.30 - 10.45am
LUNCH
MONDAY - THURSDAY
Primaries 1 & 2 12.10pm - 1.00pm
Primaries 3 - 7 12.30pm - 1.10pm
FRIDAY
Primaries 1 & 2 12.15pm
Primaries 3 - 7 12.20pm
END OF DAY
MONDAY - THURSDAY
Primaries 1 & 2 2.45pm
Primaries 3 - 7 3.05pm
Packed lunches only are provided on Fridays. Back to top
Enrolment
In November-The City of Edinburgh Council advertises enrolment week in national and local newspapers.
-Notices from the City of Edinburgh Council and Gilmerton Primary School giving information about enrolment dates and times are displayed in:
Local nurseries and playgroups
Local shops
Library
Community Centre
Medical centres
ORGANISATION
During enrolment week the parent/carer will come to school to complete enrolment forms. Proof of address and the child?s birth certificate should be brought at this time. Parents who reside outwith the school?s catchment area are also given another form which should be completed and sent to the Education Department.
In March
Depute Head Teacher meets with Head Teacher of Spinney Lane Nursery School and Family Learning Worker to draw up Nursery/Primary transition programme to begin after the Easter holidays. Back to top
Discipline Policy
AIMS: Our policy should:Provide a structure which supports children whose behaviour is already of a high standard.
It should bring about a desirable change in behaviour and attitude in children who are having difficulties in being reasonable members of the school community.
Remember effective discipline is not about repression, punishment or ?winning?. It is about providing the right environment for learning, teaching and playing.
Good discipline produces respect not fear.
On all occasions discipline has to be consistent, fair and effective.
SCHOOL RULES
There is really only one school rule but it applies to most incidents.
A pupil?s behaviour and attitude must not be detrimental to the educational and social well being of him/herself or any other pupil therefore:
CARE COURTESY CONSIDERATION
All classes should make up rules for behaviour. Agree a class set of rules and stick to them.
Be positive. Be realistic.
PROCEDURES
The first point of contact for a pupil who misbehaves must be the class teacher. However it has to be noted that there are occasions when the time taken to deal with problems by one or more pupils will be detrimental to the education of the other pupils in the class by taking up the teacher?s time, goodwill and energy; on such occasion referral should be made to the appropriate member of promoted staff, normally the AHT/DHT responsible for that age group. A typical example might be when a playground incident has parties, innocent or otherwise, from more than one classroom.
Generally the teacher should deal with all matters pertaining to the discipline of his/her pupils unless the teacher feels that the child is not likely to respond favourably to any further sanctions etc. This then takes the pupil onto the next procedural level viz promoted staff.
Any referral to promoted staff should be accompanied by some explicit communication which gives the AHT or DHT a clear picture of the reason for the pupil being referred and of that pupil?s behaviour in the past.
Remember that several minor incidents also constitute a serious breach and warrant referral to the AHT or DHT.
If the pupil has still not modified his/her behaviour to the required standard then referral should be made to the HT.
SANCTIONS
The best sanctions are always those which are effective for that pupil and for that reason there is not a mandatory list for teachers to abide by. However please consider the following as recommendations to be followed as a general principle:
LINES
These should reflect the reason for the lines. The line ?I must learn to behave? is not really useful either as a reminder to the pupils or as a communication to the parent. It is far better to have the child write out something meaningful.
-Lines must be signed by a parent.
-Lines must be correctly spelled and neatly written.
-Lines must be produced at the time designated by the teacher.
PUNISHMENT EXERCISE
E.G. writing letters of apology; writing out class rules; written explanations for his/her actions are approved.
Don?t forget that this form of sanction can easily be misused and should only be applied after very careful consideration.
LOSS OF PLAY TIMES
-Loss of privileges - e.g. outings
-Conduct sheets and contracts
-Exclusion
N.B. DISCIPLINE FOR LEARNING
Although most of the foregoing continues to apply, the Discipline for Learning programme introduced into school in September 1995 forms the cornerstone of our discipline policy. Teachers should be familiar with its contents and refer to their file regularly. Back to top
Mathematics Aims
VISION STATEMENTWe aim to offer all our pupils a balanced mathematics programme of high quality. Using a variety of approaches we hope to develop in each pupil an enquiring mind along with the necessary skills, knowledge and understanding. To achieve this aim all pupils will experience a range of mathematical activities which are practical, investigative, enjoyable and challenging.
AIMS
To achieve this we need to develop:
-A positive attitude to Maths as an interesting and useful subject.
-An ability to think clearly, logically and creatively.
-An ability to work with confidence and independence.
-A variety of mathematical skills and knowledge.
-An awareness of the usefulness and application of Maths in the wider environment outwith the classroom.
-An understanding of Maths through a process of problem-solving and enquiry.
-An appreciation of the importance of sharing maths by discussing, explaining and reporting.
-An awareness of the importance of attitudes such as perseverance and persistence when working in Maths.
LEARNING AND TEACHING
If our pupils are to realise our aims for Maths we need to plan progressively. At all stages from P1 to P7 we should seek to develop a range and variety of experiences and activities. All of these:
-Should be balanced between those which develop knowledge, skills and understanding, and those which develop the ability to tackle practical problems or carry out mathematical investigations.
