SSTT.. TTHHOOMMAASS RR.. CC.. PPRRIIMMAARRYY SSCCHHOOOOLL

HHAANNDDBBOOOOKK 22001177

Date of Publication - December 2016

CONTENTS

Welcome to Our School 1

Opening Times 2

Catchment Area 2

Charter for Catholic Schools in Scotland 3

Admission to School 4

Telephone Information Line 4

Absence & Attendance 4

Family Holidays during Term Time 5

Emergency Snow Storm Warnings 5

Practical Information – School Uniform 6

Clothing Grants 6

P.E. Kit 6

Jewellery 6

School Meals 6

Free School Meals 6

Transport 7

Health and Safety 7

Parents and the School 7

Information for Parents and Carers 8

‘Getting It Right For Every Child’ 8

Child Protection 8

School Improvement 8

School Success over the Year 8

Parent Forum & Parent Council 9

Ethos 9

Positive Behaviour & Management Policy 9

Race Relations Act and Disability Discrimination 10

The Curriculum and Learning 11

Nursery 14

Primary 14

Religious Education in Roman Catholic Schools 14

Personal Learning Planning & Homework 15

Assessment 15

Additional Support Needs 15

Extra Curricular Activities 16

Transfer to Secondary 16

Conclusion 17

Term Dates & Holidays for Session 2016/2017 17

St. Thomas’ School Life – Photos 18

Appendix A – Moray Council Links 20

Appendix B – School Strategic Improvement Plan 2015-17 23

Appendix C – Standards & Quality Report For Parents & Carers 2015-16 27

Appendix D – Scottish Catholic Education Service

Religious Observance in the Catholic School 33

- 1 -

St. Thomas R.C. Primary School and Nursery is located in the town of Keith. We are a three-teacher

primary school with a 20 place nursery class operating 5 morning sessions. The school is built on the

site of the original school building beside St. Thomas Roman Catholic Church.

Our school boasts a happy family atmosphere, which helps in the growth and development of the

children. Through this environment we want to produce happy, responsible, caring children,

encouraging self-respect, respect for others, self-discipline and independence. We aim to ensure an all-

round development of the children, physically and intellectually but also spiritually, emotionally,

socially and morally through an awareness of the individual child’s needs and interests.

The purpose of this booklet is to provide you with an insight into pupils’ experiences within our school

along with some helpful information about our school so that home, school and the wider community

can work together to foster the happiness and development of every child who forms part of our school

family.

The classes are organised each year to take account of the numbers of children within each group and

stage. Currently the classes are organised as follows: Pr. 1-3, Pr. 3-5 & Pr. 5-7. We like the positive

benefits that a small school brings particularly the welcoming ethos, the responsibility that the older

pupils have towards the younger ones and the shared working that is possible in mixed classes and

groups.

We very much welcome new pupils and their families. Anyone considering placing their child at St

Thomas’ Primary School should telephone the school office, or call at the school reception to request

an appointment to visit the school. You will be shown around the school and have an opportunity to

meet staff.

Communication with our partners is key and we produce a monthly newsletter which can be accessed

via our school website. Daily communication is promoted through pupils’ diaries and staff are always

willing to meet with parents. To foster positive parental partnerships it is important to have the

cooperation of parents and for this reason we have a very supportive Parent Council.

Outwith our regular parents information evenings, parents are asked to make an appointment with

class teacher or through the office administrator if there is any issue they would like discussed.

Appointments can also be made with the Head Teacher if you require to discuss any situation further.

At the start of the new session school information containing a list of holiday dates along with the

names and roles of all staff in the school, will be issued.

We promote a safe and happy environment to learn. All adults including parents working within our

school report to the school office when entering the school building and all visitors are required to sign

in and out of the school. We would ask you to respect these procedures in the interests of safety of all

concerned. Pupil entrances should be only used by pupils supervised by school adults.

The information contained in this booklet is correct at the time of publication but changes could occur

during the school session and we will inform you of any changes when they arise.

OPENING TIMES

Head Teacher – Ms Marion Given

St. Thomas R. C. Primary School,

Chapel Street,

Keith.

AB55 5AL

Telephone: 01542 882256

Fax: 01542 886841

e-mail: admin.stthomasp@moray-edunet.gov.uk

school website: www.stthomasrcprimary.wordpress,com

school information line: Phone 0870 054 9999 then press 031510 (Calls to this number will be charged at 2p per minute service charge plus your call providers access charge)

- 2 -

Nursery: Currently this is from 8.50am - 12.00pm.

Primary: P1-3 sessions run from 9.00am – 2.45pm

P4-7 sessions are from 9.00am – 3.15pm

Break time is 10.30am – 10.45am

Lunch-time 12.30pm – 1.30pm

CATCHMENT AREA

- 3 -

- 4 -

ADMISSION TO SCHOOL - Enrolment & Induction

The 1981 Education (Scotland) Act gives parents rights in choosing the school at which they wish their

child to be educated. Information can be obtained from the Head Teacher.

Each year during the 3rd week of January parents are requested to REGISTER their child for education

AT THEIR ‘IN ZONE’ LOCAL PRIMARY SCHOOL. At the same time as registering, parents can

ENROL their child for a place in their local in-zone school or receive information about making a

request for a place in another Out-of-Zone school.

Parents should bring the child’s birth certificate with them at the time of registration.

Parents of Roman Catholic children should also bring their child’s baptismal certificate.

Once we have all the information about the children who will be joining Primary 1, we will send out an

invitation for parents and children to come into school for a chance to meet staff and other children

who will be in their class.

TELEPHONE INFORMATION LINE

This service is available to all schools in Moray. Parents may call to find out important information

about the school. You can also leave a non-urgent message for staff especially useful if you want to

notify us that your child will be absent for any reason. The service is checked each morning and

regularly through the day. It is also used during the winter months for stormy weather details - you

will hear a school closure if required. Moray Firth Radio will also read out a list of schools which are

closed. Information will also be available on The Moray Council Website – School Closures (see

Appendix A at the rear of this handbook).

Remember to keep this number handy - 0870 054 9999 then our code 031510.

Calls to this number will be charged at 2p per minute service charge plus your call providers access

charge

ABSENCE AND ATTENDANCE

To ensure as far as possible the safety and well-being of children, Education and Social Care has

reviewed the procedures and practices (September 2016) and the following are the recently reviewed

procedures and practices:

If your child is not able to attend school, you should contact the school, preferable by telephone:

Please use the Telephone Information Line: 0870 054 9999 and then 031510. (Calls to this number will be charged at 2p per minute service charge plus your

call providers access charge)

School telephone: 01542 882256

And advise us of the reason for the absence and the likely date of return to school. You may of

course send another member of the family to school with a note giving details of the absence.

You should do this at your earliest convenience and where possible before the start of the

school day for pupils.

We will check the attendance register daily at the beginning of the morning and afternoon

sessions as we do at the moment in any case.

If your child is found to be absent and we have not been advised by you of their absence, then

we will contact you by telephone to alert you to this. We will use the contact information

provided by you. If there are arrangements for your child(ren) to stay with an ex-spouse or

partner, please keep the school updated with the access arrangements. We will make this a

- 5 -

priority and will complete these checks as soon as possible, taking into consideration the

availability of administration support in the school.

If we cannot immediately make contact with you or a partner, then we will contact the person

you have named as your family emergency contact. Failure to make contact with you or any of

your emergency contacts will result in us alerting Police Scotland.

Should you have concerns about the well-being for your child, for any reason, prior to them

leaving for school in the morning, please contact the school personally or by telephone to alert a

member of staff.

All children are expected to arrive for school to begin at 9.00 a.m. It is always best for every child to

arrive at school on time as this has a positive impact on their learning and the teaching time.

Our electronic management system SEEMIS allows us to monitor lateness and absences in order to

support and advise families if it is deemed necessary to discuss.

Our school day begins at 9.00am. It is always best for every child to arrive at school on time as this

has a positive impact on their learning and the teaching time.

FAMILY HOLIDAYS DURING TERM TIME

Advice from the Scottish Government is that holidays taken during the school session, other than in

exceptional circumstances, should be considered as unauthorised absences. Parents need to inform

the school about such holidays, and each case will be considered on its merits.

EMERGENCY SNOWSTORM WARNINGS

Each year before the onset of winter, we revise and inform parents of arrangements for the safety of

pupils in snowstorms. The arrangements are as in previous years for the following three possibilities:

1. If snow conditions are severe locally in the morning, you should keep pupils at home if you think

they would be at risk by setting out for school.

2. If conditions during the school day demand it, parents/emergency contacts will be informed and

asked to collect the children.

3. If transport cannot safely leave Keith, pupils will be kept in Keith unless individually fetched by

parents. For this emergency it is advisable to have as an emergency contact the name of a

relative or friend in Keith to whose home(s) the pupil(s) may go.

Please impress upon the children that in a very bad snowstorm, or in a suddenly developing blizzard,

they should on no account set out to walk home from school, or their bus stop, unless in the company

of a responsible adult who will see them to their own door.

“Head Teachers have total discretion as to the closure of schools when they anticipate storm

conditions which would put children at risk.”

