Banff Academy Prospectus
2017
Welcome to Banff Academy
Contents
Letter from
Headteacher…………………………………………………………………..
3
Section 1 – General School Information………………………………...……
4
School Contact Details……………………..……………………………………...
School Background………………………………………………………………...
Senior Leadership Team.………………………………………………..……...
Banff Academy Staff……………………………………………………………….
Roles of Staff within School……………………………………………………….
School day…………………………………………………………………………..
Attendance and Absence Procedures……………………………………...........
School Uniform……………………………………………………………………..
School Meals………………………………………………………………………..
Charges made to pupils……………………………………………………………
School Transport & Winter Weather Conditions………………………………...
5
6
7-8
9-10
11
12
13-14
15
16
17
18-19
Section 2 – School Policies……………………………………………………..
20
Promoting Positive Behaviour and Behaviour ………………………………….
School Rules………………………………………………………………………..
Anti-bullying…………………………………………………………………………
Homework Policy…………………………………………………………………...
Learning Agreements with S5/S6…………………………………………………
21-22
22
23-25
26
27
Section 3 – The Curriculum, Assessment & Achievements………………
28
Aberdeenshire Education & Children’s Services Aims & Values……………...
Banff Academy Vision & Values & Aims…………………………………………
The Banff Academy Standard ………..…………………………………………..
The Curriculum……………………………………………………………………..
Sensitive Aspects of the Curriculum……………………………………………..
Curricular Trips & Excursions……………………………………………………..
Inter Disciplinary Learning…………………………………………………………
School Life & Ethos………………………………………………………………...
Extra Curricular Activities………………………………………………………….
Fund Raising Activities…………………………………………………………….
Pupils Achievements……………………………………………………………….
Tracking, Monitoring & Reporting ………….…………………………………….
Assessments & Reporting in School …………………………………………...
29
30
31
32
36
38
38
39
40
42
42
43
43
Section 4 – Parental Involvement/Pupil Welfare & Support……………….
45
The Parent Forum & Parent Council……………………………………………..
Parents Meetings…………………………………………………………………..
Our Volunteers……………………………………………………………………..
Health Care…………………………………………………………………………
Pupil Support System……………………………………………………………..
Transfer to Secondary School ……………………………………………………
Child Protection…………………………………………………………………….
Support for Pupils…………………………………………………………………..
Community Learning & Development…………………………………………….
Additional Support Needs………………………………………………………….
Identifying & Reviewing Additional Support Needs……………………………..
2009 Additional Support for Learning Act………………………………………..
Educational Psychology Service………………………………………………….
Compliments, Concerns and Complaints ……………………………………….
46
47
47
48
49
50
51
52
54
55
57
59
60
61
Section 5 – School Improvement & Data Protection……………………….
63
School Improvement……………………………………………………………….
Data Protection……………………………………………………………………..
64
66
2
Section 6 – Annual Updates…………………………………………………….
3
68
Welcome to Banff Academy
Dear Parent
Welcome to Banff Academy!
At Banff Academy we recognise the crucial role parents have in the education of their
children. Our hope is that every child settles in quickly at the school and that our partnership
with parents will be productive and enjoyable.
The Banff Academy Prospectus has been written to give you and your children information
about the school and also an indication of its aspirations and character.
The School Prospectus explains what you can expect of us and also indicates how we can
work together to develop a meaningful and productive partnership.
Should you wish clarification about any point, please do not hesitate to contact the school.
We will be delighted to provide further information, arrange a visit, show you the school and
talk to you about what we can offer. We shall always be pleased to meet you.
We hope that your son or daughter will be happy here and will take advantage of the
extensive experiences and opportunities that Banff Academy has to offer.
Best Wishes
Alan Horberry
Headteacher
December 2016
Please note – “Parent” includes guardian and any person who is liable to maintain or has
parental responsibilities (within the section 1 (3) of the Children (Scotland) Act 1995) in
relation to, or has care of a child or young person.
Please Note all information contained within this Prospectus is up-to-date at time of Print, December 2016.
4
Section 1
General School
Information
5
School Contact Details
Headteacher
School name
Address
Telephone No
Mr Alan Horberry
Banff Academy
Bellevue Road
BANFF
AB45 1BY
01261 812591
Office opening hours from 8.15-4.15 Monday and Tuesday
8.15-4.00 Wednesday to Friday
Website
Email Address
www.banffacademy.aberdeenshire.sch.uk
[email protected]
Type of School
Banff Academy is a comprehensive S1-S6 Secondary school
serving the towns of Banff, Macduff, Whitehills, Portsoy,
Aberchirder, Gardenstown, Ordiquhill, Fordyce and surrounding
communities.
Present Roll
853
Denominational Status
Banff Academy is a non denominational school.
The school does not teach by means of the Gaelic Language.
All Aberdeenshire Schools are co-educational, providing education
for both boys and girls.
Adverse weather and emergency closure Information:
www.aberdeenshire.gov.uk/closures
Information Line 0870 054 4999 and use pin code 021030 please do not use this line to leave messages for the school.
Local Area Office:
Banff Education Office
32 Low Street
Banff
01261 813200
Quality Improvement Manager:
Ian Stirling
Banff Education Office
32 Low Street
Banff
01261 813200
Contact details for Director of Education & Children’s Services:
Mrs Maria Walker
Woodhill House
Westburn Road
Aberdeen
AB16 5GB
Telephone: 01224 665420
6
School Background
Aberdeenshire Council wishes to ensure that Aberdeenshire’s schools are suitable for
delivering Education in the 21st Century. As part of the 21st Century Schools Improvement
Programme, all schools in Aberdeenshire were assessed in accordance with Scottish
Government Guidelines.
The assessment included consideration of the:
• overall physical condition of the school;
• suitability of the current school facilities for delivering education in the 21st Century;
• School roll projections.
Banff Academy accommodation is located across one site:
The site comprises of a Court Block, Administration Corridor, Tower Block, SFL Department,
PE Department and Technical Building. The buildings are within a large expanse of open
ground, which provides superb space for diverse sporting activities like football, rugby and
hockey, in addition to a 400 metre running track.
The accommodation provides facilities for the delivery of the breadth of the curriculum –
from our practical classes in Design Technology, the Sciences, Computing, Health & Fitness
and Music, to the departments teaching English, Maths, Languages and Social Subjects.
There is a well-provisioned Library, main Assembly Hall and large Social Area for pupils,
Lecture Area, Conference Room, two Gymnasia, a large Games Hall and spacious dining
area.
Banff Academy provides education for children aged 12-18 years.
Visits of Prospective Parents
Prospective parents can contact the School Office and request an appointment to come and
visit the school and meet with a Depute Headteacher. During this visit you will get a tour of
the school and have an opportunity to ask any questions and discuss any particular needs
for your child(ren).
www.aberdeenshire.gov.uk/parentscarers/information/choosing.asp
School Zone
All Aberdeenshire schools serve a local catchment 'zone'. Please note that children who live
within the school catchment zone are automatically entitled to a place in school. Please use
the zone map to check whether or not you live within the Banff Academy catchment. If you
live out with the zone, the Education (School and Placing Information) (Scotland)
Regulations 2012 will allow you to seek admission to the school.
Out Of Zone Information
Parents have the right to request that their child attends a school in another 'zone' if they
wish (without giving any particular reason) and Aberdeenshire Council will, where possible,
agree to this request, although out of zone admissions are not guaranteed. Pupils out of
zone are not entitled to free transport. For further information relating to this please follow
the link below:
http://www.aberdeenshire.gov.uk/schools/parents-carers/school-info/choosing-a-school/
Please note this includes forms for completion. These can also be obtained from the
school or from the area office.
7
Senior Leadership Team
Headteacher
Mr Alan Horberry
•
•
•
•
•
Overall responsibility for the leadership, good
management and strategic direction of the school.
Development of whole school policies and their
subsequent implementation and evaluation
Ensure that the needs of the school community are met
by the provision of an appropriate high quality
curriculum
Ensure the delivery of a quality education to pupils in
accordance with Aberdeenshire and school policies
Develop good partnerships and relationships with
external partners and stakeholders and to promote the
inclusive school in the community.
Depute
Headteacher
Mrs Lorraine
Slater
•
•
•
•
•
•
Curriculum management across the school
School timetable
Performance Management
Numeracy
Depute Headteacher for Crovie House
SLT link for the Maths, Lifestyle and the Art, Music &
Technology Faculties
Depute
Headteacher
Ms Tracy Booth
•
•
•
•
•
•
•
•
•
•
SQA Coordinator & Assessment
Global Citizenship and Rights Respecting Schools
Tracking, Monitoring and Reporting
Promoting positive behaviour management
Pupil participation
Parent & community engagement
Banff Cluster and Primary School Links
Primary/Secondary transition
Depute Headteacher for Boyndie House
SLT link for Humanities and Science Faculties.
Depute
Headteacher
Mrs Maureen Hall
•
•
•
•
•
•
•
Getting it Right for Every Child (GIRFEC) agenda
Child protection
Additional Support for Learners (ASN) legislation
EAL
Health and Wellbeing across the school
Depute Head for Marnoch House
SLT link for Guidance and ASL teams and welfare
agencies within the school
8
Acting Depute
Headteacher
Mrs Sarah
Paterson
Support Services
Co-ordinator
Mrs Janice Reid
•
•
•
•
•
•
•
Learning and teaching development
Developing the Young Workforce
CPD and professional development
Probationary teachers
Positive destinations
HE & FE Links
SLT link for the Business and Computing Faculties and
Library.
•
•
•
•
•
•
•
•
Inter-disciplinary learning (IDL)
Broad General Education curriculum audit
ICT & Glow
Literacy
Outdoor learning
Fundraising
Depute Headteacher for Deveron House
SLT link for the English & Modern Languages Faculties
•
•
•
•
•
Support Staff and Administration Staff
Staff cover
Monitoring of School Budgets
Health and Safety
Transport
9
Banff Academy Staff (2016-17)
Faculty of Creative Industries
Principal Teacher
Teachers
Caroline McFarlane
Sarah Cooper, Dougie Reid, Roisin Steele, Pauline
Wickens, Rosanna Garden, Lynne Hepburn, Margaret
Finlayson,
ASL Department
Principal Teacher
Teachers
Elizabeth Chalmers
Jane Farquhar, Evelyn Fulton, Jane Gardiner, Sarah
Kammer, Judith Maison, Lisa MacLean, Alan Murray,
Stephanie Newbould, Melanie Smith, Viv Todd
Faculty of Business and Computing
Principal Teacher
Teachers
Nicola McAlister
Jane Farquhar, Lynne Howitt, Christine Murray
Faculty of English
Principal Teacher
Teachers
Anne McKay
Jennifer Bruce, Lorraine Davidson, Kate Forsyth,
Alison McClelland, Anne-Marie Morrice, Abigail
Thompson, Kerry Watt
Faculty of Humanities
(Scottish, Cultural & Environmental Studies) & (Social Studies)
Principal Teacher
Principal Teacher
Teachers
Jamie Fairbairn
Sarah Paterson
Rachel Anderson, Rob Beecroft (Prob),
Annjanette Hazlehurst, Caitlin Mackie, Stuart
McClymont, Tony O’Reilly
Faculty of Lifestyle
Principal Teacher
Teachers
Stewart Neilson
Jamie Milne, Anne McDonald, Nicholas Mochan,
Kirsty Murdoch, Angie Shearer, Shaunee
Hepburn, Kirstie Murdoch
Faculty of Mathematics
Principal Teacher
Teachers
Mary Farquhar
Katrina Beadle, Chloe Hunter, Brenda Stewart,
Janet Tait, Lorna Taylor, Lizzie Turner
Faculty of Modern Languages
Principal Teacher
Teachers
Yvonne Mackie
Nicola Fraser (Prob), Vida Pantel, Wendy Steven,
Faculty of Science
Principal Teacher
Teachers
Alison Bruce
Christine MacFarlane, Catriona McIlwraith,
Jennifer
10 Millar, Nina Owen, Allison Brown, Derek
Reid, Graeme Watson, Sandeep Bappoo, Alan
Maloney, Billy Reid
Pupil Support Team
PT Guidance (Boyndie)
PT Guidance (Crovie)
PT Guidance (Deveron)
PT Guidance (Marnoch)
Kate Clarke
Vicky McCabe
Debbie Massie / Annjanette Hazlehurst
Allison Rankin
Pupil Support Auxiliaries
Melanie Boak, Vicky Chalmers, Karen Duncan,
Michelle Findlay, Gemma Gill, Lynne Hadden,
Yvonne Knowlson, Kirsty Macdougall, Suzanne
Martin, Carole Murray, Carol Smith, Irene Smith,
Yvonne Thomson, Joanne Watt
Pupil Support Worker
Jordan Strachan
Music Instructors
Carol Bell, Paul Holroyd, Gareth John, Isabel
John, Andrea Rolston, Douglas Watt
Janitors
John Wilson (Supervisory Janitor)
Ronald Smith, Findlay Watt, Kevin Bain, Andrew
Bellingham
Library
Alastair Henderson (Network Librarian),
Shirley Adie (Library Assistant)
School Administration
Mel Watson (Admin Assistant),
Angela Cowie (Admin Assistant)
Lynette Boyd (Admin Assistant)
Anne Gallon, Lucy Hogan, Suzanne Thomson,
Allison Young (Admin Support Assistants)
Technical Support
Sandy Cumming (Whole School Technician),
Alison Innes (Acting Whole School Technician)
Morag Cooper (Technician), Stefannie Whyte
(Technician)
Caroline Bishop, Amanda McIntosh, Steven
Shorrocks, Maureen Sim (Technical Assisstants)
Mason Fawcett, Stephen Forrest, Ray Wilson (ICT
Support Analysts)
School Nurse
Carol Park
School Nursing Assistant
Linda Connon
11
Roles of our Staff within School
The Principal Teachers along with the Senior Leadership Team make up the Banff Academy
Leadership Team.
Principal Teachers – Faculty/Subjects
The role of the Principal Teacher Faculty/Subjects is to lead the Faculty/Subject by providing
a sense of direction. This is done through raising attainment, promoting achievement and
fostering high expectations. The Principal teacher is also responsible for communicating
effectively all Faculty/Subject issues with pupils, teachers, parents and wider community.
Developing and promoting effective learning and teaching and quality assuring the work of
the faculty and planning for improvement are also central to the Principal Teacher remit.
The Principal Teacher acts as the link between the SLT and the Faculty.
Principal Teachers - Guidance
The Guidance Teachers are a key link between pupils, Parents/Carers and teaching
colleagues. They will work with pupils throughout their learning journey during their time with
us, supporting them as they make decisions about their next steps beyond life at the
Academy. Their role is to provide guidance to pupils, in terms of their progress, their personal
and social development and their careers education.
