PORTOBELLO HIGH SCHOOL Handbookportobellohighschool.org.uk/phs/wp-content/uploads/2014/... ·...
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PORTOBELLO HIGH SCHOOL Handbook 2014 - 2015
Transcript of PORTOBELLO HIGH SCHOOL Handbookportobellohighschool.org.uk/phs/wp-content/uploads/2014/... ·...
PORTOBELLO
HIGH
SCHOOL
Handbook
2014 - 2015
A Foreword from the Director of Children and Families
Session 2014 - 2015
This brochure contains a range of information about your youngster’s school which will be of
interest to you and your youngster. It offers an insight into the life and ethos of the school and
also offers advice and assistance which you may find helpful in supporting and getting involved
in your youngster’s education.
We are committed to working closely with parents as equal partners in your youngster's
education, in the life of your youngster's school and in city wide developments in education.
Parental involvement in the decision making process and in performance monitoring are now,
more than ever, an integral part of school life. We look forward to developing that partnership
with your support.
I am pleased to introduce this handbook for session 2014 / 2015 and hope that it will provide you
with all the relevant information you may need concerning your youngster’s school. If you have
any queries regarding the contents of the brochure please contact the Head Teacher of your
youngster’s school in the first instance who will be happy to offer any clarification you may need.
Gillian Tee
Director of Children and Families
Children and Families Vision
Our vision is for all children and young people in Edinburgh to enjoy their childhood and fulfill
their potential.
We believe that children and young people do best when:
* they are able to live safely and happily within their own families with the right kind
of support as needed
* they attend first class, inclusive schools and early years settings which meet their
needs
We will do all we can to strengthen support for families, schools and communities to meet their
children's needs.
Our mission is to place children, young people and families at the heart of our service and
provide support when it is needed throughout childhood and the transition to adulthood.
Dear Parent / Carer
Welcome to the Portobello High School Handbook.
This handbook offers an introduction to our school and a general overview of the education your youngster
will receive in school.
If you have any questions, or would like any further information on any aspect of this handbook or the
education of your youngster, please do not hesitate to contact me via e-mail on
To make our handbook easy to use, the information is divided into five different sections:-
o Section One – Practical Information about the School
o Section Two – Parental Involvement in the School
o Section Three – School Curriculum
o Section Four – Support for Pupils
o Section Five – School Improvement
I’d like to extend to you, a really warm welcome from our school community. This copy of our handbook
provides you and your youngster with information about the school and aspects of our work. As well as
providing information for pupils joining us at all stages, we appreciate that this document primarily supports
Primary 7 youngsters and their families. We recognise that the move from primary school to secondary
school is an important transition. We want to work with you to ensure that this move is as smooth and stress-
free as possible.
Over the next few months members of staff here at Portobello High will be working closely with colleagues
from our associated primaries to support the transition process. We want our new S1 cohort to have the best
start possible to their secondary school career. Each and every one of our pupils is important to us and we
regard our relationship with parents / carers as crucial to the success of the school. We are keen to work with
you to support your youngster and we are committed to providing a challenging and rewarding educational
experience here at Portobello High School. We pride ourselves in being an inclusive school which offers
many and varied opportunities, both within and out with the classroom, for the growth and development of
pupils in our care.
Portobello High School is a non-denominational, six-year comprehensive based in the east of Edinburgh.
The school roll stands at over 1320 pupils. Although the largest school in Edinburgh, it is important to stress
that the House System and our policies and procedures ensure that every pupil is welcomed, known and
supported.
The school operates an “open door” policy and welcomes contact from parents / carers who wish further
information or the opportunity to discuss matters of interest or concern.
I look forward to a successful and continuing partnership over the next few years.
Yours faithfully
P M Macarthur Head Teacher
Contact Details
Name of Head Teacher Ms P Macarthur
Name of School Portobello High School
Address
10 Duddingston Road
Edinburgh
EH15 1NF
Telephone Number 0131 669 2324
Website http://portobellohighschool.org.uk
E-mail Address [email protected]
About the school
Stages of Education provided for 1st – 6th Year
Present Roll 1320
Denominational Status of the School Non-denominational
Organisation of the School Day
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
REGISTRATION
/ START TIME 08:30 08:30 - 08:40 08:30 08:30 - 08:40 08:30
BREAK 10:25 - 10:40 10:35 - 10:50 10:20 - 10:35 10:35 - 10:50 10:30 - 10:45
LUNCH 12:35 - 13:30 12:45 - 13:40 12:55 - 13:45 12:45 - 13:40
FINISH TIME 15:25 15:35 15:35 15:35 12:40
Assembly days for pupils are every 2nd week
SENIOR LEADERSHIP TEAM
REMITS
All members of the Senior Leadership Team have responsibility for the following:
Child Protection • Professional Reviews
Improvement Planning • Staff Counselling and Advice
School Discipline • Raising Achievement and Attainment
Partnership Working
P MACARTHUR – HEAD TEACHER
Leadership and Management of whole school
Strategic Planning and production of the Standards and Quality and Improvement Plan
Curriculum for Excellence Co-ordinator
Overall responsibility for Raising Achievement and Attainment
Quality Assurance Co-ordinator
Management of all staff and the provision of professional advice and guidance to
colleagues
Financial Management
Adviser to the Parent Council
Recruitment and selection of staff
Overall responsibility for Health and Safety
Promotion of the School
Departmental link for Modern Languages and English
Monitoring and evaluating the work of those teams
A DOBSON – DEPUTE HEAD TEACHER
Head of Abercorn House
Curriculum for Excellence – Curriculum
Whole school timetable / Staffing Returns
Reporting to parents
Organisation of - S5 / 6 Parents’ Meeting
S4 / 5 Information Evening
S5 / 6 course choice
ICT Learning and Teaching development strategy
Departmental Link for Science and Technologies (Computing and Business Education)
Monitoring and evaluating the work of those teams
Teach timetabled classes
M HUME – DEPUTE HEAD TEACHER
Head of Brunstane House
Curriculum for Excellence-Support for Pupils / Transition / Wider Achievement
ASL Team Leader
Child Protection Coordinator
Pupil Voice
Education for Citizenship co-ordinator
Primary Liaison Co-coordinator / Transition
Organisation S1 Parents’ Meetings and P7 Parents’ Meetings
Departmental link for the Support Base and Support for Pupils
Monitoring and evaluating the work of those teams
Departmental link for Home Economics
Monitoring and evaluating the work of this team
Teach timetabled classes
M WILLIAMSON - DEPUTE HEAD TEACHER
Head of Crichton House
Curriculum for Excellence – Inter-disciplinary Working /Partnership
Working/Community Links
Organisation of S2 Parents’ Evening,S2 Information Evening and S3/4 course choice
Management of Professional Reviews and Sharing Classroom Experience
S6 Council, Committees and Senior Activities Programme-Prefects
Ethos co-ordinator (including fundraising and charities)
Enterprise in Education co-ordinator
Annual Awards ceremony
Educational visits and excursions
NQT (Newly Qualified Teacher) Regent
Departmental link for Art and Design and Craft and Design, Music, Drama and Physical
Education
Monitoring and evaluating the work of this team
Teach timetabled classes
P SADDLER – DEPUTE HEAD TEACHER
Head of Duddingston House
Curriculum for Excellence-Learning and Teaching
SQA Co-ordinator
Organisation of internal examinations
Staff CPD co-ordinator
Organisation of S3 and S4 Parents’ meetings
Enrolment of new pupils
EAL link
Departmental link for Mathematics and Social Studies (including RME)
Monitoring and evaluating the work of those teams
Teach timetabled classes
G KENNEDY - BUSINESS MANAGER
Support Staff manager
Human Resource Management- advice, support and welfare of all staff
Financial Budget Management
CPD for Support Staff
Property and facilities management
Staff Absence Cover/Attendance Management, including Return to Work interviews
Recruitment and Selection administration
Staff Induction
School Publications (incl. Prospectus / Staff Handbook) / School photographs
Health and Safety Management, including Risk Assessment Management
Freedom of Information Coordinator
School Term Dates - 2014 / 2015
Autumn Term
Monday 11 August 2014 - Staff resume (In-Service Day)
Tuesday 12 August 2014 - Staff only (In-Service Day)
Wednesday 13 August 2014 - Pupils return
Monday 15 September 2014 - Schools closed, Autumn holiday
Tuesday 16 September 2014 - All resume
Thursday 18 September 2014 - Certain schools will be closed for the Scottish
Independence Referendum
Friday 10 October 2014 - Mid-term, All break
Monday 20 October 2014 - Staff resume (In-Service Day)
Tuesday 21 October 2014 - Pupils resume
Friday 19 December 2014 - Term ends
Spring Term
Monday 5 January 2015 - Staff resume (In-Service Day)
Tuesday 6 January 2015 - Pupils resume
Friday 13 February 2015 - Mid Term All break
Monday 23 February 2015 - All resume
Thursday 2 April 2015 - Term ends
The Easter break incorporates the following three holidays:
Friday 3 April 2015 - Good Friday
Monday 6 April 2015 - Easter Monday
Monday 20 April 2015 - Spring Holiday
Summer Term
Tuesday 21 April 2015 - All resume
Monday 4 May 2015 - May Day, Schools closed
Tuesday 5 May 2015 - All resume
Thursday 7 May 2015 - Schools closed (In-Service Day, coincides with date for General Election)
Monday 18 May 2015 - Victoria Day - Schools closed
Tuesday 19 May 2015 - All resume
Friday 26 June 2015 - Term ends
The start date for session 2015 / 2016 for pupils has been provisionally identified as Wednesday,
19 August 2015.
P7 / S1 Transition Days
Tuesday 17 June 2014 - Sports Transition Afternoon
Wednesday 18 June 2014
Thursday 19 June 2014
Section One
Practical Information about the School
This section deals with the practical aspects of your youngster’s attendance at our school. It
provides details on such things as:
* Registration and Enrolment
* Gaelic Education
* Attendance and Absence
* School Uniform
* Grants
* School Meals
* Travel
* Supervision
* Security
* Closures
* Mobile Phones
* Equality
* English as an Additional Language
* Complaints, Comments and Suggestions Procedure
* Health & Safety
* School Health Service
* Medicine Administration
Registration and enrolment
The date for registration of new school entrants is advertised in the local press and on the council’s website www.edinburgh.gov.uk. Registration for Primary One and First Year
Secondary takes place in November each year. Pupils should be registered in only one school
for their catchment area. Parents will be provided with information about the school.
