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Lornshill Academy School Handbook

Contents Page

Welcome from the Headteacher

Contact Details

School Catchment

Staff List

School Term Dates

Our Vision, Values & Beliefs

School Improvement Planning

Parent/Carer & School Alliance

Communication

Your Child In Difficulty

Mobile Technology

Permission from Parents/Carers

Emergency Closure Arrangements

Participation in School Life

Our Curriculum

Partnerships with Denominational Bodies

Attainment Plans

Post-school Destinations and Careers Guidance

Learning & Teaching

Information and Communication Technologies

Extra-Curricular - Contexts for Learning

Attendance

Timekeeping

Uniform

Our Expectations

Medical Matters

Pupil Support Structure

Tutor Teachers

Personal Support

Additional Support Needs (Learning Centre)

Transition

GIRFEC

Child Protection

Financial support for families with pupils at school

Cost Of The School Day

School Transport

Insurance Cover

School Security

Complaints

ICT Policy

Welcome from the Headteacher

Dear Parent / Carer

I am delighted to introduce the Lornshill Academy handbook.

Lornshill Academy is a non-denominational school that caters for pupils from S1 to S6 with approximately 1000 pupils. On behalf of the school community I extend a warm welcome to all our parents/carers and stakeholders, most particularly to those whose children will be joining us for the first time.

I hope that the Handbook conveys the sense of Lornshill Academy as a school community with a rich and vibrant culture and a very strong, positive ethos. It is important to us that we achieve and sustain our aim of being a caring school, one which values personal choice and difference and which supports each pupil to attain and achieve at the highest possible level. We strive to be a school which recognises and celebrates success and which cultivates challenging and healthy attitudes to life, work and learning.

Continuing to develop strong effective partnership working with pupils and parents/carers throughout the school career of each pupil is a key school priority. Our self-evaluation processes ensure that the pupils’ voice is heard and heeded: in learning and teaching matters and wider whole school issues and operations. The Lornshill Parliament and Parent Council contribute directly to many aspects of the life and work of the school and so they play a very important role in the sustaining of the strong and positive ethos within Lornshill Academy.

We see our parents/carers as key partners in our school and we actively seek to involve them in a wide range of aspects of the life and work of the school. We look forward to a continued and strengthened partnership in taking Lornshill Academy forward.

Mr Tom Black

Headteacher

Contact Details

Address: Lornshill Academy, Tullibody Road, Alloa, FK10 2ES

Telephone number: 01259 452333

Fax number: 01259 720402

Website: lornshillacademy.org.uk

Twitter: @lornshill

School Catchment

There are 7 Primaries associated with Lornshill Academy from Tullibody, Sauchie, Clackmannan, Fishcross and the surrounding rural area:

• Abercromby Primary School

• Banchory Primary School

• Clackmannan Primary School

• Craigbank Primary School

• Deerpark Primary School

• Fishcross Primary School

• St Serf’s Primary School

We have very strong cluster links and working arrangements with a Cluster plan to drive forward improvement priorities that support our young people and families throughout their 3-18 learning journey.

Staff List

HEADTEACHER: Tom Black

DEPUTE HEADTEACHERS: Phil Arnold, Gerry Clancy, Hayley McMaihin, Ewan Murray

PATHWAYS COORDINATOR: Chris Somerville

PUPIL SUPPORT (House Teams & Personal Support)

Kirsty McKay (PT) : Devon House

Laurie Dodds (PT): Forebraes House

Steven Rennie (PT): Grange House

Dave Sharp (0.6) / Tracey McEwan (0.4) (PT): Pupil Pathways

Lesley Dixon (PT): Health & Wellbeing

LEARNING CENTRE (Additional Support Needs)

Faculty Head: Ashley Black

Rebecca Cree, Fiona Goodwin, Lisa Scullion (0.6)

Learning Assistants: Margaret Blyth, Sarah Broadley, Louise Croser, Margaret Docherty (Pupil Support), Anne Hall, Ryan Hartley, Elena Ferguson, Marion Fraser (0.8), Hilda McDade (0.6), Dawn McNulty, Karen Rae (Pupil Support), Gina Thompson, Laura Turner, Ann Williamson, Susan Murray

CREATIVE ARTS: (Art & Design - Music)

Faculty Head: Iaian Kirkpatrick

Art & Design: Clare Hilson, Clare Hall, Chloe Hughes, Mhairi Taylor. Music: Rachel Henry, Claire Bennet

Visiting Music Instructors: Bagpipes- Logan Tannock; Voice-Jennifer Nunn; Guitar/Bass-Jamie Rodger; Woodwind - Mandy Kettles

LANGUAGES & LITERACY (English - Modern Languages)

Faculty Head: Heather McMahon (Act) / Ashleigh Risk (Act)

English: Christopher Aldous, Tracey McEwan, Donna McGrouther [0.8], Hazel Meldrum [0.6] David Ryder, James McGillivary. Modern Languages: Nathalie Cruickshanks [0.6] Rachael Lyon [0.8] Ellison MacKinnon [0.6] Toni Roy [0.6]

ENTERPRISE (Business Education - Home Economics - Computing)

Faculty Head: Mairi Buchan

Business Education: Jordan Liddell, Laura MacDonald, Lisa McCulloch, Danielle Brown. Computing:  Jacqueline Ferguson, Gavin Hunter, Hugh Macpherson [0.4] Home Economics: Karen Farrell [0.4]

MATHEMATICS & NUMERACY (Maths)

Faculty Head: Sara Macaulay

Maths: Gary Blackhall, Angela Caldwell [0.6], Graeme Edgar, Claire Pratt, Lesley Rosbotham, Carin Sinclair, Jodie Warnock, Gillian Young

PHYSICAL EDUCATION & HWB

Faculty Head: Bruce Taylor

PE: Ross Harkness, Stuart Hillis, Robyn Kirstein, Darren Leslie {Acting PT Learning & Teaching}, Kayleigh McMahon, Victoria Gray, Paul Manuel

SCIENCE (Biology - Chemistry - Physics)

Faculty Head: Ruth Douglas

Biology: Sorsha Imrie [0.6], Lee-Ann Labus, Luke Mitchell, Rebecca Richards, Alex Wright. Chemistry: Lauren Murphy, Giles Munro, Linda Whitecross (0.4), Physics: Ian Harvey, Fiona Williams

