Introduction
The information contained within this booklet is intended to give parents of new and prospective pupils a picture of West Barns School. It is hoped that it will be found both interesting and informative, and will help towards mutual understanding and co-operation between the staff of the school and the parents.
David Wharton
Head Teacher
Staff
Head Teacher: David Wharton B.Ed.,Dip.C.E
Principal Teacher: Kay Chapman
Teachers: Rowan Bates-Wilding B.Ed. (Hons)
Norelle D’Arcy-Burt Dip. C.E.
Karen Prudence B.L.E PGCE
Nursery Nurse: Heather Kellichan N.N.E.B.
Learning Support Teacher: Morna MacDonald B.Sc. PGCE
Visiting Specialists: Anne Traill ( Music )
Joan Jones B.Ed. ( P.E. )
Classroom Assistant : Pamela Coventry
Brass Instructor Charlie Farren
School Chaplain: Lawrence Twaddle M.A. B.D.
Foreign Languages : Brigitta Murray
School Secretary: Lorna Allan
School Auxiliaries : Gail Dickson
Special Needs Auxiliaries : Connie McLeman
Playground Supervisor: Margaret Ashton
Dining Room Supervisor: Margaret Ashton
Caretaker/Senior Cleaner: Margaret Forsyth
Cleaner Jean McCue
Catering Supervisor: Elizabeth Smith
Catering Assistant Janice McLeod
Please note that staffing is subject to change, since personnel may vary from year to year.
West Barns Primary School
Basic Information
Address: Forth View West Barns East Lothian EH42 1TZ
Telephone: 01368 863209 Fax: 01368 860663
e-mail: dwharton@westbarns.elcschool.org.uk westbarns.ps@eastlothian.gov.uk
The present school building came into use in 1972 and serves West Barns village and its surrounding area including Belhaven, Tynefield and into the Lammermuir Hills up to the Halls, with many pupils coming from the nearby town of Dunbar.
The school building overlooks the John Muir Country Park and the Firth of Forth.
The building is on three floors; the lower ground floor housing P1-P3 in two classrooms; the ground floor containing the administration offices, staffroom, the school hall/dining area and adjoining resource area, with stage, and kitchen; the upper floor caters for P4-P7 in two classrooms, with a computer suite between.
The Nursery is housed in a separate building to the rear of the main school
The school is set in a large grass play area, with its own seven-a-side football pitch, and a tarmac netball pitch.
West Barns School is co-educational and non-denominational providing education for children from approximately three to twelve years old. At the present time there are 93 pupils in four composite classes i.e. P1/2, P2/3, P4/5/6, P6/7, with 16 children in the Nursery Pre-School, and 6 three year olds.
When year groups are required to be split, as in the case of e.g. P3/4 and P4/5/6, it is the policy of the school to do so by age, the older children join the year ahead, and the younger pupils join the year behind, but as in all classes, the pupils are taught at the level of attainment they have reached.
The School Day
The school day begins at 8.50. There is a morning interval from 10.30 until 10.45 when the pupils play in the grounds.
For pupils in P3-P7 the lunch interval is from 12.30 until 13.30. The school is dismissed at 15.30 Monday to Thursday and 12.25 on Friday.
Pupils in P1-P2 begin their lunch interval at 12.30, and their school day finishes at 14.50 Monday to Thursday and 12.25 on Friday.
Pre-School Nursery begins at 08.45 until 11.55, Monday to Wednesday & 08.45 until 11.45 on Thursday.
The Nursery sessions for three year olds are 13.00 until 15.30 Monday to Thursday & 08.50 until 11.20 on a Friday.
Communication with Parents
The Children (Scotland) Act 1995 amended the definition of “parent” in the Education (Scotland) Act 1980 to “ Parent includes guardian and any person who is liable to maintain or has parental responsibilities in relation to, or has care of, a child or young person”.
Effective communication between school and parents is vital. This can sometimes be difficult when parents separate or divorce. If parents are separated or a divorce was granted after November 1996 both parents will retain parental responsibilities, unless the court has specifically removed those responsibilities. In relation to placing requests, appeals against certain educational decisions and access to pupils’ records both parents will normally have equal rights. Even if a divorce was granted prior to November 1996 the parent without custody may not have lost all rights to information and to be involved in decision making. The above definition may also give others rights.