Parents who wish to send their youngster to a school other than the catchment school must make
a placing request. Please refer to section four of this handbook for more information on placing
requests.
Parents of pupils who have moved into the catchment area or, who wish their youngster to
transfer to the school, should contact the school office for information.
Gaelic Education
Gaelic-medium education, where pupils are taught the entire curriculum through the medium of
Gaelic, is available at nursery and primary levels. There are Gaelic parent and toddler groups
and playgroups across the city.
Edinburgh’s first dedicated Gaelic nursery and primary school will be opening in the former
Bonnington Primary School building in August 2013. Those children currently attending the
Gaelic-medium unit, based in Tollcross Primary School, will transfer to the new school and the
new P1 intake for 2013 will start at the new school. Pupils attending the school do not need to
have prior knowledge of Gaelic. If you wish your youngster to attend the new Gaelic School
from August 2013, you should register them at the existing Gaelic-medium unit at Tollcross
Primary School. Pupils who wish to study Gaelic at secondary level can transfer to James
Gillespie’s High School which offers Standard Grade and Higher courses.
Attendance and absence
It is the responsibility of parents of a youngster of school age to make sure that their youngster
is educated. Absence from school is recorded as authorised, (approved by the Children and
Families department), or as unauthorised, (when is unexplained by the parent / carer).
Please let the school know by letter or phone if your youngster is likely to be absent and give
your youngster a note on his or her return to school, confirming the reason for absence. If there
is no explanation from a youngster’s parents, the absence will be regarded as unauthorised.
Absence Alert Number - 0131 - 657 9057 Parents / carers should contact the school absence line by 8:15 a.m. on the first day of their
youngster’s absence.
Our school, like many others in Edinburgh, has an automatic communication system that will
contact you directly if your youngster is marked absent at morning registration and you have not
informed us of their absence.
By using this service, our school is able to reassure you that we are meeting the Scottish
Government’s recommendations, in terms of contacting you on the first day of your youngster's
absence. The system provides an ‘early warning’ system should your youngster go missing from
school. As always, your youngster's safety is our main concern.
The system requires you to provide the school with ONE telephone number only that you wish
to be contacted on if your youngster does not turn up to school.
To ensure all our pupil data systems are effective parents / carers must keep us updated with all home, work and mobile telephone numbers that change.
Please make every effort to avoid family holidays during term time as this will disrupt your
youngster’s education and reduces learning time. The Head Teacher can approve absence from
school for a family holiday in certain extreme situations, for example, in traumatic domestic
circumstances where the holiday would improve the cohesion and wellbeing of the family.
Please discuss your plans with the Head Teacher before the holiday. If permission cannot be
given before the holiday, it will be recorded as unauthorised absence. The Head Teacher can
authorise a holiday if you can prove that work commitments make a family holiday impossible
during school holiday times. Normally, your employer will need to provide evidence of your
work commitments. Absence approved by the Head Teacher on this basis is regarded as
authorised absence.
Any requests for extended absence over two weeks will be referred to the Senior Education
Manager: Inclusion who will decide if it will be recorded as authorised or unauthorised leave.
Parents / Carers from minority ethnic religious communities may request that their children be
permitted to be absent from school to celebrate recognised religious events. Absence
approved on this basis is regarded as authorised absence. Extended leave can also be granted
on request for families returning to their country of origin for cultural or care reasons.
A supportive approach is taken to unexplained absence. However the Children and Families
department has legal powers to write to, interview or prosecute parents, or refer pupils to the
Reporter to the Children’s Panel, if necessary.
School Uniform
Please can we make a big plea to Parents / Carers to support our school uniform. Please support us by purchasing, plain black tops, plain formal trousers (NOT cargo trousers, black jeans or
tracksuit bottoms) and skirts and school shoes, rather than casual footwear. We genuinely
believe that the wearing of school uniform impacts on the success of youngsters and the ethos of
the school and we rely heavily on parental support.
Our partners in the provision of uniform are:
Thompsons / Intersport
They can be contacted on 0131 - 556 3463
Website - www.interkit.co.uk
Address - 53 Elm Row
Edinburgh.
All pupils must wear school uniform as follows:
* Footwear Plain black shoes or plain black trainers
* Skirt / trousers Plain and formal black or navy blue
* Shirt / blouse White only, long or short sleeved
* PHS Tie Separate styles for S1 - S4
S5
S6 Replacement tie costs £6
* Tops Plain black or navy blue jumper, hooded sweatshirt or cardigan
bearing a PHS logo, small brand logo or no logo, stripes or
patterns
* Fleece jacket Plain black or navy (logos as above)
* Over jacket Plain black or navy strongly encouraged
* Blazers Compulsory for Prefects, optional for all other students – Navy
blue only
What should not be worn:
Jeans (in any colour)
Tracksuits / Jogging bottoms / Leisure or sports wear
Crop tops, denim clothing or other casual clothing
Broad belts / coloured belts
Football scarves, strips or tops
Baseball caps or non-black footwear
Overly short, tight or revealing clothing
Inappropriate, unsafe or excessive jewellery
Inappropriate or excessive make-up
Physical Education
All pupils are expected to wear appropriate sports clothing such as shorts, tracksuit / jogging
bottoms, T-shirts and appropriate footwear with non-marking soles. Pupils are not permitted to
wear any part of their school uniform to their P.E. lessons.
Your co-operation is requested to ensure that all pupils are equipped to participate in P.E.
Parents / carers and pupils must also be aware that in line with the department’s Health and
Safety policy all items of jewellery should be removed including body piercings. If the body
piercing cannot be removed it must be covered with a plaster.
Please ensure that all items of clothing are clearly labelled. Please help us by ensuring that
pupils do not bring valuable or expensive items of clothing to school.
The benefits of School Uniform
Creates a sense of belonging and pride in the school and raises self-esteem
Dressing specifically for school creates the feeling that the day is meant to be
purposeful and focused
Helps prevent competition between students over the wearing of designer
clothing
Helps to prevent bullying which can arise from students not having certain styles
of clothing
Improves the image of our school in the community
Promotes safety in the classroom especially in practical areas such as Science
Labs or Food Technology and Textiles rooms
Improves school security by making it easier to identify intruders
Helps security and group management in school and on school trips through easy
identification of P.H.S. students
Often much less expensive than “designer” clothing (the colours we have
adopted are among the easiest to find in the shops)
School uniform is much more clearly defined than dress code which many pupils
/ parents / staff found rather ambiguous, prone to grey areas and consequently
rather confusing
ALL pupils MUST carry a bag to school containing their Personal Planner, subject jotters
and / or text books, writing equipment and when appropriate specialised clothing e.g.
P.E. kit.
If you have any queries regarding the school’s Dress Code, please contact the School Office.
Footwear and Clothing Grants
Grants for footwear and clothing for youngsters are available to parents receiving:
Child Tax Credit, but not working tax credit, with an annual income of less than
£15,910
Income Support
Jobseekers Allowance[income-based]
support under Par V1of the Immigration & Asylum Act 1999
Income related element of Employment and Support Allowance
School Meals
Menus offer healthy and tasty meal and snack options while reflecting the Scottish Government’s
food and drink legislation for school lunches. Special diets and allergies are usually
accommodated subject to consultation with parent / carer and catering services.
The school operates a cashless catering cafeteria system with pupils being issued with a cashless
catering card to which they can add money and use to purchase meals. The Young Scot cards
also enable school meals to be purchased. A two-course lunch can be purchased for around £2.25.We offer healthier options in line with the Hungry for Success initiative.
If a pupil loses a card they will be charged £2 for a replacement. Houserooms are open for pupils
to use and are supervised at interval and lunchtime. Pupils who wish to bring packed lunches
are accommodated in the dining hall areas. Picnic benches are also available in the playground
area.
Further information and an application form can be obtained from the school office.
Free School Meals
Some families may be eligible for free school meals. Application forms are available from the
school office. The forms have to be completed by the parent along with supporting
documentation as detailed on the application form. An application is required for every school
session.
Information on free school meals and clothing grants is available on the www.edinburgh.gov.uk website. Applications for free school meals and clothing grants can be
made by contacting:
Grants, Awards and Placements
Business Centre 1:1
Waverley Court
4 East Market Street
Edinburgh
EH8 8BG
Travel to and from School
Parents / Carers are requested, when dropping off / collecting youngsters from school that they
do not park near the pedestrian exit or in any location which causes an obstruction.
General Supervision
Before school begins supervision is very limited, therefore pupils should not arrive at school
until as near to the school start time as possible.
School Security
The safety and security of pupils and staff when attending or working in a school is very important
to us. We use a number of security measures including a visitors’ book, badges and escorts,
while visitors are within the school building. Anyone calling at the school for any reason will be
asked to report to the School Office. The school staff then can make the necessary arrangements
for the visit.
Unexpected Closures
In the event of an emergency, such as a power cut or severe weather, that prevents schools from
opening in the morning or results in an early closure a range of communications channels are
used to let parents know.
Pupils will be asked in the first instance to contact their Parents / Carers via mobile telephone.
A text message would be sent to all Parents / Carers and a notice will be placed on the school
website. Arrangements will be made for pupils who are unable to go home until a parent / carer
is contacted.
In addition, announcements will be made on Radio Forth (Forth 1 and Forth 2) and via the
Council's corporate Twitter account www.twitter.com/Edinburgh_CC and Facebook page
www.facebook.com/edinburghcouncil. If many schools are affected, or the situation is likely to
be prolonged, then the Council's website www.edinburgh.gov.uk will also be used to
disseminate information.
Mobile Phones
Mobile phones may be brought to school (at pupils own risk) and they may be used at break and
lunchtimes, if necessary. They must NOT be used during class unless directed by the class
teacher to support learning.
Reason : We accept that mobile phones are a part of modern life and can contribute to your security.
Sending and receiving calls or texts is disruptive of lessons.
The use of a mobile phone to take photographs or videos is forbidden in school.
Reason : As well as being disruptive, taking of photographs and videos may be an invasion of privacy
and could constitute a criminal offence.