Should a Head Teacher close a school before 9.00am, the closure will be broadcast on Moray Firth

Radio 102.8 FM during the early morning.

Information about school closures can also be found at www.moray.gov.uk which is the address of The

Moray Council website then follow the links to under the school closures.

A message will also be left on the Telephone Information Line. The number to call is 0870

054 9999: then the code for St. Thomas' – 031510

Calls to this number will be charged at 2p per minute service charge plus your call providers access

charge

- 6 -

PRACTICAL INFORMATION

SCHOOL UNIFORM

All pupils are encouraged to wear school uniform to promote the sense of belonging to their school.

This consists of maroon coloured sweatshirt with school logo (V-neck, round neck and cardigan styles

available), white polo shirt or T-shirt with grey, navy or black trousers or skirts along with black school

shoes unless for medical reasons this is impossible.

School uniform is available to purchase through Tesco at http://www.tesco.com/direct/ues/

Soft shoes for indoor wear are essential during winter months. These are suitable for ordinary use

and for indoor P.E. lessons.

CLOTHING GRANTS

Some households may be entitled to clothing grants. Please refer to Appendix A for access to

information and application forms. Application forms are also available from the school.

P.E. KIT

As required by Education Scotland all children receive the expected 2 hours of P.E. time each week.

For this they should wear loose fitting shorts, a T-shirt and gym shoes. Children should have clothes

to change into after P.E. lessons.

For everyone concerned it is recommended that all school clothes should be marked with the

child’s name.

JEWELLERY

For safety reasons pupils should not wear jewellery to school and especially during various school

activities. The school will not take responsibility for jewellery that is lost or damaged.

SCHOOL MEALS

As part of our health and wellbeing policy we are trying to encourage children to choose healthier

options at lunch and at playtimes. Our school meals are made from the finest ingredients and fresh

local produce. They are nutritious, healthy and balanced. They are high quality and provide excellent

value for money. We are very fortunate to have our meals cooked on premises at the school canteen

by Mrs Baillie, our Catering Supervisor along with Mrs Ingram.

Meals cost £2.20 each or £22.00 for a book of 10 tickets available from the canteen. It would be

helpful if children could bring the correct money when paying for tickets which should be paid in

advance. The facility to pay by cheque has proved popular and again we would encourage this method

of payment. Cheques should be made payable to “The Moray Council”.

If you prefer to provide your child with a packed lunch, these can also be eaten in the canteen. We

promote healthy eating and would encourage you to make these healthy and avoid sweets, chocolate

and fizzy drinks.

Chewing gum is not allowed in school, this applies to children and adults.

FREE SCHOOL MEALS

Currently, P1-3 are entitled to free school meals as part of a Government initiative. For children in P4-

7, if you think your household income may mean your child is eligible for free school meals refer to

Appendix A to access information from The Moray Council. Applications forms are also available from

the school office.

SUPERVISION

Our Lunchtime Supervisor and Pupil Support Assistants are on duty throughout lunchtime and will

encourage good table manners as well as supporting pupils with their lunch. House points are awarded

for good and helpful behaviour in the dining hall and the playground is vital to the health and wellbeing

of everyone.

Our Pupil Support Assistants are trained in administering the relevant first aid should it be deemed

necessary.

- 7 -

TRANSPORT

The Education Committee has agreed with recommendations made by the Director of Education &

Social Care in respect of zones for Roman Catholic primary schools within the Moray area. Transport is

granted to Roman Catholic children who are zoned and live more than two miles from school. Children

who are not Catholic are deemed by the Education Authority to have gone “out of zone” so free

transport is unavailable for them. All primary and secondary pupils who live more than 2 miles from

their school will be provided with free transport if that is their local catchment school. Door-to-door

transport is not guaranteed. In certain instances, children may be required to walk up to 2 miles as

appropriate. If you are eligible for transport, please refer to Appendix A for information on to request

an application form or request an application form at the school office. Transport may also be provided

for medical and safety reasons. If you feel you would qualify for this, please speak to the Head

Teacher.

HEALTH AND SAFETY

At the beginning of each new session an Annual Data Check form is sent out for each pupil which is

required to keep vital up-to-date information on each child. It is vital that school is informed of any

changes of address, telephone numbers or emergency contact person as soon as possible.

An accident record book is kept for any accidents which occur during the school day. Any first aid

administered will be communicated home. Parents will be contacted should the accident be serious or

should the child become unwell during the course of the day.

If a child has vomited during the course of the day, parents will be contacted in order to take him/her

home. The pupil should not return to school until 48 hours have elapsed since the last occurrence to

prevent any viral infections spreading around the school. If you are unsure when your child should

return to school please contact the school office.

A Fire Drill is held every term. There are fire notices in every room. The main assembly point is at the

back wall of the playground.

Everyone is asked to adhere to the “no dogs” allowed signs which are on display around the school for

safety of pupils and minimise any allergic reactions.

We encourage the children to walk or cycle (if they have passed their Bikeability Level 2) to school. If

bringing children to school by car parents are asked to drop them as near as is safely possible.

Everyone is reminded not to park on the road markings outside the school gates or use the car park

entrance to drop off children either by car or on foot. For their own safety pupils should not be in

the car park at any time.

A member of staff is available to supervise in the playground from 8.45 am once your child has been

dropped off.

PARENTS AND THE SCHOOL

We encourage parents to be actively involved in their child’s education and to support us in

maintaining the high standards set by the school. Parents, teachers and friends of the school are

welcome to share their interests and expertise. All volunteers that work unsupervised with the children

require to be PVG checked. Parents may also volunteer to help with excursions, supporting activities in

the class or with any other aspects of their child’s experiences at school.

For more information on Parental Involvement please refer to Appendix A.

Special arrangements can be made with the parents of new entrants to help with enrolment and

transition of pupil into their new school environment.

Arrangements are made twice in the year for parents to meet with the class teachers to discuss their

child’s progress. An annual report is issued prior to the second Parents' Evening. These Parent

Evenings are usually held in October and April.

- 8 -

INFORMATION FOR PARENTS AND CARERS

A series of leaflets has been produced by Education & Social Care for parents and carers. These

leaflets are available from the school or the Moray Council Internet site. The “Information for Parents

and Carers” leaflet is available in other languages. A “Notes for Parents and Carers” booklet in PDF

format is also available. Please see Appendix A at the rear of this handbook for information on links to

The Moray Council’s internet site web pages.

Other information for parents is also available on http://www.educationscotland.gov.uk/parentzone/

‘GETTING IT RIGHT FOR EVERY CHILD’

‘Getting It Right for Every Child’ is a national policy to help all children and young people grow, develop

and reach their full potential. It aims to improve outcomes for children and their families based on a

shared understanding of their wellbeing. Most children will receive all the support they need from their

own families and community.

As part of the GIRFEC approach each child or young person is allocated a Named Person. For Nursery

children the named Person would be their Health Visitor and for Primary the Head Teacher is usually

the Named Person and will remain throughout their primary school career. On transition to Secondary

School, Guidance Teachers become the Named Person.

CHILD PROTECTION

It is everyone’s job to ensure that children are kept safe. Schools in Moray follow the National

Guidance for Child Protection (2014) and are required to report any suspected child abuse to Police or

Social Work.

If you have concern for a child, call duty Social Work on 01343 563900 (08457 565 656 out

of office hours) and/or the Police on 101. Pass on your concern and all the information you

have available to you. This is not a process that intrudes on families and their children, but a process

that is inclusive and supportive to achieve the best outcomes for children.

The Child Protection Officer in St. Thomas’ is Ms Marion Given, the Head Teacher and if you are unsure

just get in touch to discuss your concern. Social Work and/or Police can also be consulted out with

school hours if required.

More information can be found on the Moray Child Protection webpage. Please see Appendix A

SCHOOL IMPROVEMENT

School Improvement Plan (Appendix B) for 2015-17 outlines our priorities for the session which we

continue to work towards making sure our pupils come first. The Standards and Quality Report for

2015/16 is also attached (Appendix C) detailing pupils experiences throughout the year. These are also

available from the school office along with range of information leaflets and parent guides to the

curriculum.

We encourage Parental involvement within the school in order to achieve our targets and deliver the

best for our pupils.

If you wish further information, please do not hesitate to contact the school personally or by telephone.

SCHOOL SUCCESS OVER THE YEAR

Full details of the school’s recent successes and achievements are available in the ‘Standards and

Quality Report’ which is due to be updated in March 2016. (refer to Appendix C for the report available

as at December 2015). Recent successes include:

Burns Federation Competition – Regional and National successes with musical talents of pupils.

Scottish Southern Energy Poster Competition Winners.

Annual fundraising for S.C.I.A.F. MISSION and Marys Meals.

Rural Sports Successes and overall trophy winner for Rural Football competition.

Local Flower and Horticultural show winners

Scottish Parliament Christmas card design competition

Host school for ERASMUS+ project

ASG Cross Country Medal winners

- 9 -

PARENT FORUM & PARENT COUNCIL

All parents and carers are automatically members of the Parent Forum. Each year, representatives of

the forum are elected to the Parent Council at the Annual General Meeting held in September. This is

an official body with its own Constitution and is made up of members from the staff and local

community as well parent reps.