Schools will therefore request the names and addresses of both parents at the time of enrolment and at the annual update of data. The parent(s) with whom the pupil resides will, automatically receive all communications from the school. If the a parent lives away from the family home they will, when the school is informed of their address, receive a Recorded Delivery letter enquiring whether or not they wish to receive information about their child’s education. If no reply is received it will be assumed they do not wish to be kept informed and there will be no further communication unless a request for information is subsequently received. If they wish to be kept informed they will receive copies of all communications regarding the pupil including copies of reports and notification of Parents’ Meetings. The parent with whom the pupil resides will be informed that this happening
The school is dependent on the parent with whom the pupil resides supplying the appropriate information i.e. the address of the parent not living in the family home, details of Court proceedings prohibiting that parent’s involvement in the child’s education or any other relevant documentation.
Parents/Guardians should note that children can only be collected from school by the parent. If someone else is to collect the child the school should be informed in advance.
TRANSFERRING EDUCATIONAL DATA ABOUT PUPILS
Education authorities and the Scottish Executive Education Department (SEED) have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme.
What pupil data will be collected and transferred?
Data on each pupil is collected by local authorities and SEED. 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 their school and education authority but they are not passed to SEED. Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by SEED. It is used for statistical and research purposes only.
Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data.
Why do we need your data?
· 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 data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with the Data Protection Act (1998). We also comply with the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can give only a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).
SEED works with a range of partners, including HM Inspectorate of Education and the Scottish Qualifications Authority. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data Sharing Panel in SEED, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual.
Concerns
If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at Peter.Whitehouse@scotland.gsi.gov.uk or write to The ScotXed Support Office, SEED, 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, www.scotxed.net.
The website also contains answers to commonly asked questions about ScotXed.
Procedure for Parents Visiting the School
Parents are very welcome at all times, but a telephone call is advisable when wishing to arrange an appointment to speak to the Head Teacher or any of the staff, or in the case of new parents wishing to arrange a tour of the school.
Parents of the new August intake will be invited to visit the school in the summer term to talk to the P1 teacher and the Head Teacher.
Professionals visiting School/Information Sharing and Confidentiality
Schools can call on professionals from a number of different agencies/services for help and advice. These include Educational Psychologists, Outreach Teachers, Officers within the Pupil Support Division, School Doctor, School Nurse, Careers Advisor and Social Worker. Formal referral to any of these agencies/services would only take place with the consent of parents/guardians. There will however be occasions when issues may be discussed in confidence without formal referral and therefore without such consent. If parents are concerned about this they should contact the school for further information.
Curriculum
Information about `the National Guidelines, the Curriculum for Excellence and the national priorities can be found at the Learning & Teaching Scotland (LTS )
Educational Aims
In West Barns School we aim:
to promote the highest standards of achievement, through programmes which enable all pupils to realise their full potential as individuals, and
to develop the values needed to become full members of society;
to provide equality of opportunity for all pupils, regardless of gender, racial or cultural background, by identifying and removing barriers to achievement, and programmes which are appropriate to the needs of the pupils;
to maintain and improve the quality of educational experiences for pupils through a programme of continuing professional development for
all staff.
to provide a broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, social subjects, science and technology;
to provide a sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their child’s first teacher;
to encourage pupils to become independent and life-long learners by providing programmes which will develop the knowledge, understanding and skills needed to be successful in the modern, ever-changing world;
to ensure good health in all pupils through strategies which promote physical, and mental well being and self-esteem;
Curriculum and Assessment
The areas in the primary school curriculum are: Language, Mathematics, Environmental Studies, Expressive Arts, Religious and Moral Education, Personal and Social Development, as well as extra-curricular and recreational activities.
Learning in the school is based on a range of strategies, including investigating, problem-solving and discussion, in addition to the exposition by the teacher (or "direct teaching methods") and often involves activities using a wide variety of materials. Each child will be assessed to determine his or her level of work. Group and individual methods will form the basis of the teaching in order that the curriculum can be tailored as far as possible to fit the needs of the child.
Development Planning
Each year the school produces a Development Plan which details areas of development within the school curriculum.
For session 2005/6 the main priorities are to:
Language
The development of each child's language is pursued through an integrated programme of language work involving listening, speaking, reading and writing. Early reading material is based on the child's own natural language, progressing through a graded reading programme.