If a mobile phone disrupts a class, the teacher will confiscate it. Pupils must accept that they
have not followed school policy. The phone will be returned by the teacher to the student at the
end of the day.
Equality
The Council has published an Equality Scheme, which can be viewed on the Council’s website.
This outlines the duties which the Council is required to undertake to tackle discrimination,
prevent harassment and ensure our work promotes equality. The Council is committed to
eliminating discrimination on the grounds of race, gender, disability, sexual orientation,
religion/belief, age, marriage or civil partnership, transgender status or pregnancy / maternity.
English as an Additional Language
The Children & Families Department provides a support service of teachers of English as an
Additional Language. The teachers visit schools to work with those bilingual pupils who require
assistance in developing English language skills.
Complaints, Comments and Suggestions Procedure
We hope that you will be completely satisfied with your youngster's education and we encourage
feedback on our services from parents and pupils. We are, interested in feedback of all kinds,
whether it be compliments, suggestions or complaints. If you wish to register a comment of any
type about the school you can do this by writing, e-mailing, telephoning or making an
appointment to see a member of staff.
If, in particular, you have a complaint about the school, please let us know. It is better that issues
are shared openly and resolved fairly, rather than being allowed to damage the relationship
between the family and the school. There will be no negative consequences arising from making
a complaint and we will deal with the issue sensitively and in confidence.
There are some things which you should take note of in relation to making a complaint:
* Please direct any complaints initially to the Head Teacher. This makes sure that
the school knows what is going on and has an opportunity to respond and
resolve the issue.
* We will try to respond as quickly as possible, but often issues are complex and
we need time to investigate.
* If you remain dissatisfied with the service or with our response then you will
have the right to take the investigation further and contact –
Advice and Conciliation - [0131 469 3233] or email
* If you remain dissatisfied after the further investigation and reply you can take
the matter up with the Scottish Public Services Ombudsman.
Health and Safety
Within the general policy laid down by The City of Edinburgh Council, the Children & Families
Department has prepared and has continuing development of, safety policy statements for all
areas of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff
are fully instructed in their responsibilities in this respect, and safety regulations apply to all
aspects of school life, both on and off the premises. It is expected that pupils will behave
responsibly and comply with all safety requirements. The support of parents/carers in
promoting good practice in health and safety matters is of great importance to the school.
School Health Service
A team of specialist Health Service and Children and Families Department staff work together to
provide a service throughout your youngster’s years at primary and secondary school. A
planned programme is put into place to make sure that they benefit as much as possible from all
that school has to offer, and to help prepare for life after leaving school. The School Health
Service is part of the Community Child Health Service and has direct links with those who carry
out health checks on children before they start school.
Many different services are provided. The staff involved make every effort to work closely with
parents/carers and with others who are caring for your youngster, both at school and in other
branches of the Health Service. Some of the services, e.g. testing for vision, hearing or speech,
are provided to all children on a routine basis to discover which children may need further tests.
Parents / carers are not necessarily notified at the time of these screening tests. Any parent /
carer who does not want a youngster to be included should notify the school at the beginning of
the session. If treatment is thought to be required the youngster’s parents/carers will be
informed and consent requested. The issue of maintaining confidentiality is taken seriously by
the School Health Team at all times.
Some of the staff concerned and the parts they play are as follows:
School Nurses are involved with health promotion and education, prevention of ill health,
immunisation, health surveillance and screening. The School Nurse may be helped by a Health
Assistant. The School Nurse acts as an important link between home and school. She visits the
school and liaises with the teachers to find out whether any pupil has a health need that requires
to be addressed. The School Nurse can link with other members of the health team, in the
community or in hospital, concerned with a youngster’s health.
The School Doctor is made aware of any possible problems and parents / carers and the family
doctor are informed if any further action is considered necessary.
The School Nurse will be pleased to see a Parent / Carer and their youngster at a mutually
convenient time if there are concerns about health or general progress at school.
With your consent, the School Health Service Staff also carry out immunisations to protect against
various diseases.
The Speech and Language Therapist can provide assessment and, if necessary, treatment if a
Parent / Carer, a teacher or the School Doctor feels that a youngster may have a speech or
language problem.
Any enquiries concerning the provision of dental services should be made to:
The Director of the Community Dental Service
16 Duncan Street
Edinburgh
EH9 1SR
Tel. No. 0131 - 667 7114
We hope that the School Health Service can, together with yourselves, contribute to your youngster’s overall well-being and development. Please do not hesitate to arrange through the
Head Teacher to see the School Doctor or School Nurse should you require any further
information.
Medicine administration
Medical Care
1. Illness in School / Accidents
Pupils who feel unwell or who have an accident must report to the Medical Assistant or their
Pupil Support Leader. If the condition is thought to require medical attention, parents /
carers will be contacted. Normally, no pupils will be sent home or for further medical
treatment without parents / carers having been notified, unless in emergency
circumstances.
Parents / Carers are asked to notify the school of any special medical conditions or
requirements, particularly those which occur during the school year, as a Health Care Plan
may need to be completed.
Section Two
Parental Involvement in the School Parental involvement is crucial to pupil progress. This section contains information about how
parents can be involved in supporting learning at home as part of a home – school partnership.
We communicate with home via e mail, letter, phone, text messages, school website, and as
mentioned in the earlier case of school closures via Radio Forth and other social media.
Parents Welcome
We welcome parental involvement and research has shown that when parents are involved
children do better in school.
Parents / Carers are warmly invited to attend Parents Consultations, Information Evenings,
School Concerts and Shows. Parents / carers have more recently been encouraged to volunteer
to assist on school trips, widening the scope of parental involvement in the life of the school.
Parental Consultation
We offer opportunities for you to discuss your youngster's progress with teachers through
arranged meetings. You will be advised when these meetings take place. Over and above these
set meetings, parents are welcome to contact the school at any time to ask for information or for
an interview.
Ethos
We strive to be a caring and inclusive school which promotes the highest standards of attainment
and achievement, through high quality learning and teaching and opportunities within and out
with the classroom. We work to develop young people who are confident, responsible,
enterprising and creative.
Values
We are committed to supporting the development of the whole pupil and as a result, wish to
encourage their development in spiritual, moral, social and cultural terms.
We are committed to:
Delivering an educational experience which is challenging, rewarding and
enjoyable
Providing suitable and challenging work for all our pupils, with appropriate
support for learning
Celebrating the achievements and successes of all members of the school
community
Providing high quality pastoral care, curricular and vocational guidance to prepare
our pupils for adult life
Fostering positive relationships and respect between pupils, staff, parents / carers,
the local community and for the environment
Securing the highest quality accommodation and resources to provide the best
possible learning opportunities
Providing staff with appropriate opportunities to develop their professional skills
Fully involving staff in planning and decision making
Promoting Positive Behaviour
We wish to encourage a partnership with Parents / Carers to ensure the best possible standards
of pupil behaviour.
Portobello High School promotes a school ethos that is purposeful, has high standards and
expectations and is built on good relationships. By working with pupils and parents together we
aim to create a safe, well organised environment, where young people engage and meet their
full potential in positive learning environments.
The promotion of positive behaviour is enhanced through the climate of the classroom, good,
respectful relationships, effective classroom management and high quality learning and
teaching. Learners should have a clear understanding of what is expected of them in terms of
both behaviour and learning.
The Promoting Positive Behaviour Procedures are fair and meaningful. They will be followed in
a consistent manner across the school. However, there is sufficient flexibility in the application
of procedures to allow differing circumstances to be taken into account in individual cases.
The full policy can be accessed on our website at :
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Promoting-Positive-
Behaviour-Policy-Jan-2012.pdf
Anti-Bullying Policy
All young people at Portobello High School should be protected from all forms of bullying
behaviour, including prejudice-based bullying behaviour and cyber-bullying. We also aim to
prevent such behaviours and attitudes from developing in our young people. We welcome
diversity and aim to create an ethos and community where every person feels safe, cared for
and valued. We believe in providing equal opportunities for all our young people and the staff
who support them.
Good emotional health and wellbeing of young people, as outlined in the GIRFEC (Getting It
Right For Every Child) eight indicators of wellbeing, ensures that they have the best start in life
and are ready to become successful learners, confident individuals, effective contributors and
responsible citizens. The eight indicators relate to young people being safe, happy, active,
nurtured, achieving, respected and included.
The full policy can be accessed on our website at :
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Policy-and-Procedures-
on-Equalities-and-the-Prevention-and-Response-to-Bullying-Behaviour-and-Prejudice.pdf
Parent Council
Parent Councils are the formal representative body for Parents / Carers with youngsters
attending school. Parents are warmly encouraged to be active participants in the life of the
school and express their views on school education generally and work in partnership with the
school. All parents / carers are automatically members of the Parent Forum at their youngster’s
school.
As a member of the Parent Forum all parents can expect to:
Receive information about the school and its activities
Hear about what partnership with parents means in our school
Be invited to be involved
Identify issues you want the Parent Council, to consider with the school
Be asked your opinion by the Parent Council on issues relating to the school and
the education it provides
Work in partnership with staff; and enjoy taking part in the life of the school in
whatever way possible
Parents / Carers are encouraged to volunteer or put themselves forward to be members of the
Parent Council if they wish. Parent Council Meetings are advertised in the School Calendar and
all Parents / Carers are welcome to attend.
The main aims of the Parent Council are:
To support the school in its work with pupils
To represent the views of parents
To promote contact between the school, parents, pupils, providers of nursery
education and the community
To report to the Parent Forum
To be involved in the appointment of senior promoted staff.
To raise funds for the school for the benefit of pupils
The Chair of the Parent Council for Portobello High School is Tom Ballantine who can be
contacted on [email protected]
The activities of the Parent Council at Portobello High School can be followed on the school’s website: http://portobellohighschool.org.uk/.
For more information on parental involvement or to find out about parents as partners in their
children’s learning, please contact the school or visit the Parentzone website at www.parentzonescotland.gov.uk.
The National Parent Forum of Scotland has been set up to give Parent Councils and parents an
opportunity to discuss and raise educational issues of mutual interest or concerns at a national
level.
Pupil Leadership
There are many opportunities for young people to develop leadership skills.