Current Members – 2016/17

Mrs Cora Wade P4 Chairperson

Joan Eastwood P6 Treasurer

Gail McIntosh P1

Pauliina Johnston P5

Linda Gordon P6

Donna Evans/Lesley Nicol

P7/P6 Minutes Secretaries

Keith Gray Co-opted member (Church)

Isla Wilson/Deborah Corrins/Tabitha Smith

Staff members (rotational)

Marion Given Advisor to the Council

If you have anything you wish to have raised please speak to one of the members. You are welcome

to attend any meeting of the Council although confidential matters would be limited to Council

members only.

The Parent Council represents the voice of the parents and is responsible for working with the Head

Teacher to promote the continuous improvement of the school, to develop closer parental involvement

and to organise social and fund-raising events during the year. For more information on Parental

Involvement (refer to Appendix A).

ETHOS

Our school ethos is based on a climate of openness within which everything we do mirrors the Gospel

values of trust, respect, tolerance, honesty and forgiveness. Christian values permeate the school and

we aim to provide a happy, well-disciplined atmosphere within the school. As a result high expectations

are expected of our pupils and pupils have high expectations of us as a staff.

POSITIVE BEHAVIOUR MANAGEMENT POLICY

In St Thomas’ R.C. Primary School we work hard to promote good relationships and positive behaviour

among all who learn, work and visit our school. Positive behaviour is celebrated by learners earning

Golden Time and receiving Special Mentions for areas of the curriculum and wider achievements within

and out-with the school.

St. Thomas’ runs a house system to promote co-operation and friendly competition. When a pupil

joins our school they belong to one of the following four houses:

St. John (Red)

St. Columba (Green )

St. Andrew (Blue)

St. Margaret (Yellow)

By following our Golden Rules, devised by the pupils, all pupils are able to earn points for their house

promoting a supportive and collaborative ethos within the school. Pupils are able to work within their

house team to become the winning house. We hold competitions and activities throughout the year and

the children work in their houses and mixed-age groups regularly throughout the school year and

during weekly celebrating success assemblies.

- 10 -

Our Golden Rules

Do be polite. Don’t all talk at once.

Do listen. Don’t interrupt.

Do be honest. Don’t lie or cheat.

Do be a friend. Don’t call people names.

Do be gentle. Don’t hurt anyone.

Do share. Don’t leave people out.

Do look after property. Don’t waste or damage.

Do work hard. Don’t waste time.

Do try your best. Don’t let yourself down.

Our school strives to ensure all our pupils know how much we value and appreciate them. We want

our pupils to be the best that they can be and reach their full potential. We want every child to be

happy here and also proud to be a pupil of this school.

Choices and Consequences

Children are asked to follow the Golden rules and make good choices for themselves and towards

others. Parents and carers are informed of negative behaviour via the Home/School Diary or verbally

from Head Teacher.

When an instance of negative behaviour is detected we deal with the matter using restorative

approaches. By using such approaches we build and sustain a climate of

responsibility for own actions and the impact they have on others

respect of other peoples’ views and feelings

empathy with the feelings of others

fairness

commitment to equitable processes

involvement of all in decisions about their own lives

returning issues of conflict to the participants

willingness to create opportunities for reflective change in pupils and staff

By using restorative approaches we encourage members of the school community to effectively resolve

and learn from conflict in a way which maintains relationships, or terminates them in a positive way.

The approach involves including the wrongdoer in finding a solution to the problem. Instead of asking

'Who's to blame and how are we going to punish them?' focus is put on reasons, causes,

responsibilities and feelings. Those involved are asked questions such as 'Who has been affected and

how?' and 'How can we put it right and learn from this experience?’

For persistent misbehaviour parents may be communicated to by the Head Teacher and invited in for a

solution oriented meeting to discuss a way forward. The Head Teacher is always available to support

parents with any concerns they may have and together our partnership will promote a positive

outcome for the pupil.

Recognising Achievements and Celebrating Success

We continuously look for opportunities to recognise and celebrate the successes of our learners. These

achievements are recognised and celebrated in assemblies, our newsletters, and our ‘Celebrating

Success Noticeboard’. By celebrating individual achievements we know we can increase pupils’

confidence, raise their aspirations, improve their motivation for learning and keep them engaged in

education.

RACE RELATIONS ACT AND DISIBILITY DISCRIMINATION

Please refer to Appendix A at the rear of this handbook for further information.

- 11 -

THE CURRICULUM AND LEARNING

Here in Scotland the national framework within which we deliver our education system is called

Curriculum for Excellence. Curriculum for Excellence (CfE) is about ensuring that we help develop and

educate our young people and invest in them to become:

Successful Learners with enthusiasm and motivation for learning and openness to new ideas and

determined to reach high standards of achievement.

Confident Individuals with physical, mental and emotional wellbeing and self-respect and ambition.

Responsible Citizens with respect for others and a commitment to participate responsibly in political,

economic, social and cultural life whilst developing a knowledge of the world and Scotland’s place in it.

Effective Contributors with resilience and self-reliance, who can communicate, work in partnership

and apply critical thinking, solve problems and be enterprising and creative.

Staff are given prescribed experiences and outcomes within each of the subject areas. These describe

national expectations of learning and progression throughout the levels as follows:

Level Stage

Early The preschool years and P1 or later for some

First To the end of P4, but earlier or later for some

Second To the end of P7, but earlier or later for some

Third and Fourth S1-S3, but earlier for some

Senior Phase S4-S6 and College

Our curriculum aims to raise achievement for all, enabling young people to develop the skills,

knowledge and understanding they need to succeed in learning, life and work. It aims to raise

standards, prepare our children for a future they do not yet know and equip them for jobs of tomorrow

in a fast changing world. All children and young people have an entitlement to a provision of an

excellent education.

Staff use these experiences and outcomes when planning the delivery of the curriculum. The planning

must take account of the seven principles for curriculum design as follows:

The Seven Principles - The Eight Curriculum Areas –

All learning must take account of

these principles:

Challenge and Enjoyment

Breadth

Progression

Depth

Personalisation and Choice

Coherence

Relevance

This is to ensure children’s

development is useful and meaningful

containing a range of subjects:

Expressive Arts

Art, Drama, Music and Dance

Health & Wellbeing

Personal, social and emotional health. Also P.E.

Literacy and English

Communicating with others. Reading, Writing and

Modern Languages

Numeracy and Mathematics

Number work, Problem Solving

Roman Catholic Religious Education

Religions, values and beliefs.

Sciences

Understanding our planet

Social Studies

Scotland and the World; past, present and future.

Technologies

Food, Design and Computing.

A factfile about the ‘Curriculum for Excellence’ for parents/carers which provides a more

comprehensive overview of CfE (and an explanation of the terms used) is available from the office.

You can also access further information about the curriculum and supporting your child on:

http://www.educationscotland.gov.uk/parentzone/

- 12 -

CfE develops skills for learning, life and work to help young people go on to further study, secure work

and navigate life. It brings real life into the classroom, making learning relevant and helps young

people apply lessons to their life beyond the classroom. It links knowledge in one subject area to

another, helping children understand the world and make connections. It develops skills so that

children can think for themselves, make sound judgements, challenge, enquire and find solutions.

Experiences and Outcomes (Es and Os)

Each learning experience will provide the opportunity for children to learn a number of outcomes

throughout a range of curriculum areas. We use detailed planning to deliver inter-disciplinary learning

opportunities using interesting topic. Not only do children learn more about the topic, but they are

continuously developing their literacy, numeracy and team working skills.

The ability to transfer knowledge and skills over a wide range of learning experiences from the

different curriculum areas is desired.

Key areas of Education

Literacy across learning,

Numeracy across learning and

Health and Wellbeing across learning

Experience - describes the learning activity taking place.

Outcome - describes what the learning will achieve. E.g. knowledge, understanding, skills,

awareness and attitudes.

Curriculum for Excellence is all about bringing real life into the classroom and taking lessons beyond it.

Learning and teaching will still focus on subjects and knowledge in addition to developing skills and

understanding. The following website page has more information on other subjects and knowledge

covered by the curriculum:

http://www.educationscotland.gov.uk/parentzone/cfe/subjectsandknowledge/index.asp

LITERACY & ENGLISH

The skills required for communication are fundamental to the curriculum and to the needs of our

society. The best teaching and learning results from the integration of the four elements of the

language curriculum.

Listening

Talking

Reading

Writing

Modern Languages

With the introduction of 1+2 Initiative, our pupils have begun learning French and about the French

culture with a second language to be introduced in the upper stages. Our pupils have the opportunity

to learn Mandarin and about the Chinese culture from a visiting Chinese Teacher from the Confucius

Hub.

NUMERACY & MATHEMATICS

Mathematics is important in our everyday life. It equips us with the skills we need to interpret and

analyse information, simplify and solve problems, assess risk and make informed decisions. Children

are supported to develop their skills in addition, subtraction, multiplication and division so that they

can apply these skills in real life situations.

EXPRESSIVE ARTS

Art and Design Drama Music Dance

- 13 -

Through expressive arts we allow children to explore, express and create aesthetically in ways that are

satisfying to the individual.