SOCIAL SUBJECTS (Geography - Modern Studies - History - RMPS)

Faculty Head: Richard Burrell

Geography: Georgina Lawrence [0.6], Gemma O’Donnell, David Ross. History: Fiona McLean, Daniel Scruton. Modern Studies: Louise Birrell, Joanne O’Donnell. RME: Colin Simpson

DESIGN & TECHNOLOGY (Graphic Communication - Engineering Science - Product Design - Woodwork)

Faculty Head: Stuart Steel

Foster Douglas [Act PT Attainment & Achievement], Emma Grant, Alan Mercer, Claire Nicolson

Librarian: Pauline Robertson. School Technicians: Christopher Mooney, Thomas Scott [0.6] Janitors: Edward Gray (Head Janitor), Peter Paterson, Donald Robertson. Lornshill Cluster IT Support: Mark Monaghon (Network Manager), David Milne.

Senior Administrators: Sandra Taylor/Nicky Duncan

School Administrators: Gillian Brydie, Aileen Gray, Adele Jenkins, Clare Laurie, Amy Daglish

Employability and Careers Coordinator: Lorraine McGee (0.8), Attendance & Welfare Officer: Carol Love (0.8)

School Term Dates

Autumn term begins (Staff only - staff development days): Monday & Tuesday 19th/20th August 2019

Autumn term begins (Pupils): Wednesday 21st August 2019

Autumn term ends: Friday, 11th October 2019

October holiday begins: Monday, 14th October 2019

October holiday ends: Friday, 18th October 2019

Winter term begins: Monday, 21st October 2019

Staff Development Days: Thursday and Friday 28th & 29th November 2019

Winter term ends: Friday, 20th December 2019

Christmas holiday begins: Monday, 23rd December 2019

Christmas holiday ends: Friday, 3rd January 2020

Spring term begins: Monday, 6th January 2020

Staff Development Days: Monday and Tuesday, 17th and 18th February 2020

Spring half-term holiday begins: Wednesday, 19th February 2020

Spring half-term holiday ends: Friday, 21st February 2020

Spring term ends: Friday, 3rd April 2020

Spring holidays begin: Monday, 6th April 2020

Spring holidays end: Friday, 17th April 2020

Summer term begins: Monday, 20th April 2020

Staff Development Day: Friday 1st May 2020

May public holiday: Monday, 4th May 2020

Summer term ends: Thursday 25th June 2020

Vision, Values & Beliefs

Our Vision

United in Effort: All young people have the right to a transformational educational experience that will enable them, no what their starting point, to fulfil their potential and realise their ambitions.

Our Values

We Respect ourselves and others by valuing diversity and treating others with courtesy and working cooperatively at all times.

Our Integrity means doing the right thing at all times and in all circumstances, whether or not anyone is watching. It takes courage to do the right thing, no matter what the consequences will be.

Our Compassion leads us to be sympathetic and always show concern for others. We aim to help and support anyone less fortunate than ourselves.

Our Beliefs

We believe in the Inclusion of every member of our community, ensuring everyone can access an Educational Pathway.

We believe Engagement with our school and learning enables our young people and families to succeed and raise the Aspirations of our community.

We believe in Ethics and always doing the right thing. We are excellent role models for each other and promote effective Citizenship.

School Improvement Planning

Our school priorities are available on our school website.

We set our school targets every three years in consultation with staff, pupils and parents via the Parent Council. The whole school and faculty improvement plans are reviewed every six months through our own quality assurance procedures to ensure progression and development of activities to best support families in our school community. Part of this includes termly self-evaluation visits to faculties where we critically evaluate our improvement priorities alongside staff from across the school, pupil focus groups and parental feedback.

Parent/Carer & School Alliance

In Lornshill Academy, we believe that parents/carers are the primary educator of the child. While the school provides a structured approach to the acquisition of important skills, knowledge and understanding, the fundamental values with which a child approaches his or her future are nurtured and sustained at home and supported in partnership with the school.

Education for young people is not just a matter of learning information. People have many different types of intelligence and understanding, each one of which has value. Most important of all, pupils learn about their place in a broader community – what they have to offer and what they can gain – not just from school but from an effective partnership between the school and home.

You are welcome to make contact at any time.

Email address: lornshillpc@gmail.com

Twitter: @LornshillPC

Parent Council - Current Members

Helen McNaught (Chairperson), Linsey Ferguson, Will Hensman, Kev Martin, Laura Shaw, Audrey Young, Fiona Hughes, Laurie Mooney, Gillian Goodwin, Christine McGregor, Pamela Cowan, Gaynor Westland, Richard Graveling, Alistair Freck.

Communication

At Lornshill Academy, we recognise the fundamental importance of communication to the development and success of our school. From the daily interactions between pupils and staff, to the engagement with parents/carers and the wider school community, the effectiveness of our communication drives the effectiveness of our school community. In order to achieve a consistent approach to effective communication, we have a Communication Strategy that outlines the different methods we will use to communicate with pupils, parents, carers and the wider community. This can be accessed on our school website.

At the heart of our strategy is face to face communication. Relationships are important to us, so we recognise the value in face to face communication with pupils, parents and carers alike. The Communication Strategy outlines when you can expect to have a face to face conversation with school staff and in which situations we will use other methods of communication.

Beyond face to face communication, our main methods for connecting with parents, carers and the wider community are our school app (available for iPhone and Android devices), our school website (www.lornshillacademy.org) and GroupCall. This allows us to make sure that you have the information you need, when you need it, and on a platform that is convenient for you to access. Please ensure you take the time to download our school App, visit our website and provide us with your current email address.

Your Child in Difficulty

Your child may get into difficulties of different kinds during the course of a school day, involving anything from an accident to problems with friends, or falling ill while at school. Whatever the situation, we will always aim to contact you immediately to make the most suitable arrangements for the care and welfare of your child in the situation and, if appropriate, to involve you in relevant discussions and decisions. Where we are unable to contact you, or any of the emergency contacts you have given us, we will act prudently, with the care and welfare of your child central to any action taken.