Teachers
Our teachers are the key to the delivery of education to pupils – it is this group that can really
make a difference to pupils’ lives through the provision of teaching where they build on the
foundations of the earlier learning which took place during primary school.
Teachers provide the next building block in a pupil’s development toward adulthood, so that,
when pupils leave school, they are positive and enthusiastic about their future with a hunger
to continue learning in whichever step they take, whether that be into further or higher
education, employment or voluntary work.
Support Teams
Support Teams provide a crucial role in the effective delivery of education at Banff Academy.
•
•
•
•
•
•
•
•
Administrative Team maintaining systems and processes that contribute to the
smooth running of the school and is a key link in the communication process
between the Academy and Parents/Carers.
Catering Team providing nutritious breakfast and lunches for pupils and staff and
is committed to the Hungry for Success initiative.
Cleaning Team ensuring the cleanliness of the school is maintained at the
beginning and end of each school day.
Janitorial Team which contributes to the daily maintenance of the buildings, its
cleanliness and security.
Librarian and Library Assistants providing curricular support to pupils and staff, as
well as promoting and supporting information on extra curricular pursuits.
Personal Support Assistants provide additional support for Teachers.
School Nursing Assistant provides medical assistance and first aid cover
throughout the school.
Technical Team ensuring that the equipment and ever-increasing reliance on
technology is in place and works effectively in the classroom.
12
The School Day
The Banff Academy school day:
Monday - Tuesday
Reg
P1
P2
8.509.009.509.00
9.50
10.40
Interval
10.4011.00
P3
11.0011.50
P4
11.5012.40
Lunch
12.401.30
Wednesday - Friday
Reg
P1
P2
8.509.009.509.00
9.50
10.40
Interval
10.4011.00
P3
11.0011.50
P4
11.5012.40
Lunch
12.401.30
P5
1.302.20
P5
1.302.20
P6
2.203.10
P7
3.104.00
P6
2.203.10
2017-18 Term dates
2017/18 Term Dates:
Term 1
Tuesday 22 August to Friday 13 October 2017
In-Service day Mon 21 August 2017
Term 2
Monday 30 October to Friday 22 December 2017
In-Service day Mon 13 and Tue 14 November 2017
Term 3
Monday 8 January to Thursday 29 March 2018
Mid Term Monday 12 February 2018
In-Service days Tuesday 13 and Wednesday 14 February 2018
Occasional Day to be confirmed
Term 4
Monday 16 April to Friday 6 July 2018
National Holiday Mon 7 May 2018
Occasional Day to be confirmed
For annual holiday dates for Aberdeenshire schools please contact the school
office or go to http://www.aberdeenshire.gov.uk/schools/parents-carers/schoolterm-dates-and-in-service-days/
Please also find a link to the annual holiday
calendar– http://aberdeenshire.gov.uk/media/16718/school-holiday-planner-2015-2020updated-003.pdf
13
14
Attendance and Absence Procedures
Parents/Carers are responsible for ensuring that their children attend school regularly and
arrive on time. They are also responsible for ensuring the safety of their children on their
journeys to and from school except whilst on school transport where Aberdeenshire Council
has clear guidelines about pupil safety. Absence of pupils travelling on School transport
must also be communicated to the bus company or (where known) the bus driver.
Regular and punctual attendance is linked closely to pupil achievement. The school wishes
to work with parents/carers to ensure that pupils can reach their full potential. The school is
required by law to maintain an accurate record of pupil attendance, parents are requested
to assist in this process by keeping the school informed if their child is going to be absent
for any reason.
Parents/Carers will be contacted by text and by letter at various stages in line with
Aberdeenshire Attendance Policy should a pupil continue to arrive late to their registration
class at the start of their school day. This form of communication will request intervention
by parents/carers to help support improvement in timekeeping with their son/daughter.
Principal Teachers of Guidance will also support improvement in attendance and
timekeeping for identified individuals as required.
Communicable/Infectious Diseases
When pupils are off school because of sickness or diarrhoea, they should not be sent back
to school until 48 hours after symptoms have passed. Pupils must be kept off school for a
period of time where they have an infectious or contagious disease. These include common
ailments such as impetigo, conjunctivitis, chicken pox etc. Please contact your GP or local
health centre for up to date advice if you believe your child may have a communicable
disease. For further information regarding how long children need to be kept at home and
not sent to school either contact the school office or go to www.nhsgrampian.org exclusion
policies for infectious diseases
Pupil Attendance and Absence Procedures
In recent years increasing attention has been paid to the issue of child protection and
safety due to reported occasions where children have been seriously or fatally injured
because of the inappropriate or criminal behaviours of adults. Whilst it should be noted
that there has been no such instance occurring within Aberdeenshire it is important that
staff and parents/carers do not become complacent and continue to work together to
develop and improve upon existing arrangements for monitoring the care and welfare of all
children and young people.
With that specific aim in mind, Aberdeenshire Education and Children’s Services has asked
all schools to implement a series of standard procedures to monitor pupil attendance and
absence from school and to invite the co-operation of parents/carers in making these
changes work. All parents/carers are asked to assist the staff in the schools which their
children attend in the manner described below:
15
Unplanned Absence
It is important to note that if a child does not arrive at school and there is no reasonable
explanation provided for his/her absence then members of staff will be required to ascertain
the whereabouts and safety of the individual child. In order to avoid causing unnecessary
concern for staff and parents the importance of good communication between home and
school cannot be over-emphasised.
Parents/carers are asked to assist school staff in the manner detailed below:
• If your child is unable to attend school through illness/other reason then on the first
day of his/her absence please send a text to 07585 991522 before 9.30am
telephone the school between 8:15am and 9:30am, email the school or send a
signed note via a brother or sister where applicable.
• If your child is home for lunch and becomes unwell at lunchtime making them unable
to return to school in the afternoon please telephone the school before the beginning
of the afternoon session to inform a member of staff.
• When you contact the school it would be helpful if an indication could be given as to
the child’s expected length of absence from school. If you are unsure of the length
of absence then please contact the school every day before 9.30am to advise that
your child is still unwell and will not be attending school that day.
• Parents/carers are required to provide an explanation for their child’s absence on the
first day the pupil returned to school following any period of absence, unless prior
notification of the reason for the absence was received by the school.
• When a pupil returns from a period of absence and no prior explanation for the
absence has been given to the school (e.g. by letter, email or phone), then the
register teacher will ask the pupil for a note. A note explaining the reason for the
absence should be dated and signed by the parent/carer.
• A note explaining the reason for the absence should be brought by the pupil on the
first day back from absence. Should this not be provided, the school will send home
a letter requesting the parent/carer account for the unexplained absence(s). It is very
important that the parent/carer responds to this letter by promptly contacting the
school by email, letter or phone in order that the unexplained absence(s) for the
pupil’s attendance record can be changed by the school office.
Planned Absences
As part of Government Regulations we are required to record all absences as “authorised”
or “unauthorised”. Authorised absences are due to illness or family bereavement and can
also include time off to attend, e.g. sporting events or music exams. The Scottish
Government has deemed that holidays taken during term time should be recorded as
unauthorised absence unless there are special exceptional circumstances. Should you wish
to remove your child from school to attend a family holiday you must request permission
from the Head Teacher. On most occasions this will be recorded as unauthorised absence.
Parents/carers are asked to limit the number of holidays taken during term time, to minimise
disruption to your child’s education.
For annual holiday dates for Aberdeenshire schools please see the section in this book or
go to www.aberdeenshire.gov.uk schools information, term and holiday dates.
• Under normal circumstances we do not send work home in the case of absence.
• For medical or dental appointments the teacher should be informed beforehand in
writing. Children should always be collected and returned by an adult on these
occasions. As far as possible such appointments should take place outwith the
school day.
16
School Uniform
We want every student to take pride in themselves and to be proud to belong to Banff
Academy. By wearing school uniform students are demonstrating their commitment to the
school and its aspirations. Wearing school uniform makes a strong statement about
togetherness and shared endeavour towards the pursuit of excellence.
Banff Academy’s School Uniform for pupils is as follows:
Blazer
S1-S4—Black with integral Banff Academy badge (optional)
S5/S6—Black with blue braid trim and integral Banff Academy badge (Expected)
Trousers
Plain Black Tailored Trousers
Skirt
Plain Black Tailored Skirt
Tie
Official Banff Academy Tie
Jumper/Cardigan
Plain black V-neck or round neck knitwear jumper or cardigan
Shoes
Sensible black shoes to be worn (no black trainers)
The following is not acceptable;
•
Provocative items and clothes with offensive slogans or drug/alcohol related logos
which are inappropriate for school.
•
Casual/Leisure wear (e.g. denim jeans/jackets, cropped tops)
•
For safety reasons, excessively long and baggy trousers, large loop earrings or
garments made of flammable materials.
This year we are using a new company ’Academy Uniforms Ltd’ who provide Banff Academy
Blazers and various other items of school uniform for optional purchase. A limited stock of
blazers are held by the school office for fitting purposes. If you wish to order a Banff
Academy
Blazer
or
other
items,
orders
can
be
made
online
at
www.academyuniformsltd.co.uk

There may be restrictions in certain work environments such as technology,
science, etc. for health & safety reasons. e.g. long hair should be tied back and
jewellery removed before participating in PE.
Some families may be entitled to a school clothing grant. More information about this
can be found at the back of this book.
17
School Meal Charges
Pupils are usually required to pay for, or contribute towards, the following:-
School Meals
Pupils can purchase food from our Canteen and our Snack Bar and from our Vending
machines sited in the Social Centre. We operate a cashless catering system using pupils’
Young Scot cards. There are machines within the school for the pupils to pay in money to
credit their Young Scot card which they then use to pay for food and refreshments in the
Canteen or Snack Bar, the machines accept £2, £1, 50p, 20p and 10p coins. Parents can
credit their child’s card with money online at:
www.aberdeenshire.gov.uk/payschoolmeals
(parents add money by using their own credit/debit card).
It is also possible to pay by cheque made out to “Aberdeenshire Council” and handed into
the School Canteen (if paying by cheque please put your child’s name and class on the back
of your cheque).
Attractive menu and information leaflets and further information are provided and can be
found by following the
link: http://www.aberdeenshire.gov.uk/schools/school_meals/index.asp
Catering provided by our School Canteen staff is as follows. Prices are correct as at Session
2015/16
Prices
Bakery – variety of baked goods
£0.30-£0.60
Fruit – whole fruits or pre-prepared
£0.25-0.85
Soup & Pudding / Dessert
£0.70
Main Courses – all main courses include either
£1.70
Potatoes/pasta or rice and vegetables as appropriate
Munch Pots
£1.40
Sandwiches with variety of fillings
£0.80-£1.80
Panini with variety of fillings
£1.70
Meal Deals
Breakfast (available from 8.30 each day)
• toast and fruit juice
£0.45
Lunchtime
• soup and sweet
£1.20
Hot and Cold Drinks are available
£0.30-£0.70
Lunches to Go – these are available to order any day prior to 11.15am
Free School Meals - the two-course standard meal allowance for pupils in receipt of Free
School Meals is £2.40.
18
Where children bring a packed lunch to school, parents are responsible for ensuring that
lunch box contents are stored at the correct temperature, by including an ice pack where
necessary.
Parents should be aware that they can request a special diet for their children if there
are medical or religious reasons for doing so.
Children who require Medically Prescribed or Modified Diets, with parental/guardian
assistance, should be identified during the admission process. Procedures are set in motion
to accommodate these diets by parent/guardian completing Admission Form D available
from the school administration office.
The school aims to encourage young people to enjoy food which is both attractive to them
and nutritionally sound whether this is a school meal, a packed lunch or a snack. We would
appreciate your support in achieving this aim.
Charges Made to Pupils
Locker Hire
In our Social Centre we have 600 lockers available for annual hire to pupils. There are two
sizes of locker that use keys. Hire charges (per school year) are £10 and £12. Hire Forms
are available from the School Office
Excursions
The information about this cost is given in the Parent Information sheet that is sent home in
advance for every excursion. The costs are based upon the pupil group paying 50% of the
transport hire cost up to a usual maximum of £5 per pupil.
Subject Charges
There are charges made to pupils for certain subjects. These contribute towards the cost of
materials and will be advised by departments in due course.
19
School Transport and Winter Weather Contingency Plan
Approximately half of our pupils travel to school each day by bus. For those who live further
than three miles from school a season ticket is issued by Aberdeenshire Council and should
be carried each day. (Loss of this ticket should be reported to the school office and a
replacement arranged at a cost of £3). Pupils who live within three miles of the school pay
their own fare. Multiple journey tickets can be purchased on the bus.
School behaviour rules apply on school transport and all pupils must behave properly and
follow the instructions of the bus driver. Where seat belts are supplied, pupils must wear
them.
Winter Contingency Plan
Sometimes during the winter, road conditions disrupt the operation of the school buses and
occasionally require these pupils to be taken home early. The school has a contingency plan
which operates under these circumstances and whenever possible, pupils will contact their
parents to inform them that they are being sent home early.
Sometimes poor weather prevents some buses operating at all, and on these days some
pupils are prevented from attending school.
Information about these circumstances is:• given on Aberdeenshire’s website at www.aberdeenshire.gov.uk/closures
•
given on our telephone information service (tel. 0870 054 4999 followed when asked
by the Banff academy PIN 021030);
Further Information
Outwith school hours, your local radio station is a good place to find out information on
school closures. The following radio stations receive updated information every 15 mins from
our website:
Northsound 1
FM 96.9Tel: 01224 337000
Northsound 2
MW 1035 kHz
BBC Radio Scotland
FM 92.4 - 94.7MW 810 kHz
Moray Firth Radio
FM 97.4 MW 1107 kHz
North East Community Radio
FM 97.1 - 106.4Tel: 01467 632878
Waves Radio
FM 101.2Tel: 01779 491012
Original 106 FM
Tel: 01224 293800
Twitter
http://twitter.com/aberdeenshire
You also have the option to sign up to receive email alerts when your school(s) updates their
closure status:
www.aberdeenshire.gov.uk/alerts/index.asp
We want to work in partnership with parents and carers to ensure the safety of children at
all times. These guidelines outline the procedures for dealing with school closures during
bad weather or other emergency.
20
Parental Role
We would like you to:
• Ensure your child wears appropriate outdoor clothes throughout the winter.
•
Decide whether it is safe for your child to travel to school in bad weather, either by
school transport or on foot.
•
Provide the school with information about emergency contacts to whom your child
can be sent at short notice if you are not available. Also tell the School about any
changes to this information and to your daytime contact details.