To this is linked the child's writing combined with speaking and listening. Later on the child pursues his/her reading through appropriate fiction and non-fiction material. He/she also learns skills of comprehension and reference to help him/her understand more of what he/she reads and to assist him/her in finding information. Along with reading will develop the necessary knowledge and skills of spelling, punctuation, language structure, and handwriting, each at a level appropriate to the child's needs.
Writing will form an important part of this development and the child will follow a programme which will start with simple stories, scribed by the teacher, and move on through different and more complex forms of writing activities.
Much emphasis will be laid on speaking and listening with a programme which will include such activities as discussion and Drama.
Mathematics
In West Barns School mathematics is viewed as a problem-solving activity supported by a body of knowledge, which will enable our pupils to understand the world about them, and equip them with the mathematical knowledge and understanding, and numerical skills which they will require in life and for future studies.
We aim to offer all our pupils, from the most able to the least, a mathematics curriculum which is stimulating, challenging, progressive, relevant and enjoyable.
As in other aspects of the curriculum, Mathematics follows the 5-14 guidelines to set its attainment outcomes which are reached through a structured course which includes opportunities for discussion between the pupil and teacher, and among pupils themselves; appropriate practical work; practice and consolidation of fundamental skills and routines; problem solving; the use of calculators and computers; investigational work, and the application of mathematics to everyday situations.
In order to take account of the differences in ability and attainment which can exist among children of the same age, efforts are made to match the pace and level of work to suit individual children.
Targets for Language and Mathematics
Literacy and Numeracy have been designated by the Scottish Office and Her Majesty’s Inspectorate as curriculum areas in which attainment has to be improved within schools. To that end they have initiated Target Setting for Language (Reading & Writing) and Mathematics.
Performance in National Tests is tracked within the school using a database and there is a good level of dialogue between Head Teacher, Principal Teacher and class teachers about the progress of the pupils.
|
Percentage of children at each stage attaining or exceeding the appropriate level in reading, writing and mathematics |
||||
|
|
Reading (%) |
Writing (%) |
Mathematics (%) |
|
|
Stage |
Level |
2006/7 |
2006/7 |
2006/7 |
|
P3 |
Level A or Above |
80.00% |
60.00% |
100.00% |
|
P4 |
Level B or Above |
83.30% |
56.00% |
89.00% |
|
P6 |
Level C or Above |
100.00% |
66.60% |
100.00% |
|
P7 |
Level D or Above |
53.80% |
60.90% |
84.61% |
|
Average Overall Attainment |
|
79.20% |
60.80% |
93.40% |
|
3Year Average |
|
78.70% |
65.30% |
87.06% |
Care should be taken in drawing conclusions from the raw data as the school population in relationship to class size varies from year to year, and there can be distortion to the overall trend when the class size can mean that one pupil accounts for 10% of that class.
P3, P4, P6 and P7 only are taken into account in these figures and show the percentage of children attaining or exceeding national test levels for their stage.
We will be setting targets in Language and Mathematics over a three-year period which takes account of the performance over time. This, we hope, will have the effect of giving a more realistic picture of attainment by flattening the peaks and troughs of differing abilities in year groups.
Environmental Studies
Environmental Studies sets out to develop in the child an awareness and understanding of his/her environment in terms of himself/herself, the part he/she plays, can and will play as a member of society.
The work, which the child will undertake, is split into the five components of Science, Social Subjects, Technology, Health Education and Information Technology, which is balanced to give historical, geographical and scientific perspectives.
Much of the work which is done is based on first-hand experience, involves activity and experiment, and is designed to promote understanding rather than merely remembering.
In order that the child has first-hand experience of as many varied environments as possible from which to draw to aid him/her in his/her interpretation of the wider world, parts of this course may involve study outwith school.
Parents are asked to sign a consent form at the beginning of the session for educational visits but will be notified when these are to take place. East Lothian Council insures the children. School policy in regard to transport costs on these occasions is one half from school funds, and one half from the parents. Should a parent feel that he/she cannot meet their part of the cost, a visit or phone call to the Head Teacher will allow for some accommodation to be made.
Information Technology
The school utilises Information Technology to a great extent. There are computers in each classroom, with P5-P7 sharing a computer suite containing a range of computers and facilities.
