Guidance
sa
Sorn Primary School
HANDBOOK 2016 - 17
1
Contents

A message from Head of Education – Mr Alan Ward.

Headteacher’s message

Establishment ethos, vision and values

Establishment information

Establishment security

Establishment calendar

Staff information

Establishment improvement

Curriculum 3-18

Assessment and reporting

Policies and procedures

Additional Support for Learning

Transition

Parental involvement

Learning community

Wider community links

Other information

Disclaimer
2
Thank you for taking the time to read this handbook. In writing the following pages, colleagues are
attempting to do two things. The first is to provide you with the information you need so that your child
can be given access to all of the services and facilities to which they are entitled. The second purpose
is to seek and promote a genuine partnership with you as the main responsible adult in your child’s
life. Without that partnership it will not be possible for your daughter or son to take maximum
advantage of their education and so to fulfil their potential. Quite simply, we want the best for your
child in exactly the same way you do.
My invitation to you is that should you have any doubts about your child’s progress or their entitlement
to a service, then you should not hesitate to contact the school or early childhood centre. You are
entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist
you with an answer to any question you have. All we would ask is that you do this with the courtesy
that you yourself would expect.
I know your child will enjoy their time with us and they will learn and progress every day. However old
your son or daughter, never be afraid to ask what they were doing today and whether they were
having any difficulty or problem that we, or you, can help them with. By our working together in this
way, I promise that your child will succeed and will have a great preparation for life.
Kindest regards,
Alan Ward
Head of Education
East Ayrshire Council
3
Dear Parents/Carers,
It gives me great pleasure to welcome you and your child to Sorn Primary
School. This handbook provides information about the school, which I hope
you will find helpful and informative.
We believe that close links between home and school are extremely
important, and look forward to working in partnership with you to ensure the
best education for your child.
We also recognise the knowledge and skills which children bring to school
and aspire to build on these to ensure that every child receives challenging
and appropriate experiences to meet their individual needs.
“Every child of school age has the right to a school education provided by
an education authority” (Standards in Scotland’s Schools etc. Act 2000).
Our School Aims: We strive for excellence by:

Providing learning experiences which maximise attainment and achievement for
every pupil

Providing a curriculum which develops skills and attitudes in our young people within
real life contexts.

Building Community by working well with a range of stakeholders, supporting our
young people and families.

Promoting Literacy, Numeracy and Health and Wellbeing across each curricular area.

Actively engaging in meaningful self-evaluation which informs our practice and
methodology.

Providing an inclusive environment promoting support, equality, fairness and
ambition.
Should you wish to comment on or make a complaint about any aspect of provision
made by the establishment, you should contact the establishment in the first instance.
Our aim is to resolve as many complaints as possible at the first point of contact.
Yours sincerely,
Mrs Carol McCulloch
Head teacher
[email protected]
4
Ethos, Vision and Values
Our school has active and meaningful partnerships with the following
organisations:

Our local Church – Rev Albon visits the school on a weekly basis and
children make good use of the church throughout the year

We are accredited as a Dyslexia Friendly School

Cumnock Credit Union visits the school each Tuesday

Our school works closely with Eco School Scotland – we are working
towards our second Green Flag

We work closely with Sorn Milk Ltd

Pupils make visits to Sorn Castle Estate for outdoor education visits

Pupils participate in sports activities with our Active School Co
Ordinator
At Sorn Primary, every person is valued and has their part to play whether
pupil, staff, parent or visitor. We aim to promote a safe, caring and supportive
community with recognition for achievements of various kinds.

We provide each child with the learning experiences and support needed
to reach the highest levels of attainment and achievement across all
subjects and in particular the core subjects of Numeracy & Mathematics,
Literacy & English and Health & Wellbeing. Children are equipped with the
skills needed to prosper in an ever changing society. We ensure that our
pupils participate in learning activities which enable them to become
successful learners, responsible citizens, effective contributors and
confident individuals.
5
Promoting Positive Behaviour:
Most children from Pre School onwards have a good understanding of the
‘Golden Rules’. We actively promote good behaviour in school and often
revisit our rules through whole school assemblies and Pupil Council meetings
ensuring they remain relevant and meaningful.
Do be gentle
Do not hurt anybody
Do be kind and helpful
Do not hurt people’s feelings
Do work hard
Do look after property
Do not waste or damage things
Do listen to people
Do not interrupt
Do be honest
Do not cover up the truth
These rules are displayed in the classrooms and in the corridors.
To reward the children we have ‘Golden Time’ each week.
Time children choose a fun activity.
During Golden
Golden Time is a privilege and children must earn the right to this time
by following all of the Golden Rules.
Our School Building:
Sorn Primary is a small rural school housed in a traditional red sandstone
building, built in 1850. The school was successfully refurbished in 2012 and
now provides a stimulating and relevant learning environment for both pupils
and staff. This marks a new chapter in the already proud heritage of the
school within the village and ensures that we are better equipped to support
our pupils for the 21st century.
6
Anti Bullying
East Ayrshire Council launched a ‘Respectful Relationships Policy’ in 2014
and is committed to creating and sustaining a safe, positive and inclusive
environment, where respect is shown to and is given by all of its children,
young people, staff and parents/carers. A number of initiatives and policy
documents are in place to support, protect and encourage children and young
people to lead happy and successful lives. These policies have a direct
influence on the “Respect and Protect” anti-bullying behaviour policy,
launched in November 2010, which outlines guidance and procedures for
schools.
At any time, if there is anything you wish to discuss about your child’s
education, or the life of the school community, please do not hesitate to get in
touch with me.
7
School Information
Sorn Primary School
14 Main Street
Sorn
East Ayrshire
KA5 6HU
Telephone/Fax 01290 551496
E-mail: [email protected]
Sorn Primary School is a P1 to P7 co-educational school open to boys and
girls who live in Sorn Village and the surrounding catchment area.
Present roll
Likely Intake
Likely Intake
Likely Intake
2015 - 16
2016 - 2017
2017 - 2018
2018 - 2019
P1
6
5
4
4
P2
5
6
4
4
P3
4
5
6
4
P4
16
4
5
6
P5
7
17
4
5
P6
6
7
17
4
P7
6
7
7
17
Total
50
51
47
44
Capacity of school:
The future planning capacity is 59.
8
The working capacity of the school may vary depending on the number of
pupils at each stage and the way in which classes are organized.
Stages covered:
Primary 1 – Primary 7.
Status:
Non-denominational, Co-educational.
Accommodation:
Sorn Primary is an attractive Victorian building on
the Main Street in the village of Sorn. It comprises
of three classrooms, an outdoor classroom, three
offices, an accessible toilet, first aid room and a
central activity area. The school makes use of the
neighbouring Village Hall for school lunches,
assemblies, parties, concerts, physical education
lessons and drama. The school is on one level
with a ramp for additional access.
Please see the school site plan on the next page:
9
All visitors must report to reception where you will be:

Made to feel very welcome

Asked to sign in

Given a visitors pass if appropriate

Advised of our emergency evacuation policy
10
SCHOOL SECURITY
In order to ensure the security of the building doors are fitted with coded
electronic locks.
Visitors should enter by the main entrance and use the bell labelled ‘Sorn
Primary School’ to gain access to the building. You will then make your way
to the Sorn Primary School office
At the school office you will be asked to sign a register and will be given a
badge to wear in school. Please sign-out when leaving.
The back gate nearest the Village Hall is locked in the mornings and only
opened once all children are safely inside the school building at 9am.
In the interest of children’s safety please do not park on the yellow
zig-zag lines or on any areas marked for service vehicle use
11
Establishment Calendar
EAST AYRSHIRE COUNCIL
School Holiday Arrangements 2016/2017 – Option 1
Term
Break
Cumulative
Holiday
Total
Dates of Attendance
Teachers (In Service) Tue
2016
First
Pupils return
2016
Cumulative
Working
Days
16 Aug
Wed 17 Aug
1
Mid
Term
Local Holiday
2016
Fri
16 Sep
2
Local Holiday
2016
Mon 19 Sep
7
Close
2016
Fri
7 Oct
Teachers (In Service) Mon 17 Oct
2016
Pupils return
2016
Tue
18 Oct
Close
2016
Fri
23 Dec
Re-open
Mon 9 Jan
12
85
Second
2017
Mid
Term
17
Close
2017
Fri
10 Feb
Teachers (In Service)
2017
Thu
16 Feb
Teachers (In Service)
2017
Fri
17 Feb
Pupils return
2017
Mon 20 Feb
20
140
Third
Close
2017
Fri
31 Mar
Local Holiday
2017
Mon 17 Apr
Re-open
2017
Tue
31
18 Apr
32
May Day
2017
Mon 1 May
33
Teachers (In Service) Fri
2017
26 May
Local Holiday
2017
Mon 29 May
Close
2017
Thu
13
29 Jun
66
195
Session 2017/2018
Teachers (In Service)
Wed
16 Aug 2017
Pupils return*
Thu
17 Aug 2017
*Pupils attendance will be 190 days after deducting 5 in service days
14
Learning Community:
The school is a member of the Auchinleck Learning Community which brings together a wide
range of services to benefit young people. The principle purpose of the Learning Community
is to ensure that services are better co-ordinated in order to meet the needs of young
people and raise attainment. Learning Communities support the government’s approach to
GIRFEC (Getting It Right for Every Child.) This means that if a child/young person needs
support then, where possible, there will be one co-ordinated assessment and one plan for
that child/young person.
Associated Nursery School:
Catrine Nursery School
Newton Street
Catrine
Telephone: 01290 551233
Associated Secondary School:
Auchinleck Academy
Sorn Road
Auchinleck
Telephone : 01290 420617
Community Education:
Kilmarnock Community Education
13 Ardbeg Avenue
Kilmarnock
15
16
Establishment
information
Our school team
Teaching Staff
Head Teacher
Mrs Carol McCulloch (B.Ed Hons) (PG Diploma Leadership)
Teachers
Mrs Laura Strong: P1/2/3 (Mon – Thurs)
Miss Leanne Graham: P4 (Mon – Thurs)
Mrs Lorna Luke: P5/6/7
Mrs Nicola Collins (Wed – Fri)
East Ayrshire Support Teacher Mrs Fiona Connelly – Tuesday mornings
School Chaplain
Rev. David Albon
Support Staff
Senior Clerical Assistant
Mrs Moira McGhee
Classroom Assistants
Mrs Mhairi Casey (Tuesday – Friday)
Classroom Assistant EAST
Mrs Linda McConnehey (Friday am)
Janitor
Mrs May Lochrie
Catering Assistant
Mrs Marissa Dick
17
Establishment
information
SCHOOL HOURS:
9.00a.m. – 10.45a.m.
(interval)
10.45a.m. – 11.00 a.m.
11.00a.m. – 12.30p.m.
(lunch)
12.30p.m. – 1.15p.m.
1.15 p.m. – 3.00 p.m.
Primary 1 pupils remain in school until 12.30 p.m. until the first Monday in September. After the holiday all pupils follow
the above timetable.
Children are supervised from 8.30am onwards when in the school playground.
18
Establishment
information
ARRANGEMENTS FOR ENROLMENT
Registration of beginners residing in the area designated for Sorn Primary School will be on a date
notified in the local press, generally around the middle of January. Parents who reside outside this
area and are seeking a place in the school, should contact the Head Teacher.
The school’s associated nursery school is Catrine Nursery.
DEFERRED ENTRY
Under current legislation in Scotland, parents/careers of children aged between four and a half and
five at the start of the school session (those with September to February birthdays) have a choice
about enrolling their child for primary school. Children can start school before they are five or can
defer their start until the following August.
What must parents/carers do?




Register the child at the catchment area school, where there will be an opportunity to indicate
interest in deferring entry, during the period notified in the local press
Discuss the possibility of a deferred entry with staff in an early years establishment (if
attending)
If the child does not attend an early years establishment, advice and an application form can be
obtained from East Ayrshire Council, Early Years Service, Council HQ, London Road,
Kilmarnock, KA3 7BU or by telephoning 01563 576185
Complete the appropriate application form and return it to the address given by 28 February.
19
Establishment
information
20
Establishment
security
21
EAST AYRSHIRE COUNCIL
School Holiday Arrangements 2016/2017
Term
Break
First
Cumulative
Holiday
Total
Dates of Attendance
Teachers (In Service)
Aug 2016
Tue
Cumulative
Working
Days
16
Pupils return
Wed 17 Aug 2016
Local Holiday
Fri
Local Holiday
Mon 19 Sep 2016
Close
Fri
1
Mid Term
16 Sep 2016
7 Oct 2016
Teachers (In Service)
Oct 2016
Mon
Pupils return
18 Oct 2016
Tue
2
7
17
85
Second
Mid Term
Close
Fri
23 Dec 2016
Re-open
Mon 9 Jan 2017
Close
Fri
10 Feb 2017
Teachers (In Service)
Feb 2017
Thu
16
Teachers (In Service)
Feb 2017
Fri
17
Pupils return
17
Mon 20 Feb 2017
22
20
140
Close
Third
Fri
31 Mar 2017
Local
Holiday
Mon 17 Apr 2017
Re-open
Tue
31
18 Apr 2017
32
May Day
Mon 1 May 2017
Teachers (In Service)
May 2017
Session 2017/2018
Thu
4
33
Local Holiday
Mon 29 May 2017
Close
Thu
29 Jun 2017
Teachers (In Service)
Wed
Pupils return*
17 Aug 2017
Thu
66
16 Aug 2017
*Pupils attendance will be 190 days after deducting 5 in service days
23
195
24
25
26
27
Establishment
improvement
Evaluation of Improvement for Session 2014-15:
Introduction and Key Strengths
Sorn Primary is a small school within the village of Sorn, near Mauchline. The school has a large rural catchment area
with the roll capped at 59. At present the school roll is 53 of which 24 are placing requests.
The school has an open plan library and three classrooms which are designed to hold 18, 18 and 23 children.
Traditionally, this proves a challenge when deciding annual class structures. The school hires the neighbouring Village
Hall for lunches, physical education and assemblies. At present we have P1/2/3, P3/4/5 and P6/7. The management
team consists solely of the Head Teacher.
The school is part of the Auchinleck Learning Community and has effective transition links with Early Childhood Centres
and the local Secondary School. Our partnership across sector, ensures an Integrated Services approach, striving to meet
the needs of children and families in our communities.
Authorised absence for this session was 3.61 %, Unauthorised 0.86% with no exclusions.
Identified Key Strengths:






Dyslexia Friendly School status
Children have high level ICT skills
Learning Outdoors
Children are confident, articulate and very keen to learn
Parental and Community support is strong
Teachers are highly committed in taking forward Curriculum for Excellence
How well do young people learn and achieve?
At all stages, children are actively involved in their learning often in pairs and groups. Pupils are given responsibility to
lead their own learning supported by the ‘family feel’ of our school. Teachers facilitate ‘Learning Conversations’ as part
of Personal Learning Planning enabling each child to articulate their learning and identify areas for development
pertinent to them. ‘I can’ statements are used and Learning Conversations are one to one with the class teacher. Our
next step is to improve procedures to help children reflect on their skills and progress in all other curricular areas. During
School Improvement meetings, staff are confident when using the language of Curriculum for Excellence to discuss
attainment, evident in learning conversations, pupil assessments and reports. Pupils are encouraged to agree criteria for
self and peer assessment especially during language activities. Staff will ensure coverage across each curricular area next
session. The infants in particular benefit from quality verbal interaction with their teacher and have made good use of
recordable microphones to demonstrate their learning. This session, spelling across the school has improved. Baseline
assessments and small ‘tests of change’ have shown spelling ages to have increased by, on average, 1 year and 2 months
across the school. Almost all children read with confidence and, using Blooms Taxonomy, can talk enthusiastically and
discuss books they have read. Children’s skills in talking and listening are well developed. The next step is for pupils to
28
Establishment
improvement
use verbal and non verbal skills with greater confidence within a variety of contexts. In the upper school, children are
able to design, produce and present E Posters (including hyperlinks) to their peers and are familiar with constructive
feedback.
‘Blooms Taxonomy’ has improved higher order questioning across the curriculum. Teachers rate this methodology and
will develop it further next session by:
 Ensuring pupils use ‘Blooms Fans’/mats in group work and for framing their own questions
 Incorporating Blooms Questions into paired reading activities
 Continuing to indicate where Blooms has made an impact (in weekly plans.)
Across the school, children write daily for a variety of purposes, including real life contexts, and most understand
different genre. Staff have worked together to improve VCOP and writing criteria, to help children understand how to
improve their work.
Children are articulate, confident and regularly present to a wider audience at assemblies, open afternoons and concerts
for parents. Two evening events, a Pantomime and Sorn’s Got Talent’ showcased pupils’ wider achievement. We now
need to improve the tracking of wider achievement across the school.
Staff and children made use of a ‘Learning Wall’ for learning outdoors and for a whole school topic on Space/Solar
System. This allowed teachers a visual plan of what children were expected to learn across the levels and helped when
participating in Moderation.
Within Numeracy, the speed and accuracy of mental calculations needs to be more consistent across the school. This is a
priority for next session. Big Maths will be revisited and a new whole school times table programme will be put in place.
Most children have opportunities weekly to develop skills in solving mathematical problems in real life situations.
Children are confident when using digital technology and have high levels of ICT. Using Authority resources, the number
of P7’s performing well at 2nd Level is 86% and for P4 1st Level 75%.
3. How well does the school/centre support young people to develop and learn?
Teachers know children and families very well and are responsive to individual needs and circumstances. We are proud
of our inclusive learning environment and consistently support children – evidenced in pastoral notes and transition
information. Support from EAST ensures effective support for children and guidance for staff. Staff are aware of their
responsibility in engaging children requiring additional help or challenge with their learning. Individual plans take full
account of the SHANARRI indicators. Plans are reviewed regularly and parents are key when discussing and agreeing
targets. Across the school, learning intentions are shared with pupils and visible throughout the lesson. Pupils use
formative assessment strategies to evaluate their performance for example, traffic lighting and two stars and a wish. The
next step for staff is to further develop children’s understanding of their learning, explaining their learning to others and
tracking their journey as learners. In most classes, tasks and activities are well matched to the needs of learners. On
occasion, the pace of some lessons needs to be brisker and activities more challenging for some.
29
Establishment
improvement
Teachers’ weekly plans are electronic, outcome based and indicate where Blooms has been effective or where an
assessment has taken place. Plans are evaluative and teachers record detailed termly plans for each child. At important
transition points, robust procedures, such as Ellat scores, visits, transition information are established.
Children from both P6 & P7 participated in an annual residential experience as well as Skiing in competition at Braehead
Arena. Children access After School activity throughout the school session.
4. How well does the school/centre improve the quality of its work?
Teachers regularly develop their professional skills to support improvements in learning and teaching. New
methodology is openly shared and ‘significant aspects’ of learning discussed. This is recorded via the online format.
Effective monitoring processes are in place including learning observations which are steered by Quality Indicators,
timetabled discussions with staff and children, and sampling of children’s work. Staff successfully completed
Moderation of Writing and Talking and Listening and now have a deeper collegiate understanding of the impact of
the Moderation process.
By providing whole school Rich Tasks and various Pupil Led Committees, children have had the opportunity to
develop confidence, communication, teamwork and in turn Leadership Skills.
Teachers are open to new ideas and readily share practice with each other in a supportive way.
Our school has achieved Dyslexia Friendly School Bronze status, has applied for a second Green Flag and has links
with a school in Uganda as part of Global Citizenship.
Stakeholders are committed to improving the school community. – a major strength of the school. This session,
focussed questionnaires and feedback forms have highlighted that the majority of parents view the school as “very
good”. Almost all visitors comment on the quality of wall displays.
Sorn Primary ensures Equality and both children and staff have opportunities to demonstrate and articulate these
values over the session.
Areas of Improvement for the next academic year
Taking into account Increased Expectations and, as a result of meaningful dialogue, the following have been agreed:




To improve the skills for reading across the school
To refresh the Science & Technology Curriculum
To improve mental maths across the school
To embed GIRFEC across the curriculum.
30
Establishment
improvement
We provide a curriculum which:




delivers appropriate, innovative and flexible approaches to learning which fulfil individual needs
provides an inclusive education that promotes equality and fairness for all
engages parents in their child’s learning and in the life of the school, utilising the expertise of the
whole school community
is challenging, motivating and supportive where all children can achieve with confidence and pride
We ensure high expectations when delivering Learning and Teaching at Sorn Primary as shown
below:





learners make daily use of Assessment is for Learning strategies
learners are taught how to reflect and express their views of the learning experience
learners with additional support needs are identified and supported
learners learn to use Blooms Taxonomy to explore higher order questions, encouraging quality
dialogue with their peers and the teacher
learners know how to apply learned skills in other areas of the curriculum
The childrens Learning:
Learning intentions are shared and success criteria agreed with the children. Learning intentions and
success criteria are displayed for all to see. Some children often benefit from having a note of these so
that they and peers can make use of them when reflecting on their work.
Lessons always include direct teaching and children should be regularly guided to refer to the learning
intention and success criteria so they can measure their own success.
When planning activities staff consider how the learning will be assessed to ensure that assessment
informs planning next steps. High quality questioning and dialogue are key to a successful lesson and may
lead to other avenues of learning. Problem solving and investigation are encouraged whenever possible.
31
Establishment
improvement
Lessons should include a plenary where learning is recapped and next steps agreed.
At Sorn Primary, a balance of independent and collaborative work is offered with approaches being active
and engaging. Pupils are routinely asked to comment on the effectiveness of approaches to learning so
that teachers can modify delivery to meet individual needs, in turn responding to learning styles.
Interdisciplinary learning:
Staff make use of ‘bundled’ experiences and outcomes when planning a topic. As a small staff, we
regularly collaborate and make use of a ‘Learning Wall’ to ensure coverage and progress across Levels.
Creative approaches to learning and teaching are encouraged and celebrated. Pupils are encouraged to
aim high and be creative in their learning – we promote ‘no fear of failure’.
Pupil Choice:
At Sorn Primary we encourage children to be part of the planning process. Often children will suggest
ideas which teachers haven’t thought of; ideas which actually enhance the lesson. Often new learning is
built over time eg a mind map which can be revisited. Children are encouraged to present their learning
in a style of their choosing to show their understanding, for example through power point with
hyperlinks, written or recorded feedback.
Personal Learning Planning:
All children are given the opportunity to set targets for themselves and should be encouraged to share
these targets with their parents. There is time allocated within the curriculum to routinely review
targets.
In the classrooms:
Teachers avoid unnecessary interruptions to class work by ensuring that all children have sufficient work
at an appropriate level of difficulty. Clear timescales are shared with children to ensure that the most
effective use of class time is made. Pace and challenge is addressed carefully to ensure all children gain
32
Establishment
improvement
maximum benefit from their time in school – every second counts! Teachers carefully consider the best
environment for learning. Eg: the classroom, outdoors and other areas of the school
During InService and Staff Meetings teachers are encouraged to articulate and discuss what is
meant by the 7 Principles of Curriculum Design:
Challenge & Enjoyment:
Q: Do we set challenging goals?








Encourage high aspirations: ‘can do’ attitude
Have high expectations of learner achievement
Make connections with previous learning
Discuss learners’ work (with the learner)
Communicate effectively with parents
Transfer learning to new or unfamiliar contexts
Encourage children to reflect on their learning
Provide open ended tasks
Q: Do we make learners think hard about their learning?





Personal research tasks
Flexibility when presenting their learning
Use of open ended questions (Blooms)
Explaining and justifying ideas
Challenging tasks
33
Establishment
improvement
Q: Do we ensure that learning is active and engaging to motivate all learners?






Range of teaching styles
Working in a range of ways eg collaboratively and individually
Involving learners with planning and deciding on outcomes eg a performance/powerpoint
Increased use of technology
Encouraging creativity
Challenging tasks
Breadth:
Q: Do we use a variety of contexts through which to develop and demonstrate learning?






3 year rolling Outdoor Education Programme
Use of school grounds including outdoor classroom
Enterprise activities
Eco Schools
Dyslexia Friendly Schools
Pupil choice
Q: Do we give all pupils the opportunity to be involved in all aspects of school life?





Pupil Committees
Whole school Rich Tasks
School productions
Extra curricular Activities
Wider achievement celebrated weekly
Depth:
Q: Do we provide enough challenge and scope for intellectual thinking?



Use of Blooms methodology eg inferential questions/predictions
Use of newspaper clippings for Reciprocal Reading
Research in school or homework tasks
34
Establishment
improvement
Q: Do we give learners the opportunity to develop secure understanding?



Opportunities to apply what they have learned
Explaining their learning to others
Discussing next steps
Personalisation & Choice:
Q: Do we take account of prior learning?




Class Mind Maps – fluid – can add to
KWL boards
Opportunities for transferring learning
Choice in presentation of topic work
Q: Do we ensure that all learners have ownership of their learning?







We take an interest in learners as individuals
We agree personal targets
Involvement with planning
Peer and self assessment
Working in teams with specific roles
Allowing for choice in what and how they learn
Taking special account of learners’ aptitudes and talents
Relevance:
Q: Do we ensure learners understand the purpose of the activity?


Agreed Success Criteria and Learning Intentions displayed
Linking to future learning
35
Establishment
improvement

Quality discussion between teacher and learner
Q: Do we link with learners beyond the school gate?




Active community links
Local press coverage
Extra curricular activities
Business links eg Sorn Milk
Progression:
Q: Do we ensure that all learners have the opportunity to achieve success?







We provide and promote opportunities to celebrate wider achievement
We differentiate work
We build on prior learning and achievements
We give quality feedback and time for improvement
We ‘tap’ into learners strengths and interests – eg music/art
Learners may lead plenary sessions, open days and assemblies
Positive feedback
Q: Do we share expectations and standards with learners?




Model good practice
Learner evaluation of lessons including ‘exit cards’
Peer and self assessment
Agreeing success criteria
Q: Do we review and evaluate learners’ progress?




Personal learning planning
Gathering evidence of assessment
Involving learners in Parent Evenings eg Pupil Led Conferences
Listening to learners’ responses
Q: Do we provide quality feedback to learners?
36
Establishment
improvement



Using learner responses to initiate discussion
Use of Blooms methodology
Focus on learners individual targets - discuss
Coherence:
Q: Do we help learners to see links in their learning?





We make use of visible Learning Walls
Mind mapping ideas
Highlighting corrections
Quality discussion
Ability to apply prior learning
Within the Broad General Education there are 8 main areas:








Technologies
Health & Wellbeing
Sciences
Social Studies
Religious and Moral Education
Literacy & English
Numeracy
Expressive Arts
Often, learning is taken outdoors in order to further enhance the delivery of the experiences and
outcomes in the above subjects. Sometimes the outdoor environment can be a more effective and
stimulating place to learn. Regular outdoor learning encourages children to engage with their natural and
local heritage and brings a host of benefits in terms of health and wellbeing. The outdoors also provides
excellent opportunities to use a wide range of skills and abilities not always best placed for the
classroom. At Sorn Primary, children have ‘all weather suits’ with the school name in hi visibility lettering
on the reverse. Outdoor experiences take place through all seasons and in a wide range of weather
conditions, thus fostering adaptability and resilience. A variety of outdoor learning experiences offer a
breadth of opportunities for personal and learning skills development in areas such as communication,
37
Establishment
improvement
problem solving, information technology, working with others, creativity and thinking skills. These
transferable skills are required to meet the opportunities and challenges of a changing world. Measures
are always taken to ensure appropriate ratios, risk assessments etc when leaving school grounds.
38
Establishment
improvement
Our core business at Sorn Primary School continues to be Learning and Teaching. Children are given the
opportunity – throughout their learning to ask questions such as:
“Where am I in my learning?”
“What are the next steps for me?”
Personal Learning Planning takes place in the format of ‘Learning Conversations.’ Children have one to one time with
their class teacher who elicits specific personal targets from each pupil. The targets are reviewed every 6 weeks.
Children are learning how to articulate their progress to others and that is something we plan to build on next
session. Teachers are also skilled at responding to individual needs in order to maximise the chance of success for
every pupil in our school.
We anticipate further success next year and hope to move forward with the continued support of parents,
staff and our local community.
Priorities for 2016/17 include:

Improve reading across the whole school

Children learning to articulate their own learning; knowing their own strengths and areas for
development

HT observing class teachers teach

class teachers observing each other

tracking childrens progress

Engage with Global Citizenship
39
Establishment
improvement
40
Pre-birth to 3 (ECC only)
41
Curriculum 3-18
Curriculum for Excellence
Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges
and community learning from 3 to 18 and beyond.
From autumn 2010, learners from pre-school to S1 will be working to Curriculum for Excellence
guidance and standards. Pupils who are in S1 in 2010-11 will be the first to take the new Curriculum
for Excellence qualifications from 2013-14. Young people in S2 and above will work primarily within
the existing curriculum and qualifications system, whilst benefiting from improvements in learning and
teaching through Curriculum for Excellence.
The table below matches the five curriculum levels to stages of learning generally applicable, with
flexibility (for example, for young people who are particularly able and/or have additional support
needs).
Level
Stage
Early
The pre-school 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
Senior
phase
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and
Qualifications Framework level 4.
The fourth level experiences and outcomes are intended to provide possibilities for
choice and young people's programmes will not include all of the fourth level outcomes.
S4 to S6, and college or other means of study.
From pre-school to the end of S3 (3-15) young people will experience a broad general education
which is designed to enable each child or young person to be a successful learner, a confident
42
Curriculum 3-18
individual, a responsible citizen and an effective contributor. The broad general education will include
all of the Experiences and Outcomes across all curriculum areas up to and including the third level.
Throughout all learning, prime importance is given to literacy, numeracy and thinking skills; skills for
learning, life and work; an understanding of society, the world and Scotland's place in it, and an active
and healthy lifestyle. A range of teaching methods and contexts for learning is used, including active
and enterprising learning, which encourage young people to become enquiring; learning across the
curriculum which helps young people make links between subjects, and learning outside classrooms
in the outdoors and in the community, which gives opportunities for learners to deepen their learning
in real-life contexts. Most learners will progress into the fourth level in many aspects of their learning
before the end of S3, laying strong foundations for more specialised learning.
Curriculum for Excellence ensures that assessment is an integral part of day-to-day teaching and
learning. Learners’ progress will be closely monitored by staff, reflecting on their strengths, learning
needs and next steps, and take action based on this. Learners themselves will be increasingly
involved in this process, as they develop the skills needed to be able to make effective judgments on
their own learning; skills that will be important to them throughout life. Testing will continue to be part
of the framework of assessment, providing additional evidence of what learners know, understand and
are able to do, and helping teachers plan learning experiences which are motivating and challenging.
www.youngscot.org (learners)
www.parentzonescotland.gov.uk (parents and carers)
www.sqa.org.uk (information on qualifications)
www.hmie.gov.uk
(standards, inspections)
www.ltscotland.org.uk (teaching practice and support)
www.engageforeducation.org (share ideas and questions about education)
www.scotland.gov.uk/cfeinaction (real-life examples)
43
Curriculum 3-18
There are 8 curricular areas to be covered in all Scottish schools:








Literacy & English
Numeracy & Mathematics
Health & Wellbeing
Expressive Arts
Sciences
Religious and Moral Education
Social Studies (including Scottish History)
Technologies
The following pages indicate how Sorn Primary School successfully engages with each subject.
44
Curriculum 3-18
The skills of Reading, Writing, Talking and Listening are interdependent. All aspects of Literacy are
embedded and taught across the whole curriculum.
Reading
Oxford Reading Tree is the core resource used in P1-P3 and Literacy World is used from P4-P7.
Both reading schemes make use of Big Books for whole class/group teaching. Each class will also
undertake two book studies during the session. Pupil books are available for individual reading.
Texts include fiction, non-fiction, poetry and plays. A comprehensive phonics and grammar
programme for P1-3 pupils (Jolly Phonics) is in place which equips children with strategies to use
when reading and writing. Children are also encouraged to make use of both the school and class
libraries as well as relevant internet and ICT texts.
Writing
Three main types of writing are taught:
Personal writing:




poems
letters
reports
an account
Functional Writing:



news articles
reports
posters
45
Curriculum 3-18



leaflets
instructions
letters
Imaginative Writing:



stories
poems
imaginative response
All teachers encourage good punctuation, correct spelling, a variety of sentence structures,
descriptive vocabulary and the expression of opinions. Sharing of ideas is also valued with children
working in pairs or trios. The school uses the Nelson resource programmes in the teaching of
spelling, handwriting and grammar. We are currently adopting a new approach to the teaching of
writing across the school which is called ‘Write to the Top’. This focuses on pupils using the four main
targets to improve their levels of writing: Vocabulary, Connectives, Openers and Punctuation.(VCOP)
We value all children’s efforts, and achievement is recognised and celebrated regularly.
Listening & Talking
Children’s listening skills develop throughout the school across each area of the
curriculum. The children listen to teachers and peers in an individual, group or whole
class situation. Various activities are also used such as music, stories, power point,
video and games.
Talking is included in all aspects of everyday activities. Children
share their ideas and knowledge, explain solutions to problems
opinions with others in a variety of ways. Children are
increasingly confident when asked to report back to a group or
the school. Visitor often comment on how articulate the children are.
46
are encouraged to
and share their
becoming
present in front of
Curriculum 3-18
Foreign Language
Mrs Collins delivers French to P4 – 7 pupils on a weekly basis.
We recently purchased a new Maths Programme called ‘Big Maths’, which is current, stimulating for
the children and allows scope for individual challenge, group work and interactive learning. It involves
lots of mental maths and number work. We also have Heinemann material as well as new T-Jay
maths resources.
The teaching of Numeracy & Mathematics is an active learning experience with lessons being
contextualized in meaningful and relevant ways. Lessons are highly participative for the pupils and
they are encouraged to develop their own skills of independence and creative problem solving in
keeping with the four capacities of Curriculum for Excellence.
47
Curriculum 3-18
The four areas which are covered are-




Number, Money and Measurement
Shape, Position and Movement
Information Handling
Problem Solving
An interactive approach is used in all areas and each session begins with the development of mental
numeracy strategies. ICT is a vital aspect of the mathematics programme. We are fortunate to have
interactive white boards in each classroom and internet access which further develops pupil
motivation and allows them instant access to a world full of mathematics. All children participate in
the inter active ‘Sum Dog’ challenges.
The Health and Wellbeing of our pupils is important to all of us.
Health component are:




The four main areas within the
Mental, emotional and social well-being
Physical well-being
Nutrition Education – food and health
Relationships/sexual education
Strategies are taught to enable pupils to cope with peer pressure.
valuable ways of dealing with these issues.
48
Drama and role play are very
Curriculum 3-18
All staff access specific Learning Outcomes which help guide and inform the Learning & Teaching of
Health Promotion
Parents/carers will be given the opportunity to consult with the school before children deal with
sensitive issues in their studies for example sexual health.
Our commitment to mental, emotional and social development enables our children to:




Have an appropriately positive regard for self and for others and their needs.
Develop life skills to enable them to participate effectively and safely in society.
Identify, evaluate and review the values that they and society hold and recognize that these
affect thoughts and actions.
Take increasing responsibility for themselves
Resources include Time to Talk,Jenny Moseley’s Circle Time programme, Penny Cross Ponies and
SPICE.
‘Circle Time’ is an effective way for pupils to express their feelings and opinions on various subjects.
All teaching staff and classroom assistants received training in ‘Circle Time’ and share in this activity
with pupils.
Physical Education
The staff are all trained in ‘Top Play/Top Sports’. This is an excellent resource for P 1-7 pupils.
Resource cards are in the pack for pupil use. The activities on these cards become progressively
more complex as children acquire more skills in a particular sport. The school makes good use of an
‘Active Schools Coordinator.’
Staff work through a programme of Learning Outcomes which offer guidance on PE activity.
49
Curriculum 3-18
Physical Education lessons continue to be held either outside or in the neighbouring Village Hall.
Sports day is held at Sorn Football Field.
It is helpful if parents ensure that children bring a gym kit to school every day or if it is more helpful,
kits can be kept in school in a gym bag.
Please write your child’s name inside each gym shoe with a marker pen or biro and also label all
shorts and T-shirts with child’s name.
Our aim is to develop children’s skills and knowledge when thinking about the environment and to
develop in particular:






Knowledge and understanding
Planning
Collecting evidence
Recording and presenting
Interpreting and evaluating
Developing informed attitudes
The areas of study are:
50
Curriculum 3-18



People, past events and societies
People, place and environment
People in society, economy and business
An example of children’s day to day work in relation to the above includes learning about living things,
science, technology, history (with an increased emphasis on Scottish History), geography etc.
Programmes of work have been carefully devised with scope for pupils’ own personalisation and
choice.
Children are encouraged to make use of non fiction books as well as the internet to help with
research. Internet consent forms are issued and discussed when each family joins Sorn Primary
School.
The sciences framework provides a range of different contexts for
on important aspects of everyday life and work.
learning which draw
Learning in the sciences will enable pupils to:






develop curiosity and understanding of the environment and my place in the living,
material and physical world
demonstrate a secure knowledge and understanding of the big ideas and concepts of the
sciences
develop skills for learning, life and work
develop the skills of scientific inquiry and investigation using practical techniques
develop skills in the accurate use of scientific language, formulae and equations
apply safety measures and take necessary actions to control risk and hazards
51
Curriculum 3-18





recognise the impact the sciences make on my life, the lives of others, the environment
and on society
recognise the role of creativity and inventiveness in the development of the sciences
develop an understanding of the Earth’s resources and the need for responsible use of
them
express opinions and make decisions on social, moral, ethical, economic and
environmental issues based upon sound understanding
develop as a scientifically-literate citizen with a lifelong interest in the sciences.
At present we are developing a new Science programme and collaborating with Auchinleck Academy.
There is a particular emphasis on sustainable development within Science education within Sorn
Primary School.
This area includes Art, Drama, Music and Dance for all children. There are 3 areas:
 using materials, techniques, skills and media
 expressing feelings, ideas, thoughts and solutions
 evaluating and appreciating
Music
The music programmes taught are ‘Fischy Music’, ‘Sounds of Singing’, ‘Sound of Music’
and ‘ABC Music’. The children have the opportunity to work, individually or in groups for
various activities e.g. singing, using instruments, inventing rhythms and melodies and
listening to music. In addition, the children in each class often participate in topic based music work
and present it to the rest of the school as well as in class and school performances throughout the
year. Mrs Strong usually hosts a Ukulele Club during the school session.
52
Curriculum 3-18
Art
Teachers look closely at all Learning Outcomes for Art and Design and tie them into interdisciplinary
or topic work. This ensures the children’s art work is meaningful and reflects their class work. All
work is displayed throughout the school. A parent who is a local artist visits the school regularly and
delivers practical workshops to all classes.
Children become familiar with various materials for drawing and constructing, and also learn about
shape, colour, pattern, texture and explore various techniques. Pupils are taught to observe and
appreciate various art forms. All Art work is celebrated regularly.
Drama
East Ayrshire Drama Pack is the structured programme used for
P 1-7. Children use role play, improvisation and mime and share their work with groups,
class or at community concerts. Children are encouraged to co-operate with others, use their
imagination and be creative.
The aims of Religious and Moral Education are:-



to develop knowledge and understanding of Christianity and other world religions.
to develop an appreciation of moral values such as honesty, justice, fairness and concern for
others.
to investigate and understand what religions have to offer.
53
Curriculum 3-18

to develop their own beliefs, attitudes, moral values and practices through personal search.
Primary schools associated with Auchinleck Academy have agreed to study the religions of
Christianity, Judaism and Hinduism. Various aspects of these religions are studied from P 1-7. A
variety of resources e.g. books, videos, artefacts, Acer Materials and Religious Education Packs are
used.
Our school chaplain regularly visits the school to take assemblies and also comes into classes to take
part in religious education lessons. He takes part in our Easter, Summer and Christmas Services.
Our aim is to encourage members of Sorn community to come along and join with us at these events.
Parents/carers have the right to withdraw their child from religious education and/or religious
observance. Contact the Head Teacher if you do not wish your child to take part in these activities so
that alternative arrangements can be made.
Parents from ethnic minority religious communities may request that their children be permitted to be
absent from school in order to celebrate recognized religious events. Only written requests detailing
the proposed arrangements will be considered. Appropriate requests will be granted on not more
than three occasions in any one school session and the pupil noted as an authorized absentee in the
register.
Information Communication Technology (ICT) was highlighted as a particular strength of the school
following a recent routine inspection. Although ICT may be taught as a separate subject, it is
54
Curriculum 3-18
embedded within each area of the curriculum. We use the East Ayrshire Pack as a systematic
programme as well as the Curriculum for Excellence Learning Outcomes.
The four areas taught are:-






Using Information and Communication Technology (hardware).
Creating and presenting including multimedia presentation (word processing and graphics).
Collecting and Analysing (Databases/Spreadsheets).
Controlling and modelling (Programming)
Developing informed attitudes in relation to ICT in society.
Searching and Researching (Info highways).
Pupils use various types of computers including lap-tops, printers, scanners, digital cameras and the
internet.
Parents must sign a consent form before pupils are allowed to use the internet
55
Assessment and
reporting
Each child within Sorn Primary works closely with their teacher on a weekly basis to reflect on the
following questions:
“Where am I in my learning?”
“What is the next step for me?”
We call these’ Learning Conversations’ and they are designed to focus both the teacher and the
pupil in evaluating work done and being confident to agree next steps in learning. Each conversation
builds gradually into a profile of the pupil over time and can also be passed onto the next teacher in
order to challenge that child or to consolidate learning as appropriate.
Parents are invited into school to actively participate in Curriculum Evenings where they can
experience learning from a child’s point of view.
End of session Pupil Reports:




An interim report will be issued to you in October each year
A more detailed report will be issued in April each year also
Children and parents have the opportunity to comment on these
Parents are invited to Parent Evenings after the reports have been issued to discuss or
challenge any comments
Children with Additional Support Needs who are seen by any external agency such as Speech and
Language, Occupational Therapy, Educational Psychologist, will have an additional review meeting to
discuss their child’s progress.
Staff are available to consult on children’s progress at any time. Please
school or write a note to arrange a suitable appointment.
telephone the
Continuous assessment takes place throughout the year and gives pupils and teachers a record of
children’s progress.
56
Assessment and
reporting
Children who may have Additional Support Needs or who require a Co-ordinated Support Plan
will be assessed in a way suited to their individual requirements. Further information is
available from the Head Teacher.
The school will ensure that appropriate support is given during assessments.
Prizes for merit in individual subjects, effort and sport are awarded at the Prize-Giving Service
in June.
57
Policies and procedures
All school policies and procedures will be reviewed regularly and may be amended with the support
of both parents and pupils.
Please contact the school at any time to discuss any policies or programmes of study with the Head
Teacher.
Policies include:

No jewellery in PE

No football tops

Wet weather policy

Positive Behaviour Policy

Village Hall Policy
58
Additional Support Needs
The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to
special educational needs. This has now been updated by the 2009 Act which came into for on 17
November 2010. The majority of children and young people are able to access their curricular
programme at school without the need of additional help other than that which any teacher will provide
in any classroom. However, there will be a significant percentage of children/young people, who may,
at some point in their education, have difficulties that will act as a barrier to their effective learning. In
such circumstances the child or young person may require additional support beyond the norm in
order to help them overcome these barriers. Such children/young people will be considered to have
‘additional support needs’.
All schools and nursery establishments have a variety of procedures to assist in the early identification
of children and young people with additional support needs. Identification and support planning will
take place at the earliest possible stage.
Children and young people who have been identified as having additional support needs will be
supported through an Individual Action Plan, Individual Educational Plan (IEP) or in some cases a
Coordinated Support Plan. In line with legislation, parents/carers/children and young people will be
fully consulted at all stages.
The 2004 Act has been updated by the Educational (additional Support for Learning) (Scotland) Act
2009. This Act places additional responsibilities on local authorities for children who are looked after
by the local authority. It will also give more rights to parents in respect of requesting assessments in
relation to their child/young person.
Further information can be obtained from various leaflets, that can be accessed through council
website or individual copies are available in school.
Mediation and advocacy services are also available and information about these can be obtained from
the contact details below.
59
If you believe your child has additional support needs East Ayrshire Council publishes a range of
informative advice. Please contact the School or the Administration Manager, Rennie Street Office,
Rennie Street, Kilmarnock, KA1 3AR, 01563 555640.
Additional Support Needs : East Ayrshire Psychological Service
Advice and support may be sought from other appropriate staff within the school and through
consultancy with visiting professionals, including the educational psychologist.
The educational psychologist visits the school regularly to work with and, through the staff, to best
support children and young people who are experiencing barriers to learning. Their role is often in
giving advice to the school and in the sharing of expertise with staff. School staff may discuss the
support needs of individual children with the psychologist in order to ensure that support plans are
appropriate to the individual needs of the child. However, the psychologist would not observe or meet
with a child without the prior consent of the parents.
The school is responsible for ensuring that parents are aware of their procedures and the
psychologist’s role within them. The school is also responsible for seeking parental approval, when
necessary, for the psychologist to be directly involved with a child or young person.
Mediation
Enquire - the Scottish advice service for additional support for learning.
Operated by Children in Scotland, Enquire offer independent, confidential advice and information
on additional support for learning through:




a telephone helpline - 0845 123 2303
an email enquiry service - [email protected]
an online enquiry service
two websites - www.enquire.org.uk (for parents/carers and practitioners) and
www.enquire.org.uk/yp (for children and young people)
60
Enquire also provide a range of clear and easy-to-read guides and factsheets explaining everything from ‘additional
support in the early years’ to ‘what planning should take place for moving on from school’.
Child Protection:
All children and young people have the right to feel safe and be protected from harm. It is everyone’s responsibility to
protect children. If you are concerned about a child you should speak to someone. This may be a teacher, nursery staff,
health visitor, doctor, social worker, police officer or Children’s Reporter.
If you are concerned about a child make sure you:


Act without delay
Give as much information as you know about the child and family
If you are worried or know of a child who may be at risk you can talk to staff on the following numbers:
SOCIAL WORK:
Lugar: 01563 554455
Kilmarnock: 01563 528011
Or out with office hours please call Social Work stand by service: 0800 811505
Police: any police office or the Family Protection Unit: 01563 505092
Further information is available at
61
www.east-ayrshire.gov.uk/childprotection
“East Ayrshire Child Protection Committee
working together to keep our children and young people safe’
Looked After and Accommodated Young People

Some children and young people are unable to live at home with their parent(s) and the local authority has a
legal responsibility to care for them.

This care can be provided in foster families, residential houses or residential schools depending on their
individual needs.

Wherever possible, children and young people are expected to attend their original pre-five resource or
school to minimise disruption to their lives. Where this is not possible the next preferred option would be to
attend mainstream school with support if necessary.

Each school has a designated staff member, usually in a senior management position, who has responsibility
to know of any child or young person who attends their school and who is looked after and accommodated
away from home.

This staff member should ensure that any issues or concerns around the child or young person is addressed
and communicated to the social worker responsible for the child or young person.
62

Foster carers and residential care staff act in place of the birth parents of the child or young person on
everyday matters and should be provided with the support and advice of school staff which would be given
to birth parents.

If there are any issues or concerns relating to a child or young person who is looked after and accommodated
within the school, the child’s teacher should be informed about these in the first instance and further advice
can then be pursued as appropriate with school management staff and social work staff.