We encourage children to achieve high standards by displaying work around the school and by holding

public performances, which allow the children to demonstrate their skills, abilities and talents.

For Music, we have the services of instrumental instructors in strings, woodwind, recorder and brass.

TECHNOLOGIES

Learning in the technologies enables children and young people to be informed, skilled, thoughtful,

adaptable and enterprising citizens. The technologies framework has been organised to offer

opportunities for personalisation and choice using diverse contexts for learning. These are:

• Technological development in society

• ICT to enhance learning

• Business

• Computing science

• Food and textiles

• Craft, design, engineering and graphic

SCIENCE & SOCIAL SUBJECTS

Through social studies, children and young people develop their understanding of the world by learning

about other people and their values. These areas are often taught through an interdisciplinary

approach.

HEALTH AND WELLBEING

Learning in health and wellbeing ensures that children and young people develop the knowledge and

understanding, skills, capabilities and attributes which they need for mental, emotional, social and

physical wellbeing now and in the future. Learning through health and wellbeing enables children and

young people to:

Make informed decisions in order to improve their mental, emotional, social and physical

wellbeing

experience challenge and enjoyment

experience positive aspects of healthy living and activity for themselves

apply their mental, emotional, social and physical skills to pursue a healthy lifestyle

make a successful move to the next stage of education or work

establish a pattern of health and wellbeing which will be sustained into adult life, and which will

help to promote the next generation of healthy children.

VARIED LEARNING METHODS

There are a variety of ways in which learning opportunities may be presented to children.

The CfE represents a different approach to learning in schools intended to help learners develop skills,

knowledge and understanding in more depth.

Examples of how children will learn differently are:

Using technologies

Find, research, communicate, create and present.

Active Learning

Being actively engaged in the learning task, whether mentally or physically

Cooperative Learning

Encouraging thinking and talking together to discuss ideas and solve

problems. Learning from each other.

Interdisciplinary Learning

Using links between different areas of learning to develop, reinforce and

deepen understanding.

Outdoor Learning Making use of the outdoor environment and surrounding community.

- 14 -

PERSONALISATION, CHOICE AND ACHIEVEMENT

Planning of learning contexts and methods may be personalised according to an individual's learning

and development priorities. Thus, there may be different expectations of learning achieved for different

children.

We celebrate a range of achievements reached by children in and out of the school community e.g.

Progress in personal development, participation in events, extra-curricular and personal interest

activities.

SKILLS

The CfE emphasises the development of skills for learning, life and work. These are wide ranging and

include:

Higher order skills - thinking about complex issues, problem solving, analysis and evaluation

and creativity.

Critical thinking skills - making judgements and decisions, communicating, co-operating with

others, self organisation.

Important themes are Enterprise, Global Citizenship and Sustainable Development which are well

developed and underpin much of the work done in our school. Pupils can also become involved in a

variety of initiatives and there are several voluntary extra-curricular activities which are available to

them at different times of the year. E.g. gardening club, creative card making and a variety of sports.

NURSERY

We aim to provide a secure and stimulating environment, in which the children can develop at their

own pace. Through a variety of fun educational activities & experiences, we aim to cater for the all-

round development of each child. All activities are based on the Pre-5 curriculum document “A

curriculum for children, 3 to 5” and the Curriculum for Excellence.

Each curricular area is covered through active learning with a mixture of own choice and structured

group activities. Most activities cover more than one area. We work together with parents as partners

to provide the best opportunities for the children.

Snack is provided for the children each day and there is a charge of £2.00 for the 5 sessions to cover

this. This should be paid on the first session of each week, or at the beginning of each term.

PRIMARY

We aim to build on the excellent work begun in the Nursery and our early years’ class works closely

with them to produce a seamless transition in their learning and their development. We aim to be

innovative and look for opportunities to develop children's skills and knowledge using activities which

are creative and exciting. Active learning methods are important to help them to best understand

what they are learning and to be able to apply this knowledge. Through the use of Critical Skills,

where pupils work in groups and take on job roles to present to the rest of the class, and Assessment

is for Learning techniques, children are encouraged to take responsibility for their own learning and to

become part of the shared leadership in the school. These skills are developed as the children

progress through the school and on to secondary school.

We will continue to build on our strengths in ICT, Enterprise and Expressive Arts especially Music. Our

International links are continually developing. We have recently begun a a two year Erasmus Plus

Project with European partners; Germany, Cyprus, Italy, Finland and Poland. We actively seek

opportunities to link with other international schools. We especially enjoy sharing our work and

supporting other schools in their international education/global citizenship and are proud of our third

British Council International School Award.

RELIGIOUS EDUCATION IN ROMAN CATHOLIC SCHOOLS

Religious Education is a vital element of every child’s development. All children should be aware of the

significance of and role that religion plays in peoples’ lives and in society as a whole. Moral education

- 15 -

will be developed so that each child will be encouraged to develop as a mature and responsible

member of society, capable of making decisions based on knowledge of their own self and the effect of

their actions upon others. All Catholic Schools in Scotland are guided by "This is Our Faith" and “God’s

Loving Plan”. Our approach isn't simply confined to R.E. lessons but permeates the whole life of the

school.

We look to develop a close working relationship between home, school and parish. Our chaplain Fr.

Max McKeown has regular contact with the children. Fr. Colin Stewart from Elgin is the Bishop’s

representative for education and presents assemblies for the pupils. In addition, the Sisters from Elgin

volunteer in the school on a fortnightly basis. As a Catholic school we expect all members of the

school community to support the ethos of the school as outlined in the Charter.

Religious Observance

Morning and afternoon sessions are opened and closed with a prayer. We have a weekly assembly

which has a religious input and a fortnightly school Mass which normally takes place in the Church. We

also are joined by Sister once fortnightly to support the teaching of Religious Education in all classes,

P1-7. As a Catholic school, we celebrate the major feasts in the Christian calendar. Whilst you have

the right to withdraw your child from Religious Observance, we would expect that having chosen to

send your child to our school, you are committing to the whole life of the school. For more information

on this issue please see Appendix D attached. If you have any questions about this, please contact the

Head Teacher.

PERSONAL LEARNING PLANNING & HOMEWORK

We try to set the highest standards for all our pupils and involve the pupils as much as possible in

setting their own personal learning targets. Pupils share their learning through the SOLL - Sharing Our

Learning Logs which allows pupils to reflect on their learning and share with home. Pupils and staff

engage in discussions about their next steps in learning and decide together what needs to be done to

improve their learning. We continuously work to improve standards of educational attainment in our

school especially in the core skills of literacy and numeracy.

Homework is recognised, in several recent studies, to be a vital part of education for children.

Homework provides an important link between home and school and gives parents the chance to

become involved in what the children are doing. We have found that it is most successful when the

child knows that parents/ carers are interested in what they are doing at school. Please take

advantage of this opportunity to enhance your child's learning. We have a set policy which was agreed

after consultation with parents and pupils. More details of the type and frequency of homework tasks

can be found in it. Please ask at the school office for a copy.

Further information about this can be found in the Moray Council Notes for Parents & Carers (see

Appendix A) or you can get a copy from the school office.

ASSESSMENT

Assessment of learning and teaching will be on-going throughout the year. It is used to help plan next

steps as well as to inform parents of their child’s progress.

Formal and informal methods are used depending on the needs of the situation and child. This can be

achieved through discussion, questioning, written work, pupil self-assessment, observation and

examining finished products, as well as more formal testing.

In line with Moray Policy addition, all schools carry out baseline assessments for all children starting in

P1, at end of P1 and then in P3 and P6. If you have any queries about this contact the Head Teacher.

ADDITIONAL SUPPORT NEEDS

Children progress at the different rate and provision is made within the school for children who, for a

variety of reasons, are experiencing any difficulties. When a child has been identified as requiring

- 16 -

additional support, parents will be notified and invited to come in to school to discuss the matter with

the class teacher and/or Additional Support Needs teacher.

A programme of work may be started to help to overcome difficulties being experienced by the child

and this programme may involve a request for additional support. Some children will have an IEP

(Individualised Educational Programme) devised for them. This will be drawn up by the ASN teacher in

partnership with the class teacher and the child where appropriate. The IEP will be shared with

parents and will be monitored and updated on a regular basis. Staff also work in partnership with

other agencies such as Speech and Language Therapy, Educational Psychology and Early Years

Education Service among others.

The ASN teacher and support staff may work with an individual or a small group of children either in

the classroom or in our library area for specific tasks. Some children may only need additional help

for a short period of time whereas others may have a longer term requirement. Extra help can be

provided for literacy, numeracy, personal, social and emotional needs and/or behavioural needs.

Parents who have any concerns about their child’s progress should make an appointment to discuss the

matter with the class teacher in the first instance.

The Education (Additional Support for Learning) (Scotland) Act 2009 came into force on 14 November

2010. More information can be found on The Moray Council’s website regarding this and the council’s

provision for additional support needs in Moray. Please refer to Appendix A for how to access this.