Mobile Technology

As a result of discussion in the Lornshill Parliament, we agreed our new policy on the use of mobile technology. We discourage pupils from bringing valuable items like this to school and cannot accept responsibility for their safe keeping. However, we also recognise that some parents wish their children to have a mobile device with them and they can be a valuable learning tool, so we allow pupils to carry them in school and to use them in designated areas, this includes classrooms where the class teacher has given permission to support learning.

The use of mobile technology is never permitted between classes. This is for the safety of everyone in a very busy and dynamic school. It is also never appropriate to take a photo or record anyone without prior consent.

Permission from Parents/Carers

Generally, where an event or activity takes place out with school, or extends beyond the school day, we will be in contact with you to secure your permission. In the digital age, more and more school activity involves photography/video. Where this is part of the school curriculum, or is for circulation within the school community or posting on our website, we generally will not seek individual permission. However, we will respect the wishes of our pupils in these matters. Where photographic images with names attached might be published beyond the school community, we will generally rely on pupils to advise us if they or their parents have any concerns. Alternatively, parents who might have concerns about their child’s photograph appearing outwith the school community (for example in the local press) should make these known directly to the school.

Emergency Closure Arrangements

Where early closure is foreseen, notice in writing will be given to pupils for delivery to parents at least 3 days in advance. However, unexpected situations (such as severe weather conditions or heating failure) may lead to pupils being sent home without prior warning. Where parents are out of the house, pupils should go to the address of the friend or neighbour nominated by the parent as the emergency contact and wait there until the parent returns. The name of this emergency contact should be given to the school through the school office for inclusion in the pupil’s personal record and any changes made should be notified to the school.

Where the emergency contact is not available, the school will supervise pupils till the end of the school day or make other appropriate arrangements in discussion with the pupil. Please make sure your child knows where to go in the event of such an emergency – we will rely on their word that they have a safe place to which they can go.

Participation in School Life

All pupils have the opportunity to participate in the life of the school in a range of ways:

• through participation in clubs and activities in the school;

• through taking part in assemblies and other events in the life of the school;

• through House activities;

• through direct discussion with and feedback to their teachers

• through involvement directly or indirectly with the Lornshill Parliament and committees;

We strongly encourage all pupils to participate as much as possible in the life of the school. It is through participation – through getting involved – that we learn about life and relationships.

Curriculum

In our Broad General Education (S1-3) we aim to provide a framework of skills that will allow all our students to progress into the Senior Phase and achieve their full potential.

Curriculum for Excellence provides a set of guidelines which define the areas of knowledge, the range of skills and the opportunities which pupils should experience on their journey through school. These build together to support pupils to become:

Successful learners - Responsible citizens - Effective contributors - Confident individuals

This takes place in every lesson in the classroom, but also around the school where there are opportunities for pupils to become involved in a range of lunchtime and after school activities, to contribute to the school community through the tutorial and House system and to become aware of the value they bring to the school community.

In S1 and S2 pupils follow a curriculum make up of a number of different subjects all of which contribute to the development of knowledge and skills in Language, Mathematics, Science, Social Science, Technological and Creative Arts. All subjects across the school also contribute to developing literacy, numeracy and the pupils’ Health & Well Being. Care is taken to stress links within learning so that the skills learned in one subject area can be reinforced and developed in others

At Lornshill we understand that every child is different and as such their pathways through school may all be different also. We try to allow pupils to personalise their curriculum to suit their interests and strengths. There is an opportunity for all pupils in S1 to select an area of curricular interest for them from the offered “schools of” programme where they will be timetable for extra time to explore deeper learning of the curriculum area.

There are two periods of formal personalisation and choice where pupils narrow down their curriculum this is from S2 into S3 when pupils choose the 7 subjects that they want to focus on until the end of S4. The second curricular choice comes from S4 into S5 and S5 into S6 when students can select a further 5 subjects they wish to progress onto and study.

At all of these stages the process is the same: information is available to parents about the curricular options, all pupils will receive a one to one interview to look at the best range of options for them to maximise their attainment and support any career path. Finally parents are offered an appointment to discuss the options and agree on the final selection.

Partnerships with Denominational Bodies

We have a team of Chaplains who support the school in a variety of different ways:

- Assemblies, work with pupils and staff, church services, the chaplaincy group and youth workers offer a weekly lunchtime club for all pupils.

Our Chaplaincy team are: Mike Dawson, Margaret Shuttleworth, Jimmy King, Graham Brown, Jason Lingiah, Kami Kalsi

Any parents who wish to withdraw their child from attendance at any religious observance events on the grounds of conscience should contact their Pupil Support teacher explaining this and arrangements will then be made for their supervision during these events.

Attainment Plans

We will track and monitor the progress of all students from their transition from Primary right through their school career. From S1 and S2 when they experience 10 broad subjects from our three umbrella faculties of Humanities, STEM and Creativity and Health. In S3 all pupils’ options are planned as part of an individual attainment strategy for each pupil and recorded on their attainment plan, this plan then follows each pupil for their time in Lornshill to ensure that at every part of their journey they are on target for success.

Post-school Destinations and Careers Guidance

Our Senior Leadership Team and Pupil Support teams will provide one to one interviews with young people at times of course choice in S2, S4 and S5 to help support and develop individualised pupil plans. In addition, there are several parents’ information evenings throughout each year to offer support, advice and guidance to parents to allow them to support their child through points of transition including from school to college, employment, UCAS University applications and apprenticeships.

Our Pupil Support team are available for individual advice and guidance for both pupils and parents and will discuss destinations and careers through personal support, regular assemblies and individual meetings. These will be supported by our Employability Co-ordinator and provides opportunities for young people to access support for college, apprenticeship and university applications through our excellent links with local businesses and agencies such as LEAPS and the Sutton Trust.

There is a wide range of support on offer for pupils to access information on course choice, careers information, College and University applications and financial support. Skills Development Scotland (SDS) have a careers advisor based in the school library who will support young people with careers advice and support from S2 course choice through to discussing post school destinations as pupils prepare to leave school. She will also be available to contact at the SDS office in Alloa town centre at 39-43 Bank Street, Alloa, FK10 1HP. Further details for SDS can be found by clicking on the following button:

We also have a local Jobcentre in Alloa which can be found at 17 Mar Street, Alloa, FK10 1LX.