The school has been connected to the ‘Internet’ for the past 9 years and has its own website, which is constantly updated with children’s work. Each of the Infant classrooms has at least two computers, as does the Nursery.
The website address is: www.westbarnsprimaryschool.com
As well as the provision of computers the children have access to digital cameras, digital video cameras, scanner, desktop word processors, listening centres, digital voice recorders, digital animation cameras, programmable toys, tape and CD players.
All components of the curriculum have software backup via DVD, CD Rom or access to the internet. each class is equipped with an interactive whiteboard.
Expressive Arts
The term Expressive Arts covers the areas of Art, Drama, Music and Physical Education.
Mostly these subjects are catered for by the class teacher, but we have at the moment visiting specialists in Music, Physical Education and Brass Instruction, and each session there will be swimming instruction for children in P4 at Dunbar Leisure Pool under the guidance of a swimming instructor.
The purpose of the Expressive Arts is to further the child's knowledge or skills in each of the main areas, but much of the work will be integrated into other areas of the curriculum e.g. scenery, costume, music, dance for a Drama production; puppets or gymnastics or music within a language theme.
Art includes drawing, painting, work with clay, printing, model making, etc.
Drama will include voice production, body movement, use of space, mime, role-play, etc.
Throughout school children are given opportunities in public performance.
Music will include listening, using tuned and untuned percussion, composition, singing, etc.
Physical Education will feature gymnastics, dance, and games skills.
Religious, Social and Moral Education
In Religious Education we aim to help the child develop fully as an individual; to be aware of the significance of religion to the individual and to society, and to have some knowledge and understanding of some of the religious beliefs and practices which they will encounter during their lives, e.g. Christianity, Judaism, Islam, etc.
By the end of their primary schooling we hope that our pupils will have a framework which will help them appreciate what religion is, and some understanding of what it involves.
During Religious Education, and in other areas of the school curriculum, we have the opportunity to explore with the child the different attitudes, standards and values which they themselves hold, and are held by others.
Our school chaplain is a regular visitor to the school and visits the classrooms to talk to the children as well as taking some assemblies throughout the session.
At no time do we expect a commitment from any child, and parents are free to withdraw their children from religious and moral education, and religious observance if they so wish.
Multicultural Education
As the society in which our children are growing up in is increasingly multicultural, we endeavour to give them some awareness and appreciation of the enrichment of the culture and traditions of British society introduced by the many different nationalities who have settled in the United Kingdom.
Our aim is to foster and encourage positive attitudes and good relations between people of differing ethnic and cultural backgrounds, and to actively discourage negative and adverse attitudes and activities.
School Assembly
It is the normal practice that an assembly for the Nursery to P3 children, and one for the pupils of P4-P7 are held each week when Stars of the Week certificates, Maths Challenge certificates, etc. are handed out and the children are able to share with their teachers positive aspects of their week and reinforce the ethos of their school.
At other times assemblies are occasions when all the pupils and staff come together to enjoy a sense of community, to worship, to explore further religious, social or moral matters, and to discuss school business, and at special times e.g. Christmas, Easter or end of term, parents, relatives and friends are invited to attend. Assemblies are taken by the School Chaplain, the Head Teacher or Principal Teacher, or by pupils and staff in showing the rest of the school work on which they have been recently engaged.
Outdoor Education
Outdoor Education is included in the curriculum of the senior pupils, and a very successful addition to our programme is the October visit to Dounans Outdoor Education Centre near Aberfoyle for P7, which now forms the first part of the transfer to secondary school programme, where the children have the opportunity to participate in a variety of outdoor activities.
All cluster primary schools participate in the week which gives the pupils the opportunity to work with and socialise with pupils from other schools with whom they will be attending Dunbar Grammar.
Around June both P6 and P7 pupils have the opportunity to participate in either canoeing or dinghy sailing on the pond near to the school.
All activities undertaken by the pupils (outwith the Dounans week) are provided by East Lothian Council and are under the instruction of East Lothian Council Staff.
Extra-Curricular Activities
All activities take place during the school day.
Swimming - As part of the pupils Physical Education programme P4 pupils are taken to Dunbar Leisure Centre to receive instruction in swimming.
Music - In addition to the normal Music curriculum some of the senior pupils, who show an aptitude, receive instruction in brass once a week. The instruments are leased in the first instance. We also have a small recorder group led by our music specialist, Miss Traill.