Pupil Council
The school Pupil Council has representatives from S1 – S6. They meet on a regular basis to
discuss a range of issues such as the new school, the draft Equalities and the Prevention and
Response to Bullying Behaviour and Prejudice Policy. They also seek the views of pupils and
meet with staff to discuss the day-to-day running of the school. Pupil Council members also
speak at House Assemblies at times.
Senior Leadership Team and S6 Pupils
The Senior Leadership Team has a close relationship with our S6 pupils. We aim to develop
leadership skills in our pupils by offering opportunities to support functions and events such as
Talent Shows, School Quizzes, Sports Days and Charity collections.
Our S6 Leadership Team comprises of a Head Boy and Girl and four Depute Heads. Together
they lead the S6 peer group supporting a range of Working Groups such as the Prom and Year
Book committees. They are also responsible for representing the school at a variety of functions
such as Parent Council evenings, Local Burns’ Nights and Community functions. Leadership
opportunities are also provided through House Captains who hold responsibility for organising
and ensuring prefect duties are undertaken.
S6 Buddy
To help some of the younger pupils settle and thrive at Portobello High School they are
allocated a sixth year Buddy. The Buddy meets with them regularly and as a group of pupils,
they run a lunch-time club for the younger pupils.
Mentors in Violence Prevention (MVP)
Portobello High School along with another school in the West of Scotland is involved in a pilot
of MVP (Mentors in Violence Prevention). The programme began in US and has been a powerful
tool in challenging issues relating to violence, sexist behaviour and bullying. One aspect of the
programme is to harness the influence of peers (the Mentors!) on younger pupils. Another is to
look at the ‘bystander approach’ which examines how young people can influence events or
situations without putting themselves at risk.
The Scottish Government is involved in adapting the programme to Scottish needs. Teaching
staff and Community staff have been trained as have senior pupils. Training for senior pupils
involved a residential as well as lunchtime and after school sessions.
There is a ‘playbook’ which contains a range of scenarios. A typical MVP session is delivered
by senior pupils, (supported by staff), to pupils in S1. S1 classes are usually divided into male
and female groups. A scenario is described then followed by a discussion of options and
strategies.
There has been a great response from the current S6 who have thoroughly enjoyed being
involved in MVP. Sessions have already been delivered to S1 with others to follow. Feedback
from both senior pupils and S1 pupils has been very positive.
The MVP programme will continue with training of our future mentors along with staff training.
We will examine the potential of delivering MVP to S3 in addition to S1.
A valuable part of the project has been the input of other agencies and the work done by
Graham Goulden from the Scottish Violence Reduction Unit as well as Rachel Barr and Gavin
Crosbie from CLD. Their experience support and advice has been invaluable. Rachel has now
been seconded to the MVP Project to roll it out to other authorities.
Section Three
School Curriculum
This section describes how the curriculum is planned and delivered in our school including the
range of subjects and subject areas your youngster will be studying. It also includes information
on how pupils develop skills for learning, life and work, both in and out of the classroom. On
our website Parents / Carers can access information about the statutory curriculum requirements
and details on sports and outdoor activities available to pupils.
Details of how parents will be informed about sensitive aspects of learning e.g. relationships,
sexual health and drugs awareness are included, as well as information about Time for Reflection
(Religious Observance) and arrangements for parents who wish to exercise their right to
withdraw their youngster from these opportunities.
Curriculum for Excellence
“Bringing learning to life and life to learning”
Curriculum for Excellence has been implemented across Scotland. It aims to raise standards, to
prepare our youngsters for the future and to equip them for the jobs of tomorrow in a fast
changing world. Curriculum for Excellence will be fully implemented by 2016.
Glow, Scotland’s unique, online network supports learners and teachers and plans are in place
for Parents / Carers across the country to have access to Glow.
The curriculum in Portobello High School has been constructed to provide each pupil with a
broad educational experience appropriate to their needs, abilities, interests and aspirations.
First and Second Year
Pupils in S1 and S2 experience Curriculum for Excellence which builds on prior learning, from
the early years in nursery to the end of primary 7. The purpose of the curriculum is to develop
the four capacities in our youngsters helping them to become successful learners, confident
individuals, responsible citizens and effective contributors. The curriculum allows the
development of the knowledge, skills and attributes they will need to be successful in school
and beyond.
The learning is delivered through the eight curriculum areas:
Expressive arts (Art & Design, Music)
Health and well-being (Home Economics, Physical Education, Social Education)
Languages (English, French)
Mathematics
Religious and Moral Education
Sciences
Social studies (History, Geography, Modern Studies)
Technologies (Computing Studies, Craft, Design & Technology)
On entry into first year all pupils follow a common course, working mainly in mixed ability
classes. Setting in English and Maths is introduced in S1 and this is extended to include French
in S2.
Developing and reinforcing literacy and numeracy skills is the responsibility of all teachers
across all areas of the curriculum. Some aspects of health and wellbeing are also the
responsibility of all members of staff, working together to support the learning and development
of our pupils.
Opportunities for interdisciplinary learning are planned throughout the S1 and S2 curriculum,
allowing pupils to see the connections between learning in different curriculum areas and
providing deep learning experiences. Some interdisciplinary projects involve all curriculum
areas e.g. the Scotland and its People S1 project, while some involve a smaller grouping of
curriculum areas e.g. the Tortilla Challenge project with S2.
The learning in all curriculum areas in S1 and S2 provides opportunities for personalisation and
choice on the part of the learner where they can choose a particular area of interest e.g. as part
of a project. In addition to this, S2 pupils will choose to follow two Enrichment courses, each of
which will last for half of the session. Choices on offer this session include Events Management,
Performance, John Muir Award and Media Studies.
Opportunities to participate in the wider life of the school is offered to pupils at all stages in the
school, such as participation in musical events, sports, the Pupil Council and competitions.
Towards the end of second year, pupils and their parents/carers are invited to meet staff to
review their learning and plan the transition into S3. Pupils will normally choose subjects based
on their interests and career aspirations.
Third Year
Pupils will complete their broad general education in S3 as well as beginning preparation for
the new National Qualifications: National 3, National 4 and National 5.
Pupils entering S3 will normally choose eight subjects. All pupils study English, Mathematics,
Modern Language (French and/or Spanish), a Science subject (Biology, Chemistry or Physics),
and a Social Subject (Geography, History or Modern Studies). The remaining five subjects are
chosen from across the curriculum areas to ensure that the broad general education continues.
Time is built into the curriculum to allow for the continuation of interdisciplinary learning and for
the delivery of the curriculum through creative and engaging learning approaches.
As part of the core curriculum in S3 all pupils study Religious and Moral Education, Personal and
Social Education and Physical Education.
Fourth Year
S4 is the first year of the Senior Phase of Curriculum for Excellence throughout which pupils will
be preparing for presentation in national qualifications. Pupils will be presented at either
National 5, National 4 or National 3 level in up to eight subjects. This allows the breadth of the
curriculum to be maintained, as well as providing opportunities for personalisation and choice
to suit interests and career aspirations. Further information about the new qualifications can be
found by following the link:
https://blogs.glowscotland.org.uk/glowblogs/NPF/nationals-in-a-nutshell/
A Work Experience Programme, incorporating a one-week work experience placement, is a
feature of the S4 curriculum and contributes to the development of skills for work. Further
opportunities to develop skills for learning, life and work are incorporated into subject delivery
as well as the wider life of the school. Interdisciplinary learning continues to be part of the
curriculum allowing for learning to be ‘linked up’ across subjects.
Pupils in S4 will also study Religious and Moral Education, Personal and Social Education and
Physical Education as part of the core curriculum.
In some cases it is more appropriate for pupils to study fewer than eight subjects and we are
developing programmes of study for these pupils to ease the transition from school into work.
This involves working in partnership with, for example, Further Education Colleges and
employers.
Fifth and Sixth Year
For pupils who return to school for S5 and S6 there is a wide curricular choice, broadened by the
opportunity to take courses in partnership with Further Education Colleges and Higher
Education establishments. Pupils will be able to choose from a variety of courses at different
levels according to their abilities and prior performance in national qualifications. Pupils
entering S5 are expected to study five subjects which should provide a progression from the
course of study in S4. The courses offered may lead to more advanced levels of study or to a
broadening of experiences.
Skills for Work courses, such as Creative Industries, Retail, Digital Media Editing, Hospitality
Practical Cookery, Cake Craft, Games Design and Child Studies are on offer to increase the
choice of more vocational programmes of study. Opportunities are being developed to allow
pupils to gain work experience or internships, in partnership with local employers, for one or
two afternoons per week as part of their curriculum. The school also offers Volunteering as a
course option in partnership with Edinburgh Volunteering Centre.
‘Academy’ models have been developed with local colleges and universities in Health and Social
Care, Creative Industries and Engineering, providing flexible pathways for our pupils into HND
and Degree courses beyond school.
In sixth year, some pupils may extend and deepen their studies by taking subjects at Advanced
Higher level. Sixth year pupils normally choose four or five subjects, depending on the level of
study, and are encouraged to participate in experiences, both curricular and through the wider
life of the school, to develop skills for learning, life and work.
Personal and Social Development of the individual remains a priority within the school and a
programme of Personal and Social Education is compulsory for both year groups. All pupils
must also include a non-examinable ‘minority’ subject in their course to further develop a wide
range of skills. Options include Art and Design, Physical Education, Music, Philosophy,
Mandarin, Fashion and Textiles, Food Technology, Debating and Statistics.
Full details of how the curriculum is planned and delivered can be found on our school website.
http://portobellohighschool.org.uk/school-info/curriculum
The school’s policy document Curriculum for Excellence rationale is available on -
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Curriculum-for-
Excellence-Rationale-Feb-2013.pdf
Please contact the Head Teacher if you would like any further information about the curriculum
within our school.
Information regarding national curriculum developments can be found on the following website.
http://www.parentzonescotland.gov.uk
Assessment, Target Setting and Reporting
Assessment
As pupils progress through school, teachers use a range of assessment strategies. Pupils are
also involved in assessing their own progress and developing their next steps. A range of
assessment strategies will be used that will allow our pupils to demonstrate their progress by
the use of ‘make, say, do write’ opportunities.