Pupils will have access to financial support when leaving school through the Student Awards Agency for Scotland (SAAS) if they are going on to further or higher education. Details of who is eligible to apply and the application process are available by clicking the following button:

Further information on financial support available to parents and pupils is available by clicking the button below:

Learning and Teaching

We start learning when we first open our eyes. All the way through our adult and working lives we have to learn new skills to keep up in an ever evolving society. School sits at a very important place in our lives of learning. Schools help pupils build up the framework for knowledge where everything they learn will be added into. Schools help pupils identify and develop the skills that will help them learn more effectively and will help them in the world of work and in interacting with others.

At Lornshill Academy we do not begin the learning process – we aim to build on the raft of skills and the bank of knowledge which pupils already have before they arrive at high school. Lornshill Academy works closely with staff at our partner primaries to make the transition from primary to secondary as smooth as possible, but also to make sure that we make effective use of information about each pupils’ strengths and areas where they need to develop more.

All of our staff work together to make lessons as effective as possible for our pupils by making sure that:

• Every lesson has a clear target, so that pupils understand the purpose of the lesson and how they can judge their progress

• Lessons have a range of different activities to allow all pupils to learn in different ways

• Lessons challenge pupils by demanding that pupils are active in their learning

• Lessons are planned to meet the needs of all pupils in the class

• Pupils evaluate their own progress at the end of lesson(s) so that they can identify where they have been successful and where there is still development needed.

Parents are encouraged to be a part of this learning process by encouraging their children to share information about their lessons and progress. Discussing learning will help you keep in touch with what is going on from day to day in the classroom and encourages pupils to talk and be enthusiastic and motivated about their learning.

If you have any concerns about the progress your child is making, the House staff will be able to discuss progress with you and gather any further information you feel you need.

Information and Communication Technologies (ICT)

Technology is more and more a part of all aspects of our lives. This is also true of learning and teaching in schools. Lornshill Academy is making the best use of technology to enhance both the learning and teaching processes.

Every teaching area has an interactive whiteboard which teachers use to deliver effective lessons, display video and sound to whole classes and to involve pupils in lessons.

There are specialist ICT classrooms in the school for the delivery of lessons in aspects of technology, but also to allow pupils to develop skills in the use of ICT for research, communication and presentation.

The Library can accommodate up to 30 pupils working on ICT research at any one time.

There are class sets of laptops and iPads which can be used in any classroom in the school so that ICT can be built into lessons as and when it is most effective.

ICT hardware is only as good as the pupils’ skills in making effective use of it. In S1 and S2 pupils will use ICT to develop their skills in both research and presentation. In addition, pupils learn online safety and what constitutes inappropriate use of communication technologies.

All pupils in Clackmannanshire have access to the internet through the school network and have an e-mail account. This access is a privilege, and pupils are taught what is and is not appropriate use of both the Internet and communication technologies. Pupils will also be given an account for GLOW, Scotland’s national schools’ network. Pupils GLOW account allows them to install Microsoft Office on up to five desktop PCs and five mobile devices (tablet, phone etc) outside of school to allow then to access some of the main programmes that will support their studies in school.

Study support sessions are available in school at lunchtimes and after-school. These will be publicised by individual faculties, or may be the more generic Learn With a Latte study sessions in the school café. If pupils require access to ICT and do not have the opportunity at home then they will be able to access ICT free of charge at these sessions.

An increasing number of Faculties are setting up dedicated sites for use with their pupils. These may use blog sites on the Scottish GLOW network, or a virtual learning environment such as Microsoft Teams. Pupils can use these to access class resources, revision materials and as a platform to link to other suggested, relevant web sites. These pages to support home learning in different subjects are updated and maintained by each individual faculty.

Extra-Curricular – Contexts for Learning

Extra-curricular activities have a significant part to play in the life of the school. They enhance and enrich the pupils’ experience and hence their education. Such activities are also important in fostering good relationships between staff and pupils. Extra-curricular activities are available in a wide range of different areas across Lornshill Academy and include sporting activities, music, art, enterprise and science amongst many others. Extra-curricular activities can take place before school, lunchtimes and after school and the duration of each activity will vary. All pupils are encouraged to participate in as many activities as possible within the Lornshill Community to enhance their experience and build relationships with others.

Extra-curricular activities are provided voluntarily by staff and outside partners and many are also assisted by some of our young leaders in school who give up their time to work with their peers. Pupils participating in extra-curricular activities after school who require school transport will need to arrange alternative methods of transport home if they are staying for activities after school and have a responsibility to inform a parent/carer that they are staying after school.

Many extra-curricular activities include trips to other schools or venues to participate or watch performances. In these instances staff members will follow the school and council excursion policy and will require written permission slips and possibly payment for transport, tickets etc in advance of the trip. This should be completed to allow pupils, staff and parents/carers sufficient time to prepare the necessary arrangements for the trip.

Attendance

We have high expectations of all our pupils in Lornshill Academy and we expect 100% attendance from all our pupils unless an absence is explained. It has been well documented that poor attendance contributes to poor attainment therefore regular school attendance is an important part of giving all our young people the best possible start in life.

The law requires parents to make sure all children under 16 years of age are in full time education. It is Clackmannanshire Council’s policy that parents/carers notify the school if their child is going to be absent. If you are aware your child will be absent, please provide a note for your child’s tutor teacher or telephone the school (01259 452 333). However, if the absence is due to unexpected illness please contact the school as soon as possible to provide an explanation for the absence so the child’s attendance record can be amended with the appropriate explanation.

Attendance Procedures

If the school receives no explanation for a pupil’s absence, the parent/carer will receive a Groupcall text message to alert them of their child’s absence and a request for an explanation.

Tutor teachers will remind the pupil to bring a note to explain any absences. Tutor teachers monitor pupils’ attendance and are vigilant regarding patterns of non-attendance.

The Personal Support team investigate all unexplained absences and attempt to contact the parent/carers via telephone initially or send a letter to ask for an explanation of absences.

A key member of the Personal Support team is our Attendance and Welfare Officer. The AWO may visit a child’s home if there are concerns regarding attendance to support the family.