Games - Throughout the school year pupils will have the opportunity to take part in, and receive instruction in the skills of particular games, football, netball, volleyball, hockey, mini-
rugby etc.
After School Clubs – There is an After School Club funded by Study Support. The club is targeted at children whom staff have identified may gain in the areas of self-esteem, motor control, social skills, etc. This will operate in blocks of time.
Assessment, Records and Reports
In common with other primary schools throughout Scotland, we aim to assess pupils in all curricular areas and report to the pupils and their parents on each child's strengths, development needs and attainment in those areas, including National Tests where applicable.
Pupil progress is assessed continuously and recorded by the teacher. Samples of pupil’s work are stored throughout the session in the Alpha File Folio. Parents will have the opportunity to meet with the class teacher, and where appropriate the Learning Support teacher, to discuss their child's progress at least twice a year at Parents' Evenings, although parents are welcome at any time to make an appointment to see the class teacher, or Head Teacher, about any matter to do with their child which may be causing concern.
Towards the end of the first term parents will receive an interim report highlighting their child’s progress, and at the end of the school year pupil progress will be recorded in the form of a written report which parents will then have the opportunity to discuss with their child's teacher at a parental consultation meeting, if they so wish.
The timetable is: Interim Report ( October ), Parent’s Consultation ( November ) Parental Consultation ( Feb/March ), Final Report ( May/June ) with Parental Consultation for those parents who wish it.
Records of pupil progress are kept within the school and are passed on to the secondary school when the pupil moves on or to another school if the pupil should transfer. These records are discussed with secondary staff who will have a clear picture of the pupil before they arrive in S1.
Homework Policy
In the early stages all parents are asked to assist in pre-reading skills and thereafter in the process of learning to read. Some pupils may require a degree of support throughout school and this will be discussed with parents if that need arises. Workshops to explain the methods of teaching reading used by the school will be available to parents of P1 and P2, (and Nursery), early in the session.
Most pupils will receive homework at some time which may include spelling, or tables, or number processes, or a piece of research, or to finish a piece of classwork, and parents can help by assisting, or reinforcing, or by simply supporting their child in the work.
Parents will receive a copy of the school homework policy at the beginning of each school session.
If parents are in any doubt about methods used by the school in Maths, or Language, etc they are most welcome to contact the school, or attend workshops, or meetings in which these will be explained in order to help them in effectively assisting their child.
Each child will have a homework diary which should be checked by the parent daily.
Parental help and co-operation, and interest in homework can be of immense value to the child, and the school.
Parental Assistance
Parental help is greatly appreciated by the staff of the school, whether it be coming along on a school outing to assist in supervision, or painting a piece of scenery, sewing or baking, etc.
Helping in the school can be an excellent method whereby parents can familiarise themselves with the work of the school.
If you have a particular skill or talent, or you simply want to be a part of what goes on in school and are willing to offer your services, we will be delighted to hear from you.
Anti-Bullying Policy
West Barns Primary School is committed to creating an ethos where bullying is eliminated. To that end the school has a policy which states the aims and procedures to which the school adheres in order to fulfil our aims. The policy of the school forms a part of east Lothian Council’s policy and procedures.
Incidents of bullying are recorded as part of the policy.
The school employs pro-active strategies such as buddying, Conflict Council, Golden Rules, Playground Rules, monitors, Circle Time, etc. which are designed to educate pupils and eradicate bullying.
If any pupil persistently breaks the school rules with regard to bullying, the child's parents will
be informed, and in certain circumstances requested to come to school to discuss their child's behaviour in order that they are made fully aware of the situation, and are able to join with the school in working towards a solution of the problem.
The school is always happy to work with parents who express concerns and the principal Teacher is the school’s Anti-Bullying Co-ordinator.
ABEL ( Anti-Bullying East Lothian) East Lothian Council’s Anti-Bullying agency is located at the Brunton Hall in Musselburgh and is more than willing to become involved with families who are experiencing problems of bullying.
Pupils with Additional Support Needs.
For a number of years East Lothian Council have made successful developments in including children with additional support needs into mainstream schools. The Council’s Policy document “Learning and Teaching for All” provides a framework for full and effective inclusion of pupils with additional support needs.