We recognise that all pupils do not develop and progress at the same rate and, therefore, we
use both group and individual methods to ensure that all pupils are given appropriate instruction
and the opportunity to succeed. Please contact the school as soon as possible if you have any
concerns about your youngster’s progress.
Assessment in the first three years of secondary school, the Broad General Education, will be
based on progress through the Experiences and Outcomes in Curriculum for Excellence. This
will include Experiences and Outcomes up to and including fourth level.
A ‘tracking report’ will be issued at a relatively early stage in each of the stages S1 to S3 which
will give an indication of how our pupils are progressing in terms of effort, behaviour and attitude
towards homework. A ‘Full Report’ will be produced at a later stage in the school session of each
year which will report on progress through the levels using the descriptors ‘developing’,
consolidating’ and ‘secure’. Further information will be provided with the report to help parents
to understand the terminology used. Detail is also available on the website.
At the end of S3 our pupils will produce an S3 Profile which will record their positive
achievements across all areas of the curriculum, as well as wider achievements.
Assessment in the Senior Phase of education, S4-6, will be in accordance guidance provided by
SQA. Please see detail in our Curriculum for Excellence rationale.
For each of the stages S4-S6, reporting to parents will include both a ‘Tracking Report’ and a ‘Full
Report’. ‘Full Reports’ at all stages will include written comments by both individual class
teachers and by the pupil’s Support for Pupils’ Leader. Dates of distribution of Reports can be
found on our school calendar.
Assessment is an integral part of learning and teaching, helping to provide a picture of a young
person’s progress and achievements and to identify and plan next steps in learning.
The assessment of pupils being presented for National Qualifications is determined by the needs
of SQA examination procedures.
Target Setting has been introduced for pupils in S4 to S6 which allows discussion to take place
between class teachers and individual learners, resulting in agreed targets being set and advice
given on how learners can work towards achieving these. Parents / Carers are encouraged to
be active partners in this process and will receive regular information about the agreed targets
through the learner’s Student Planner. School Leaders regularly review this information to track
the progress of pupils and apply interventions as required.
Reporting, our main formal communication with Parents / Carers, has two main purposes. It
provides clear, positive and constructive feedback about the learner’s progress and helps to
support them in their steps in learning.
The schedule for Reporting throughout the session ensures that parents /carers are kept aware
of progress on a regular basis. In addition to full annual Reports, Parents / Carers also receive
Tracking Reports at other points in the session.
The Parent Consultation Meetings which are held once each session are also an opportunity for
the sharing of information, but if a parent wishes to consult staff about a child’s progress,
behaviour, attitude or anything of concern, they are most welcome to contact the school at any
time.
Homework
We have a clearly defined policy on homework, a copy of which will be issued to Parents / Carers
of S1 pupils.
Further information about our homework policy can be found on our school website.
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Homework-Guide-2011-
2012.pdf
Pupils are given homework regularly to support their learning and to encourage them to become
more organised and self-supporting in their learning. The homework will be organised
according to the stage and ability of the youngster, it can arise from all curricular areas, and it
may include written, oral or practical activities. The tasks set will be interesting, worthwhile and
challenging for the youngster.
Parents are encouraged to support pupils with their homework as a means of keeping them up
to date with the work of the class and the youngster’s progress and to promote partnership
between the school and parents. Homework provides an opportunity to consolidate what has
been learned in class, and makes Parents / Carers aware of what your youngster is learning.
Homework is an integral part of school work and parental interest and co-operation in ensuring
homework is undertaken is appreciated.
The Support for Pupils’ staff plan and deliver the Personal and Social Education (PSE) programme
which all pupils from S1 to S6 experience. Programme contents are outlined in the Parental
Information Booklet issued in August / September each year. The programme covers a wide
range of contemporary issues and aims to develop pupils as responsible citizens, confident
individuals, effective contributors and successful learners.
If parents do not wish their son/daughter to participate in a particular lesson, they should contact
the appropriate Support for Pupils’ Leader and can also be found on our school website.
http://portobellohighschool.org.uk/support/pupil-support/social-education-programme
Technologies for Learning
The school has high ambitions for the use of technologies to support learning.
Glow, the world’s first national safe and secure intranet, is being used increasingly to support
learning. Access to news, information, activities, educational games, revision materials is
available through Glow. These resources support pupils to learn in exciting and innovative
ways.
A major investment during the sessions 2010 – 2012 resulted in most classrooms being fitted with
Smartboards and data projectors. A large screen and ceiling mounted projector have also been
installed in the Assembly Hall which greatly aids presentations at Assemblies and Parents /
Carers Information Evenings.
Staff within the school regularly participate in professional development sessions to allow them
to keep their skills in the use of technologies up to date.
Communication with the wider school community has been greatly improved with the launch of
the new school website which gives further information about the life and work of the school.
The school calendar is readily available on the website allowing parents/carers to keep
informed about key dates in the school session e.g. Consultation Meetings, issue of Reports etc. http://portobellohighschool.org.uk/
All classes are networked and pupils have access to an e-mail address, but it should be
understood that these are not private and while the school will attempt to intercept ‘junk’ mail,
this is not always possible. The use of the Internet is monitored and there are filters applied to
try to ensure that inappropriate content is inaccessible. The school requires all students to sign
an undertaking to adhere to the Responsible Use Policy before allowing access to the Internet in
school.
Information and Communication Technology
ICT is a significant asset in contributing to the learning process. It is used by an increasing
number of staff in classrooms in the process of teaching and pupils are being encouraged to
make more use of computers to support their learning – both in class and at home through the
emerging opportunities of Virtual Study Environments such as Studywiz. We have recently
issued all our S3 pupils with an Ipad.
Pupils with Additional Support Needs - (Support for Learning)
Many pupils experience some difficulty with their learning from time to time in their school
careers. Practically all pupils encounter Support for Learning staff (Teachers and Learning
Assistants) in classes, where we work with subject teachers to help everyone. A small number
of pupils, may need more help. With them, we work in small groups, or even with individuals,
on programmes designed to help them feel secure about what they have learned, and to help
them to progress. When colleagues or parents / carers contact us with concerns, we offer
assessment of individual learning needs. We also ensure that pupils can access appropriate
additional support for SQA examinations. Our aim is to enhance the self-confidence of those with
whom we work and support to help them develop strategies which will give them greater
success in the classroom and beyond.
Ultimately, Curriculum for Excellence aims to improve our youngster’s life chances, to nurture
successful learners, confident individuals, effective contributors, and responsible citizens.
Time for Reflection (Religious Observance)
Parents who wish to exercise their right to withdraw their youngster from Time for Reflection
(Religious Observance) should contact the Head Teacher, in writing, and alternative
arrangements will be made for your youngster.
Please see the school’s policy on –
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Religious-Observance-
Policy.pdf
Extra-Curricular Activities
Each session, we offer as a wide a range of sporting and cultural activities as possible.
There is a range of extra-curricular activities available for pupils during lunchtime and after
school. Parents will be informed about these by the school. In addition to in-school activities,
classes also make regular educational visits and field studies. These visits are linked to pupils’
learning with curricular areas.
See our website:
http://portobellohighschool.org.uk/clubs-activities/school-clubs
Active Schools
The fundamental aim of Active Schools is to give school-aged youngsters the tools, motivation
and the opportunities to be more active throughout their school years and into adulthood.
Sporting opportunities are available during and after school, as well as in the wider community.
For further information contact :
Active Schools Co-ordinator via [email protected] or Tele No. (0131) 669 2324
Section Four
Support for Pupils
This section gives information about how pupils’ additional support needs will be
identified and addressed and the types of specialist services provided within our school.
Getting It Right for Every Child
Taking care of our youngster's well-being helps us ensure the most positive outcomes for them
later in life. Our school adopts the Getting it Right for Every Youngster in Edinburgh approach
to give the right help to young people and their families, when needed.
Getting it Right for Every Child aims to improve outcomes for all young people. It promotes a
shared approach that:
builds solutions with and around children and families
enables children to get the help they need when they need it
involves working together to make things better
The GIRFEC model provides an integrated approach which enables youngsters’ needs to be
identified early, assessed and any necessary action taken, including where appropriate, referral
to multi-agency support services. It is solution focused and inclusive, in all its dealings with
young people and their Parents / Carers.
See the school website for the GIRFEC Policy:-
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/GIRFEC-Policy.pdf
Protecting Children and Young People
We place a high priority on the well-being and safety of our pupils. To this end we have in place
a personal safety programme to give pupils knowledge and life skills to keep them safe from all
form of abuse. Where we have concerns relating to possible abuse of pupils we are required to
follow the Edinburgh and the Lothian’s Inter-Agency Child Protection Procedures which set out
the specific duties and responsibilities towards the youngster and their Parents / Carers.
Additional Support Needs
Portobello High School promotes inclusion of all our pupils and provides appropriate support as
outlined in the Education Additional Support for Learning Act (Scotland) 2004. The act states
young people be provided with the necessary support to help them to work towards achieving
their full potential. It also promotes collaborative working among all those supporting young
people.
An additional support need comes from anything which is a barrier to learning. Most or all
schools will have some children with additional support needs of some kind. The education
authority has many legal duties towards pupils with additional support needs. Information about this is contained in a booklet called In On The Act : Information For The General Public which
is published on the education authority website at –
www.edinburgh.gov.uk/inontheact – or contact the City of Edinburgh Additional Support for
Learning Team on telephone number 0131 - 469 3444.
The school’s approach is outlined on our website -
http://portobellohighschool.org.uk/wp-content/uploads/2010/12/Additional-Support-for-
Learning-Policy.pdf
We work with other agencies and professionals – for example, Social Work Services, Educational
Psychological Service, National Health Service and you the Parent / Carer, to make decisions to
meet the needs of your youngster, within the resources available.
Parents / Carers and youngsters with additional support needs can also seek independent
advice and support through:
Enquire: www.enquire.org.uk
Tele No: 0845 123 2303
Scottish Independent Advocacy Alliance: www.siaa.org.uk
Tele No: 0131 260 5380
Take Note: National Advocacy Service for Additional Support Needs (Barnardos in association with the Scottish Child Law Centre) - www.sclc.org.uk
Tele No: 0131 667 6633.