If unexplained absences persists or becomes a pattern, the Depute Headteacher responsible for the year group will telephone or send a letter inviting the parent to a meeting to discuss the child’s attendance.

• If no improvement is seen in the child’s attendance, the decision could be taken to refer the pupil's poor attendance to the Reporter of the Children’s Panel (SCRA).

Leaving school during the normal school day

If a pupil must leave school for any reason during the school day they must obtain a pass from the school office before leaving. An appointment must be confirmed by a note or phone call from the parent/carer.

If a pupil leaves school without permission, the parent/carer will be contacted by a member of staff. If you suspect your child is truanting from school, please contact us immediately and we can investigate the issue.

Timekeeping

The school day starts with Registration at 8.55am every morning. It is important all pupils arrive at school on time and attend their registration class as key messages are communicated during this time. If a pupil arrives after 8.55am, they should report to the school office and sign in as late. A member of staff will mark the pupil as late and issue the pupil with a late slip to be passed to the class teacher to explain their late arrival to the lesson. Latecoming means pupils are missing lessons as well as disrupting the learning of other pupils. Being punctual is an important personal quality.

Timekeeping is recorded as part of the pupil’s attendance record and our PT Pupil Support teachers are often asked to comment on timekeeping by employers who request a reference. Employers ask for this information as good timekeeping shows the employer the pupil is reliable.

Holidays during term time

Clackmannanshire Council actively discourages taking children out of school during term-time for family holidays because of the disruption that it causes to the education of individual pupils and class groups.

If a pupil will be absent from school due to a family holiday, the parent/carer should notify the school by letter at least two weeks prior to the holiday. The Pupil Support teacher will issue them with a slip which the pupil will give to all of their class teachers, informing them of the pending absence. The class teachers may provide work which the pupil should completed during the holiday in order to ensure they do not fall behind in their coursework.

Uniform

Lornshill Academy expects all pupils to wear school uniform at all times. Our school uniform policy has been agreed by and is supported by our parents. Clackmannanshire Council also support pupils wearing school uniforms in all schools across the authority.

At Lornshill Academy, we believe there are significant benefits in asking all pupils to wear school uniform.

School uniform levels the playing field and reduces any peer pressure to wear expensive, fashionable clothes which many families could struggle to buy for their children. School uniform is a less expensive option when providing clothes for your child to wear to school.

Increases pupils’ self-esteem, feeling of belonging and sense of pride in their school. Displaying the school logo and wearing the school tie helps pupils identify with their school.

Putting on the school uniform in the morning helps pupils get into the right frame of mind and prepare them to learn.

Removes any stress pupils may experience regarding ‘what to wear to school’ and helps parents avoid arguments with their children regarding appropriate clothes to wear to school.

School Uniform

Black blazer – school badge (available from school office)

School tie – Junior tie (S1-S3) Senior (S4-S6)

White shirt

Black jumper or cardigan (Plain)

Black trousers or skirt (Plain)

Black footwear – all black, no white or coloured logos etc.

PE Uniform

White polo shirt

Black/navy blue jogging bottoms/leggings

Suitable trainers for activity.

No football colours

All outside jackets should be removed when pupils enter the school building. School ties and badges are available from the school office. We have ensured our uniform is very simple and allows parents a choice of where to buy their child’s uniform to reduce costs.

Information regarding School Clothing Grants, which can help families meet the costs of providing school uniform, can be found by clicking on the button below.

Our Expectations

In a community of about 1200 people living and working on a small site for 190 days of the year, there is a need for all involved to take responsibility and to be orderly in their behaviour and relationships with each other. We expect this of our staff and expect it of our pupils.

Expectations of Behaviour

Much of the emphasis in the school is on encouraging pupils to take responsibility for themselves. We want them to “internalise”, in their own minds and in the way they go about their daily business, their sense of responsibility and respect for others. This is supported by the “positive relationships” within the school, where the emphasis is on rewarding those who behave well.

In addition the following matters deserve clear and specific statements:

Movement about the School

The sensible behaviour expected of all pupils in Lornshill Academy should be displayed through the way in which they move about the school. Staff instructions with regard to movement should be followed first time and without question for the safety of all pupils. For safety reasons the car park is out of bounds to all pupils except 6th year. A particular current concern is traffic safety in and around the school. All pupils, staff, and parents must “THINK SAFE”, especially at the start and end of the day.

School Property

All equipment and buildings must be treated with care and respect. Pupils causing loss or damage will be held responsible.

Personal Property

All items should be clearly marked with the owner’s name. Money or other valuables must not be left in classrooms or dressing rooms. The school is unable to accept responsibility for the loss of pupils’ property. The Authority has no insurance cover in such circumstances, and schools have been advised that any claims should be made against the parent’s personal insurance policy.

Smoking

Smoking is strictly forbidden for everyone on all Clackmannanshire Council property. Smoking (including vaping) is therefore not permitted anywhere on Lornshill Academy school campus. Action will be taken against any pupils who damage their health or provide a bad example to younger children and tarnish the image of the school by smoking. Parents will be informed of any instance and the matter will be treated as a failure to follow school rules.

The school works with a range of partners who can offer advice, provide support or help with the above standards.

Medical Matters

The school ‘clinic’ operates during the normal school day, providing elementary First Aid if required and summoning other assistance such as a doctor or ambulance if necessary. However, we do not have medically trained staff in school, only ‘first aid’ level training. We will behave in any medical situation ‘as if the child were our own’ until we are able to contact you. Office staff will also make arrangements for a pupil to be sent home should this be considered advisable. Please note that if a child is unwell and needs to be sent home, he/she will require to be collected from school by a responsible adult. The school must have the name, address and telephone number of an emergency contact. We can only deal with problems that arise within the school all other matters should be referred to the family doctor as usual.

Parents should note that it is their responsibility to draw the attention of the school to any serious illness or disability (e.g. asthma, diabetes, epilepsy) which may affect a pupil’s performance in school, or where we may need to be aware or take specific actions. We keep this information on record and will update our record regularly with your assistance. Council staff operate under strict policy guidelines regarding the administration of medicines in school. Details are available from the School Office.

