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 ( Acting ) : Kay Chapman B.Ed ( Hons )
Teachers: Norelle D’Arcy-Burt Dip. C.E.
Rowan Bates Wilding B Ed
Diane King PGCE
Karen Prudence B.L.E PGCE
Nursery Nurse: Gillian MacDonald N.N.E.B.
Learning Support Teacher:
Visiting Specialists: Anne Traill Dip. Mus. Ed
Joan Jones B.Ed. ( P.E. )
Classroom Assistant : Pamela Coventry
Brass Instructor Charlie Farren LLCM, ALCM, BA
School Chaplain: Lawrence Twaddle M.A. B.D.
Foreign Languages : Brigitta Murray MA (Hons)
School Secretary: Lorna Allan
School Auxiliaries : Gail Dickson
Special Needs Auxiliaries : Connie McLeman
Playground Supervisor: Margaret Ashton
Dining Room Supervisor:
Caretaker/Senior Cleaner: Margaret Forsyth
Cleaner Jean McCue
Catering Supervisor: Elizabeth Smith
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
Email:dwharton@westbarns.elcschool.org.uk westbarns.ps@westbarns.elcschool.org.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 92 pupils in four composite classes i.e. P1/2, P3/4, P4/5, P5/6/7, with 11 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. P2/3/4 and P4/5, 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. T
The lunch interval is from 12.30 until 13.30.
For pupils in P1-P2, their school day finishes at 14.50 Monday to Thursday and 12.25 on Friday.
For pupils in P3-P7, their school day finishes at 15.30 Monday to Thursday and 12.25 on Friday.
Pre-School Nursery begins at 08.45 until 11.55, Monday to Wednesday and 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 Government Education Department (SGED) collected data about pupils on paper forms for many years. We now work together with schools to transfer data electronically through the ScotXed programme. Thus SGED has two functions: acting as a ‘hub’ for supporting data exchange within the education system in Scotland and the analysis of data for statistical purposes within the Scottish Government itself.
What pupil data will be collected and transferred?
Data on each pupil is collected by local authorities and SGED. The data collected and transferred covers areas such as date of birth, Scottish Candidate Number (SCN), postcode, registration for free-school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability and English as an Additional Language (EAL), and attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier. Pupil names and addresses are not passed to SGED. Your postcode is the only part of your address that is transferred for statistical purposes, and postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth are passed on as ‘month and year’ only, again to ensure that individuals are never identified. Data is held securely and no information on individual pupils can or would be published by SGED.
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,
· share good practice,
· 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).
SGED 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 of SGED, 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. Decisions on the sharing of data will be taken in consultation with colleagues within and outwith SGED.
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, SGED, 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, which contains a section on ‘frequently asked questions’ at: https://www.scotxed.net/jahia/Jahia/lang/en/pid/220.
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 Inclusion and Equality Division, School Doctor, School Nurse, Careers Advisor, Social Worker and Integration Team 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.
In Secondary Schools individual pupils may be discussed at the School Liaison Group. This is attended by representatives from the school, Community Child Health, Community Development, Education Welfare Service, Psychological Services, Integration Team and Children’s Services. The meeting considers strategies to help pupils having difficulties in school. All matters discussed in these meetings are understood to be strictly confidential. Parents are not invited to these meetings in every secondary school.
5-14 Curriculum
There are books published by the SCCC which give parents a guide to the 5-14 Curriculum which forms the core of the work the pupils do in school. There is also a video. The books are called 'Your Child Learning 1 and 2 '. Number 1 deals with the primary school and 2 with the secondary. Both the books and the video are available to parents on loan.
Information regarding the Scottish Curriculum can be found at www.ltscotland.or.uk
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 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;
· to maintain and improve the quality of educational experiences for pupils through a programme of continuing professional development for all staff.
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 2007/8 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 Assessments 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.
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Attainment in Reading, Writing, Mathematics 2006/7 |
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2006/7 |
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2006/7 |
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2006/7 |
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Reading |
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Writing |
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Mathematics |
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Primary 3 |
80.00% |
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60.00% |
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100% |
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Primary 4 |
83.30% |
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56% |
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89% |
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Primary 6 |
100.00% |
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66.60% |
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100.00% |
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Primary 7 |
53.80% |
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60.90% |
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84.61% |
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Average |
79.20% |
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60.80% |
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93.40% |
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3yr Ave. |
78.70% |
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65.30% |
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87.06% |
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Overall Attainment = |
77.80% |
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Overall 3yr attainment = 77.02% |
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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 and an interactive whiteboard 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 nine 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 a digital camera, digital video camera, scanner, desktop word processors, listening centres, video camera, programmable toys, tape and CD players.
All components of the curriculum have software backup in the forms of tapes (e.g. Oxford Reading Tree Stories), Floppy discs (e.g. Heinemann mathematics, Letterland ), CD Rom (e.g. Oxford Reading Tree Talking Books, Vikings, Encarta) which the pupils are able to use to enhance the learning experience.
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 provided by the school ( purchased by the PTA ) for the time that the child is at school, although parents can, and do, choose to purchase instruments. There are 12 children receiving brass instruction this session.
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 Assessments where applicable.
With the introduction of a Curriculum for Excellence, and move to a form of assessment (Formative Assessment ) which is more interactive, involving the pupil directly in decisions about their learning.
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