Pastoral Support
Pupil Support at Portobello High School is designed to provide an integrated and planned
approach to ensure that each pupil is known and valued and has his or her needs met. We
operate a vertical support system which is organised around four houses; Abercorn, Brunstane,
Crichton and Duddingston. Each house is led by a Depute Head Teacher and Support for Pupils’
Leader. Within the House, Pupil Support Leaders have a responsibility for the personal,
curricular, vocational and social development of each of their pupils, in addition to personal
counselling and pastoral care.
To ensure each pupil achieves their full potential, House staff are concerned with all aspects of
the pupil’s well-being and liaise regularly with teachers, parents / carers and, where necessary,
appropriate agencies from the wider community. Support for Pupils’ Leaders will interview
pupils individually and support any pupil who has a problem or who has been identified as
having a cause for concern. Support for Pupils’ Leaders are available for appointments at
Parental Consultations. However if there is concern about your youngster’s welfare please
contact the appropriate Support for Pupils’ Leader to make a mutually convenient appointment.
All pupils are allocated a Key Adult Group which continues through for their school career. Each
group is in the care of a Key Adult and meets at specified points during the week. Younger
siblings, where possible will be allocated to the same House and Support for Pupils’ Leader,
helping to foster closer links with each family.
Sensitive Aspects of Learning
The Support for Pupils’ staff plan and deliver the Personal and Social Education programme
which all pupils participate in from S1 – S6. The syllabus covers a wide range of contemporary
issues and is essentially concerned with developing skills for learning, life and work. In their
classes, pupils are encouraged to give their own opinions and to listen to those of others.
If Parents / Carers are concerned about any aspect of the PSE curriculum they should contact
their youngsters’ Support for Pupils’ Leader.
Transitions – Moving to a New School or Leaving School
P7 / S1 Transition
We have a comprehensive Transition Programme for P7 to S1. It starts with an Open
Evening in September when prospective Parents / Carers and children are invited to
Portobello High School. The Open Evening is an opportunity to have a tour of the school,
visiting some departments and seeing us at work.
The Additional Support for Learning Team which includes pastoral support, works closely
with the Cluster Primaries to ensure that information on youngsters’ progress,
achievements and, if appropriate information relating to additional support needs,
including healthcare needs are passed on.
Visits are made to the associated primaries by the Additional Support for Learning Team
as well as some subject staff to offer taster lessons to the Primary seven pupils.
In June we have a Primary Sports’ afternoon and two days where the Primary Seven pupils
will visit Portobello High School. They will be put into their classes for S1 and will follow
their S1 timetable for two days, with the support of S6 pupils. In addition to this, for
youngsters for whom the move to High School would be particularly difficult we offer a High
School Headstart day in May. This involves about twenty pupils who have been nominated
by their P7 teacher. The youngsters come for one day and participate in a number of group
work activities and visit some departments. This is run in conjunction with CLD and Pupil
Support.
Finally, in June we also have a Parents’ / Carers’ Information Evening. Parents / Carers
have the opportunity to meet with Senior Staff and the Pupil Support Team.
Placing Requests
As a parent, you have the right to make a Placing Request for your youngster(s) to be
educated in a school other than the local school.
If you would prefer that your youngster at another school instead of one of the catchment
schools, you have to make a placing request. You can get an application form at any
primary school in the city from mid-November. Forms must be returned to: Grants, Awards
and Placements, The City of Edinburgh Council, Level 1.1 Waverley Court, 4 East Market
Street, Edinburgh, EH8 8BG by 24 December. If you apply for a place after this date, your
request will be considered but if you apply after 15 March places in your chosen school
may no longer be available.
All parents have the right to make a request for a place for their youngster in another
school. The Council must grant these requests where possible. When there are more
places available in a school than there are placing requests for that school, then all the
requests are usually granted. If the school you specify has more requests than available
places, then each case is examined individually. Whatever you write on your application
form is taken into account, so it is important that you include relevant details on the form.
You should also note that a successful Placing Request for one youngster does not
guarantee a successful one for another youngster / sibling. It may be, therefore, that a
parent could end up with their children at different schools.
All youngsters must also be enrolled at the catchment area school on the appropriate
Enrolment Form whilst awaiting the outcome of their Placing Request Application.
Transport for Placing Requests
If a Placing Request is successful, parents will be responsible for the safety and
transportation costs of their youngster to and from their chosen school.
Section Five
School Improvement
Raising Attainment
Monitoring performance and using the resulting information to secure improvement is an
important part of the work of Head Teachers, school staff and Officers within Children and
Families.
Standards and Quality Report
Every year each school publishes a Standards and Quality report which highlights the school’s
major achievements. A summary of this document is issued in the Parents’ / Carers’ Information
Pack which is issued in early September. Copies of the full document can be requested through
the school office.
Overview of Attainment
SQA Attainment
End of Stage National Qualifications Attainment 2012 - 2013
Measure 2012 - 2013
%age of S4 roll
By end of S4 English & Maths @ level 3+ 98
5+@ level 3+ 97
5+@ level 4+ 86
5+@ level 5+ 38
By end of S5 1+@ level 6+ 48
3+@ level 6+ 28
5+@level 6+ 13
By end of S6 3+@level 6+ 40
5+@level 6+ 27
1+@level 7 20
National Priorities Targets Three-year Rolling Averages 2010 - 2012
National Priorities
Targets
(2007 - 2009)
Measure
2009 - 11 2010 - 12 2011 - 13
(By end of S6) %age
of S4 roll
%age
of S4 roll
%age
of S4 roll
Target 1 English & Maths @ level 3+ 94 95 95
Target 2 5+@level 3+ 92 92 94
Target 3 5+@level 4+ 83 82 81
Target 4 5+@level 5+ 55 55 56
Target 5 1+@level 6+ 53 54 56
Target 6 3+@level 6+ 38 38 39
Target 7 5+@level 6+ 24 24 26
Portobello High School’s Self Evaluation
Improvements in Performance
Standards of attainment over time
Attainment has improved steadily over the last seven years. Across the school pupils are making good
progress. The school has continued to improve standards in English and Mathematics in national
qualifications for the lowest attaining 20%. In some other subjects pupils are performing significantly
well at all stages. There has been improving pupil performance in the senior school and in almost all
categories the school has performed above the authority and national average.
Overall quality of learners’ achievement
Wider achievement is celebrated across the school and we continue to have excellent success with
initiatives and vocational options including Work Experience and JET, Eco Schools, Move-On
Programme, Skills for Work courses including Hairdressing and Construction Trades.
Many pupils experience success in extra curricular activities school clubs, competitions, School Shows,
sporting and musical opportunities, as well as in Suspended Timetable opportunities which contribute
significantly to their personal development.
Achievements and events this year include an Eco School Litter Project Award, Fashion Show, Health
Day, Art and Music Exhibition, the Alcolols project the Mentors in Violence Prevention Project and its
recognition nationally and the Young Enterprise initiative.
Impact of the school improvement plan Aspects of the Plan have had impact on pupil performance including Cluster Developments to support
Learning and Teaching and attainment in Mathematics and Numeracy, English and Literacy and
Technologies, Science and Modern Languages. Tracking and Monitoring systems have had an impact
as has the development of practice in Active Learning and the use of IT to support learning. With the
third year of the implementation of Curriculum for Excellence, courses have been developed to offer
challenge, personalisation and choice and to promote connections across learning. IDL work has
impacted on pupils making connections across learning and using transferrable skills. The S2
Enrichment course has delivered positive evaluations from pupils and staff.
Achievement and high attainment is widely celebrated at our annual Awards Ceremony.
The priorities of our school’s Improvement Plan have had a measurable impact on improving the
attainment, achievement and well-being of our learners and the work of the school.
Strategies to identify and support pupils who were at risk of under-performing have been implemented
and this has impacted on attainment of the lowest 20%. In the senior school Tracking and Monitoring
continues to have a positive impact. Both staff and pupils acknowledge the benefits of regular, focused
dialogue to direct learning. Analysis of attainment and Departmental Reviews drive forward the
Improvement Agenda.
Through improved quality assurance procedures, there are more regular and focused meetings to
review and discuss pupils’ progress and attainment in departments with senior leaders heavily
involved. This has provided closer analyses of pupils’ progress, raised expectations and had helped
staff and pupils to respond appropriately and pro-actively to action needed.
Learners’ Experiences
Learners are motivated, eager participants in their learning.
The majority of our learners are motivated and eager participants in their learning. They are actively involved in their own learning and development and
display improving skills as learners. High-quality feedback makes them aware of their progress and strengths as learners. They are responsible and
contribute actively to the life of the school and the wider community. In our school, learners are treated with equality, fairness and respect.
Almost all staff use a variety of active learning strategies with increasing confidence. Co-operative learning is increasingly embedded in practice. Aspects
of AiFL are mostly embedded across the school with some areas of excellent practice.
Learners make good progress in their learning
Attainment continues to improve within all areas of the school with some aspects of excellence.
The majority of pupils have progressed well and make very good progress from their prior levels of attainment and achievement. Subject teachers support
pupils’ self-evaluation to direct next steps in learning.
Good support is offered to those who are vulnerable and at risk of missing out through pastoral systems, wider opportunities and work with partner agencies.
The Alternative Education Base offers good support and the Youth Worker led the More Choices, More Chances initiative.
Learners feel safe, nurtured, healthy, achieving, active, included, respected.
We aim to ensure our youngsters feel safe, nurtured, healthy, achieving active, included, respected and responsible.
We strive to offer pupils opportunities to develop these qualities in themselves and in others. Opportunities for personal development include extra-
curricular clubs, competitions, initiatives such as Eco Schools, Mentors In Violence Programme, Alcolols projects, Peer Support, Community Sports
Leadership Awards and the support of school, Cluster and community events.
Meeting Learning Needs
Tasks, activities and resources
Staff plan learning activities to match the needs of their pupils using the information provided by the Additional Support for Learning team, departmental
discussion, reviewing of class work and in discussion with the pupil. Tasks, activities and resources provide appropriate support and challenge, to enable
all learners to maximise their progress.
Departments are well resourced with ICT smart boards and LCD projectors. Pupils have access to alpha smarts and lap tops as appropriate and good use is
made of the computer suites. Staff are being trained in the use of ICT and an IPad trial is currently on going with staff. Our current S3 pupils have been
issued with iPad minis. Evidence has been gathered through classroom observation and pupil focus groups.