Pupil Support Structure

In session 2018/19 we completed a self-evaluation of Pupil Support. This was a rigorous process that included a review of progress in key areas, pupil surveys, staff and pupil focus groups, observations and parental surveys. This collection of data allowed us to undertake a thorough review of our current practice and provided a good indication of areas of strength and areas to develop. One of the key messages from pupils was that they wanted to remain in the same house structure and keep the same PT Pupil Support from S1 through to S6.

As a direct result of this, we have introduced some changes to the Pupil Support Structure.

As of 20th May 2019, all pupils in S1 – 6 will now be assigned to either Devon, Forebraes or Grange House. The PT Pupil Support for each House is as follows:

Devon – Kirsty Mackay

Forebraes – Laurie Dodds

Grange – Steven Rennie

Tutor Teachers

Tutor teachers are key members of staff within the Personal Support Team in Lornshill Academy.

Developing positive relationships between tutors and our young people is central to ensuring all pupils feel happy, safe and included in Lornshill Academy.

The role of the tutor teacher:

Providing the first point of contact for all our young people, being available to identify and listen to pupil needs and provide support where appropriate.

Taking an accurate register of pupil attendance and communicating key information to pupils.

Record, monitor and track pupil attendance and timekeeping. This includes communicating concerns to Personal Support team, investigating anomalies in pupil attendance and encouraging all our young people to reach or maintain the school attendance target of 95% or above.

Personal Support

Personal Support education classes are an integral part of our curriculum at Lornshill Academy. Personal Support lessons are taught by our tutor teachers which helps to develop a positive relationship between pupils and their tutorial teacher. Personal Support lessons are taught one period per week for all pupils S1-S6. The Personal Support curriculum is a varied programme which aims to develop pupil’s health and well-being, focusing on Skills for Life, Learning and Work. The Personal Support team will deliver key lessons throughout the year, and outside speakers are arranged for all year groups to enrich the pupil experience and deepen understanding of key issues.

Aims of Personal Support:

Develop pupil confidence and self-esteem.

Develop positive relationships within a supportive tutorial group.

Opportunity to research and investigate careers education, supported by SDS.

To create an awareness of equal opportunity issues, addressing stereotypes, prejudice, inclusion, acceptance and understanding of diversity.

Understanding and celebrating our community.

Develop knowledge and skills required to make responsible decisions regarding their personal health and safety and to live in wider world.

Additional Support Needs (Learning Centre)

At Lornshill Academy, we are committed to ensuring all our young people can access education and achieve their full potential. For some of our young people they may require additional support, on a short or long term basis, in order to access education. Additional support needs exist where the young person is unable, for whatever reasons, to access the school curriculum without additional support provision.

Aims of The Learning Centre

· To identify and assess pupils with ASN as early as possible and provide appropriate support.

· To meet the needs of all pupils who have ASN by offering continual and appropriate forms of educational provision by the most efficient use of all available resources.

· Outline the roles and responsibilities of teachers, school staff and specialist support services.

· Ensure the views of pupils and parents are listened to when making decisions which affect the young person/family.

Within our Learning Centre we have our Learning Hub, which offers short-term, focused intervention strategies. Young people who attend our Learning Hub remain in most of their mainstream timetabled classes. However, instead of following a full timetable of lessons, they spend some of their time in the Learning Hub working on literacy, numeracy or health and wellbeing targets.

Our Additional Support for Learning staff work closely with all staff within Lornshill Academy, our colleagues from partner agencies, pupils and parents to meet the specific needs of our young people. Parents who are concerned that their child may have additional support needs should contact their PT Pupil Support or the PT Learning Centre. They will gather information from class teachers. Staff may also carry out a contextual assessment of the young person’s learning needs.

What will this look like?

• Talking and listening to the young person, family and staff who teach or support the child in school.

• Observing the young person in a variety of learning situations.

• Looking at examples of the young person’s work and relevant previous assessments.

Based on the information gathered, staff may produce a Pen Profile which details the learning needs of the young person. This will include a young person’s strengths and areas which will require suggested support strategies to be used in the classroom. Pen Profiles are issued to all staff within Lornshill Academy.

In some circumstances, the PT Learning Support will discuss with the family the possibility of carrying out formal assessments, such as dyslexia screening, to better understand the learning needs of the young person. There may also be occasion when it is appropriate to consult with an educational psychologist. At each stage in this process, the interventions will be explained and discussed with the young person and parents/carers.

As with all local authority schools in Scotland, Lornshill Academy operates under the terms of the Additional Support Act (2009) and its accompanying Code of practice. These procedures have been strengthened through the Children and Young People Act (2014)

Parents who would like more information may wish to contact Enquire (Scotland). Enquire provides a range of easy-to-read factsheets which give practical advice to parents of children with Additional Support needs. They can be contacted:

Telephone 0845 1232303

Transition

At Lornshill Academy, we work closely with our cluster primary schools to ensure a successful and seamless transition from primary to secondary school. The Depute Headteacher responsible for primary to secondary transition is Hayley McMaihin.

Induction Visit

• In May, P7 pupils have the opportunity to follow their S1 timetable, meet their classmates and new teachers. During the visit, P7 pupils will meet key members of staff including their allocated PT Pupil Support teacher and tutor. All classes will be escorted to and from class by senior pupils and each class will be assigned a Learning Assistant for the duration of the visit.

• Travelling to Lornshill Academy – P7 pupils from Sauchie and Clackmannan should use the normal school bus (they will not need a bus pass for the two day Induction visit), with pupils who live in Tullibody walking to school. For more information see Clackmannanshire Council website

• All P7 pupils should wear their normal primary school uniform during the visit.

• Lunchtime - Pupils can purchase food from the school catering service or bring a packed lunch. Pupils who receive free school meals will be provided with their allowance during the visit.

P7 Parents' Evening

• In October, P7 parents and pupils are invited to ‘Discover Lornshill’, this includes a guided tour of the school by senior pupils and the opportunity to participate in presentations by each faculty.

• In May, P7 parents and pupils are invited to Lornshill Academy to discuss key messages with the Headteacher and Depute Headteachers. Parents will also have the opportunity to meet with key members of staff responsible for supporting their child, including the PT Pupil Support teachers and Support for Learning staff.