Information on GIRFEC (“Getting it Right for Every Child”) is available at:

http://www.gov.scot/Topics/People/Young-People/gettingitright

EXTRA CURRICULAR ACTIVITIES

Groups/Clubs

We have achieved our 4th Eco School Green Flag School Award. Children also take the lead as Junior

Road Safety Officers. We hold regular activity clubs where staff, parent and community volunteers

share their expertise with pupils. Clubs such as sewing, performance, Mandarin language, arts and

crafts, gardening to name but a few are enjoyed by the children. These run for blocks of 4-6 weeks.

These initiatives develop aspects of personalisation and choice for our pupils. The local Active Schools

Co-ordinator organises and implements After School Sports Clubs throughout the year.

Cross Country

Cross Country sessions are available to children from P4-7. They are usually held on Tuesday

lunchtimes for most of the year.

Pupils are also given the opportunity to share their skills and talents by leading various clubs at

lunchtime. These can vary throughout the school year.

TRANSFER TO SECONDARY

Our children normally transfer to Keith Grammar School. We work together as part of the Associated

Schools Group based around K.G.S. During the year, the P7s will get together for various events as

part of the on-going transition process. This includes a variety of sports events as well as

opportunities to work with K.G.S. staff either in their own class or at the Grammar. Pupils will meet

with guidance staff and a member of the senior management team from K.G.S. In June, P7 spend 3

days there and follow a timetable similar to the one they will use after the summer. Parents will also

have opportunities to meet members of staff from the chosen secondary school. This process helps to

ease any anxieties the child may have about transferring to a new school. There are enhanced

transition opportunities scheduled for pupils who have additional needs which need to be supported.

- 17 -

CONCLUSION

We hope that this booklet has been informative and that you have a clearer understanding of what we

are trying to achieve with the children who attend our school. We feel that it is a privilege to be

involved in such a close way with the education of our youngsters and we value every child as an

individual. We appreciate the advantage of having smaller numbers which means we get to know

everyone, pupils and parents alike.

TERM DATES & HOLIDAYS FOR SESSION 2016/2017

School term dates are available on the internet at The Moray Council’s website

http://www.moray.gov.uk/moray_standard/page_55829.html

AUTUMN

Term Begins

Term Ends

October Break

WINTER

Term Begins

In-Service Closures

Term Ends

Christmas Holiday

SPRING

Term Begins

Mid Term Holiday

Term Ends

Easter Holiday

SUMMER

Term Begins

May Day Holiday

In-Service Closures

Local Holiday

Term Ends

Session 2017/2018

Tuesday 16th August 2016

(Teachers only Monday 15th August 2016)

Friday 7th October 2016

Monday 10th – Friday 21st October 2016 inclusive

Monday 24th October 2016

Monday 14th - Tuesday 15th November 2016

Thursday 22nd December 2016

Friday 23rd December 2016 – Friday 6th January 2017

Monday 9th January 2017

Friday 10th February 2017 - Monday 13th February 2016

Friday 31st March 2017

Monday 3rd April 2017 - Friday 14th April 2017 (Good

Friday)

Monday 17th April 2017

Monday 1st May 2017

Thursday 18th and Friday 19th May 2017

Monday 5th June 2017

Friday 30th June 2017

Tuesday 15th August 2017

(Teachers only Monday 14th August 2017)

18

ST. THOMAS’ SCHOOL LIFE

19

ST. THOMAS’ SCHOOL LIFE

20

SCHOOL HANDBOOK: APPENDIX A

Contact: The Moray Council, Education and Social Care Address: Council Office, High Street, Elgin IV30 1BX Website: www.moray.gov.uk Telephone: 01343 563374 Fax: 01343 563990 Email: educationandsocialcare@moray.gov.uk Hours: 8.45am - 5.00pm Monday to Friday

Revised 9/11/2016

Moray Council A-Z Telephone: Web page address:

Active Schools 01343 563890 http://www.moray.gov.uk/moray_standard/page_42597.html

Additional Support for Learning 01343 563374 http://www.moray.gov.uk/moray_standard/page_42567.html

Admission to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_52987.html

Adverse Weather Procedures Local school or 01343 563374

http://www.moray.gov.uk/moray_standard/page_53021.html http://schoolclosures.moray.gov.uk/

http://www.moray.gov.uk/moray_standard/page_40560.html

After School Clubs 01343 563374 http://www.moray.gov.uk/moray_services/page_44889.html

Armed Forces Families Information 01343 563374 http://www.moray.gov.uk/moray_standard/page_100164.html

Attendance and Absence 01343 563374 http://www.moray.gov.uk/moray_standard/page_55580.html

Bullying 01343 563374 http://www.moray.gov.uk/moray_standard/page_52988.html

Childcare 01343 563374 https://www.scottishfamilies.gov.uk/

Children and Families Social Work 01343 563374 http://www.moray.gov.uk/moray_standard/page_47606.html

Child Protection 01343 563900 03457 565656 (out of hours)

101 (Police Scotland)

http://www.moray.gov.uk/moray_standard/page_55497.html

Clothing Grants 01343 563144 http://www.moray.gov.uk/moray_standard/page_55486.html

Moray Council A-Z Telephone: Web page address:

Community Care 01343 563999 http://www.moray.gov.uk/moray_standard/page_77362.html

21

Community Learning & Development 01343 563374 http://www.moray.gov.uk/moray_standard/page_39860.html

Curriculum for Excellence 01343 563374 http://www.moray.gov.uk/moray_standard/page_76320.html

Data Protection 01343 563374 http://www.moray.gov.uk/moray_standard/page_75569.html

Deferred Entry to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_52991.html

Disability Discrimination 01343 563374 http://www.moray.gov.uk/moray_standard/page_43019.html

Early Entry to Primary School 01343 563374 http://www.moray.gov.uk/moray_standard/page_56925.html

Early Learning & Childcare 01343 563374 http://www.moray.gov.uk/moray_standard/page_42682.html

Education and Social Care 01343 563374 http://www.moray.gov.uk/moray_standard/page_43612.html http://www.moray.gov.uk/moray_standard/page_2069.html

Education Maintenance Allowance 01343 563338 http://www.moray.gov.uk/moray_standard/page_40540.html

Exclusion from School 01343 563374 http://www.moray.gov.uk/moray_standard/page_53001.html

Free School Meals Local school http://www.moray.gov.uk/moray_standard/page_55486.html

Grants and Bursaries 01343 563374 http://www.moray.gov.uk/moray_standard/page_43903.html

Home Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_76320.html

Information for Parents and Carers Leaflets 01343 563374 http://www.moray.gov.uk/moray_standard/page_42708.html http://www.moray.gov.uk/moray_standard/page_47236.html

Instrumental Instruction 01343 563374 http://www.moray.gov.uk/moray_standard/page_53005.html

Learning and Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_44028.html

http://www.moray.gov.uk/moray_standard/page_76320.html

Libraries & Information Services 01343 562600 http://www.moray.gov.uk/moray_standard/page_1472.html

Museums Service 01309 673701 http://www.moray.gov.uk/moray_standard/page_572.html

Moray Council A-Z Telephone: Web page address:

Placing Requests 01343 563374 http://www.moray.gov.uk/moray_standard/page_49601.html

Pre-School Education 01343 563374 http://www.moray.gov.uk/moray_standard/page_42682.html

22

Racial Equality 01343 563374 http://www.moray.gov.uk/moray_standard/page_43019.html

School Catchment Areas 01343 563374 http://www.moray.gov.uk/moray_services/page_68608.html

School Contact Details 01343 563374 http://www.moray.gov.uk/moray_standard/page_55590.html

School Information Line 0870 054 9999 Calls to this number will be

charged at a 2p per minute service charge plus your call providers access

charge

http://www.moray.gov.uk/moray_standard/page_40560.html

School Meals 01343 557086 http://www.moray.gov.uk/moray_standard/page_55540.html

School Term and Holiday Dates 01343 563374 http://www.moray.gov.uk/moray_standard/page_55829.html

Sports Facilities 01343 563374 http://www.moray.gov.uk/moray_standard/page_2237.html

Swimming Pools 01542 882222 http://www.moray.gov.uk/moray_standard/page_74674.html

Transport (Pupils) 0300 123 4565 http://www.moray.gov.uk/moray_standard/page_1680.html

http://www.moray.gov.uk/moray_standard/page_47797.html

http://www.moray.gov.uk/moray_standard/page_56922.html

Travelling People 0300 123 4566 http://www.moray.gov.uk/moray_services/page_40313.html

23

ST THOMAS’ RCPS – STRATEGIC IMPROVEMENT PLAN 2015-17*

Vision, Values and Aims Inspire: Provide a welcoming, caring and inclusive atmosphere which fosters joy, creativity, enthusiasm for learning and teaching and a strong sense of health and well-being. Promote a school ethos based on a climate of openness within which everything we do mirrors the Gospel values of trust, respect, tolerance, honesty and forgiveness. Include: Give every child within our school, the confidence, attributes and capabilities to make valuable contributions to our society and encourage them to make informed choices. Develop the strengths of the school community by building links and partnerships between children, parents, staff, faith communities, other agencies and the wider society including working with other cultures and exploring the international dimension. Improve: Develop the Curriculum for Excellence which will enable all children to achieve their full potential by encouraging them to develop strong foundations of knowledge and understanding and become independent learners with appropriate life-long skills and self-discipline.