Identification of learning needs
Teachers use a range of strategies to check for understanding and progress such as traffic lights, questioning, post it notes and target setting.
We have a detailed ASL folder which outlines factors affecting learning and strategies to overcome them. ASPs are written in conjunction with pupils and
parents. These plans contain detailed information about factors that affect pupils learning, strategies that teachers can use and appropriate learning targets.
The ASL team identify and monitor pupils whose learning may be hindered by learning difficulties, health issues, or emotional, social and behavioural
issues through:
House team meetings
ASL Team Meetings
Pupil Support Group
Staff are very familiar with pupils learning needs and know where to go to find out more information or access more support.
The roles of teachers and specialist staff
We are proactive in taking steps to ensure that factors that may hinder learning and progress are identified and support strategies put in place. The 16+
agenda contributes to this area.
As well as using the ASL folder, all staff are kept informed and up to date through email and information issued through SEEMIS.
Good use is made of partner agencies to support youngsters with additional support needs. This maybe through one to one work with the pupil, group work
and/or whole school sessions. It may also include working with the parents/carers and providing CPD and / or support from staff working with the pupil
concerned.
The ASL team also play a big part in attending meetings called by the partner agencies, in supporting the pupil and parent/carer.
Meeting and implementing the requirements of legislation
The ASL team under the leadership of the DHT ensures the statutory requirements of the ASL Act are met.
Staff are regularly updated on in-service days of their role in meeting the appropriate legislation. Policies are available for all staff to access and we highlight
updates with staff and parents / carers as appropriate.
The Curriculum
The rationale and design of the
curriculum
Our curriculum has been developed with a clear rationale based on shared values and the aspirations of the Curriculum for
Excellence. It is designed to promote challenge, enjoyment, breadth and depth, progression, relevance, coherence and
personalisation and choice in learning for all pupils. The curriculum takes account of our local circumstances and of local and
national advice.
With the introduction of Curriculum for Excellence the Senior Leadership Team, in consultation with staff, pupils and parent / carers
have introduced well considered innovations to meet the needs of learners
The development of the curriculum
Through consultation we have planned our new Curriculum for Excellence in line with national advice through Building the
Curriculum. Parental consultation has been key to our developments and there is parental support for out structure, developments
and direction of travel.
The S1 / S2 curriculum has been developed to embrace the Es and Os, to offer opportunities for personalisation and choice and to
provide opportunities for inter-disciplinary working.
Our IDL work in the junior school has been developed further including refinement of our Scotland and its People initiative. This
past year has introduced Reporting in IDL for – pupils following pupil and staff feedback.
The second year of the S2 Enrichment Programme has run and staff and pupil evaluation has been very positive. The S3 curriculum
has been developed to deliver up to and beyond level 4 Es and Os. Profiling and Learner Reviews have been introduced to support
learner progress and a focus on skills development.
There has been considerable development in opportunities within the senior phase and extensive work has begun on preparation
for the new national qualifications.
Programmes and courses
New S1 and S2 courses have been developed and are stimulating, challenging, relevant and enjoyable. Timetabling supports
progression within curriculum areas in all years. All departments have planned meaningful opportunities to deliver and assess
relevant outcomes and experiences within their courses. The three cross curricular themes of Literacy, Numeracy, Health and
Well-being and IT to support learning are the responsibility of all subject areas and regular CPD is held for staff across all four
areas.
The four working groups of Literacy, Numeracy and Health and Well-being and Technologies continue to promote staff
responsibility and share good practice. The S3 Health Day was a real success.
CPD on assessment approaches of Make, Say, Write and Do has increased staff confidence and has led to a range of opportunities for
learners to demonstrate progress. This is evident in professional dialogue in Curriculum Team Reviews and in SCE.
All subject areas have reported confidently based on the information gathered. CPD on reporting and the sharing of pupil and staff
feedback on Reporting has led to demonstrable improvement in the quality of information shared with parents / carers. This has
been confirmed by PSLs and by Parent / Carer and pupils evaluations.
Transitions
In the senior phase, pupils have the opportunity for personalisation and choice through their curricular options. The introduction of
vocational options of JET, Hairdressing and Skills for Work has led to pupil success as did the support of selected pupils with the
introduction of the Move on Course and the More Choices, More Chances group. The Skillsforce group has offered a group of our
challenging and / or disengaged young people a raft of employability skills and qualifications. S4 Work Experience placements
offered great opportunities for personal development as reflected in employer and pupil feedback.
Curricular options enabled pupils to build on prior learning and to gain a series of qualifications and wider achievement
opportunities. The number of pupils going into a positive post school destination remained positive and steady with the high
numbers entering Higher education and Further Education.
Pupils continue to plan their own learning using Personal Learning Planning. This is incorporated into a Tracking & Monitoring
scheme which enables pupils to discuss their progress with their teachers. Pupils reported that they found this beneficial in helping
them to focus. Moderation activities within the cluster led to a shared understanding of the standard within agreed curriculum areas.
Work continued on English and Literacy, with particular focus on the development of Writing, on Mathematics and Numeracy with
particular focus on assessment approaches and resource development. Cluster Working Groups in Expressive Art and Science
supported by QIO advice drove forward developments and led to confidence in planning, delivery, assessment and reporting within
these areas. In the field of Modern Languages our CL met regularly with the ML provider at our associated primaries to confirm
progression pathways and share the standard.
What are we going to do next? Cluster developments to focus on the Curricular Areas of Social Subjects, RME and a PE Transition Project and consolidation work in
a range of subject areas. Senior Phase planning is to focus on the delivery of the national qualifications and on the monitoring and
evaluation of the expansion and development of Senior Phase options.
Continued developments in cross-cutting themes (including ICT across Learning) the S3 1-1 technology pilot and the Senior Phase
IDL opportunity.
Improvement through self-evaluation
Commitment to self-evaluation
Continuous improvement and success for learners is central to our school’s strategic direction. Learning and Teaching is the central
focus of our Improvement Plan and improvement priorities are linked to classroom practice. Feedback from SCE foci is shared with
participants and issues and good practice pointers are shared with all teaching staff. Through CPD opportunities and professional
dialogue, staff have shared AiFL and co-operative learning strategies so that there is much more consistency in approaches as
evidenced in SCE.
Improvement Planning signals the school’s strategic direction and a range of Working Groups lead improvements. Quality
Assurance policy and procedures underpin our commitment to the delivery of a high quality educational experience for our pupils.
Staff are committed to improving practice through self-evaluation. Regular questionnaires inform practice and the support of the
Parent Council is sought regularly.
Management of self-evaluation
The Senior Leadership Team and Curriculum Leaders demonstrate commitment to self-evaluation through sharing classroom
experience and to developing practice in evidence gathering to support evaluation of practice and highlight areas for improvement.
Working Groups drive forward practice and there is an expectation that all staff are involved in Working Groups. There is strong
evidence of distributed leadership across the school with leadership of projects, Working Groups and initiatives. Feedback from
staff involved in developments is a regular feature of ISIS days and CAT sessions.
Partnership Working is regarded as crucial to the continuing success of the school and feedback is sought to determine the
effectiveness of approach. An example of this is the recent evaluation of Meeting Learning Needs whereby pupil / parents / carers,
the EWO service, the Educational Psychologist and others’ views were sought.
The school has embarked upon a programme of rigorous evaluation of HGIOS quality indicators. Evidence is gathered and is used
to determine next steps for Improvement Planning.
School improvement
Our QIO is supportive of the Improvement Agenda through the support and challenge approach. Regular meetings focus on the
school’s evaluation and support of the change agenda for Curriculum for Excellence.
Results of our self-evaluation exercises have led to consolidation of what we do well and have directed developments. Staff share
good practice regularly at all levels of meetings from subject meetings to whole staff meetings to share innovation across the school.
Improvement Plan 2013/14
3. Key areas for school improvement
Priority 1 – Curriculum for Excellence Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Departmental engagement in the refinement of the Broad General Education phase to ensure outcomes and experiences are met / delivered
through high quality learning and teaching
Special focus:
Consolidation of the 8 months’ headroom in S3 –IDL work, investigative projects and opportunities for richer, deeper learning
Consolidation of Level 4 experiences and outcomes delivery
Promote further opportunities for personalisation and choice within subject delivery
Senior Phase:
Continued support, development and resource building to deliver the new national qualifications in 2014. Planning for implementation
to be promoted through involvement in CARGs, Subject Leaders’ Meetings, Neighbourhood groups and through departmental
discussion and development work
Consolidate and develop existing IDL opportunities, including assessment of such. Special focus on IDL S4 World War 1 project and whole
school Porty does Strictly project
DEFINITIVE
Further develop leadership and sustainability of Senior Phase developments to date
Special focus on the new courses of Health and Social Care Academy, Hospitality, Creative Cake Production and Games Design
Explore use of SQA Employability and Volunteering Awards to recognise achievement and promote recognition of the range of Senior Phase
achievement in Annual Awards Ceremony
Further development of skills framework for use in BGE and Senior Phase
Promotion of staff engagement with National Assessment Resource to encourage professional reflection of materials and assessment practice to
support CfE
Continue to develop effective evaluation, assessment and moderation processes within school to share the standard across curriculum areas and
with Cluster and Authority colleagues
Priority 2 – Learning and Teaching Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Promotion of good practice in AiFL / Active Learning / Higher Order Thinking / IT to Support Learning and the Authority’s Learning and Teaching
priorities and school-driven developments
Special focus :
Learning Rounds – Feedback from participants and expansion of involvement to support self-evaluation and professional development
Learning and Teaching Pupil Group – Feedback from Senior and Junior Group to be shared with staff and priorities identified
Update “Supporting your Learner” section on school website
Look to further development and consistent application of the monitoring and tracking system to support pupil progress, effective reporting and
profiling
Special focus:
Refinement of tracking of pupils in S4 to take account of new qualifications
Development of the use of management tools within T, M & R System by the Leadership Team and Key Adults to raise attainment
Personal Learning Planning – Refinement of tracking of pupil progress and target setting at BGE. Sharing of good practice across curriculum areas
Develop practice identified by the P7 / S1 Working Group for the P7 profiles and preparation for S1 and S2 profiles to include achievement data
Evaluation and refinement of the S3 Profile process
Adaptation of the Reporting schedule to meet CfE demands
Promoting Positive Relationships – Implementation of recommendations from staff and pupil questionnaires on the use of SEEMIS to monitor and track
behaviour
Continue to develop community partnership work and peer-led learning through the MVP and Alcolols projects
Eco Schools’ work – promotion of sustainability, including the citizenship project delivery with our Kenyan link school Kiurani
Priority 3 – Transition Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Continuation of work with cross-sector Learning Teams to support literacy and numeracy developments including assessment in Numeracy and
evaluation of the Cluster Writing policy and Transition project
Cluster focus on curricular development across Transition in the curricular areas of Religious and Moral Education and Social Subjects and
consolidation of work in Technologies, Science, Modern Languages and Expressive Arts
Cluster involvement in the project to promote Physical Education at Primary sector level
Priority 4 – Cross Cutting Themes - Responsibility
of All
Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Continued awareness raising of whole-school responsibility for literacy, numeracy and health and well-being and ICT across learning. Good practice
sourced, within and beyond the school and shared.