•
Provide the school with a bad weather address within safe walking distance of the
school. These forms are also issued annually for update.
Also:
• If school transport is not running please don’t take your child – or other children – to
school yourself unless it is safe for you to do so. You will be responsible for ensuring
that the children you took to school are transported home again and therefore need
to be available in the event that the school has to close early due to deteriorating
weather conditions.
•
In difficult weather conditions pupils should not wait any longer than 15 minutes past
the normal pick up time before returning home. In case the transport doesn’t arrive
please make sure you have made alternative arrangements for your child.
•
If your child travels by school transport you are responsible for their safety to and
from the pick up/drop off point whether they use school transport or a public service
vehicle.
School transport contractors have been told not to allow children to walk home alone from
drop-off points under any circumstances during extreme weather conditions. If you can’t
meet or arrange for your child to be met, the school transport will return them to a designated
location.
Public service vehicles – drivers of these vehicles follow a specified route and keep to
timetables – they cannot make special arrangements.
When will schools be closed?
Head Teachers decide if and when schools should close due to bad weather or another
emergency. In bad weather they will decide this after receiving information about local
weather conditions. This decision can be made during any time, day or night.
During bad weather some staff may not be able to get to school – so the school may have
to close because there are too few teachers present. Sometimes only part of the school will
be closed or only some of the pupils will be dismissed early.
If you are concerned about local weather conditions contact the school. You may wish to
collect your child yourself and are free to do so provided you make arrangements with the
school.
21
Section 2
School Policies
22
Promoting Positive Relationships and Behaviour Policy
Staff at Banff Academy are committed to creating an environment that will secure
improved outcomes for all the young people in our school community. Developing good
relationships and positive behaviour in the classroom and wider school are essential for
creating the right environment for learning and teaching. Where young people feel
included, respected, safe and secure and when they are able to achieve and have their
contributions valued, they are more likely to fulfil their potential to become successful
learners, confident individuals, responsible citizens and effective contributors.
Banff Academy’s approach to behaviour leadership focuses on promoting positive
relationships and behaviour at whole school and classroom level. By creating and
maintaining a positive ethos at whole school and at classroom level based on mutual trust
and respect, we aim to create a supportive and caring ethos, which will better
relationships, enhance student wellbeing and see an improvement in positive behaviour.
Pupils at Banff Academy created a Whole School Charter setting out the rights respecting
behaviours they believed would create the best conditions for learning in a well-ordered,
caring and supportive environment in the classroom and beyond. Our pupil expectations
summarise these behaviours.
Pupil Expectations
•
•
•
•
•
•
•
•
•
•
•
•
arrive on time
complete work to the best of your ability
pay attention in class
settle down to work quickly and remain on-task
respect other people’s views and opinions
be well prepared
complete homework
follow the instructions of all staff, teaching and non-teaching
look after school equipment and property
keep the school clean and tidy
wear school uniform
act safely and behave appropriately in corridors, queues, around the school and on
school transport
In keeping with the Banff Academy shared values we expect all members of Banff
Academy – pupils, teachers, non-teaching staff and visitors - to treat each other with
respect (by being considerate, honest, polite and having good manners).
At a whole school level we aim to develop a positive ethos through our Banff Academy
values, student leadership opportunities, the House Points system, the Student Council
and recognising and celebrating success.
At classroom level we aim to build mutual trust and respect through the delivery of high
quality learning and teaching, meeting pupils’ needs, the development of positive studentteacher relationships and the use of positive behaviour strategies.
The behaviour of most students is very good and it is therefore important to stress that the
majority of students will never have occasion to enter into the formal disciplinary system.
Praise and Incentives
The good behaviour of the majority of students at Banff Academy is highly valued by staff.
We believe the positive reinforcement of desired behaviour is more effective than
23
sanctions for undesired behaviour. Consequently pupils who strive to improve or who
consistently meet or exceed expectations will be praised. We are committed to
acknowledging pupil achievement. We recognise the motivating nature of praise and its
positive influence upon pupil behaviour. We believe praise helps to foster good
relationships and raises self-esteem.
Formal Discipline System
When preventative approaches are not enough and pupils fall short of the expectations,
they will be supported through a formal discipline system known as the ‘Behaviour Referral
System’. Appropriate consequences will be used and pupils will be informed about the
steps they must take to improve their behaviour and given support to achieve this.
Teaching staff will apply an escalating series of consequences. Pupils will be given the
opportunity to remedy the situation at the lowest possible level.
A staged approach to indiscipline from Level 1 – Level 5 will operate.
Level 1 – Minor disruption
Level 2 – More serious disruption; failure to respond to L1
Level 3 – Serious disruption/incident; failure to respond to L2
Level 4 – Courting Exclusion
Level 5 – Exclusion
Class Teacher
PTF
Depute Headteacher
Depute Headteacher
Headteacher
Exclusion is a very serious sanction. Wherever possible staff try to maintain youngsters in
school. Exclusion is, however, sometimes necessary. It is used:
• to safeguard other members of the school community from dangerous or disruptive
behaviour
• to signal clearly to a student that his or her behaviour is completely unacceptable in the
school community and is interfering with the right of others to learn.
In Banff Academy exclusion is most frequently used in response to violent or aggressive
behaviour. Where, however, persistent disruptive behaviour is seriously damaging the right
of others to learn, exclusions may be used as a last resort. While exclusion will normally
happen after a number of warnings, a single serious incident – such as assault on another
pupil – can lead to immediate exclusion.
Refusal to follow staff instructions is also very damaging to the good order of the school and
is likely to lead to exclusion.
Parents/carers will be contacted and invited to a meeting to discuss the school’s concerns
regarding the behaviour choices of their child/ward.
For further information on exclusions contact the school or go to:
www.aberdeenshire.gov.uk/about/departments/GuidelinesForExclusion.pdf
School Rules
Pupils must follow the instructions of staff promptly and at all times.
Violent behaviour (verbal or physical) towards any member of the school
community is unacceptable.
Pupils are not permitted to leave class without permission.
24
PTG
Pupils are not permitted to leave school without permission during timetabled
classes, including private study periods. Pupils are not permitted to leave the
school grounds at morning interval time. Inappropriate behaviour in the community
at lunchtime could result in the suspension of this privilege.
Pupils are not permitted to smoke in school grounds or have smoking materials
(including e-cigarettes) in their possession.
Pupils are not permitted to use mobile devices in classes or between periods.
Devices should be switched off at these times and kept out of sight. (Any use of a
mobile phone in class will lead to confiscation on the first occasion with return at
the end of the day, on any subsequent occasions the phone will have to be
collected by the pupil’s parent/carer). Pupils are not permitted to take photographs,
sound or video recordings of other pupils, staff or visitors to the school without
their express permission.
Laser pens and aerosol cans are not permitted and should not be brought to
school.
Energy drinks are not permitted and should not be consumed, before or during the
school day.
Anti-Bullying Policy
It’s every child’s right not to be bullied. Although children and young people are covered
under the Human Rights Act 1998, their rights are more clearly specified under the UN
Convention on the Rights of the Child (UNCRC). For example, Article 19 of the UNCRC:
(1) States Parties shall take all appropriate legislative, administrative, social and educational
measures to protect the child from all forms of physical or mental violence, injury or abuse,
neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while
in the care of parent(s), legal guardian(s) or any other person who has the care of the child.
Given that bullying entails the intention to unjustly harm and cause distress to those being
bullied and can have significant short-term and long-term effects on the young person’s
physical and mental well-being, bullying can violate the protection laid down in this article.
Bullying is therefore unacceptable to us and is not tolerated.
If bullying does occur it will be treated seriously and it will be a matter of urgency to resolve
the matter. The resolution will include supporting the young person who was bullied,
confronting the pupil displaying bullying behaviour with the consequences of his/her
behaviour, deploying a Restorative Approach to ensure that the harm is countered and not
repeated, and keeping parents informed.
Common forms of bullying:•
•
•
•
•
•
•
Physical
Verbal
Emotional
Racist
Sexual
Homophobic
Cyber
assault
name-calling, rumour spreading
excluding, tormenting
racial taunts
unwanted physical contact or comments
focusing on sexuality
by e-mail, text messaging, social networking
25
Roles and responsibilities for staff
It is the responsibility of every member of the community of Banff Academy (teaching
and support staff) to be vigilant for signs of bullying in classrooms, corridors and
social areas of the school. It is not acceptable for us to “turn a blind eye” or “a deaf
ear” or presume that “someone else will deal with or report” the incident.
Reporting suspected bullying
In the classroom, teachers should deal with incidents of misbehaviour using our
Behaviour Management policy and procedures. However where the teacher
suspects the incident is related to bullying then he/she should also report the matter
to the PT Guidance of the young person who was bullied.
Support staff witnessing any incident of bullying should inform the duty member of
the SLT.
It may be that those pupils who have experienced bullying will be uncomfortable
raising their concerns with staff. Pupils will therefore also have the opportunity to
report their concern to the Student Leader Mediator Team who will in turn consult
with their allocated Restorative Facilitator from the teaching staff to determine what
action is appropriate. Pupils will be able to contact mediators directly or place a
message in the “Peer Mediator Message Box” in the Library. (The message box will
be emptied each day), or by sending an e-mail to:[email protected]
Support and guidance for young people experiencing of bullying behaviour
The PT Guidance will arrange to meet with the young person to establish whether or
not bullying is taking place. Where necessary, further information will be collected
from others by other PTs Guidance and DHTs to establish the full extent of
circumstances.
PTs Guidance will keep close contact with the young person experiencing bullying
and his/her parents until the matter is resolved.
Available support can include any from the following (non-exhaustive list)
• PT Guidance to arrange buddy support
• Place of sanctuary arranged for the pupil at interval/lunchtime
• Advice to teacher re. seating in class
• Permission Card to leave class early
• Referral to the Educational Psychologist
• Advice on dealing with cyber-bullying
• Engagement in a Restorative process
Consequences for pupils displaying bullying behaviours
• It will be made clear to any pupil displaying bullying behaviours, and to his/her
parent/carer, that bullying is unacceptable
• The sanctions within the school’s behaviour management procedures will
apply (and can range from verbal warning through to exclusion)
• If circumstances merit it, the matter will be referred to the Police Liaison
Officer
• The pupil displaying bulling behaviours will be encouraged to accept
accountability for his/her actions and engage in a Restorative process with
the young person being bullied where appropriate.
• The pupil displaying bullying behaviour’s future behaviour will be monitored
to ensure that bullying behaviour is not repeated.
26
Recording incidences of bullying
• Incidences of bullying will be recorded on an “Incident Form”
• Racist incidents will be recorded on the Authority’s pro-forma
• The Restorative outcome will be recorded on a “Restorative Record”
Copies of the above will be held in the pupil’s Guidance File.
Prevention
Banff Academy promotes an ethos of mutual respect amongst the members of its
community. Anti-bullying will be an element in the PSE programme for each year group and
the CPD/Collegiate programme for staff.
Publicity
•
•
•
The policy will be disseminated to parents in the annual School Prospectus and in
discussion with the Parent Council; and to pupils via Registration, PSE, Assemblies
and PRC meetings
The policy will be accessible to all on the school’s website
www.banffacademy.aberdeenshire.sch.uk
There will be an annual display around the school of posters prepared by S1 pupils.
Responsibility for this policy
Every member of staff has a responsibility to implement this policy. Monitoring is the
responsibility of:SLT responsibility :
Mr A Horberry (Depute Headteacher)
Restorative Facilitators :
Mrs E Chalmers (PT Guidance)
Mrs A Rankin (PT Guidance)
Mrs M Farquhar (PT Maths)
Mrs A Hazlehurst (Teacher of RMPS)
Mr S Neilson (PT Lifestyle).
Peer Mediators :
all of the S6 Student Leaders
Review
The policy will be revised during 2016.
The process of review will include surveying paperwork, pupil and staff opinion and
consulting with the Parent Council.
Note
A leaflet about “cyberbullying” can be downloaded from the Banff Academy
website
www.banffacademy.aberdeenshire.sch.uk
or
from
the
website
www.respectme.org.uk
27
Homework Policy
Homework adds value to the work carried out in classes during the school day.
It can be designed to serve one or more of the following purposes:•
•
•
•
•
Practice and consolidation of recent learning
Preparation for future classwork
To check that learning has taken place
To develop good study habits and self-discipline
To involve parents/carers in their child’s learning
Each pupil has a “Pupil Planner” in which to record homework issued and completed,
materials to be brought to school, class test dates etc. Note that if this planner is lost then a
replacement will cost £1, and if it is “forgotten” then a temporary page can be collected from
the pupil’s teachers to get the pupil through that day.
There is never an occasion when a pupil has “no homework” – even if a formal exercise or
activity has not been issued the pupil can spend time revising or exploring work on the
websites that are available.
Internet Access Policy
All of our pupils have access to the internet and an e-mail account in school.
Aberdeenshire Council provides a secure, filtered and monitored service. Misuse will be
identified and dealt with.
All pupil signs an agreement promising to use internet access responsibly.
28
Post-16 Learning Agreements with S5/S6 Students
Below is the content of the agreement that Banff Academy makes with each student
in S5/S6 who has chosen to return to school.
As an S5 student of Banff Academy I give my commitment to:• attend school whilst arriving punctually to all my classes
• work to the best of my ability in ALL classes
• comply with work deadlines in each of my courses
• alert my PTG/Subject Teacher if I start to have difficulty with work deadlines
• comply with school uniform policy
• behave in a mature fashion inside and outside of classes
• help younger pupils whenever the opportunity presents itself
• to be a positive ambassador for Banff Academy at all times
As an S5 student of Banff Academy my expectation is that in return I will receive:•
•
•
•
•
•
the highest possible quality of teaching that my teachers are able to provide
regular feedback on my academic progress including learning conversations
opportunity to prepare a positive CV describing my educational experience
the opportunity to make progress with my work without disruption from others
the opportunity to have any temporary difficulties taken account of sympathetically
opportunities to attend out-of-school events designed to enhance my academic
understanding, my personal development or my awareness of future
career/education pathways.
I am aware that if I do not meet the requirements of this agreement then I can expect:
•
•
•
A verbal warning from the Depute Headteacher or Headteacher;
Secondly a written warning from the Depute Headteacher or Headteacher;
Finally an interview of myself and parents along with the Depute Headteacher
and Headteacher to discuss alternative pathways to a positive and sustained
destination.