Pupils with Additional Support Needs are those who have a physical disability, or learning difficulties, or those who may have a special aptitude in a curricular area.
Pupils who are deemed to have learning difficulties may be, after consultation with their parent(s), referred to Support for Learning staff who may advise on an individual programme of learning which will be implemented by the School’s Learning Support Teacher, and the pupil's class teacher.
Pupils who are considered to have a special aptitude in a particular area are catered for with enrichment materials, which are designed to offer challenges, suited to their ability.
Pupils with a physical disability and/or learning difficulties may receive assistance with the provision of a Special Needs Auxiliary.
There are Cluster Support Bases throughout the county to support young people with the most significant additional support needs; a Language Unit at Musselburgh Burgh Primary School, which supports severely autistic children, and a unit at Pencaitland Primary for children with severe social, emotional and behavioural difficulties.
A range of provision is available within Musselburgh Burgh Primary School to meet the learning and development needs of children with significant language and / or communication difficulties. A range of provision is available from outreach staff who work with pupils with literacy difficulties, English as an additional language, who have long term absence due to illness, visual or hearing impairment and pre-school pupils with additional support needs. For Primary Schools, each cluster has a Principal Teacher available to offer advice regarding the teaching of pupils considered who have exceptional needs and three Cluster Team Co-ordinators (each one operating across two clusters) can provide information, advice or support to individual schools/ teachers in respect of Support for Learning issues. Each of the six secondary schools in East Lothian offers enhanced provision for young people with significant additional support needs. East Lothian Inclusion Service (ELIS) offers a range of provision for children and young people with social, emotional and behavioural difficulties.
Placements into special needs classes are made following a multi-agency review at stage 5 of the staged assessment and intervention process and in consultation with parents.
The ASL Act 2005 promotes, through a Code of Practice, the involvement of children with additional support needs in the decision making process which enable their active involvement in their education with their views recorded in the Co-ordinated Support Plan.
The Code of Practice supports the key part which a child should play and expects attendance by the child, with a supporter available, at tribunals in order that their views be heard.
Further information on the Additional Support for Learning can be accessed at:
http://www.opsi.gov.uk/legislation/scotland-200505.htm
School Policy on Clothing/Uniform
It is now the policy of East Lothian Council Education and Social Services that schools should follow a dress code and that pupils should attend school in the style adopted by their school.
The vast majority of West Barns parents have supported the adoption of a school uniform and we expect to see all children wearing it. The uniform, however, remains the same as the formerly expected ‘dress code‘ i.e. white shirt or blouse, or polo shirt; grey or black trousers or skirt, and school sweatshirt. Sweatshirts and polo shirts can be obtained through the school and are very good quality and value.
For Physical Education the pupils require a t -shirt, shorts and gym shoes or trainers, which can be kept in school. Good quality gym bags can be obtained from the school.
A painting overall is needed by all pupils (an old shirt, sweatshirt, etc)
All clothing worn in school, including gym shoes and outdoor shoes, should be clearly marked with the child's name.
It is the policy of the school that children should wear soft shoes in school. This avoids mud and dirt being trailed through the building, and affords comfort and safety to the child.
Assistance with Provision of Clothing and Footwear
The Council operates a scheme of provision to ensure that a pupil is sufficiently and suitably clad to take full advantage of the education provided. Families in receipt of Income Support or Income-Based Job Seekers Allowance will qualify for such a scheme. Other cases will 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 the Education & Children's Services, Pupil Support, John Muir House, Haddington, EH41 3 HA .
Health and Safety
Within the general policy laid down by East Lothian Council, the Education Department has prepared a series of statements of safety policy for all areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staffs are fully instructed in their responsibilities in this respect, and safety regulations apply to all aspects of school life on and off the premises. It is expected that pupils will behave responsibly and comply with all safety requirements. The support of parents in promoting good practice in health and safety matters is of the utmost importance to the school.
Playground Supervision
When pupils are at school, the responsibility for their safety rests with the Authority. The Head Teacher and staff (including playground supervisors) undertake this responsibility as the Authority's representatives. This means that reasonable steps will 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.
Health Promoting School
As part of Personal & Social Development and Health West Barns Primary has been actively involved in promoting a healthy lifestyle for pupils. Staff, pupils, parents and outside agencies have been involved in the process which has included diet, exercise, drug and sex education.