Literacy :
Literacy survey to be analysed and action points undertaken
Pupil tracking to be undertaken.
Inter-departmental moderation to promote professional dialogue
Literacy lessons for Tutor Time to be developed and delivered to improve literacy skills of pupils
Evaluation of impact on Library Programme of Literacy Skills
Numeracy :
Personal Finance 2 course to be delivered and evaluated
Analysis and sharing of departmental audit returns, outlining strengths, areas for development and agreed consistency of approach
Further development of Numeracy Wall and Numeracy Posters
Numeracy lessons for Tutor Time to be developed and delivered to improve literacy skills of pupils
Health and Well-being :
Pupil audit to be analysed, outlining strengths and focus areas for development identified and shared with wider staff to support the engagement
of all leavers in working towards HWB targets
Staff Health Morning to be held January 2014
ICT :
Lead, manage and support staff to maximise benefits from ICT Service Redesign
Further improve the confidence and capacity of all staff in their use of ICT to transform learning and teaching
Engage with staff, pupils and parents to deliver a 1:1 ICT pilot with S3, including CPD provision for staff
Priority 5 – Pupil Support Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Pupil Support
o GIRFEC – Implementation of new planning approaches within the ASL Team. Wider staff awareness-raising of policy to support vulnerable youngsters
o Looked After Children - Improve outcomes for LAC young people through work with CSMG on a joined-up approach for monitoring and support
Young Carers- Awareness raising of the role of young carers with staff and pupils. Improve outcomes for young carers through identification, support and data
recording in Seemis
o 16+ - Evaluate current practice to assess impact of 16+ Learning Choices Partnership Group, recording of data in SEEMIS and the use of data analysis and
activity agreements to support those at risk of not achieving a positive and sustained destination
o Develop the role of Key Adult with the support of training and evaluate the use of materials and delivery of opportunities in Tutor Time
o Pupil Voice-Improve practice and procedures to develop a stronger Pupil Voice to support school improvement and the quality of learners’ experiences
o 5.3 Self Evaluation
Development of a Pupil Support Action Plan following the review of Pupil Support to ensure high quality support for all youngsters
Develop improved joint self-evaluation process with partner agencies
Religious Observance
Evaluate our Religious Observance Policy and develop further religious observance opportunities in liaison with staff, pupils, parents / carers and our
Chaplain
Priority 6 – Continuing Professional Development Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Further develop policy and practice within the school to support the leadership structure, including CPD, networking opportunities and the
development of leadership at all levels to support career long professional learning
Audit of staff CPD needs to support In-house programme
Develop self-evaluation practice through Quality Assurance / Key questions preparation for HMIe
Priority 7 – New School for Portobello Overall Responsibility QIs
Outcome A :
Impact on learners:
Tasks
Whole school engagement through Councillors, Senior Officers, the Project Co-ordinator, the Construction and Design Team and associated
professionals in the continued refinement of the design, construction and operation of the new school
4. Cluster Improvement Plan
Priority 1 – Further Development of Literacy, Numeracy and the
Technologies
Overall Responsibility
Cluster HTs
QIs
5.1, 5.9
Outcome
Impact on learners
Tasks
To enable technologies group to review progress and identify next steps
To review progress of cluster writing policy
To attend authority led CPD literacy coordinator meetings and report back to the group
To monitor the progress of authority’s developments in listening and talking
To review progress of numeracy assessment materials
To attend authority led CPD numeracy coordinator meetings and report back to the group
To monitor the progress of authority’s developments in numeracy
4. Cluster Improvement Plan
Priority 2 – Further develop assessment, moderation and
reporting in Social Subjects and Religious and Moral Education
Overall Responsibility
Cluster HTs
QIs
2.1, 5.1, 5.3, 5.9
Outcome
Tasks
Cluster audit of Social Subjects to be undertaken. Action plan to be produced. Gather assessment evidence for moderation purposes.
Identify and attend authority led CPD sessions.
Organise and lead cluster CPD session on moderation of Social Subjects
Cluster audit of Religious and Moral Education to be undertaken. Action plan to be produced. Gather assessment evidence for moderation purposes.
Identify and attend authority led CPD sessions.
Organise and lead cluster CPD session on moderation of Religious and Moral Education
4. Cluster Improvement Plan
Priority 3 – To develop improved transition arrangements from P6
to S1
Overall Responsibility
Cluster HTs
QIs
5.3
Outcome
Impact on learners
Tasks
Evaluation of policy, processes and data transfer
Increase opportunities for young people to share their learning experiences in a particular area.
Transferring Educational Data about Pupils
The Scottish Government – Education and Training has asked that this advice be included in our
school handbooks:
Education Authorities and the Scottish Government collect data about pupils and
together with schools to transfer data electronically through the ScotXed
programme. The Scottish Government 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 is collected and transferred?
Data on each pupil is collected by schools, Local Authorities and the Scottish Government.
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 data relating to attendance, absence and exclusions from school. The SCN
acts as the unique pupil identifier. Pupil names and addresses are not passed to the Scottish
Government. A postcode is the only part of an address that is transferred for statistical purposes,
and postcodes are grouped to identify ‘localities’ rather than specific addresses. Data is held
securely and no information on individual pupils can or would be published by the Scottish
Government.
Providing national identity and ethnic background data is entirely voluntary. A Parent / Carer
can choose the ‘not disclosed’ option if they do not want to provide this data. However, we hope
that the explanations contained in this message and on the ScotXed website will help you
understand the importance of providing the data.
Why do we need your data?
In order to make the best decisions about how to improve our education service, the Scottish
Government, Education Authorities and other partners such as the Scottish Qualifications
Authority and Skills Development Scotland need accurate, up-to-date data about our pupils. We
are keen to help all our pupils do well in all aspects of school life and achieve better examination
results. Accurate and up-to-date data allows us to:
plan and deliver better policies for the benefit of all pupils
plan and deliver better policies for the benefit of specific groups of pupils
better understand some of the factors which 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 a Parent / Carer the right to know how we will use data. Fuller details of the use of pupil data can be found on the ScotXed website (www.scotxed.net).
The Scottish Government works with a range of partners including Education Scotland and the
SQA. 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 the Scottish Government, 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 out with the Scottish Government.
Concerns
If you have any concerns about the ScotXed data collections you can email the Senior Statistician,
[email protected] or write to The ScotXed Support Office, Area 1B, Victoria Quay,
Leith, EH6 6QQ. Alternative versions of this information are available, on request from the
ScotXed Support Office, in other languages, audio tape, braille and large print.
Websites
You may find the following websites useful.
www.edinburgh.gov.uk- contains information for parents and information relating to
Edinburgh schools.
http://www.parentzonescotland.gov.uk- parents can find out about everything from
school term dates to exam results. This site also offers information for pre-5 sectors and
post school options. It also lists relevant publications for Parents / Carers and provides
hyper-links to other useful organisations.
www.hmie.gov.uk - parents can access school and local authority inspection reports and
find out more about the work of Education Scotland.
http://www.scottishschoolsonline.gov.uk - parents can find out about individual
schools. They can choose a school and select what type of information they need such as
Education Scotland reports, exam results, stay on rates and free school meal entitlement.
http://www.childline.org.uk/Explore/Bullying/Pages/Bullyinginfo.aspx - contains
information for parents and children on various forms of bullying and provides support
for Parents / Carers and children who are affected by bullying.
http://www.respectme.org.uk/ - Scotland’s anti-bullying service. Contains information
for parents and children on various forms of bullying and provides help for Parents /
Carers and children who are affected by bullying
http://www.educationscotland.org.uk/ - provides information and advice for Parents /
Carers as well as support and resources for education in Scotland
http://www.equalityhumanrights.com/ - contains information for everyone on equality
laws within the government and local authorities.
GLOSSARY
CFE - Curriculum for Excellence
ASL - Additional Support for Learning
SQA - Scottish Qualifications Authority
DHT - Depute Head Teacher
CLD - Community Learning and Development
GIRFEC - Getting it Right for Every Child
Throughout this handbook the term ‘parent’ has the meaning attributed in the Standards in
Scotland's Schools Act 2000 and the Scottish Schools (Parental Involvement) Act 2006. This
includes grandparents, carers or any individual who has parental responsibility for the
youngster.
I hope you find all of the above information helpful and self-explanatory. If you have any queries
about any of the information contained in this handbook, or indeed about any aspect of our
school, please do not hesitate to contact me. If you are unable to access any of the information
on the website, please contact the school.
Ms P Macarthur
Head Teacher
Portobello High School
Tele No (0131) – 669 2324
The information in this school handbook is considered to be correct at the time of publication
(Dec 2013), however, it is possible that there may be some inaccuracy by the start of the school
term in August 2014.
Parent Feedback
Please take a few minutes to fill in and return the questionnaire on this page. Your
feedback will help us improve the hand book next year.
Tell us what you think
Your feedback will help us to improve our handbook.
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Please tell us how we can improve the handbook for next year.
Name of school: PORTOBELLO HIGH SCHOOL
Thank you for filling in the questionnaire. Your views are appreciated.
Please return this questionnaire to:
Administration Officer
Portobello High School
10 Duddingston Road
Edinburgh
EH15 1NF