STUDENT SIGNATURE _______________________________ DATE ____________
SUPPORTED BY PARENT _________________________________________________
AGREED BY___________________PTG _________________________________ DHT
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Section 3
The Curriculum,
Assessment &
Achievement
30
ABERDEENSHIRE EDUCATION & CHILDREN’S SERVICES
STATEMENT OF AIMS AND VALUES
The Education & Children’s Service has established its Vision for the Service as being:
“Working together for the best quality of life for everyone in Aberdeenshire, from mountain
to sea, and helping, through Education, Learning and Leisure, to make it the best possible
place in which to live and learn, work and play”.
The Service has adopted as its Values:
Quality
• Aiming for excellence; seeking to be ‘best in class’
• Building capacity for continuous improvement
• Assessing impact, reviewing practice; focussing on outcomes
• Maintaining and valuing a highly motivated and well trained workforce
Equality
• Offering opportunity for all, regardless of gender, race or disability
• Striving to deliver services accessible by all, irrespective of community location or
individual personal circumstances
• Ensuring an equitable, needs-based distribution of resources
• Setting high expectations for all
Engagement
• Involving all stakeholders in consultative and participative ways
• Seeking to work cooperatively in partnership with others, both within and beyond
Aberdeenshire, wherever this will enhance Service delivery outcomes
• Communicating effectively within the Service, across the Council and with the wider
community
• Welcoming and acting upon constructive comments and merited complaints from
stakeholders
Integrity
• Doing what is right
• Working selflessly, objectively, and honestly
• Dealing with others sensitively, openly and fairly
• Leading by example, showing trustworthiness and reliability
• Acting responsibly and consistently
• Demonstrating accountability
The Service has as its Aims:
• The building of capacity in individuals and communities
• The realisation of full potential in all
• The achievement of excellence in its widest sense
31
Banff Academy Vision and Values
Vision
Striving for excellence in education by ensuring every student realises their full potential in a
well-ordered, caring and supportive environment.
Our shared core values of Respect, Responsibility, Equality and Engagement form the
foundation on which all members of the school community will work and conduct
themselves to promote excellence at Banff Academy.
Respect
Responsibility
• respect yourself
• respect others and their property
• respect the school
• respect the community
• respect the environment
• strive to do your very best, have high
expectations, aspirations and ambition
• lead by example and be a positive role
model
• make best use of talent, time and
resources
• uphold the school rules
• be accountable for your actions
Equality
Engagement
• treat everyone fairly
• be supportive and encourage individuals
to achieve their potential
• value people as individuals and be
accepting and understanding of
differences
• recognise and value a wide range of
talents and achievements
• enable others to feel valued, safe and
included
• engage effectively in learning
• fully participate in and contribute to the life
and work of the school
• develop positive relationships based on
mutual trust, understanding and respect
• work in cooperation and partnership
• value others’ opinions
32
THE BANFF ACADEMY STANDARD
We, the pupils and staff, aim to uphold the BXA values of Respect,
Responsibility, Equality and Engagement in our classrooms through
the following
Welcoming, well organised and stimulating classroom learning
environment.
Different learning styles and abilities are taken into account –
Differentiation.
Challenging and realistic expectations.
Effective two way dialogue to support learning.
Learning intentions and success criteria shared and progress
reviewed through plenary.
RESPECT
RESPONSIBILITY
ENGAGEMENT
33
EQUALITY
The Curriculum
Curriculum for Excellence has now been introduced across Scotland for all 3 – 18 year oldswherever they learn.
Principles for Curriculum Design
Schools and learning communities in Aberdeenshire apply the principles for Curriculum
Design that are drawn from National advice but reflect our unique Aberdeenshire context.
Those principles are:
• Challenge and enjoyment in learning
• Breadth of learning
• Progression in learning
• Depth of learning
• Personalisation and choice e.g. in how to present learning
• Coherence (with other areas of learning)
• Relevance of learning
Curriculum Entitlements
The following entitlements are also provided for all pupils in Aberdeenshire Schools:
• A coherent learning experience
• Experiences in health and well-being
• Cultural experiences
• Environmental experiences
• Vocational experiences
• Creative and enterprising experiences
(In Aberdeenshire Schools this includes a strong focus on learning In, About and Through
the environment i.e. outdoor learning.)
Structure of the Curriculum for Excellence
The Curriculum for Excellence is structured into different levels.
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.
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit
Third & and Qualifications Framework level 4.The fourth level experiences and outcomes
Fourth are intended to provide possibilities for choice and young people’s programmes
will not include all of the fourth level outcomes.
Senior
S4 to S6, and college or other means of study.
phase
34
YEARS 1 & 2
In certain subjects and where time-tabling permits, pupils may be ‘set’ according to ability. It
is expected that most young people will be working at Curriculum Level 3 in S1- 2; however,
teachers will ensure that particularly secure learners are pushed by introducing more
challenging work or by offering a real world context in which to apply the skills and knowledge
developed. Our policy is to have ‘no ceilings’ as to how much or how well a pupil can achieve,
from their first day in S1 through to the day they leave.
YEAR 3
Pupils will be ‘set’ according to ability in English and Mathematics. In all curriculum areas, it
is expected that most young people will be working at Curriculum Level 4 in S3. Once again,
teachers will strive to offer challenge and increasingly relevant contexts for all young people.
YEARS 4 - 6
Pupils will be placed in classes, according to the National Qualifications being undertaken:
• National 3
• National 4 – a series of National Units with an Added Value Unit.
• National 5 – a series of National Units with an Added Value Unit, externally
assessed.
• Higher – a series of National Units with an Added Value Unit externally assessed.
(for the purposes of comparison, Higher represents SCQF level 6)
• Advanced Higher - a series of National Units with an Added Value Unit externally
assessed. (for the purposes of comparison, Advanced Higher represents SCQF
level 7)
Arrangements for Pupil Choice and their Involvement in What and How they Learn
The school provides a framework for learning based upon the principles of curriculum design
and curriculum entitlements. Within this, the school encourages pupils to have a say in how
they learn and what they learn e.g. in topic based, the children might choose to communicate
their learning through a report, a PowerPoint presentation or a piece of artwork. The pupils
also might choose to research a specific aspect of information within the topic framework.
For further information on specific aspects of learning, please contact your child’s teacher in
the first instance.
Further information about Aberdeenshire’ s curriculum framework can be found at
https://www.aberdeenshire.gov.uk/council-and-democracy/about-us/servicestructure/education-and-childrens-services-policy-framework/
Further information about Curriculum for Excellence can be found at
www.educationscotland.gov.uk/thecurriculum
The core curriculum consists of Literacy, Numeracy and Health and Well-Being. These
subjects permeate all other curricular areas and attainment and achievement in these areas
are continually scrutinised and reviewed annually by the school to ensure standards are
maintained or improved.
Learners are given opportunities to develop skills for learning, skills for life and skills for work
with a continuous focus on:
• Enterprise and Creativity
• Citizenship and International Education
• Literacy
• Numeracy
• Health & Wellbeing
• Sustainable Development
• Information Communication Technology (ICT)
35
Learning Contexts
The curriculum includes all of the experiences which are planned for children and young
people through their education, wherever they are being educated. These experiences are
grouped into four categories.
•
•
•
•
Curriculum areas and subjects
Interdisciplinary learning
Ethos and life of the school
Opportunities for personal achievement
Curricular Areas
Learners are provided with a broad, balanced set of experiences designed around the
curriculum areas of:
• Expressive arts
• Health & Wellbeing
• Languages and Literacy
• Mathematics and Numeracy
• Religious and moral education
• Sciences
• Social studies
•
Technologies
Expressive arts
Through the expressive arts, children and young people can have rich opportunities to be
creative and imaginative and to experience inspiration and enjoyment. They can come to
understand the important roles of the arts in describing and changing society. The arts have
a growing significance in the life and prosperity of Scotland. Through their experience of the
expressive arts, children and young people can appreciate the contributions of the arts in
the lives of individuals and communities.
Health and Wellbeing
Children and young people need to experience what it feels like to develop, enjoy and live a
healthy lifestyle. They also need to learn ways of dealing with the many new and challenging
situations they will experience throughout their lives. A healthy lifestyle supports physical,
social and emotional wellbeing, and underpins successful learning. Concerns about the
health, diet and activity levels of Scotland’s children and young people, social inclusion, and
inequalities in health emphasise the importance of a focus on health and wellbeing
throughout education.
Relationships, Sexual Health and Parenthood and Drugs
Education/Substance misuse are taught as part of the health and wellbeing curriculum.
Languages and Literacy
There are two aspects of the languages area of the curriculum. The first covers experiences
and outcomes in the language a young person needs in order to engage fully in society and
in learning. The second covers experiences and outcomes in additional languages. Scotland
has a rich diversity of language, including Scots and the growing number of community
languages such as Bengali, Mandarin and Polish. This diversity offers rich opportunities for
learning. Learning other languages enables young people to make connections with different
people and their cultures and to play a fuller part as global citizens.
Mathematics and Numeracy
To face the challenges of the 21st century, each young person needs to have confidence in
using mathematical skills, and Scotland needs both specialist mathematicians and a highly
36
numerate population. Each of us uses mathematical skills and concepts in everyday life.
Mathematics includes specific aspects of numeracy which will be developed both in
mathematics and through activities in other areas of the curriculum.
Religious and moral education
Scotland is now a nation which reflects a wide range of beliefs, values and traditions.
Religious and moral education enables children and young people to explore the world’s
major religions and approaches to living which are independent of religious belief, and to be
challenged by these different beliefs and values. It supports children and young people in
developing responsible attitudes to other people, their values and their capacity for moral
judgement. RME lessons are not about the observance of any one religion.
Sciences
Science includes experiences and outcomes in biological, chemical, physical and
environmental contexts. The most important goal for science education is to stimulate,
nurture and sustain the curiosity, wonder and questioning of children and young people.
Social Studies
Social studies includes experiences and outcomes in historical, geographical, social,
political, economic and business contexts. It is important for children and young people to
understand the place where they live and the heritage of their family and community.
Through social studies, children and young people develop their understanding of the world
by learning about their own people and what has shaped them, other people and their
values, in different times, places and circumstances, and how their environment has been
shaped.
Technologies
The technologies curriculum area includes creative, practical and work-related experiences
and outcomes in craft, design, engineering, graphics, food, textile, and information
technologies. To participate fully in modern life, children and young people need to be skilled
and knowledgeable users of technologies and be ready to embrace further developments in
the future. The technologies consider how knowledge can be applied for practical purposes.
They provide exciting opportunities to develop children and young people’s creativity and
the enterprising attitudes which Scotland needs, not least to compete in a global economy.
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Sensitive Aspects of the Curriculum
Relationships, Sexual Health and Parenthood
The following Aberdeenshire Council information guidance is followed by the school in
providing appropriate learning experiences with regard to relationships, sexual health and
parenthood which is part of the health and wellbeing curriculum.
Sex education can be defined as a lifelong process whereby children and young people
acquire knowledge and skills, and develop beliefs, attitudes and values about their sexuality
and relationships within a moral and ethical framework.
(Sex Education in Scottish Schools: Effective Consultation with Parents and Carers, Scottish
Executive & Learning and Teaching Scotland 2001).
Children learn about relationships, sexual health and parenthood from a wide range of
sources including formal education, parents and families, friends and the media: magazines,
books, TV, video games and movies.
Roles and Responsibilities in Relationships, Sexual Health and Parenthood
Education
Parents/carers/guardians
Education begins at home. Parents are the first and foremost educators of their child. Even
if parents do not talk to their child about relationships and sexual health, parental influence
will still be strong.
Parents are encouraged to review the school’s programme and resources and to speak to
their child about what they are being taught in school. Actively support the work of the school.
School
• Building supportive and positive communication with parents.
• Encouraging parents to view the teaching and resource materials.
• Dealing with parental concerns.
• Providing staff with appropriate training and support.
• Actively seek parents’ support through activities such as:- homework tasks,
questionnaires, training, workshop and information sessions.
In some exceptional circumstances, parents or carers may prefer to deal with their child’s
relationship and sexual health education themselves. This should be discussed with the
head teacher or designated member of staff so that appropriate alternative arrangements
can be made.
For further information about specific resources or programmes of work please contact the
school.
Drugs Education/Substance Misuse
The Aims of Substance Misuse Education
When planning for Substance Misuse Education within the curriculum, it is important to
reflect on the guidance outlined in Aberdeenshire’s Curriculum Framework 3-18. Within the
rationale of this policy, the key elements of successful Substance Misuse Education
provision are addressed directly within the advice for supporting children and young people
in becoming successful learners, confident individuals, effective contributors and
responsible citizens. An effective Substance Misuse Education programme should aim to:
38
• Allow pupils to develop knowledge and understanding about legal and illegal drugs,
their effects and the implications of use and misuse.
• Provide opportunities for pupils to develop beliefs, attitudes and values about drugs.
• Enable pupils to develop the skills necessary to make healthy, informed choices and
informed decisions about drugs, including resistance to peer pressure or influence.
• Link with other components of personal, social and health education to develop life
skills and promote access to positive, health-promoting lifestyles.
At Banff Academy programmes of study are arranged in compliance with this guidance. For
further information on learning and teaching of substance misuse education, please contact
the school.
Developing Spiritual, Moral, Social and Cultural Values
We seek to ensure that respect, fairness, tolerance, celebration of culture, and knowing and
doing what is right, become a way of life in Banff Academy.
Our pastoral system, our behaviour management approach, and our approaches to teaching
and learning are designed to complement each other in ensuring that this sense of belonging
to a progressive and inclusive society is developed in all our pupils.
To promote and support the development of spiritual, moral and cultural values, and religious
observance we work with a team of School Chaplains. The Chaplains run regular
assemblies.
If any parent wishes their child not to attend our religious observance Assemblies then
they should contact the Principal Teacher of Guidance on 01261 812591.
39
Curricular Trips and Excursions
To further broaden our pupils’ experiences some Subject Departments also organise
excursions and events throughout the year, to support various aspects of the curriculum.
Inter Disciplinary Learning
We have various interdisciplinary events which take place such as Health Day for our S1
pupils and S2 Exodus Days which we run in May as well and Inter-House Activities days.
S1 Health Day
Our highly successful Health Day is organised by staff within the school in liaison with visiting
specialists in the field of exercise, catering and first aid.
This day emphasises the importance of living a healthy lifestyle and how this can be
achieved, while making it fun and enjoyable for the pupils.
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School Life & Ethos
Assemblies
These are formal occasions, used for a number of purposes, including:
• Setting the tone for school ethos, including behaviour/discipline
• Celebrating success
• Sharing information
• Education and training
• Religious observance
The themes and content for assembly are agreed by the Senior Leadership Team to ensure
that current key issues are covered by those delivering the message.
Assemblies are normally held in House Groups or Year Groups.
Parents will have the right to withdraw pupils from religious assemblies by contacting the
pupil’s guidance teacher to make necessary time table changes.