-Should involve many concrete experiences throughout the school.
-Should be balanced between those which are short in duration and those which have scope for development over a more extended period.
-Should involve pupils working both independently and collaboratively in a group situation as appropriate.
-Should be supported by a variety of teaching methods and approaches.
-Should take into account the differentiated needs of pupils.
-Should encourage pupils to express themselves in a variety of ways, involving oral, mental and written forms of Maths as appropriate.
-Should provide opportunities for pupils to select and use a wide range of mathematical resources.
-Should be set in a variety of contexts where Maths skills can be developed or practised. Children should be encouraged to apply mathematical knowledge effectively in problem-solving, whether in simulated or real-life situations.
-Should assist children to become confident in making decisions and develop the ability to carry these through to logical conclusions, thereby extending skills of persistence and perseverance. Back to top
Environmental Studies Aims
AIMS-To offer all pupils a wide and stimulating range of experiences to help them understand their community, their environment and their contribution to it.
-To foster in all pupils a concern and responsibility for the environment.
-To use the context of environmental studies to develop skills, knowledge and understanding gained in other areas of the curriculum, and to provide opportunities for open-ended investigation.
-To provide a progressive development in Science, Social Subjects, Technology, Health Education and Information Technology.
KEY COMPONENTS
Our pupils will help shape the future of their community and the environment. It is important that they are aware of this and can apply their knowledge to help them understand the world around them, care about, preserve and develop its potential. Pupils should experience the five key components in a broad and balanced way.
-Science
-Social Subjects
-Technology
-Health Education
-Information Technology
LEARNING AND TEACHING
The rich diversity of learning opportunities afforded by the local, national and global environments provides a variety of contexts in which pupils can acquire and develop skills, knowledge and understanding and informed attitudes in an enjoyable way.
To achieve this the following teaching and learning opportunities should be included for pupils within any programme.
-To work alone and with other pupils in a joint venture or group work.
-To collect, record, present and interpret evidence linked to a study.
-To work in a wide variety of contexts within and outwith school.
-To encounter issues which allow informed attitudes to be developed.
-To work with a wide variety of resources, including the media, materials and people other than teachers, eg visitors to the school, interviewing local people etc.
-To make decisions, plan and implement their own studies, projects or practical work.
-To present work in a variety of ways, appropriate to the context and purpose being addressed.
-To receive feedback which acknowledges achievement and establishes new targets or directions for further work. Back to top
R.M.E. Aims
RATIONALEReligious and Moral Education deals with the development of the child in relation to self awareness, relationships with others and the area of beliefs, values and practices which go to make up a religious outlook on life.
As many different beliefs and attitudes are found in the wider society, this curricular area provides us with an exciting challenge. It is important that we view this variety of belief and outlook as welcome and interesting enrichments to the school community.
Children should be able to discuss moral and religious issues within an atmosphere which encourages serious and open debate.
RELIGIOUS EDUCATION
Within the 5-14 document, Religious Education is structured under three main headings:
A. Christianity
B. World Religions
C. Personal Search
A. CHRISTIANITY
Children should be aware of the influence which Christianity has had on history and still has on national life. They should become familiar with the main festivals and be able to connect them to stories from the life of Jesus. They should also begin to understand some of the symbolism associated with different customs and stories.
B. OTHER WORLD RELIGIONS
Children should be aware of other world religions such as Buddhism, Hinduism, Islam, Judaism and Sikhism. They should be encouraged to develop an understanding and respect for people of other faiths and those who adopt a non-religious perspective on life.
C. PERSONAL SEARCH
This area is linked to the search for answers to questions about meaning, value and purpose in life. Viewpoints will reflect personal experiences found in the home and the wider community in which the school is located.
MORAL EDUCATION
Moral education is a function of the whole school and as such should not be squeezed into a specific mould. It may be delivered through many aspects of the curriculum but it is transmitted by example through relationships which exist in the school community. Religious Education does make it s contribution to Moral Education, giving it special focus, but it has no monopoly over it.
AIMS
The aims of Religious and Moral Education are to help children to:
1. Develop a knowledge and understanding of Christianity and other religions and appreciate the importance in human experience.
2. Appreciate moral values such as honesty, fairness and respect for others.
3. Investigate and understand questions and answers that religions can offer about the nature and meaning of life.
4. Develop their own beliefs, attitudes, moral values and practices through personal search, discovery and critical evaluation. Back to top
Homework Policy
PRIMARY 1 AND 2No formal written homework at this stage, instead parents and child should read and enjoy books together, increasing an awareness of the value of books and reading. Parents should listen and talk to their children, not just about school, but about anything that interests them. Parents can help by gathering materials for class and school themes.
The co-operation of parents throughout is vital and greatly appreciated.
PRIMARY 3 TO 7
Homework is given on a regular basis by all teachers but no more than two to three times a week. Parents will be informed in writing at the beginning of each session of the homework requirements for each class.
In general no child should sit for more than 20 minutes completing a homework assignment. A brief note should be written in the jotter by the parent if any particular difficulties arise.