Ensure the development of a “quality culture” within which the importance of self-evaluation, strategic planning and the effectiveness of leadership at all levels are implicit in the corporate life of the school

Improvement Priority (and why ie Theme,

HGIOS, HGIOELC, JtE)

Outcomes (what will change and be better for

learners)

Main Actions Led By

Time-scales

Evaluation Method/Impact

1 Learning and Teaching To promote Health and Wellbeing across the curriculum ensuring progression and coverage across the school. To develop whole school approach to 1+2 initiative in line with national guidelines

Learners will be able to make informed choices that impact positively on their own health and wellbeing.

Learners will be increasingly able to make links between HWB and other curricular areas.

Learners will experience greater opportunities to be involved in planning, managing and participating in activities that have a focus on HWB.

Learners will become more familiar with second language

Developing Health and Wellbeing policy and practice to give consistency and shared understanding

Shared planning with all pupils, parents and other agencies.

Joint planning involving all teaching staff, using Erasmus+ “The Joy of Sports and Healthy Living”

Focus on GIRFEC and wellbeing wheel with SHANARRI indicators in class and whole school including nursery

Develop system to evaluate the impact of HWB

Staff will engage in CPD/ moderation activities at ASG level. This will be cascaded to all school staff.

Engage with the 1+2 programme – professional learning

All staff CT All staff All staff HT All staff IW / CT HT

IW

Jun 17 Jun 17 Jun 17 ongoing Jun 17 Jun 17 Ongoing to Mar 2017 Ongoing to Mar 2017

HWB Policy Planning Procedures Long and medium term Observation Pupils opinions School surveys Pupil council 1+2 implemented across the school Pupils speaking French with each other in class and across stages Attendance at Professional Learning event

24

Improvement Priority (and why ie Theme,

HGIOS, HGIOELC, JtE)

Outcomes (what will change and be better for

learners)

Main Actions Led By

Time-scales

Evaluation Method/Impact

To enhance the quality of learning and teaching in R.E. for relationship teaching through ‘God’s Loving Plan’ and Caritas Faith Award Curriculum Design Learning and Teaching HGIOELC 2.2, 2.5, 2.7, 3.1 HGIOS 4 2.2, 2.5, 2.7, 3.1

Learners will continue to gain knowledge and understanding of the Catholic faith.

Learners will have an increased knowledge and understanding of other Christian traditions and major world religions.

Learners will be aware of ways in which they are able to put their beliefs, values and attitudes into action.

Learners will be able to contribute more fully to the spiritual life of the school.

opportunities within ASG in order to adopt as whole school approach

To engage in Professional learning opportunities with other RC sector primaries to ensure consistent use of God’s Loving Plan through all stages

Children learn about current issues by helping charities and will work with our faith community, including Pope Francis Faith Award for P6-7- Caritas

Increase opportunities for children to be actively involved in the spiritual life of the school including class assemblies, masses, leading prayer and worship.

SM SM HT

Ongoing Jun 17

Pupils awarded CARITAS PFFA Observation Pupils discussion Activities for Charity & collection Engagement in activities for PFFA

2 Raising Attainment To develop Maths & Numeracy ensuring progression and coverage across the school. Curriculum Design Learning and Teaching HGIOELC 1.1, 2.7, 3.3 HGIOS 4 2.2, 2.5, 2.7, 3.3

Learners will continue to make good progress in Numeracy and Maths.

Learners will access to a range of resources including outdoors to help them develop and apply maths skills.

All learners will be understand intended learning ad success criteria

Pupils will be able to transfer learning to other areas of curriculum/ life

Pupils able to develop ICT skills

More able pupils to be identified and given the relevant challenge

Audit current practice for tracking progression

Shared planning with all teaching staff.

Use of PIPS/InCAS data & SfL support

Staff to engage with and use of ASG materials for assessment

Review active learning resources

Staff to become familiar with Significant aspects for Learning

Engaging and involving children more fully in planning their next steps and reviewing their progress

Staff to develop learning areas throughout the school

Create a tracking and monitoring framework for the school to support identification of possible improvements, including target setting and information about Individual pupils, classes and the whole school

CT CT CT All staff CT CT CT All staff

Ongoing Ongoing June 2017 Ongoing June 2017 June 2017

School Teaching and Learning Policy adopted with ASG Professional dialogue Discussions with pupil Skills progression grid

25

Improvement Priority (and why ie Theme,

HGIOS, HGIOELC, JtE)

Outcomes (what will change and be better for

learners)

Main Actions Led By

Time-scales

Evaluation Method/Impact

3. Meeting learners needs To ensure that through relevant consultation and evidence gathering that appropriate support and challenge is provided

To develop whole school approaches to ensure reliability and validity of evidence through effective assessment and moderation activities Curriculum Design Learning and Teaching HGIOELC 2.2, 2.3, 2.4 HGIOS 4 1.1, 1.2, 2.3, 2.4, 3.1, 3.2

Learners will have a better understanding of what they are trying to learn and what is expected of them

Learners needs will be more accurately identified and met.

Parents involvement will be promoted throughout the school

Learners will fulfil their potential. They will experience a curriculum that is appropriate to their needs and provides both support and challenge

Learners will be increasingly able to reflect on their own work and will have a better understanding of how and what they need to do to improve.

Pupils will become more familiar with the principles of curriculum design

Learners will be appropriately challenged and supported enabling them to realise their potential

Achievement monitored and appropriate support in place to ensure attainment raised

Learners will be better prepared for next stages in learning. There will be more effective curricular transitions.

Learners will be more active in their learning. They will be more confident in applying their learning to new and unfamiliar situations.

Develop school teaching and learning policy in line with Moray Council policy

Continue to develop 4 aspects

Ensure consistent approach to sharing of learning intentions and clear success criteria.

Parent engagement sessions to be introduced

To ensure skills being taught are identified and pupils able to discuss their learning

Skills progression grid to be developed

Shared teaching approach to be adopted to ensure targeted support is provided

Self Evaluation on the principles of curriculum design

Agree on core assessment activities and how these should be kept and analysed.

Staff to include assessment activities in core planners and ensure relevant evidence

Roles and responsibilities of SfL inclusive approach to be cascaded to staff

Regular meetings with CT and SFL to track and monitor pupil progress and ensure targeted support provided.

Inter-agency meetings for most vulnerable pupils and adopt new Child’s Plan approach

Regular tracking of attainment

Monitoring of attendance

Staff to engage with NAR materials.

Evidence planning focusing on how most vulnerable pupils are supported.

HT

CT

HT

CT

CT CT

All staff All staff

CT

HT/ SfL

SfL

CT/SfL HT CT CT/SfL

Jun 17

Jun 17

Jun` 17

Ongoing

Ongoing

CT/ SfL

Ongoing

Jan 16

Ongoing

Sep 16

Nov 16

Dec 16 Dec 16

Dec 16

School Teaching and Learning Policy adopted with ASG Professional dialogue Discussions with pupil Feedback from parents Skills progression grid SfL Consultation minutes Evidence through planning Assessment folders Pupil Sharing Our Learning Logs Tracking and monitoring system and how information used Moderation activities planned Minutes of meetings Child’s Plan as per Moray guidelines I

26

Improvement Priority (and why ie Theme,

HGIOS, HGIOELC, JtE)

Outcomes (what will change and be better for

learners)

Main Actions Led By

Time-scales

Evaluation Method/Impact

Evidence planning focusing on how most able pupils are challenged

4. Leadership and management To develop robust system and approaches to self-evaluation to ensure impact on learners’ progress To promote regular engagement for staff and all stakeholders In self-evaluation activities and school improvement To maintain global citizenship and sustainability opportunities within ethos of the whole school and wider community Validated Self-Evaluation and Quality Improvement Supporting Learners HGIOELC 1.1, 2.7, 3.3 HGIOS 4 1.1, 1.3, 1.4, 3.1, 3.2

Learners will benefit from enhanced educational experiences and improved outcomes.

Learners will be able to share their views

Attainment and achievement will be raised.

Increase engagement of all stakeholders especially parents in school improvement process

Learners will learn from teachers and pupils from different countries/cultures.

Learners will share their learning and culture with schools from across Europe and beyond

Learners will develop their language skills beyond English

Learners will develop leadership skills and have increased opportunities to be involved in planning of ECO activities. Learners will learn to apply skills and knowledge into other curricular area

Opportunities for all stakeholders to share their views on their learning and school through AifL strategies

To use pupil profiling consistently across all year groups from nursery.

To engage in sharing good practice and quality assurance procedures including professional support visits to classes across ASG

Establish a rigorous tracking system across the school which incorporates PIPS/INCAS analysis

Both host and visit schools through Erasmus+ programme

Work with Confucius teacher

Whole school and class activities to underline importance of ECO targets set

To work towards achieving outcomes to successfully gain the PSQM – Gold award

HT

CT

HT & SFL CT

All staff CT IW

June 15 onwards

June 15

Aug. 16 onwards

June 2017 June 2017 June 2017 June 2017

Evidence from PIPS Pupils profiles Feedback from sharing good practice sessions Feedback from professional support visits in class School surveys Feedback received from host school visit Feedback from pupils and staff Maintain green flag status Review of evidence

*This is Year 3 of a 3 Year plan. Underpinning all our work are the cross-cutting themes of Global/Sustainability and Enterprise/Creativity.