Student Leadership
Each year four S6 pupils are elected to the positions of House Leader and Vice House
Leaders. House Leaders and Vice House Leaders take a very active leadership role within
the school. They work alongside Student Leaders actively taking on responsibilities within
the school. These include assisting at Parents’ Evenings, planning and organising
Assemblies, paired reading, monitoring duties and working with P7/S1 pupils at transition
time in the role of Guardian,
The House Leaders and Vice House Leaders also promote the work of their House and coordinate Inter-House competitions and activities.
Pupil Participation
Pupils who would like to be considered for the position of pupil representative prepare a
short presentation to their peers on why they would make a good candidate (S1-S5 only).
An official ballot then takes place, where each register class elects a pupil representative
and a vice pupil representative. In S6 the pupil representative is the House Leader and the
vice rep is the Vice House Leader.
The pupil rep attends either the S1-S3 or S4-S6 Student Council meeting acting as the
official voice of their class, putting forward the views of their peers and to influence the
direction of Banff Academy and school improvement. Pupil representatives also actively
work to improve aspects of the school through implementing agreed ideas and priorities.
Student Council meetings are held approximately once to twice a term and last one period.
Pupils are released from classes to attend these meetings. Views of pupils are gathered
during class councils, which run in register classes during registration prior to a meeting of
the Student Council. Feedback from the Student Council and Student Executive meetings
with the Senior Leadership Team (SLT) is fed back through the class rep during registration
The Student Executive is formed each year and consists of 1 elected representative from
each year group (S1-S5) and our 4 House Leaders and Vice House Leaders. The Student
Executive meets twice a term with the Senior Leadership Team to pass on the views of their
peers and to raise issues on their behalf brought up at the Student Council meeting, to
contribute to school improvement planning and participate in the decision-making of the
school.
41
Extra-Curricular Activities and Excursions
Banff Academy offers its young people the opportunity to participate in a very wide range of
extra-curricular activities, some at lunchtime and some after school:•
•
•
The editorial and writing team of “Vivat” – our termly school magazine.
Duke of Edinburgh Award at Bronze, Silver and Gold levels.
With our PE Department
o Football – boys and girls
o Hockey – boys and girls
o Rugby – girls
o Badminton – boys and girls
o Basketball – boys and girls
•
Within our Music Department:o Samba Band
o S1-6 Choirs
•
ROV Mate (S3-6 Design and make a remotely operated vehicle)
Instrumental Music Tuition
From Primary 4 onwards, tuition is available for a range of musical instruments. All
disciplines are taught in the secondary schools. Tuition is subject to availability. At Banff
Academy some pupils currently receive tuition in Brass, Woodwind, Percussion, Orchestral
stringed instruments, Bagpipes.
For further
information: http://www.aberdeenshire.gov.uk/parentscarers/information/music_service/YouthMusi
cInitiative.asp
http://www.aberdeenshire.gov.uk/parentscarers/information/music_service/Music_Tuition.asp
42
Lunchtime and After-school Activities
MONDAY
Activity
Anime Club
Junior Choir S1 - S3
Positive Poster Club & Colouring In
Rendez-vous French Club
Samaba Band
S1-3 Girls Football
S2 Boys Football
Teacher
Ms Thomson
Miss Hepburn
Miss Smith/Miss Steele
Mrs Pantel
Mrs Smith
Mr Mochan
Mr Greenlay
Room
Lodge
T103
TE 6
C207
T409
PE Dept
PE Dept
Time
12.40pm - 1.30pm
1.00pm - 1.30 pm
12.40pm - 1.30 pm
1.00pm - 1.30pm
12.40pm - 1.30pm
4.00pm - 5.15 pm
4.00pm - 5.15pm
Activity
Teacher
Room
Badminton
Mr Milne
PE Dept
Film Club
Global Group
Table Tennis
Woolly Craft Club
Miss Calderwood
Miss Mackie
Mr Mochan
Ms Jones
T408
T406
PE Dept
CLD – T304
Time
S1-4 – 4-5 pm
S5-6 – 5-5.30 pm
1.00pm
1.00pm - 1.30 pm
12.40pm - 1.30 pm
12.40pm - 1.30 pm
Activity
Drama Workshops
Duke of Edinburgh
Dyslexia Club
Teacher
Miss McClelland
Miss Brown/Mr Bappoo
Mrs Todd
Room
C105
T205
U9
Feis Rois Trad Band
Dr Fairbairn
T409
Pipe Band
Girls Hockey
Puzzle Club S1/S2
Miss Shearer/Miss Sutherland
Miss Hunter/Miss Turner
Assembly Hall
PE Dept
C114
TUESDAY
WEDNESDAY
Time
1.00pm - 1.30 pm
12.50pm - 1.25pm
3.10pm - 4.10pm
12.45pm - 1.30pm
3.15pm -4.30pm
3.15pm - 4.15pm
3.10pm - 4.30 pm
12.55pm - 1.25pm
THURSDAY
Activity
Basketball Club
Creative Club
Duke of Edinburgh
ROV
Senior Girls Choir (S4 - S6)
Baking Club
Teacher
Mr Mochan
Miss Garden
Miss Brown/Mr Bappoo
Mr Bappoo
Miss Hepburn
Miss S Hepburn
Room
PE dept
T105
T205
T204
T410
Time
3.10pm - 4.30pm
1.00pm - 1.30pm
12.50pm - 1.25pm
3.10pm - 4.30pm
1.00pm - 1.30 pm
3.15pm - 4.45pm
Teacher
Miss Hepburn
Miss Calderwood
Miss Coleman
Miss Hermet
Miss McClelland
Room
T103
T408
Girls Gym
C205
C105
Time
1.00pm - 1.30 pm
1.00pm
12.50pm - 1.30pm
1.00pm - 1.20 pm
12.50pm - 1.30 pm
FRIDAY
Activity
Boys Choir (S1 - S6)
Film Club
Netball Club
Origami Club
Vivat School Magazine
In addition, Wendy Jones, Community Learning and Development worker is based at Banff
Academy and runs a number of pupil groups.
43
Fund Raising Activities
Pupils and staff within Banff Academy generously donate their time, expertise and money to
help support a variety of Charities within our community, nationally and internationally.
Fundraising activities include: Dress Theme Days, a Junior and Senior Christmas Ball for
pupils and staff.
Recognition of Our Pupils’ Achievements
Banff Academy is committed to valuing and respecting all individuals in the school
community and is committed to using praise and encouragement as a means to motivate
our pupils and demonstrate the standards of behaviour that are central to ensuring high
quality learning in Banff Academy.
Whenever the opportunity presents itself our teachers will praise the effort, behaviour and
achievement demonstrated by our pupils. Banff Academy has a number of ways of formally
acknowledging this :Merit certificates and awards
Celebration of Success assemblies
Success Noticeboard
School website
We hold formal Award Ceremonies in March (for S4-S6) and in June (for S1-S3) to recognise
and reward pupils’ endeavour, attainment and community achievements in academic,
community, cultural, and sporting fields.
Senior Awards Ceremony
Our most prestigious award is our Dux Medal, awarded to the S6 student who has attained
the best results in the S5 SQA examinations and the S6 school prelims.
44
Tracking, Monitoring and Reporting Pupils’ Performance
Targets are set by class teachers in discussion with pupils using information from all/some
of the following:
•
•
•
•
Baseline assessments taken in S1 (Midyis)
Performance throughout Broad General Education.
Performance in National Qualifications.
Teachers professional judgement.
We set our targets to be challenging. Our belief is that pupils need this encouragement to
achieve their fullest potential.
In addition pupils have learning conversations with Principal Teachers of Guidance to
discuss performance across subjects. These conversations take place at key points
throughout the session.
Pupil progress is monitored regularly throughout the session. Class teachers have learning
conversations with pupils to discuss targets, progress and next steps in learning. In S4-6
the monitoring takes place in September, December and March.
Reporting Calendar
Consultation Meetings with Teachers
Individual Pupil Progress
Year
Date
Time
Group
S1
Wed 23 November 2016
4.00-6.00pm
S2
S3
Wed 22 February 2017
Wed 18 January 2017
Wed 7 December 2016
Wed 14 December 2016
4.00-6.00pm
4.00-6.00pm
S4/5/6
4.00-6.00pm
Report Cards issued on:
Wed 9 November 2016 (interim)
Wed 24 May 2017 (full)
Thurs 16 February 2017
Thurs 12 January 2017
Wed 28 September 2016 (tracking 1)
Thurs 1 December 2016 (tracking 2)
Thurs 9 March 2017 (tracking 3)
Assessments & Reporting in School
Teachers carry out continuous assessment as part of their daily practice to ensure that
learning activities are meeting the needs of their pupils and extending and developing
learning. Assessment results are used to track pupils’ progress, inform planning, direct future
learning and teaching activities and for reporting purposes.
The overall purpose of assessment is to support learning. Staff at Banff Academy use a
variety of formative assessment techniques in teaching the children HOW they can improve
upon their current standards of work. This applies to all pupils, regardless of ability and
ensures that opportunities to progress and achieve are fair and inclusive.
Formative Assessment includes :
• Sharing learning intentions, success criteria, ideas and expectations
• Promoting creative thinking skills by using quality questioning techniques
• Giving constructive feedback to pupils which is focused on improvement
• Assessing what children Make, Say, Write and Do and planning teaching activities
to support future learning
45
Children are also encouraged to self and peer assess, and recognise their own strengths
and learning needs. Once learning needs are identified, children are involved in planning
their own future learning. In addition to this, teachers set realistically challenging targets for
their pupils, helping to ensure that the pace of children’s learning is appropriate.
More formal assessments are also carried out to confirm teachers’ professional judgement
about learning. This may include summative assessment, diagnostic assessment and the
use of national assessment resources.
In Banff Academy moderation is also developing across schools. This involves teachers
from different schools comparing samples of pupils work and applying common approaches
to assessment. This will ensure that there is a shared understanding of standards between
schools.
Parents receive information about their children’s progress and achievements throughout
the year in a number of ways e.g. through homework diaries, jotters, and reports, through
visits to school for example; parent interviews and information evenings.
During parent interviews, information will be shared about children’s strengths, development
needs and next steps in learning. Parents will also be given ideas about supporting their
children’s learning at home.
Pupils are developing skills to identify and record their best work and achievements in and
out of school. This process, known as profiling, will involve on-going dialogue with the class
teacher and will take place at all stages. Pupils will record their ‘latest and best’
achievements in documents called profiles. These profiles will be produced in P7 and S3
and may be either electronic or paper based. Pupils can add to their profiles in school and
at home. Parents are encouraged to become involved in the process with their child. Regular
dialogue between parents and pupils is of course the best way for parents to be informed of
their children’s progress at school.
We also invite parents to make us aware of their children’s wider achievements outside
school on an ongoing basis.
Parents are welcome to request an interview to discuss their child’s progress at any other
time during the school session should they wish.
46
Section 4
Parental
Involvement / Pupil
Welfare & Support
47
The Parent Forum and Parent Council
Parent Councils are now established in almost all Aberdeenshire primary and secondary
schools. The Scottish Schools (Parental Involvement) Act 2006 recognises the vital role that
parents play in supporting their children’s learning.
The basic principle under-pinning the Act, is the desire to have children become more
‘confident learners’ through closer working between each family and the school.
The Parent Forum comprises all the parents/carers of pupils in Banff Academy. The Parent
Council, which reports annually to the Parent Forum, is made up of a group of parents and
others who have volunteered to offer support and advice to the school.
The Parent Council meets once or twice per term with the Headteacher to discuss aspects
of the work and life of the school.
PARENT COUNCIL
The Banff Academy Parent Council is an excellent way of communicating with the school,
and gives parents and guardians of pupils an opportunity to hear about developments at
the school direct from senior management. It also allows parents to raise issues of general
concern with the School – this can be done by emailing the Parent Council or leaving a
message at the School Office. Any queries, to [email protected]. The Parent Council
exists to give everyone a voice in the running of the school, so the more people who are
involved, the better.
John Walker, BXA Parent Council Chair
Local Aberdeenshire councillors are also invited to attend the Council Meetings.
Our local councillors are :John Cox (Banff & District), Ross Cassie (Troup), John Duncan (Troup), Ian Gray (Banff &
District), Mark Findlater (Troup), Hamish Partridge (Troup), Mike Roy (Banff & District)
Dates for Meetings for 2016-17
For meeting times and dates please refer to Banff Academy website
at www.banffacademy.aberdeenshire.sch.uk
Parents can raise issues with the Parent Council by e-mail to [email protected] or by
leaving a letter with the School Office.
Note
Parents will find the national website www.ltscotland.org.uk/parentzone full of
information about many aspects of their child’s education
48
Parents’ Meetings
There are two formats for Parents’ Meetings:•
Consultation meetings with class teachers – once per year group.
An annual calendar of Parents’ Meetings is published at the start of each session
and is available on our website:www.banffacademy.aberdeenshire.sch.uk
•
Information Evenings with the Senior Leadership Team and others.
In addition we welcome individual contact with parents to resolve any issue of concern –
appointments can be made by contacting us on 01261 812591.
Date of Meetings for 2016-17
Please see Banff Academy website for up to date
information www.banffacademy.aberdeenshire.gov.uk
In addition we welcome individual contact with parents to resolve any issue of concern –
appointments can be made by contacting us on 01261 812591.
Our Volunteers
Banff Academy works closely with a range of volunteers who add value to the life of the
school community.
Aberdeenshire Council’s policy on volunteering states:“Volunteering is any unpaid activity which involves spending time doing
something which aims to help people, promote good causes or to improve
the environment. People choose to do voluntary work for a variety of reasons
including a sense of public duty, a desire to improve a situation and to gain
greater experience in order to enhance their career prospects. A volunteer
undertakes voluntary work through choice, with no contract of employment
and without expectation of financial remuneration.”
Volunteers have all received the appropriate PVG Disclosure.
Our Volunteers have added significantly to the experiences of our pupils. We recently
evaluated the input of our volunteers and it was evident that pupils enjoyed the relationships
that were formed and also that they appreciated the interest and support that was provided
by adults in our community.
Examples of how volunteers have added to the pupil experience are as follows:
•
•
•
Volunteers have worked with S1/S2 classes in Lifestyle. They provide advice to
pupils as how best to maintain timekeeping with practical activities. They offer
encouragement and advice as to how to best apply techniques and skills within the
subject.
Volunteers are supporting a knitting club.
Pupils working with the Portsoy Boats Building project.
49
The experience of working with adults in our community has broadened the experience of
our pupils and in so doing increased their confidence and abilities to engage in positive and
effective interpersonal skills development and is an area the schools is keen to develop.