Enhanced Transition

• Some pupils may benefit from additional visits to Lornshill Academy and participate in our enhanced transition program. Pupils, identified with our primary colleagues, will have three additional visits where they will start developing positive relationships with key members of staff who will provide support when they join us in Lornshill Academy.

• The DHT or PT Learning Centre will attend Staged Intervention review meetings at all our cluster primary schools. We discuss the needs of P7 pupils and share the strategies used to support pupils who have additional support needs.

Placing Requests

Parents can choose to send their child to a school out with their catchment area. Parents will need to complete a Placing Request, details explaining this process can be found at the address below.

Enrolments

Pupils moving into the catchment area during the school year should contact the school to make an appointment to enrol their child. Documentation required on the day would be proof of address and the child's birth certificate.

GIRFEC

Getting It Right For Every Child is the national approach in Scotland to improving outcomes and supporting the wellbeing of our children and young people by offering the right help at the right time from the right people. It supports our young people and their families to work in partnership with the services that can help. We believe our young people should be safe, healthy, achieving, nurtured, active, respected, responsible and included and to this end we put the child at the centre.

The principles of GIRFEC allow us to have in place a network of support to promote wellbeing so our young people can access the help they may need. This help may range from targeted and focuses support within the school to external agency support such as health or social work.

Child’s Plan

The Child’s Plan is part of the GIRFEC approach to support and ensure the wellbeing of children and young people. If a child or young person is receiving support from a variety of agencies, they will have a Child’s Plan. The Child’s Plan is a record which will contain information detailing the Child’s or young person’s needs, what support will be provided by which agency/professional, the desired outcomes of the support and when the plan will be reviewed.

Stage Intervention and GIRFEC Procedures

Staged intervention is the process that we use to identify, assess and support the learning or Social, Emotional and Behavioural needs of all pupils within Lornshill Academy. All schools within Clackmannanshire Council use the GIRFEC (Getting It Right For Every Child) intervention model. The aim of GIRFEC is to promote effective integrated working within the areas of education, social work and health.

Lornshill Academy is fully committed to working with all partner agencies to support pupils and their families. GIRFEC and Staged Intervention procedures provide a structure for planning to meet the needs of all young people with ASN.

Staged Intervention procedures provide:-

· Each child will have an assigned PT Pupil Support who will be the first point of contact for parents/carers.

· All interventions, including achievements, will be recorded for each young person as they progress from S1-S6.

· Staged Intervention and GIRFEC promotes an inclusive approach which involves parents/carers, young people, staff and partner agencies.

· Agreed learning profiles and support plans which record the additional support needs of individual pupils.

· A solution focused approach to resolving issues early and at the least level of intrusive intervention.

· A structured monitoring and review cycle of support plans.

Child Protection

Each school has a named co-ordinator responsible for all issues relating to child protection. In our school this person is Mrs Hayley McMaihin DHT. More details of the Council’s guidelines and procedures for child protection can be seen below or in the school on request.

The safety and welfare of children and young people are of paramount concern to staff in school. All staff and volunteers working with children and young people (in or out of the school building) are checked through the Protecting Vulnerable Groups process to ensure that they are suitable for such work. The school also has close working links with a wide range of other services and agencies that can help support children and young people in need.

The Council requires all staff to inform the co-ordinator of any suspicious signs. Such information cannot be kept confidential. The co-ordinator must pass the matter to social services who ensure that parents/carers are informed. Other members of school staff will be informed only if they have a direct role in supporting the child or young person. Social Services staff will pursue the allegation. Sometimes this will be as part of a joint team with the police.

The school actively supports children and young people to develop their knowledge and skills about personal safety and to be confident in expressing any anxieties about their own well-being. This is encouraged through PSD and through specific curriculum programmes.

Financial support for families with pupils at school

School Clothing Grants/Free School Meals

Financial assistance is available for parents and carers to purchase school uniform and for their children to receive free school meals.

Application forms can be obtained from schools, CAP Offices and the Council Offices at Kilncraigs, or by clicking on the button below.

Education Maintenance Allowance

Education Maintenance Allowance (EMA) is a weekly allowance of £30 per week (dependent on household income) payable to pupils during term time. EMAs will apply to all eligible secondary school pupils who are over the age of 16 and in full time education.

Cost Of The School Day

Lornshill Academy is committed to ensuring all our pupils have equal opportunity to succeed at school, regardless of their financial situation. Therefore it is important we understand all the costs associated with children attending school on a daily basis. School costs which are difficult to meet can mean young people miss out on the full range of opportunities available to them. Click on the button below to see the actions we are taking as a school.

School Cashless Catering System

Cashless catering systems are now used widely in schools throughout Scotland.

At Lornshill Academy, your child will be able to benefit from cashless catering. Essentially the system lets you pay for school meals in advance, and pupils pay for their meal by swiping their finger over a reader at the till point. This speeds up the dinner queues and reduces the need for pupils to carry cash during the school day.

The main method of identification is the biometric fingerprint scan. This method has the advantage of being very fast. In addition, it cannot be lost or forgotten like a card and means that pupils do not need to be charged for replacement cards. The system works by storing a code based on the pupil's fingerprint. When the pupil wishes to pay for a meal at the till point, they swipe the scanned forefinger through a reader which then identifies the pupil and deducts the appropriate amount from their account.

We are conscious that some parents may have reservations about having their child’s “fingerprints taken”, the scanner scans your child’s finger which the software turns into a string of letters and numbers. These are then stored on the computer at the till. This data is encrypted to keep it secure and, importantly, the data cannot be used to create an image of the fingerprint. Please note that the information from the finger scan will be used only for cashless catering and will not be used for any other purposes. Nor will it ever be given to anyone else.

The school is governed in the storage of this information by the requirements of the Data Protection Act, as it is for all other information held about pupils.

Pupils who receive free school meals have amounts automatically credited to their account daily for use each day and use exactly the same system as everyone else, in exactly the same way. The credits are applied first thing in the morning.

School Transport

Education Services is responsible for determining Clackmannanshire Council's policy on the provision of home to school transport for mainstream pupils and pupils with Additional Support Needs (ASN).

The Travel and Transport Team works to ensure that schools, parents and pupils are properly informed of their respective responsibilities in relation to the operation of an efficient and effective home to school transport service.