Assignments may be given where spelling words are learned, multiplication tables revised or involving some research connected with the class or school theme. On occasion it may be necessary for a child to complete unfinished classwork at home.
Sometimes a task may be given out by the teacher on say a Monday or Tuesday and the completion day for handing in would be two or three days later. Please assist your child in the planning and discussion necessary for the successful completion of this kind of homework.
Do not hesitate to contact your child?s teacher or any member of the promoted team if you or your child have any problems or difficulties with homework or indeed school work of any kind.
Do not wait until Parents? Night.
Please bear in mind the following points when helping your child with homework.
1. If possible try to provide a good work place. Make sure there is a place with a work surface, good light and reasonable freedom from distraction. This should be away from the television or video.
2. Decide on the timing of homework together. Some children like to get it done as soon as they come in. Others want to relax first. AVOID DIFFICULTIES created by leaving it to the last minute.
3. Encourage children to use their local and school library.
4. Discuss with your child what they have to do. If it?s something creative or a project, ask what their ideas are. Listen carefully, be positive about their suggestions and try to take things further e.g. ?Have you thought of ...? How about ...?
5. Ask to look at their homework when it is done (expect to do this less often with older children).
6. Be available to check through rough drafts, test spelling and tables.
7. Use your adult calm and humour to soothe ruffled feathers when you child gets frustrated and angry about a piece of work.
8. Don?t Let homework become a source of conflict - remember talk to us if there is a problem.
9. At the start of each school year in September each teacher of Primary 3-7 will send home a short individual letter detailing his or her precise expectations about homework.
10. We ask that you do all you can do help your child comply with these. Back to top
Anti-Bullying Guidelines
Gilmerton Primary School operates an anti-bullying policy which can be very effective if followed by all members of the school community.There are three simple guidelines which form the basis of the policy:
1. No one should every try to hurt anyone else by any form of bullying including hitting, kicking, or verbal abuse.
2. Anyone who is being bullied or knows of anyone who is being bullied has a duty to tell.
3. Teachers will treat all reports of bullying seriously and will respect the confidence of anyone who tells.
Bullying can have a devastating effect on young people with long lasting effects. It is therefore vital that parents discuss this matter with their children and contact the school at the earliest opportunity if they have any concerns. Back to top
Assessment, Recording & Reporting
ASSESSMENT: to offer all pupils regular and relevant information about their achievements and attainments, to motivate them and to improve the quality of their learning.RECORDING: to gather and record information about pupil?s learning and achievement in a practical and systematic way, and use it to promote progress for individual pupils.
REPORTING: to promote dialogue about progress and future targets between teachers and their pupils, parents and other professional colleagues, through providing regular feedback in a clear and understandable form.
ASSESSMENT AND LEARNING
The purpose of assessment is to support learning throughout the curriculum. It assists teacher and pupils to establish starting points and plan learning experiences accordingly. It also helps to judge progress and success as skills or knowledge is applied in new situations. Assessment may be formal, informal, spontaneous, informative and supportive, diagnosing strengths, weaknesses and areas for development. Sharing these with pupils should help get the best out of subsequent opportunities. At the heart of good assessment is a positive relationship between teacher and pupil, one of confidence and trust.
RECORDING AND LEARNING
Developments in the 5-14 curriculum provide opportunities for staff to develop a systematic approach to gathering evidence...
-about individual achievement and progress in key curricular areas, knowledge understanding and skills and attitudes
-about attainment against standards expressed as levels
-to support planning of further learning and teaching, based on an accurate assessment of needs
-which indicates to pupils the challenges or targets they might aim for, based on better self-knowledge
-about the successes and needs for improvement in any learning programme
Records of pupils? progress should be maintained to permit progress from stage to stage and across sectors. The current procedures and formats are outlined in policies.
THE ASSESSMENT PROCESS
To ensure that assessment is effective in promoting better learning and teaching, teachers should...
-plan what aspect is to be learned and clearly inform and share with pupils what outcomes are expected, and how they might be achieved
-integrate assessment in everyday learning and teaching, to motivate pupils and increase their awareness of what they achieve
-record progress at key points, in a summary way
-report achievement and attainment to those with a valid interest in a pupil?s progress including the pupil
-evaluate the success of their planned teaching and learning activities using the outcomes of assessment, to improve future provision and diagnose next needs
-Assessment should be regular and inbuilt into teaching and learning through the planning process.
-A variety of appropriate techniques, including pupils self and peer assessment, should be used.
-Pupils, parents, teachers and senior staff should be confident about what is to be assessed and why, so all assessments should be clear, understandable and relevant.
-The focus should be on achievement from individuals? starting points, developing confidence and motivating pupils to set more challenging targets as they experience, and have acknowledged, their successes.
-Procedures and techniques should aim to provide as accurate and full picture as possible, whilst being manageable and comprehensible.
REPORTING
DATA PROTECTION
Council policy on data protection and access to information applies to all records of assessment.
Council written reporting formats are used by the school. Pupils and parents are invited to discuss the contents of these, and share in planning subsequent actions as appropriate.
Opportunities to do this are offered by regular parental consultations and open days or evenings Back to top