Health Care
Specific school staff attend to first aid and we have regular visits from the School Nurse. The
Nursing Assistant will arrange for treatment at Chalmers Hospital in case of serious injury –
Banff Academy will make contact with you in these circumstances.
Please tell us as soon as possible if your child has a specific medical condition. The School
Health Team, (e.g. school doctor, school nurse, speech and language therapist etc) working
in partnership with parents and teachers, carries out assessments to ensure the best level
of health for all school children.
How can Parents Help?
1. Contact the school if you are worried about any aspect of your child’s health, emotional
well-being or learning.
2. Please fill in and return all questionnaires sent to you. This helps the School Nurse
enormously.
3. If you are offered a health interview, please keep the appointment or request an
alternative.
4. If you feel that a problem has not been solved, please let us know.
Administration of Medicines
Many pupils will, at some time in their school careers, need to take medication. For the vast
majority this will be a short-term requirement, with pupils simply finishing a course of
medication which has been prescribed for them by their family doctor. Wherever possible,
parents are requested to ask for GP prescriptions which can be administered outwith the
school day, ie in the morning and evening. Where this is not possible, parents are required
to complete a signed Authorisation to Administer Medication form prior to school staff
administering medications on parents’ behalf.
However pupils may have long term medical conditions such as asthma or diabetes which
may require on-going support and, if their conditions are not properly managed by taking
regular medication in school, their access to education could be limited. In addition, some
children have conditions which may require occasional staff intervention eg severe allergic
conditions such as anaphylaxis. In certain cases specific training of staff about a child’s
treatment may need to be given.
Asthma Inhalers
Parents of children who carry their own inhalers should supply a spare named inhaler, to be
kept by the Nurse in school, just in case your child’s inhaler is lost or misplaced.
50
Banff Academy Pupil Support System
When pupils enrol at Banff Academy they are placed into a Registration Class which is
allocated to a Guidance House. Each House has two classes in S1 – S5 and one class in
S6. Unless Parents/Carers wish otherwise, younger siblings are placed, wherever possible,
in the same House as their older brothers or sisters.
The school has four Houses, led by the Principal Teachers of Guidance:Below is a list of the PT Guidance for each house.
House
PT Guidance
Boyndie
Mrs Clarke
Crovie
Dr McCabe
Deveron
Mrs Massie (Mon, Tue, Wed) Mrs Hazlehurst (Thu,
Fri)
Marnoch
Mrs Rankin
Within each House the pupil belongs to a Tutor class led by a teacher, with whom the pupil
registers each day and who provides daily contact and support throughout the pupil’s school
career.
The Principal Teacher of Guidance takes an overview of the welfare and progress of each
pupil in his/her House and is normally the first point of contact between the school and the
family. The Principal Teacher of Guidance is also responsible for the delivery of our Personal
and Social Education (PSE) programme.
When pupils transfer from primary to secondary we try wherever possible to place each pupil
with at least one pupil form their primary school.
To assist our transitional planning our Pupil support teachers (Guidance and SFL) liaise with
key primary staff.
There is also involvement of Educational Psychology, Community Learning & Development
and our School NHS Nurse.
Guidance teachers hold progress meetings with pupils at key transition stages during their
school career. They provide important links with other support agencies including:
Careers Service
College
University
Work Experience
Children’s Panel
Health
Social Work
Police
Educational Psychology
Pupil Support Worker
It is very important that parents/carers keep the PT Guidance informed of the pupil’s home
circumstances and any change of address/telephone/medical needs/emergency contact etc.
should be notified to the PT Guidance as soon as possible.
Banff Academy is also a constituent of the wider Banff Children’s Services Network and
works closely with Community Learning, Health, and Social Work in times of need for a pupil
and his/her family.
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Transfer to Secondary School
We work closely with our associated primary schools, P7 pupils and parents to facilitate the
transition from primary to secondary school. Core transition events include a Step Up with
Enterprise day in January, S1 pupil visits to P7 classes, and a three day Induction in June.
During the Induction days, P7 pupils follow their S1 timetable.
Support for pupils at this key stage is provided by an extended transition programme for
identified pupils, visits to primary schools by Guidance Teachers and a range of activities for
P7 pupils. In addition, senior pupils act as Guardians and bus buddies to support pupils
during the transition programme and in S1.
Step Up with Enterprise Event
52
Child Protection
“All children and young people in Scotland have the right to be cared for and protected
from harm and to grow up in a safe environment in which their rights and needs are
respected. The welfare of children is paramount”.
Protecting Children and Young People: Framework for Standards, Scottish Executive
2004.
Protecting children and young people is a priority for Aberdeenshire Council.
It is everyone’s job to ensure that children are kept safe. Schools are required to
report any suspected child abuse to appropriate services such as Police Scotland and
Social Work.
‘Child protection means protecting a child from abuse or neglect. Abuse or neglect
need not have taken place; it is sufficient for a risk assessment to have identified a
likelihood or risk of significant harm from abuse or neglect.’
Categories of abuse include:
•
•
•
•
Physical Abuse
Neglect
Emotional Abuse
Sexual Abuse
(From the National Guidance for Child Protection in Scotland 2014)
A comprehensive set of guidelines provide all staff and volunteers who come into
contact with children with the essential information about protecting children from harm.
Where parents or a member of the public have concerns about the safety or protection of
any child they can contact:
The school and ask to speak to the head teacher or a senior member of staff;
Police Scotland by dialling 101 (This number is in operation at all times)
or
The local Social Work Office by dialling one of the numbers below during office hours or if
calling during evenings and weekends 08458400070.
Aboyne
Banchory
Banff
Ellon
Fraserburgh
Huntly
Inverurie
Laurencekirk
Peterhead
Portlethen
013398 87096
01330 824991
01261 812001
01358 720033
01346 513281
01466 794488
01467 620981
01467 625555
01561 376490
01779 477333
01224 783880
Stonehaven
Turriff
Evenings and weekends
01569 763800
01888 569260
08458400070
For further information please go to the Aberdeenshire Council
website www.aberdeenshire.gov.uk .
53
All Education & Children’s Service Managers and School Child Protection Co-ordinators
have received training to ensure that they are confident, well informed and supported to
promote the protection of children.
All schools provide Child Protection awareness raising training to all teaching and nonteaching staff on the first day of each session.
Protecting Children and Young People in Aberdeenshire – Education & Children’s Services
Guidelines can be accessed through:
http://www.aberdeenshire.gov.uk/parentscarers/ChildProtection.asp
Support for Pupils
Getting it right for every child (GIRFEC)
In Scotland a national programme called Getting it right for every child (GIRFEC) aims to
improve outcomes for all children and young people. The GIRFEC method supports three
initiatives to help children’s well-being and learning — Equally Well, The Early Years
Framework and Achieving our Potential (for more information on these see the Scottish
Government website www.scotland.gov.uk). It encourages professionals to make
judgements based on the best relevant information, and supports appropriate early
intervention. GIRFEC’s approach should be reflected in all Government policy documents
and initiatives affecting children and young people.
Taking care of our children’s well-being and making sure they are alright - even before they
are born - help us ensure the most positive outcomes for them later in life. It gives them the
potential to grow up ready to succeed and play their part in society.
Getting it right for every child is a programme that aims to improve outcomes for all children
and young people. It promotes a shared approach that:
• Builds solutions with and around children and families
• Enables children to get the help they need when they need it
• Supports a positive shift in culture, systems and practice
• Involves working together to make things better
Getting it right for every child is the foundation for work with all children and young people,
including adult services where parents are involved. It builds on universal health and
education services, and is embedded in the developing early years and youth frameworks.
Developments in the universal services of health and education, such as Better Health Better
Care and Curriculum for Excellence, are identifying what needs to be done in those particular
areas to improve outcomes for children.
The Getting it Right approach looks at eight areas of ‘well-being’. These are recognised as
areas in which children and young people need to progress in order to do well now and in
the future. They allow those responsible for the care and support of children - including
members of their own families - to look at a situation in a structured way that will help them
identify any needs and concerns and plan with the child and family any action they need to
take.
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The well-being wheel and indicators:
A child’s well-being and other outcomes can be assessed against the eight indicators in
this wheel: safe, healthy, achieving, nurtured, active, respected, responsible and
included. For all children and young people to achieve their potential and become
successful learners, confident individuals, effective contributors and responsible citizens
— the aim of Curriculum for Excellence — they must each be helped to achieve the
best they can according to these eight indicators.
You can find out more about Getting it right for every child on the Scottish Government
website - www.scotland.gov.uk/gettingitright.
You can find information about Curriculum for Excellence from your child’s school,
Parentzone,
Learning
Teaching
Scotland
and
the
Scottish
Government. http://enquire.org.uk 0845 012302303
For more information about Aberdeenshire’s approach to GIRFEC go to;
http://www.girfec-aberdeenshire.org
Key Personnel
Registration Tutor
To assist our Principal Teachers of Guidance ensure the pastoral
welfare of all of our pupils we allocate each pupil a Registration Tutor.
The FLG tutor is a member of the teaching staff. The pupils register
with this Tutor each morning. This daily contact provides security for
the pupil and can often be the contact that indicates something is
troubling the pupil.
School Nurse
First Aid is provided by our School Nursing Assistant. If pupils are
injured, or feel unwell, then the pupil can see Mrs Connon who will
decide if the pupil requires to be sent home or sent for further medical
55
advice. Mrs Connon also holds the medicines that some of our pupils
need access to during the school day.
ASL
Our Support for Learners staff (under the leadership of Mrs Adelaine
Cox) provide in class and out-of-class support for those young people
who have Additional Support Needs (these needs can be physical,
emotional, learning or behavioural needs)
Educational
Psychology
This service, which is part of the education service, works with
young people, and advises staff and parents, in the area of learning
need. Details of the service follow.
BCSN
The Banff Children’s Services Network is a collaboration between the
area’s Primary schools, Banff Academy, Community and Learning
Development, Social Work, and Grampian Health. It uses a multiagency approach to supporting individual vulnerable children and
families.
Chaplains
To promote and support the development of spiritual, moral and
cultural values, and religious observance we work with a team of
School Chaplains. The Chaplains run regular assemblies, join some
RMPS classes, and are generally on hand with advice and support in
times of crisis.
Community Learning & Development (CLD)
Community Learning & Development work together with Banff Academy Staff and Pupils,
and members of the wider Banff Community, in order to offer activities for young people who
may face challenges in their personal or school life, or who would benefit from some extra
support from an Adult Volunteer or Youth Worker.
CLD offers young people a safe place to grow and develop by giving them the opportunity
to take part in extra-curricular activities which help to build positive working relationships
with other young people and adults. It is designed for enhancing the personal and social
development of young people through their voluntary participation in activities and projects
which compliment their regular school work.
Pupils are generally encouraged to take lead roles in activities to help them become more
independent and confident. Typical examples of CLD work in Banff Academy include:
working one to one with a young person; running youth groups/drop-ins; helping pupils have
a voice through the Pupil Council; and creating learning opportunities in the local community
to help young people find employment.
A Community Learning Worker has a base in the school and also offers Youth Achievement
and Dynamic Youth Awards to accredit the extracurricular work young people are doing.
If you would like to speak to a Community Worker, please contact the school office.
56
Additional Support Needs
Many children will face barriers to their learning at some time in their school career. These
may be short or longer term and for a variety of different reasons. Some children may benefit
from having some sort of support plan in order to develop learning. Pupils, parents and staff
are involved in developing support plans, helping to identify specific needs and what might
be done to help overcome areas of difficulty.
In Aberdeenshire we adopt a multi-agency approach to supporting pupils with additional
needs. Some of the people we meet with regularly include; educational psychologist, school
nurse and doctor, family support workers, speech and language therapists, pupil support
workers, police liaison officers and our support for learners’ teacher. Similar processes may
also be put into place for pupils who have been assessed as being able or gifted as these
children might also need additional support to reach their full potential.
A child or young person is said to have ‘additional support needs’ if they need additional
support with their education. Additional support can mean any kind of educational provision
that is more than, or very different from, the education that is normally provided in
mainstream schools.
A child or young person may need additional support for a number of different reasons, for
example:
•
•
•
Difficulties with mainstream approaches to learning
Disability or health needs, such as motor or sensory impairment, learning difficulties
or autistic spectrum disorder.
Family circumstances e.g. young people who are carers or parents.
The Aberdeenshire website www.aberdeenshire.gov.uk contains extensive information and
advice on a range of additional support needs and support available including:•
Pathways to Policy
Download the six booklets that explain Aberdeenshire's Policies relating to children
and young people and their learning needs.
•
Support for Autism
Find out how Aberdeenshire Council supports children and young people with
Autistic Spectrum Disorder (ASD). Read about the National Autistic Society’s
Directory of Local Services for people with ASD.
•
Educational Psychology Service
Find out about the work of the Educational Psychology Service. Download leaflets
specifically for Parents and Carers.
•
Literacy/Dyslexia Support
Read about the support provided for literacy/dyslexia.
•
Sensory Support
View information about the Aberdeenshire Sensory Support Service, download
leaflets for Parents and Carers, and read our Frequently Asked Questions.
•
English as an Additional Language (EAL)
Find out about the work of the EAL Service, and the support available to children
and young people whose first language is not English.
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•
ASSIST
View information about the Aberdeenshire Staged Intervention Supporting Teaching.
(ASSIST), which supports all school staff with the management of behaviour.
•
CALM
Find out about the Crisis and Aggression, Limitation and Management (CALM)
model that is used to de-escalate behaviour crises in our schools.
•
Accessibility Strategy
Download a copy of Aberdeenshire Council’s Accessibility Strategy. Improving
Access to Education contains a range of information and advice which will support
all schools to comply with disability/additional support needs legislation.
•
ASPECTS
Read about the services provided by ASPECTS. ASPECTS works with schools to
support children with additional support needs by making use of specialist ICT
equipment.
•
Childcare and Early Years Education Extended Service
The childcare and early years education extended service project is a £3m initiative
aimed at the development of pre-school provision tailored to the individual needs of
families.
•
Aberdeenshire Support Manual
Aberdeenshire Support Manual provides practical guidance and support to ensure
all practitioners work effectively together and with parents/carers to Get It Right For
Every Child.
•
Aberdeenshire Support Directory For Families
Aberdeenshire Support Directory for Families provides a fast and reliable way to
access information, help and support from a wide range of organisations.
•
Planning Documentation
Information including formats for planning to meet additional support needs
including: Individual Education Plans, Co-ordinated Support Plans, Managing
Accessibility Plans and Flexible Learning Pathways
If you require further information about any aspect of your child’s education do not hesitate
to contact us at Banff Academy (tel. 01261 812591).