The PTA contributed to the purchase of outdoor play equipment and outdoor tables.
Senior pupils run a Healthy Tuck Shop each day.
The school has been awarded the Stage 1 Health Promoting School from Lothian Council in partnership with NHS Lothians.
Consultation with Pupils and Standards of Behaviour
The school expects all pupils to behave in accordance with the school rules, which were formulated by the pupils themselves in consultation with the staff namely:
Be helpful, kind and friendly to others
Be well prepared and organised for your school day
Be sensible and show good manners
Always be tidy and clear up properly
Move around school quietly and sensibly
Respect all members of our school community
Stay in school grounds
Look after our school and playground
All pupils have had the opportunity to formulate ‘ Golden Rules ’ for the school:
· Do be gentle.
· Do be kind and helpful.
· Do work hard.
· Do listen to people.
· Do be honest.
· Do not hurt anybody.
· Do not hurt anyone’s feelings.
· Do not waste your or other people’s time.
· Do not waste or damage things.
· Do not interrupt.
· Do not cover up the truth.
There are also ‘Golden Rules’ for the Playground, which are :
· We are gentle
· We are kind and helpful
· We listen
· We are honest
· We work hard
· We look after property
To help reinforce the school rules and to develop children’s self-esteem, self awareness and social responsibility the school employs a positive behaviour management scheme called ‘Circle Time’ which is undertaken at least once a week in each class.
A monitor system has recently been introduced into the school whereby the older pupils (generally P7) take some responsibility for the behaviour of pupils within the school i.e. cloakrooms, corridors, and in the playground. The Pupil Council represents the views of the pupils in the running of the school. The Council members are elected by the pupils and there are representatives from all classes except P1.
There is a ‘Conflict Council’ of senior pupils which is specifically designed to educate pupils on methods of avoiding and handling situations which could lead to bullying, either verbally or physically.
[ Although extremely rare the Headteacher has powers devolved to him from the Local Authority to temporarily exclude a child from school for up to 5 working days in cases of severe indiscipline. This action would only be taken after exhaustive attempts to remedy the situation by negotiation with the pupil, and with the involvement of the child’s parent (s). The re-admittance of the pupil to the school would be decided at a meeting of parents and professionals involved e.g. Educational Psychologist, Child Welfare Officer, Class Teacher, etc.]
School and Community
Involvement in the life of the local community, and the involvement of the community in the life of the school is of paramount importance to the school.
To that end parents, relatives and other interested parties are encouraged to participate whenever possible in the school i.e as a parent helper, supervisor or to bring some expertise into the school.
The Parent Council and school run joint ventures whereby the local community have an opportunity to be involved e.g. a ceilidh in the village hall.
The school runs workshops for interested parents and local adults on various aspects of the curriculum, and are more than welcome to use the computer suite to try their hand from computerised mathematics to ‘surfing the net’.
There is a space on the school website for Local Organisations and we are very keen to have these organisations e.g. playgroup, Bowling Club, Football Club, etc. take an active part on the website. Anyone interested in using this facility should contact the school.
As well as various enterprises by the school which involve the local community, the school hall is available for hire. Anyone wishing to avail themselves of this service should contact the school for further information.
Community School
West Barns Primary, along with Innerwick, Dunbar, Stenton, and East Linton Primaries and Dunbar Grammar School, are what is designated as Community Schools. The initiative was introduced by the Scottish Executive and the Dunbar Cluster Schools formed the first two in East Lothian. All clusters are to become Community School.
Community Schools are intended to have a Multi-Agency approach with a special emphasis ( in East Lothian ) on vulnerable children. This multi-agency approach, involving Health, Welfare, Social Work, Pyschological Services, Education, et al, should benefit all pupils within the cluster and make targeting provision easier.
More information about Community Schools can be found by going to our website at: www.westbarnsprimaryschool.com, Contents Page…Local Organisations.
Cultural Services
Cultural Services provided by East Lothian Council can facilitate enhanced learning opportunities for children through provision of and support for:
· Schools Library Service
· Music to schools
· Drama provision/Theatre
· Educational visits to Museums
· Study Support and After School Activities
Cultural Services are committed to facilitating access to the widest range of creative and learning opportunities, and supports a broad range of information services and access.
Attendance
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