27

APPENDIX C Our Standards and Quality Report is our opportunity to share with you, our parents and carers, along with the wider community about our school’s achievements, it’s strengths and areas for improvement for this current session 2015/2016. It forms part of our School Improvement Plan (S.I.P.) produced every year which is published on our website or available on request. Whilst the school does many things in the course of an academic year this report focuses on what is considered to be the most important aspects of the life and work of the school. Context of our School St. Thomas R.C. Primary School and Nursery serves Keith, a semi-rural town of around 5000 including the surrounding district. Our school is located at the eastern side on the Cuthill – the highest point in the town. The catchment area is in line with the parish boundary and almost 20% live in the surrounding areas and beyond. The school supports families from a range of socio-economic backgrounds with a mix of council, social and private housing. Within our school pupils begin their learning journey in the early stages with 20 pupils currently attending our Nursery class in the morning with a further 72 pupils organised this current session (2015/2016) into the following year groups: Primary 1-4, Primary 4-5 and Primary 6-7. We are a four teacher primary school with a newly appointed Head Teacher overseeing the operational and strategic aspects of the school as well as having a teaching commitment. Due to the larger class size in P1-4 arising from our P1 intake and placing requests, this class is taught on a team teaching basis which was in agreement with GTC Scotland. The Nursery is staffed by a Senior Nursery Nurse and Nursery Nurse. Alongside there is a Support for Learning Teacher to help enhance the curriculum and support the teaching and learning. We have visiting specialists for P.E. and Instrumental Instructors. We also have a very helpful administrator and hard-working catering staff. We enjoy the positive benefits a small school brings especially the family atmosphere with a very open and welcoming ethos, the responsibility that our older pupils demonstrate towards our younger ones and the sharing of good practice across our composite classes and within our mixed age groups. St Thomas’ maintains a very close working partnership with St. Thomas Church and Parish. Although we are a Catholic school we welcome families from other faith communities and cultures. The school has an active and supportive Parent’s Council. How well do our young people learn and achieve? At St. Thomas we strive to ensure that every member of our community is given the nurture, care and support required to enable them to reach their fullest potential. We are committed to providing an inclusive ethos, where high expectations are set for all learners, within a rich and varied curriculum. Our pupils are the most important people in our school and every member of staff is fully committed to ensuring that each child’s time spent at St. Thomas is a happy and fruitful experience.

SSSttt... TTThhhooommmaaasss RRR...CCC PPPrrriiimmmaaarrryyy SSSccchhhoooooolll

SSStttaaannndddaaarrrdddsss &&& QQQuuuaaallliiitttyyy RRReeepppooorrrttt

222000111555///222000111666

28

All pupils are provided with a wide variety of learning experiences. Our teaching and support staff are well experienced, enthusiastic and work collaboratively. There is a high level of co-operation between classes with many examples of shared learning which include: Nursery – P6/7 buddies, Science Day, Health Day activities and annual Sports Day, weekly Celebrating Success assemblies, St. Andrews Day and Chinese New Year assembly and whole school initiatives are promoted through Activity and ACE (Curriculum For Excellence) groups focusing on ECO, Rights Respecting School and ERASMUS+ projects. Our whole school behaviour management policy ensures all pupils havea sense of belonging and they are given ownership through our four houses: St. Andrew, St. Margaret, St. Columba and St. John. This is also an opportunity for pupils of all stages to work together to earn house points ensuring consistency in the management of behaviour. Our pupils are happy at school and they support each other. This encourages good behaviour within the learning environment. Pupils are provided with opportunities every week through reflective logs, profiling and portfolios in order to reflect on their learning encouraging them to set targets for themselves. Staff are able to plan the learning and teaching to ensure that what our pupils learn is relevant, that they enjoy and are engaged in their learning. Increasingly pupils are able to discuss their learning with key adults. School attainment data indicates that almost all pupils continue to develop their literacy and numeracy skills. The school has invested in resources for reading and active maths. With the introduction of Accelerated Reading staff are able to monitor pupils reading practice and make informed decision about their future learning. Through this pupils are also able to monitor their own progress and encourage reading for pleasure. It is also a useful tool for home to support learning in reading and literacy skills. Feedback from the use of the tool encourages pupils to become more independent in their learning. With the composite classes pupils work in mixed age groups adopting a collaborative approach that has enabled learning to be more focused on their learning needs. Children are confident during listening and talking sessions. Through consultations with staff, pupil can access more targeted additional support for their learning in class or in ‘The Neuk’ Our school was very successful in a number of Moray-wide and national events. All children from Nursery to Primary 7 take part in the Moray Music Festival leading to a number of highly commended performances. Several children compete in the Burns Federation Competition and have been awarded medals for their performances. These performances were enhanced by the support rehearsing in front of the whole school during assembly and promoting community links by performing in the local Tesco. Primary 6/7 pupils performed Christmas carols and Scottish Country Dancing at the local Weston House and Glenisla Care homes. Our pupils are keen to represent the school and have participated in Euroquiz and National Bridge competitions. Pupils at St. Thomas support local events and most pupils submit entries to the Keith Horticultural Flower Show with pupils receiving recognition for their work. Primary 7 pupils experience a week long residential trip which allows then to develop their skills, attitudes and abilities outwith the classroom and Primary 6 pupils experience a night away to begin the transition process.

29

We take on board feedback from our parents and as a result we continue to develop extra-curricular groups and clubs through the support of our Active Schools Coordinator with Stay and Play, Dance and Mini-Olympics after-schools clubs being planned. Our pupils are becoming more confident in sharing their talents by leading extra-curricular activities which include Chess, Dance and Science Magic during lunchtimes. Staff and parent helpers continue to promote healthy living through the very popular weekly running club which prepares pupils for local sporting events. Being an Eco-school with our fourth eco flag, we continue to build upon and take advantage of our outdoor spaces. Our Nursery pupils promote outdoor learning through the use of the outdoor spaces on a regular basis encouraging learning across the four seasons. Our Sensory garden and two community allotments act as rich stimuli for our pupils to explore and learn in meaningful contexts. We continue to invest in resources to enhance the outside areas of St. Thomas.

Fundraising and Enterprise activities linked to Inter-Disciplinary Learning have raised significant amounts of funding for the local community and national charities providing opportunities to develop their financial education as well as supporting their development as effective contributors to the school, the wider community and as global citizens helping those less off than themselves. One of our strengths are our links with various International communities successfully made through St. Thomas involvement with Erasmus+. Our pupils communicate with children from around Europe helping them learn more about their lives, the different cultures and languages. We continue to have input from the visiting Mandarin teacher which works in all classes from nursery to Primary 7 providing opportunities for our pupils to learn Mandarin and develop their knowledge of Chinese culture whilst also supporting the cultural development of some of our pupils. Health & Wellbeing is embedded within the ethos of the school and school ensures that pupils entitlement of 2 hours physical education and activity is met. There is whole school participation with staff, children and with parental representation when possible. How well does the school support children to develop and learn? The school adopts a very welcoming and inclusive ethos which contributes to the learning environment in which the pupils learn. The school maintains its reputation for its level of care and support for all children. Staff know our pupils well and are sensitive to their social and emotional needs. Pupils have provided feedback on how they feel ‘safe’ and ‘healthy’ in school. During lessons pupils are provided with the learning intention and success criteria in order to support and help them in their learning. All staff know children well and take into account their individual needs with those who work closely with children with specific emotional and behavioural difficulties being extremely sensitive to their needs. Individual Education Plans (I.E.P) are in place for all children who require them which are reviewed, developed and updated regularly. These are shared with pupils, parents, staff and other agencies to ensure children are fully supported The children are responsible and contribute actively to the life of the school and the wider community. This is evidenced on the Celebrating Success Board and is a focus of our weekly assembly through Special Mentions where whole school including Nursery pupils join in to