For more information, including routes and bus timetables, please click on the button below.

Insurance Cover

Public Liability

There is in force a Public Liability Cover in the name of Clackmannanshire Council, which would operate in respect of any third party claim for injury or damage to property arising out of the operation of the Council. This is a Liability Cover and, as a result, negligence on the part of the Local Authority or their employees resulting in loss or injury must be established.

Full details of the policy and what it covers can be accessed by contacting Clackmannanshire Council.

School Security

The security of pupils, staff and visitors in Lornshill Academy is a priority for everyone. A number of procedures are in place which aims to maintain the school as a safe and protected environment for all of those in the building. The following information should be adhered to by all pupils, staff and visitors to ensure Lornshill Academy is as secure as possible.

Pupils

Pupils should arrive on time in the morning, after interval and at lunchtime and report directly to classes to be registered in school.

If a pupil arrives late or needs to leave school early for an appointment etc then they must report to the office to sign in/out to ensure that we have an accurate record of pupils in the school building.

Pupils must only use the designated entrance and exit points as these will automatically lock after use, maintaining a secure environment.

Pupils should never open a door to allow someone else access to the building if they are locked. Pupils, staff or visitors who arrive at school when doors are locked should always enter via the main reception door.

Pupils should report any visitors or strangers who are in the school building or school grounds to a member of staff if they are not supposed to be there.

Staff

All staff will wear their staff identification badges at all times when in the school building or grounds.

All staff will inform the office of any visitors or events in the school for the following week via the weekly update so that everyone is aware of any visitors to the school.

Staff will escort any visitors whilst they are in the school building.

All staff must report any visitors or strangers who are in the school building or school grounds to a member of SLT if they are not supposed to be there.

Staff must sign their keys and access fobs out on a Monday morning from the janitors and hand them back in on a Friday. Part time staff sign keys and fobs out and in on the relevant days to them.

Members of ELT will be involved in a daily supervision rota alongside any other staff volunteers to supervise the school and grounds each morning, at interval, lunch and after school. ELT members will carry mobile radios for communication and safety of all.

Parents/Carers and Visitors

All parents/carers and visitors must report to the main reception to sign in or inform the office staff of the reason for being in the school.

All visitors must wear a temporary security pass whilst in the school building. This should be visible at all times.

Parents/carers should inform the school office if a pupil is absent from school, late or needs to leave early. This allows the school to maintain an accurate record of who is in the school building and when.

Complaints

You can complain in person, by phone, email or by letter. We regard a complaint as any expression or dissatisfaction about our action or lack of action, or about the standard of service provided by us or on our behalf.

Who can complain?

Anyone can complain who is the parent or legal guardian of a child or a person authorised to complain on his/her behalf. For example, a child’s grandparent who is not the legal guardian needs authority from the child’s parent or guardian. This would normally mean a note to show that the person responsible for the child had agreed

What can’t I complain about?

Here are some things we can’t deal with through our complaints procedure:

  • A routine first time request for a service or action – e.g. informing the school that your child told you she is being bullied and asking them to resolve this.
  • Requests for compensation from the Council.
  • Things that are covered by a right of appeal, e.g. Exclusion from school which has its own statutory process. In these cases we will give you information and advice to help you.

We have a 2 stage complaints procedure.

Stage One - Frontline resolution

In the first instance please complain to your child’s school, telling them as much as you can about the complaint, what has gone wrong and what you want them to do to resolve the matter. A senior member of staff, either the Headteacher or Depute Head, will be responsible for looking into complaints. Heads are senior managers with a high level of responsibility for your child’s learning and welfare and able to look into most matters. However, the Headteacher may refer the Stage One complaint to Education Services centrally, e.g. if it is about the conduct of the Headteacher or too complex to be dealt with at front-line service level.

The school will give you our decision at Stage One within 5 working days or fewer unless there are exceptional circumstances. If we need further time we will ask you to agree an extension of up to 5 further days. If the Stage One complaint has been referred to Education centrally your response will come from there.

Stage Two – Investigation

If you are dissatisfied with your Stage One response you can move to Stage Two. Stage Two deals with 2 types of complaints: those not resolved at Stage One and those not appropriate for Stage One, for example the conduct of a Headteacher or too complex for a Headteacher to deal with.

To move to Stage Two, you should contact the Head of Education and ask for a formal investigation under Stage Two. You can do this by asking the Headteacher of the school to move the complaint to Stage Two on your behalf.

When using Stage Two:

After we have fully investigated your Stage Two complaint, if you are still dissatisfied with our decision or the way we dealt with your complaint you can ask the Scottish Public Services Ombudsman (SPSO) to look at it.

The SPSO cannot normally look at:

  • A complaint that has not completed our complaints procedure.
  • Events that happened or you became aware of, more than a year ago.
ICT Policy

The World Wide Web is a useful tool for researching information, but may also be a place where pupils may come across unsuitable material. Pupils may deliberately or accidentally access sites which are sexually explicit, aggressive or racist in nature. The use of e-mail may also mean that pupils may potentially be in contact with other users whose motives are unknown.

At the moment, Internet access is all through school servers, and filtering takes place in that known sites and certain key search words and phrases will be blocked automatically. Pupils should also be made aware of their own responsibility in terms of safe and appropriate Internet use. An Internet user policy should seek to minimise these dangers to pupils.

User policy:

1. Internet use should only be for research purposes approved by your teacher

2. Tell your teacher if you come across any sexually explicit, aggressive or racist materials, or any other materials with which you feel uncomfortable

3. Never give out your real name, phone number or any other way of someone identifying you unless approved by your teacher

4. E-mail should only be used to send or receive appropriate materials

5. Only enter a chat room with your teacher’s approval

6. Ask your teacher’s permission before opening any e-mail attachments

7. Use of the Internet via the school server is a privilege which will be withdrawn if it is used inappropriately

While this policy puts the responsibility for appropriate Internet use on the pupil, it is not sufficient to trust the pupils absolutely.

The teacher responsible should:

1. Supervise pupils with Internet access directly. Pupils should not be allowed independent, unsupervised use to the Internet.

2. If in doubt, say “No!”

3. Notify IT manager with details of any unsuitable materials so that they can be blocked from further access.

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