The overall aspiration for children and young people who are looked after and accommodated is that they are
supported, included and treated no differently in school than their peers.
63
Our Commitment to Quality
Each year at Sorn Primary School we review aspects of the school and through self evaluation, identify priorities for
improvement.
This process becomes our School Improvement Plan. The Improvement Plan for the next session is available from June
each year. Any parent who wishes to see the complete document should contact the school.
The following is a brief summary of our plans over a 3 year period: 2010 -2013.
LINKS TO THE NATIONAL PRIORITIES
IMPROVEMENT PLAN TARGETS
Achievement and Attainment
To raise standards of attainment across the
whole school, with particular focus on literacy,
numeracy and health and wellbeing
To improve teaching and learning in science.
To promote wider achievement across all
curricular areas
Framework for Learning
To support and develop the skills of teachers
and to empower the children
Inclusion and Equality
To improve planning and monitoring systems
for pupils with additional support needs.
Values and Citizenship
To develop a whole school approach to
developing global citizenship.
64
Learning for Life
To sustain delivery of a health promoting
curriculum.
To improve understanding of environmental
issues.
These permeate improvements within:Enterprise Education, Literacy, Effective Learning and Teaching, Support for Learning and Staff Development and Review.
In addition, we will be looking at ways to meet the needs of A Curriculum for Excellence and to develop in all our pupils,
the four capacities of Confident Individuals, Successful Learners, Responsible Citizens and Effective Contributors.
65
Pre-school to Primary Registration
This takes place in January each year. Exact dates are intimated by Nurseries and in local
press.
Pre-school Induction
In May/June a few mornings will be allocated
where incoming Primary 1 pupils and parents will
have the opportunity to meet with the P1 Teacher and Head Teacher.
Information packs will be shared at this meeting. These pupils will also be taught in the P1
classroom to prepare for the new school session.
Primary 7/Secondary liaison
This meeting will take place at Auchinleck Academy in November each year. Parents will
have the opportunity to meet the Head Teacher and other Auchinleck staff and also have the
opportunity to see round the school.
Several days in June will be allocated for P7 pupils to
attend classes in Auchinleck Academy. Pupils complete a
Personal Passport which they take with them. This includes personal and social information
which the pupils feel best represents them and they can pass this on to secondary teachers
to help them get to know them. In addition to this pupils will now have a P7 Transition Pupil
Profile to pass on all other relevant information to Auchinleck Academy.
Additional meetings/workshops may be arranged as necessary.
All meetings will be notified in newsletters or individual letters sent through the session.
66
An adult presence is provided in playgrounds at break time in terms of the
School (Safety and Supervision of Pupils) (Scotland) Regulations 1990.
Supervising staff will ensure safe transfer of pupils in and around the school
building and playground at lunchtimes and thereafter supervise all children in the
playground.
Wet Playtimes
Pupils are supervised in their classrooms by our classroom assistant, HT and school janitor.
Older pupils act as monitors and often take the opportunity to play with their younger peers.
This is of mutual benefit to both groups as it gives responsibility to older pupils and allows
the building of good relationships.
Each classroom has a good variety of games, puzzles, books and activities available.
67
Transition
TRANSFER FROM PRIMARY SCHOOL TO
SECONDARY SCHOOL
Pupils are normally transferred between the ages of 11 and 12, so that they will have the opportunity to complete at
least 4 years of secondary education. Parents will be informed of the arrangements no later than December of the year
preceding the date of transfer at the start of the new session.
Sorn Primary School pupils normally transfer to
Auchinleck Academy
Sorn Road
Auchinleck
Ayrshire
Telephone – 01290 420617
Parents do, however, have the choice to enrol their children at another secondary school of their choice subject to
placing request regulations. Sorn has close links with Auchinleck Academy and this ensures a smooth primary/secondary
transition.
68
Parental involvement
If your child is absent
It is extremely important that you telephone the school to notify us of any absences. The school will
attempt to contact you from 9.15 onwards if your child is not here. You will appreciate that this strict
code of conduct is to ensure the safety of your child. In addition, any new or updated mobile numbers
or addresses must be given in writing to the school office. Your co operation with this is much
appreciated.
THE PARENT COUNCIL
The Scottish Schools (Parental Involvement) Act was passed in July 2006. The intention of the act is
for parents to become more involved in their children’s education.
School Boards ceased to exist on 31st July 2007 at which point a Parent Council was set.
As a parent/carer of a child in attendance at the school, you are automatically part of the Parent
Forum of the school. The membership of the Parent Forum is made up of all parents/carers who have
a child at the school. The Parent Forum can decide to form a smaller body called the Parent Council.
The Parent Council is a group of parents/carers selected by members of the Parent Forum to
represent them. Parent Councils are very flexible groups and the Parent Forum can decide what type
of group it wants to represent its views.
Parents/carers might decide they want a representative from each year group in the school. They
might want to include pupils, teachers or parents/carers from a primary or secondary school. This
flexibility allows parents/carers to choose a Parent Councils which reflects their school and will
encourage parents/carers to become involved and engaged in their children’s education.
69
Parental involvement
Our school has an active Parent Council which is involved in making decisions about the future of
educational provision at Sorn. Members of the Parent Council also organise and run fund raising
events for the children from School Disco’s to the Christmas Fayre. The school and children benefit
from these activities as they provide financial support to provide additional resources and further
educational opportunities. The Parent Council were hugely influential in the recent refurbishment
programme taking place within the school, both in its inception and contributing to the design process.
The Chair of the authorities’ Parent Steering Group has a place on Council Cabinet to help influence
decision making about all matters relating to education. The authorities’ Parent Steering Group is
composed of representatives from Parent Councils across East Ayrshire and this group will represent
the views of parents in the school sector.
The school greatly values the Parent Council’s efforts
70
71
Wider community links
Sorn is a small village and the school and the community it serves have historically had very
close links.
The local church is an excellent, rich resource for
Social Studies topics. We are always grateful to our
support in this area and for leading our Christmas and
Church to which family and friends are warmly
Religious
Education
or
School Chaplain for his
Easter Services in Sorn
welcomed.
The Village Hall is used for our Christmas concert and fayre.
January sees our annual Burns Competition where members of the local community come in to judge
the children’s efforts and award prizes.
Our annual Prize-Giving is held in June.
Other events e.g. Christmas Fayre or Talent Shows are held
from time to time.
We are always, enthusiastically supported by parents and
community for these events.
members of the local
The Sorn W.R.I. host an annual Halloween Party in the Village Hall for all Sorn children.
This event is always well supported by pupils and parents and the effort of the ladies is
much appreciated.
We are always delighted to have members of the public share their expertise.
The local community regularly invites children to contribute to competitions or events.
72
Wider community links
73
Other information
Contact Details
Head of Schools
Alan Ward Economy & Skills
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Head of Community Support
Kay Gilmour, East Ayrshire Council, Educational and Social Services Department
Council Headquarters, London Road, Kilmarnock KA3 7BU
Spokespersons for Lifelong Learning
Councillor Eoghann MacColl and Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Local elected members for ward
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
74
Other information
Economy & Skills
Spokesperson for Lifelong Learning
Councillor Eoghann MacColl
Spokesperson for Lifelong
Learning
Head of Education
Councillor Stepahnie Primrose
Mr Alan Ward
East Ayrshire Council
Council HQ
Council HQ
London Road
London Road
KILMARNOCK
KILMARNOCK
KA3 7BU
East Ayrshire Council
Council HQ
London Road
KILMARNOCK
KA3 7BU
KA3 7BU
Local Community Planning Forum
Parent Council Chairperson
Local Elected Members
Ms Jenny Bruce since Aug 14
Cumnock Area Local Committee
Councillor Neil McGhee
Councillor Jim Roberts
Councillor Davie Shaw
All based at:
East Ayrshire Council
Council HQ
East Ayrshire Council
Council HQ
London Road
KILMARNOCK
KA3 7BU
Ward 7: Ballochmyle
London Road
KILMARNOCK
KA3 7BU
School Head Teacher
Mrs Carol McCulloch
Head Teacher
Sorn Primary School
14 Main Street
Sorn
75
Chair of Parent Council
Sorn Primary School
14 Main Street
Sorn
Other information
Area Registration Office
Irene Capperauld
Area Registrar
Cumnock Local Office
Millbank
14 Lugar Street
CUMNOCK
Community Learning & Development
Auchinleck Community earning &
Development Office
Auchinleck CEC
Well Road
AUCHINLECK
KA18 2BE
76
Disclaimer
Although this information is correct at time of publication, there could be changes affecting any of the
matters dealt with in the document:

before the commencement or during the course of the school year in question

in relation to subsequent establishment years
77