If your child has a long-standing medical condition that may affect his/her education then
you should contact our School Nurse, Mrs Carol Park, at Banff Academy (tel. 01261 812591)
You can also discuss your child’s needs with Ian Stirling our Quality Improvement Manager
(Secondary), who has an office at Education & Children’s Services, Queen’s Road,
Stoneheaven Tel: 01569 766960
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Identifying and Reviewing Additional Support Needs
In Aberdeenshire the ‘Staged Intervention’ process is used to identify and meet pupils’
needs, and to manage and review provision. This is explained in more detail below. Parents
and young people also have the right to ask the Education Authority to establish if a pupil
has Additional Support Need (ASN), and consider if a Co-ordinated Support Plan (CSP) is
needed. (CSPs are also described in more detail below.)
Parents can also arrange an assessment privately and ask the Education Authority to take
the assessment report into account. Requests should be made in writing to the Director of
Education describing the type of assessment and why it is necessary. Requests are
acknowledged promptly and usually agreed unless this would be ‘unreasonable’.
Staged Approach to Assessment & Intervention
In order to ensure consistency of practice to assessment and intervention, Aberdeenshire
Education Department have developed a framework to support school decisions and
practice around supporting children and young people.
Stage 1: School Based Action
• Consultation can be provided by any agency/service
• Any actions required are delivered within the school context by school staff.
Personal Learning Planning is used and where appropriate pupils have
individualised educational programmes.
Stage 2: Education & Children’s Services Action (in addition to school-based action)
• Consultation can be provided by any agency/service
• Any actions required are delivered within the school context.
• There will be a need for action by education and recreation services out with the
school. Again, where appropriate, pupils have individualised educational
programmes. It may also be necessary to consider the need for Managing
Accessibility Plans.
Stage 3: Multi Agency Action
• Consultation can be provided by any agency/service
• There is a need for action by education and recreation services as detailed in
stage 2 along with integrated collaborative action by other agencies.
• Pupils should have individualised educational programmes and other planning
formats such as CSPs may also be considered where pupils meet the relevant
criteria.
Individualised Educational Programmes
An Individualised Educational Programme (IEP) is an education planning document
managed by schools setting out long and short term educational targets. Parents, and where
appropriate, pupils, are involved in review each term.
Multi Agency Action Plans
Where a pupil has support from agencies in addition to education – eg health or social work,
it may become necessary to develop a single collaborative plan to support the pupil. These
are known as Multi Agency Action Plans. Parents (and pupils where appropriate) will be
involved in and consulted upon these plans and they will be reviewed as required.
Co-ordinated Support Plans (CSPs)
A Co-ordinated Support Plan is an educational planning tool which plans long term and
strategically for a year at a time. A CSP is made by the education authority in cases where
education staff are working together with colleagues from another agency to provide
significant levels of support to a pupil.
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What to do if you are anxious about the support your child has in school
The Education Authority values partnership working with parents and will do everything
possible to help resolve concerns or differences of opinion at an early stage.
If you have any queries or anxieties about your child’s additional needs, or about the support
being provided to meet those needs, as a first step please contact your child’s Guidance
Teacher or Head Teacher. If you would find it helpful to discuss a problem informally with
someone other than school staff, please contact the Education Department on 01224
664630. Parents and young people have the right to:
•
Supporters
Parents can bring a supporter to any meeting about their child. Supporters can take
notes, provide clarification and give advice to parents.
Advocacy
These people can provide relevant information to the parent, can speak on behalf of the
parent and support them to access their rights.
For more information on Support
and Advocacy contact:
Enquire, Princess House
5 Shandwick Place
Edinburgh EH2 4RG
Helpline: 0845 123 23 03
Email: [email protected]
Website: www.enquire.org.uk
For local advocacy contact:
Advocacy North East
Thainstone Business Centre
Inverurie
Aberdeenshire
AB51 5TB
Tel: 01467 622674
Scottish Independent Advocacy Alliance can be reached at:
Website: www.siaa.org.uk
Independent Mediation Services
This service is free and involves an independent third party who helps to resolve
disagreements between education authority and parents or young people. A local
independent mediation service can be accessed at:
Children 1st
15 Frithside Street
Fraserburgh
Aberdeenshire
AB43 9AR
Tel no 01346 512733
Fax no 01346 512810
Email [email protected]
Additionally, information for the Scottish Child Law Centre can be found at:
www.sclc.org.uk
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Information about the 2009 Additional Support for
Learning Act
Legal information
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in
November 2005. In June 2009, the Act was amended. These amendments form the
Education (Additional Support for Learning) (Scotland) Act 2009 and it comes into force on
14 November 2010.
What does this mean for pupils and parents?
The new Act doesn’t change the basic purpose of the 2004 Act – it aims to strengthen some
duties under the Act and clarify parts that have been confusing.
Here are some of the main changes:
• Under the 2004 Act ‘additional support’ means support that is provided in a classroom
or a school. The 2009 Act changes this to include support that is given out of school but
that helps a child get the most out of their school education. This could include a social
worker helping a child who refuses to go to school or a mental health nurse supporting
a child to cope with issues affecting their school life.
• Children who are looked after by a local authority will automatically be assumed to have
additional support needs. For looked after children who don’t need extra help this will
have little impact. For those who do need help it will make sure their needs are
considered as they move through school or if they change school. Local authorities will
also be expected to check whether these children require a Co-ordinated Support Plan
(CSP) or not.
• The 2009 Act allows parents to ask their local authority for a specific type of assessment
at any time. Under the 2004 Act parents had this right only when asking the education
authority to identify whether their child had additional support needs or when asking the
education authority whether their child required a CSP.
• The duties that local authorities have towards young disabled children have been
strengthened. Under the new Act local authorities have a duty to assess disabled
children aged between 0 and 3 and provide them with additional support, if required, in
agreement with their parents.
• Local authorities will have to publish information on where parents and carers can find
help, information and advice, including contact details for Enquire. Local authorities will
have to make sure that a summary of this information (including details of dispute
resolution and mediation services) is available from all schools (and other sites that
provide education). They also need to make sure this information is included in school
handbooks and on their website.
• There is a section about placing requests that states that parents of children with
additional support needs, (including those that have CSPs) can make placing requests
to any school in Scotland including schools outside of the local authority area they live
in.
• All appeals about placing requests to special schools (whether the child has a CSP or
not) will be referred to the Additional Support Needs Tribunal. Some of the changes
made in the 2009 Act deal specifically with children who have, or may require a CSP,
and in particular to disagreements between local authorities and parents about the CSP.
• The Act extends the reasons that a parent or young person can make a referral (called
a reference) to the Additional Support Needs Tribunal. Parents can make a referral when
a local authority decides that a child does not need a CSP but also when local authorities
have: failed to provide the additional support set out in the CSP; not responded to a
parent’s request to find out whether their child needs a CSP within a given time; or, after
having said they will consider whether a CSP is required have not made a decision
(within a given time) on whether the child needs a CSP or not.
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• The Act also gives the Additional Support Needs Tribunal extra powers to force local
authorities to provide, or make arrangements providing additional support that is set out
in a CSP if they have not done so.
• The new Act includes a duty for the Scottish Government to fund a national independent
advocacy service (on request and free of charge) to support parents and young people
in Additional Support Needs Tribunal proceedings.
The above points do not include all the changes resulting from the 2009 Act but simply cover
the main points. Throughout the summer Enquire will be changing all their guides and fact
sheets to take account of the 2009 Act.
If you have any questions about the 2009 Act
Please contact the Enquire Helpline on 0845 123 2303 or by email on
[email protected]
Educational Psychology Service
The school’s educational psychologist works in partnership with school staff to help children
and young people develop their full potential. The educational psychologist supports this by
offering schools a number of services including training, research, project work, intervention
work, assessment and consultation.
During planned visits to the school, the educational psychologist meets with staff to discuss
whole-school and class issues and how best to meet the needs of children and young
people. These informal consultations aim to develop strategies the teacher can use to bring
about positive change. The educational psychologist may also spend time observing in the
classroom or playground to support teachers in assessing how different circumstances and
teaching approaches affect learning and behaviour.
When concerns persist, the school and educational psychologist may feel that a more formal
meeting would be helpful. If the concern is about a child, the school will ask the parents’ or
carers’ permission to hold a consultation meeting. This is a problem-solving discussion led
by the educational psychologist, with parents or carers, school staff and sometimes other
people who can helpfully contribute. The child or young person can also be supported to
attend the meeting or contribute in some other way if appropriate. The aim is to agree a
plan of action to bring about positive changes for the child or young person.
If parents or carers have concerns about their child’s education it is best to share them with
school staff first, as most problems can be solved in school without the involvement of an
educational psychologist. School staff will contact the educational psychologist if they feel
that s/he would be able to help. It is possible for parents/carers to request the involvement
of an educational psychologist by contacting the Educational Psychology Service directly.
However, where possible, it is best to seek the involvement of an educational psychologist
with the help of school staff.
Further information about the Educational Psychology Service is available from the school
or the Educational Psychology Service website on
http://www.aberdeenshire.gov.uk/eps
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Compliments, Concerns and Complaints
This highlights how much the school values compliments and outlines the procedure for
raising enquiries or concerns about the service we provide. We hope it provides you with
the information you require.
Further information is available on the school website:
www.banffacademy.aberdeenshire.sch.uk
Compliments
Compliments to staff members or the school in general, are to be welcomed. Positive
feedback is essential to the personal wellbeing, acknowledgement of a ‘job well done’,
professional reputation and school ethos.
Concerns
Where parents have concerns regarding their child, the Guidance teacher should be
contacted in the first instance. Quite often your concern can be addressed very quickly and
easily via a phone call.
Where the concern relates directly to classroom learning and teaching, it is likely a Faculty
Principal Teacher will respond.
At times, another professional colleague may be called upon to support you with concerns,
e.g. school nurse or Additional Support for Learning teacher. You will always be consulted
prior to any information being shared with other professionals.
You can contact your child’s Guidance teacher either by putting your concern in writing or
by telephoning the school and arranging an appointment time to talk to him / her. The school
will make every effort to respond to your concern as soon as practicably possible, and
certainly within 5 working days.
Ongoing Concerns
Your child’s Guidance Teacher is the appropriate person to progress a concern involving
your child.
If your concern remains unresolved, please telephone the school and ask to speak to the
appropriate Depute Headteacher linked to your child’s House who will progress matters.
If a situation is urgent and the appropriate Depute Headteacher is unavailable, then the
school will contact another Depute Headteacher / Headteacher to deal with your concern or
complaint.
You may be asked to come into school to discuss the concern with the investigating person
and other staff, as appropriate.
A brief record of any discussions or agreed action will be documented.
Complaints
Where a concern remains unresolved in the eyes of parents / carers, parents / carers have
the right to make a formal compliant. This complaint can be put in writing, e-mailed or
communicated verbally to the Headteacher.
The Headteacher will decide, in consultation with others as appropriate, if further action is
required. In such cases, written feedback will be provided by the Headteacher within 20
working days.
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Where complaints remain unresolved by the school, these will be escalated to stage 2
(investigation stage) of the complaints process.
In these circumstances the Quality Improvement Officer will investigate the complaint and
make a response to the complainant.
Where complainants continue to be dissatisfied with a stage 2 response, complaints can be
referred to the Scottish Public Services Ombudsmen. Further information and guidance can
be found at –
www.aberdeenshire.gov.uk/haveyoursay/index.asp
Non-Pupil Concerns or Complaints
Telephone the school and ask to speak to your child’s Depute Headteacher House link. Your
concern or complaint will be progressed in discussion with others as appropriate.
Vexatious or Abusive Complaints
Almost all parents / carers (or members of the public) raise concerns or complaints in a
reasonable manner.
If the complainant is vexatious or abusive on the telephone, the staff member will advise the
caller that the call will be terminated if this continues.
The Scottish Public Services Ombudsman
If, after receiving our final decision on your complaint, you remain dissatisfied with our
decision or the way we have handled your complaint, you can ask the SPSO to consider it.
We will tell you how to do this when we send you our final decision.
Further information about the Council’s complaints procedure can be found on the
Aberdeenshire website at www.aberdeenshire.gov.uk/haveyoursay
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Section 5
School
Improvement &
Data Protection
65
School Improvement
Standards & Quality & Improvement Planning
All schools in Scotland are required to report on Standards and Quality and Improvement
Planning on an annual basis. Each year, a summary of this report is sent to all parents.
Parents are welcome to request a copy of the full report or can view this on the school
website. Members of the Parent Council are invited to comment on and add to this report
before it is finalised and sent to parents.
The Standards and Quality Report measures school performance against a set of national
quality indicators and include information about the main achievements of the school. The
report also evaluates progress on the school’s previous year’s improvement plan e.g. how
standards have been raised in literacy, numeracy and health & wellbeing.
Improvement Planning
In consultation with the Parent Council, the school draws up an improvement plan on an
annual basis, indicating the priorities for school improvement. National and local authority
initiatives and developments also inform the school improvement plan.
Parents can access comparative information about all Scottish Schools and their education
authorities at www.educationscotland.gov.uk/parentzone/myschool/findaschool/
For further information on national quality indicators go to
www.journeytoexcellence.org.uk/about/keydocuments/part3.asp
Banff Academy Improvement Plan for 2015-16
(Revised Dec 2015)
Curriculum Design - Review and development
• Curriculum rationale development
• Mapping of experiences and outcomes across the Broad General Education (BGE)
• Develop the curriculum to address gaps identified
• Develop literacy, numeracy and HWB across curriculum areas
• Audit transitions, in particular relating to Developing Young Workforce
• New senior phase courses developed and implemented
Mapping of pupil progression routes and development of a clear presentation policy
• Identify and agree progression routes from Broad General Education (BGE) to Senior
Phase
• Develop and implement a clear BXA presentation policy
• Develop and implement classroom/department/faculty practices and procedures to
adhere to whole school presentation policy
• Production of subject NQ trackers for inclusion in planners
Develop scope for and acknowledgement of wider achievement
• Audit and review wider achievement across the school
• Develop further opportunities for wider achievement and corresponding accreditation
Promoting positive relationships and a climate of achievement
• Develop and implement a preventative approach to indiscipline based on promoting
positive relations and restorative practices
• Develop a staged approach to behaviour management. Monitor and measure its
effective implementation
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•
•
•
Increase visibility of SLT and staff to monitor and promote positive relationships and
learning
Introduce and implement steps to create and sustain pupil work ethic
Training in restorative practices
Development of learning skills and methodologies
• Define and embed agreed practices in learning and teaching, eg Assessment is for
Learning strategies, differentiation, etc., supported by professional learning/continuing
professional development
• Audit and review how effective learning skills delivery is at the moment
• Plan and develop learning skills at classroom and whole school level
• English as Additional Language (EAL) strategies developed
Tracking learners’ progress in the Broad General Education and sharpen responses
to underachievement
• Develop effective systems for tracking and monitoring learners’ progress in the BGE
within classrooms, departments and faculties
• Review and develop effective interventions and next steps within
classrooms/departments/faculties to address identified underachievement.