30

celebrate. Pupils are awarded Mathemagician, Star reader and writer awards to recognise the achievements in class and the different successes achieved out of school. Our school promotes the wonderful achievements of our pupils with the wider community through the local newspaper. Learners are treated with equality, fairness and respect. Our learners know that their ideas and opinions are valued and listened to. Active assemblies allow pupils to come together and share these ideas and opinions and where appropriate they have been acted upon. Pupils are provided with leadership opportunities including our Pupil Council who meet with the new head-teacher and discuss aspects of school as well as input into policy within the school. Pupils are very responsible fulfilling their ‘Buddy’ roles with our nursery pupils and positive comments are always given about the contribution they give and the support they provide in this setting. Pupils are involved in collaborative learning to help develop their skills in working within a team. Our Activity groups which are mixed age groups from Primary 1 – 7 allow pupils to support each other, lead the learning, develop their skills and share their talents. Curriculum for Excellence continues to play a major part in the development work of the school. Staff are committed to develop their practice and are involved with working groups within Keith ASG which include Numeracy and 1+2 Strategy promoting modern languages in the primary school. Our pupils continue to benefit from the introduction of homework activities to promote personalisation and choice in order to engage and challenge them extending their learning outside the classroom. In line with Moray Council policy, we use PIPS (Performance Indicators for Primary Schools) in P1, and INCAS (Interactive Computerised Assessment System) in P3 and P6. Results from these assessments showed that children continue to make good progress in Literacy and Numeracy. Analysis of the results also help us to identify and target specific children who required additional support with specific needs. Staff continue to use this data to inform their planning and next steps for pupils in their learning. St. Thomas maintains very positive partnerships with Educational Psychologists, Speech and Language Therapy, Health professionals, Early Years Education Services, Visual Impairment Teacher and Home School Link Worker. They engage in professional discussions to ensure the needs of our pupils are met and ensure our parents and carers are included in making decisions. All staff have positive links with staff from Keith Grammar School and contribute to the transition of pupils to secondary including those pupil in need of an extended transition. The school continues with our programme of four weekly slots for all pupils moving to new year group allowing staff to gain personal knowledge of pupils along with normal transition consultations. From Nursery to Primary 1 an effective pastoral transition programme is in place and families are kept informed. Pupils continue to develop knowledge of the Catholic Faith and contribute to the spiritual life of the school through partnership working with our parish priest Fr Maximillian, Dominican Sisters and head teacher delivering RE lessons. The school is continuing to use ‘This is our Faith’ and in line with the school’s development plan implementing ‘God’s Loving Plan’. Staff take responsibility for own professional learning through attendance at Continuous Professional Development courses to develop knowledge of curriculum development. Some staff are effective in the use of Signalong BSL as means of communication for pupils and deliver training to other staff to develop this skill. The school has invested extensively in I.T equipment with the purchase of Smartboards to ensure consistency in pupils’ experience and development of their skills as they progress through school. ICT is used to remove any barriers to learning for some individual pupils by using school laptops and purchase of Ipad. Staff have positive relationships with parents and provide regular effective feedback about children’s learning as well as behaviour and attitude. This can be through parent/teacher

31

meetings, email, texts and phone calls home and formal school reports where final parents’ evening is used as an opportunity to discuss content. The effective use of school newsletter, website and blogs support communication and promote home-school links How well does the school improve the quality of its work?

Most staff are able to evaluate school improvement and are able to recognise the strengths of the

school.

Distributive leadership is encouraged and all teaching staff have different areas of responsibility

within the school or are part of an ASG Working Group (PE, Numeracy, 1+2). Most staff have

taken leadership for various school priorities and initiatives building their capacity to contribute to

school improvement.

All staff engage in annual programme of Staff Professional Development and Review which

support their professional learning in order to enhance the teaching and learning within the

school.

The school actively seeks the views of our whole community by carrying out an annual survey

with staff, parents and pupils to gather feedback and views on school. Our School Improvement

Plan is shared at Parent Council meetings. Our Parent Council cohort is consulted and is asked

for views on issues such as parental involvement, transition and other school policies. Our school

benefits greatly by the ongoing support provided from our parents and carers especially during

school trips and to various events.

There is a nurturing ethos across the school which impacts positively on the children’s health and wellbeing. All staff are committed to providing a safe and encouraging environment for learning. Probationers are well supported by colleagues though mentoring and sharing learning and resources. They are regularly monitored and given feedback. Professional learning is supported though school and authority based development. A monitoring calendar exists and shared with staff highlighting quality assurance procedures

throughout the session and to support self evaluation process. This supports the gathering of

evidence which provides the necessary information to review the school improvement plan by

pupils, staff and parents. This brings about change and improvement. The current school

improvement plan identified the following priorities:

To promote Health and Wellbeing across the curriculum ensuring progression and

coverage across the school

By providing opportunities for our learners to make informed choices that impact positively on their own health and wellbeing. They will be increasingly able to make links between HWB and other curricular areas. Learners will experience greater opportunities to be involved in planning, managing and participating in activities that have a focus on HWB. As a result learners will have a better knowledge and understanding of healthy eating. Their experiences will be enhanced with input from health professionals and will have increased opportunities to apply this knowledge learned.

To develop Maths and Numeracy ensuring progression and coverage across the school

By supporting learners will continue to make good progress in Numeracy and Maths in order for them to them to be increasingly able to make links between Maths and other areas. Learners will have more opportunities to be involved in planning and participating in a variety of Maths activities. Learners will access to a range of resources to help them develop and apply mathematical skills.

32

To develop opportunities to develop Global Citizenship and Sustainability

Through involvement with ERASMUS and other projects learners will learn from teachers and pupils from different countries and cultures. Learners will share their learning and culture with schools from across Europe and beyond whilst at the same time develop their language skills beyond English. Learners will develop leadership skills and have increased opportunities to be involved in planning of eco activities and apply skills and knowledge into other curricular areas.

To continue to enhance the quality of learning and teaching in Religious Education

ensuring This is our Faith and God’s Loving Plan is embedded.

By providing opportunities for learners to have an increased knowledge and understanding of the Catholic faith as well as traditions from other Christian faiths and major world religions. Learners will develop further their skills of reflection, discernment and critical thinking. Through various experiences learners will be aware of ways in which they are able to put their beliefs, values and attitudes into action. They will be able to contribute more fully to the spiritual life of the school.

To continue to develop whole school approaches to assessment, tracking and monitoring

By ensuring learners have a better understanding of what they are trying to learn and what is expected of them. Learners will be appropriately challenged and supported enabling them to realise their potential to raise attainment and achievement. Learners will continue to be encouraged to reflect on their own work and will have a better understanding of how and what they need to do to improve. Learners will be better prepared for next stages in learning with more effective curricular transitions. Learners will be encouraged to be more active in their learning and be more confident in applying their learning to new and unfamiliar situations.

To develop more effective approaches to collecting, sharing and analysing data across the

school

By ensuring learners will benefit from enhanced educational experiences and improved outcomes and maintain focus on raising attainment and achievement. Learners needs will be more accurately identified and met through use of data and measures out in place to ensure learners will fulfil their potential. They will experience a curriculum that is appropriate to their needs and provides both support and challenge

33

SCOTTISH CATHOLIC EDUCATION SERVICE APPENDIX D

RELIGIOUS OBSERVANCE IN THE CATHOLIC SCHOOL

The Education (Scotland) Act 1980 imposes a statutory duty on local authorities to provide

“Religious Observance” in Scottish schools. This is defined in a national R.O. Review Group

report published in 2004 as comprising: "community acts which aim to promote the spiritual

development of all members of the school's community and express and celebrate the shared

values of the school community".

In a letter of guidance issued by the Scottish Government in February 2011, it is

acknowledged that Catholic schools take a distinctive approach to the provision of Religious

Observance:

Scottish Government Ministers welcome the tradition that, in Roman Catholic

denominational schools, Catholic Liturgy will largely shape the nature and frequency

of religious observance activities in the classroom and in the wider school community.

So, at times, children and young people will be invited to participate in, and

sometimes to lead, prayer and reflection in classrooms and at assemblies. At other

times, to honour particular occasions or feasts, chaplains will lead school communities

in the celebration of Mass and other forms of liturgical celebration.1

Catholic schools follow the customs and practices of the Church in order to nourish the

spirituality and faith of pupils and staff. Our Catholic tradition is enriched by ancient rites,

prayers and devotions which help young people to become aware of, and show reverence to,

the sacred presence of the living God, Father, Son and Holy Spirit. Guided by this tradition,

we celebrate various seasons and special feast days to honour God, Mary his Mother and the

Saints.

Pupils are invited to pray with their teachers at times in classrooms and assemblies, as well

as in liturgical services. Usually a classroom will display a Crucifix on the wall; in some

classrooms and other areas of the school, a sacred space will feature a copy of the Bible and

will be decorated with signs and symbols that reflect the changing seasons of the Church

Calendar Year i.e., Advent, Christmas, Lent, Easter and Pentecost.

This regular practice of Prayer is complemented by religious services conducted, sometimes

as part of an Assembly, to mark special occasions – e.g. the distribution of Ashes on Ash

Wednesday, the seasons of Advent or Lent. To mark special Feast Days and Holy Days of

Obligation, Holy Mass will be celebrated by the school chaplain, with the school community, in

school buildings or in local parishes. Some pupils, at certain stages, may be able to

participate in retreats and pilgrimages to places of special significance within the Catholic

tradition.

While Religious Education is governed by separate Church guidance, it is complemented by

Religious Observance practices and, together, these experiences help pupils to develop their

understanding of the Catholic faith, to experience opportunities for spiritual growth and to

commit to beliefs, values and actions in a positive response to God’s invitation to faith.

In terms of pupil participation in R.O. Scottish Government guidance makes it clear that it

makes an important contribution to pupils' development and that it promotes the ethos of a

school by bringing pupils together and creating a sense of community. However, it also

makes clear that parents have the right to withdraw children from participation in religious

observance and that this right should always be made known to parents and their wishes

respected. The Scottish Government also recognises that:

Where a parent chooses a denominational school for their child's education, they

choose to opt in to the school's ethos and practice which is imbued with religious faith

and religious observance. In denominational schools, it is therefore more difficult to

extricate a pupil from all experiences which are influenced by the school’s faith

character.

1 Curriculum For Excellence - Provision of Religious Observance in Schools, Scottish Government, 17 February 2011