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Data Protection
Education authorities and the Scottish Government collected data about pupils on paper
forms for many years. We now work together with schools to transfer data electronically
through the ScotXed programme. This has two functions: acting as a ‘hub’ for supporting
data exchange within the education system in Scotland and the analysis of data for statistical
purposes within the Scottish Government itself.
What pupil data is collected and transferred?
Data on each pupil is collected by schools, local authorities and ScotXed. The data collected
and transferred covers areas such as date of birth, Scottish Candidate Number (SCN),
postcode, registration for free-school meals, whether a pupil is looked after by his/her local
authority, additional support needs including disability and English as an Additional
Language (EAL), and attendance, absence and exclusions from school. The SCN acts as
the unique pupil identifier. Pupil names and addresses are not passed to ScotXed. Your
postcode is the only part of your address that is transferred for statistical purposes, and
postcodes are grouped to identify ‘localities’ rather than specific addresses. Dates of birth
are passed on as ‘month and year’ only, again to ensure that individuals are never identified.
Data is held securely and no information on individual pupils can or would be published by
ScotXed.
Providing national identity and ethnic background data is entirely voluntary. You can choose
the ‘not disclosed’ option if you do not want to provide this data. However, we hope that the
explanations contained in this message and on our website will help you understand the
importance of providing the data.
How Does Aberdeenshire Council Hold and Store Pupil Data
Aberdeenshire Council use a system called SEEMIS which is used in almost all local
authorities in Scotland and is subject to independent scrutiny to ensure that it is a secure
environment for holding such data. Our schools update the data held in the system when
they have an education update to make to a pupil’s record or when they receive advice from
a parent or guardian either through the Annual Data Check exercise or when they are made
aware of a change of circumstances at any other time in the year.
Data Protection Act 1998
When registering your child in one of our schools, and throughout their time in
education, you will be asked to provide a range of personal and potentially sensitive
information about your child and your family. All information provided by you will be handled
in accordance with the Data Protection Act 1998. As such we draw your attention to the
following Fair Processing Notice.
Fair Processing Notice
Who may process your personal data?
The information which you provide to your child’s school will be processed by
Aberdeenshire Council, which is a Data Controller of this information for the
purposes of the Data Protection Act 1998. You can tell us at any time if you do not want us
to process or share any information that you have previously provided.
What personal data will be collected?
The information which you provide may include:
• Personal contact details
• Employment details
• Child’s date of birth
• Physical or mental health or medical conditions
• Income (if applying for free school meals or clothing grants)
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For what purposes will your personal data be used?
The information which you provide will be used by Aberdeenshire Council for the following
purposes:
•
•
•
•
Provision of education to your child
Provision of additional educational support for your child (if required or requested)
Provision of transport for your child (if required or requested)
Provision of extra curricular activities for your child (if required or requested)
Will Aberdeenshire Council disclose your personal data to anyone else?
Yes. Aberdeenshire Council may share this data with partner agencies. These may include
NHS Grampian, Careers Scotland, or Scottish Government departments such as the
ScotExed statistical return and transport providers.
We will tell you on the forms that you complete, who we may share that information with,
and will seek your permission to do so. We will only reveal information to somebody else
where we have your permission or as required by law where it is relevant for that purpose.
We do not sell or rent information to anybody.
If you have any queries regarding how we will process your information under the Data
Protection Act 1998, please contact:
Aberdeenshire Council Education, Learning and Leisure Service:
01224 664630 or email: [email protected]
PARENTAL ACCESS TO RECORDS
The Pupils’ Educational Records (Scotland) Regulations 2003 means that you can get
access to your child’s records. Details of the regulations and process for obtaining
information specific to pupils are available by contacting the school directly or can be found
at:
www.educationscotland.gov.uk/parentzone/yourchildatschool/accessyourchildsrecord
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Section 6
Annual Updates
70
Financial Assistance
Full details of the three types of assistance below can be found on the Aberdeenshire
website www.aberdeenshire.gov.uk
Education Maintenance Allowance (EMA)
What is an Educational Maintenance Allowance (EMA)? Please read
An EMA is an allowance of £30 per week (not paid during holidays), which can be paid to
eligible students who stay on in education after the age of 16 years or who leave to attend
a full-time course at a further educational college (contact the College you will attend for
paperwork) if in doubt please phone 01224 665577 for any advice or information.
Who will be eligible for an EMA?
If you are 16 or over or will be 16 by the 28th February 2016 you can apply now. The
application forms and guidelines can be found on our website www.aberdeenshire.gov.uk
(EMA) or request one from your school or telephone Woodhill House. E.M.A. Team 01224
665577.
The closing date is 31st March 2016.
The Scottish Government has just announced changes to the household incomes for
applying, as from January 2016, so therefore, you could possibly apply now if you didn’t
think you could before.
The incomes are:
For one independent child in the household = £24,421
For two or more independent children in the household = £26,884
Will EMA affect my family’s or my own benefits?
EMA is paid in addition to other support and benefits provided by the government. Your
family won’t lose out on other money if you get an EMA.
It will not affect your parents Child Benefit.
It won’t affect any money you earn from a part-time job either.
What do I need to do?
You must attend all your course sessions and sign an EMA Learning Agreement with your
school. This agreement will set out what is expected of you in terms of:
 Atte nda nce
 S tudy P rogra mm e
 P rogre s s
All Completed forms should be sent to EMA Team, Education & Children’s Services,
Aberdeenshire Council, Woodhill House, Westburn Road, Aberdeen, AB16 5GB.
Payment of your EMA
When is the EMA paid?
The EMA is paid into your bank account every two weeks. The payment will cover your
previous two weeks attendance at school or college. Payments can only be made into the
bank account of the applicant.
What if I don't have a bank account?
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If you don't have a bank or building society account you will need to open one. The account
must be one that accepts BACS payments (please check with your bank or building society
if you are unsure).
Could my performance at school or college affect my EMA payments?
Yes, payments can be withheld without warning if your attendance falls below 100%, unless
all absence has been covered by a medical certificate or has been approved by your school
or college. Lateness can also affect payments.
How long will the award last?
An award, if made, will be for one academic year only and a new application must be
submitted each year.
Contact Details
EMA Team
Education, Learning & Leisure
Aberdeenshire Council
Woodhill House
Westburn Road
Aberdeen
AB16 5GB
Tel: 01224 665577
Email: [email protected]
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School Clothing Grant
How much is the school clothing grant?
The grant is £50 per year (1st April to 31st March) for each child. Payments are made by
BACS to your nominated bank account.
Can I get a school clothing grant?
You can apply for a school clothing grant if you or your family receives:
• Income Support (IS)
• Income-based Job Seeker's Allowance (JSA)
• Any income related element of Employment and Support Allowance
• Child Tax Credit (CTC), but not Working Tax Credit, and your income is less
than £15,860
• Both maximum Child Tax Credit and maximum Working Tax Credit and your
income is under £6420
If you are between 16 and 18 years old and receive any of these benefits in your own right,
you can apply for a school clothing grant for yourself. You may also be eligible if you are an
asylum seeker receiving support under Part VIof the Immigration and Asylum Act 1999
How old does my child have to be?
The School Clothing Grant is only available to children in full time education up to the age
of 17 years. You cannot apply for clothing grants for children attending nursery school.
Where can I get an application form?
If you are claiming housing and/or council tax benefit, you are not required to complete a
separate application form. We will contact you directly about a school clothing grant. The
information you have already supplied will be used to assess your entitlement for a school
clothing grant. If we do require any further information we will write to you about this.
If you are not claiming housing / council tax benefit, you can obtain an application form at
your child’s school or by contacting your local benefit office.
Alternatively you can call the benefits section on 08456 08 01 49 or e-mail
[email protected]
You can also download an application form here:
• Application Form (pdf 34kb)
Do I have to buy a school uniform?
You are strongly encouraged to use the clothing grant to buy clothes that meet the school
dress code. Some of these items of school clothing can be ordered through the School Office
Who do I return the application form to?
Completed application forms must be returned to the Benefits Section at the following
address:
Aberdeenshire Council
PO Box 18533
Inverurie
AB51 5WX
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Free School Meals
A Free School Meal is a school lunch provided free of charge by Aberdeenshire Council to
children from families on a low income.
You can claim free school lunches for your children if you are receiving:
• Income Support (IS)
• Income Based Job Seekers Allowance (JSA)
• Any income related element of Employment and Support Allowance
• Child Tax Credit (CTC), but not Working Tax Credit, and your income is less
than £15,860
• Both maximum Child Tax Credit and maximum Working Tax Credit and your
income is under £6420
You many also be eligible if you are an asylum seeker receiving support under Part VI of the
Immigration and Asylum Act 1999.
If you are in receipt of housing benefit and/or council tax benefit you will not need to submit
a separate application form for free school meals. If you qualify for free school meals we will
write to you and confirm your entitlement.
If you are not in receipt of housing benefit or council tax benefit you can obtain an application
form for free school meals by contacting us:
• Telephone: 08456 08 01 49
• Email: [email protected]
• In person from your local Benefits Office or from your child/children's school.
• Download an application form (pdf 165 kb)
You should return your completed application form to the following address:
Aberdeenshire Council
PO Box 18533
Inverurie
AB51 5WX
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Pupil Work Permits
The Children (Protection at Work) (Scotland) Regulations 2006 has amended the legislation
which governs the number of hours per week, and circumstances, under which young people
at school are able to work in paid employment during school term time.
Previously the Children and Young Persons (Scotland) Act 1937 allowed young children
under the age of 15 to work a maximum of 17 hours per week.
The new regulations specify that a new limit of 12 hours per week applies as follows:



2 hours allowed per school day
2 hours allowed on a Sunday
8 hours (over 15 years of age) and 5 hours (under 15) on a Saturday
The new regulations specify that children wishing to work for an employer within school term
time should apply to their school for a work permit. Application Forms are available from the
School Office.
Information concerning children’s work permits and the bye-laws relating to them are
available on the Council’s website www.aberdeenshire.gov.uk
Insurance
No insurance is held by Aberdeenshire Education, Learning and Leisure Service that
automatically compensates school pupils for personal accident, whether an accident occurs
within or out with the boundary of the school. Insurance of this nature, e.g. personal accident,
life, private medical, is seen as a parental responsibility. It is your responsibility as a parent
to insure your child for personal accident or death if you feel this is appropriate.
Aberdeenshire Education, Learning and Leisure Service does hold third party liability
insurance, which indemnifies the Council against claims from third parties, e.g. parents on
behalf of pupils who have suffered injury, illness, loss or damage rising from the negligence
of the Council or its employees. In these circumstances all claims are handled on behalf of
the Council by external Insurers and Claim Handlers and compensation is dealt with on a
strictly legal liability basis.
The Authority has a duty of care in respect of pupils in its charge during school hours and
as such has to take reasonable steps to ensure the safety of all primary and secondary
pupils. However, it is thought that secondary pupils should be more mature and, therefore,
a lesser degree of supervision would be sufficient.
It may be necessary to provide supervision for primary children on school premises before
or after normal school hours if their early arrival or late departure is due to the timing of
official school transport. This general duty of care continues if the children go home by way
of school transport and ends when the child gets off the bus, at which point the parents then
become responsible.
Parents may wish to consider their own insurance arrangements in terms of appropriate
extensions to their household insurance or arranging their own separate covers.
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School Off Site Excursion Insurance
Aberdeenshire Council has in place a School Excursion Insurance policy, whereby
both pupils and teachers are covered for offsite activities / trips both within the UK
and abroad (offsite meaning off the school premises). The policy covers medical
expenses, loss of baggage, cancellation, curtailment and change of itinerary (along
with other sundry benefits) etc for worldwide trips and adventurous activities
(including winter sports).
If personal items such as jewellery, phones/tablets, watches etc are taken on a
school trip then these are taken at an individual’s own risk and are not covered
under the policy, unless damage or loss is caused by an Aberdeenshire Council
employee. Should a parent or carer want such items to be covered then this would
need to be arranged by parents/carers independently of the school
In addition to this policy, Aberdeenshire Council also holds Public Liability
insurance cover for any injury or loss incurred by individuals due to the negligence
of the Council or its employees (including volunteers).
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Banff Academy Catchment Area
There is an Interactive Zone Map available on the Aberdeenshire Council Website.
Banff Academy Street Map
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Banff Academy Building Floor Plan
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Attainment and Achievement Data
S4
School
Ab’Shire
Scotland
S5
School
Ab’shire
Scotland
S6
School
Ab’shire
Scotland
% Cohort Achieving Literacy and
Numeracy award at SCQF Level 4
2013/14
2014/15
2015/16
84
94
95
87
89
91
77
83
83
% Cohort Achieving 3 or more awards at
SCQF Level 6
2013/14
2014/15
2015/16
26
22
22
33
38
38
33
37
39
% Cohort Achieving 5 or more awards at
SCQF Level 6
2013/14
2014/15
2015/16
17
23
16
28
29
32
30
31
33
% Cohort Achieving 5 or more awards at
SCQF Level 5
2013/14
2014/15
2015/16
29
35
41
44
46
49
39
43
44
% Cohort Achieving 5 or more awards at
SCQF Level 6
2013/14
2014/15
2015/16
9
7
9
18
18
19
17
18
19
% Cohort Achieving 1 or more awards at
SCQF Level 7
2013/14
2014/15
2015/16
11
8
12
19
21
23
19
20
21
Leaver Destinations – 2014-2015
School: Banff Academy
Id No.: 110 - 5213231
Total Number of Leavers
Higher Education
Further Education
Training
Employment
Other Known
Not Known
164
27.4%
46.3%
2.4%
20.7%
3.0%
0
Education Authority: Aberdeenshire Secondary Schools
Total Number of Leavers
Higher Education
Further Education
Training
Employment
Other Known
Not Known
2828
38%
32.5%
0.9%
23.5%
2.9%
0.7%
Attendance Figures
Banff Academy
2013/14
2014/15
2015/16
Total Number of Possible Attendances (Pupil Half Days)
Percentage Attendance
Percentage Authorised Absences
Percentage Unauthorised Absences
327079
93.53%
4.89%
1.53%
319494
92.58%
5.36%
1.97%
320378
92.87%
5.22%
1.85%
Aberdeenshire Secondary Schools
2013/14
2014/15
2015/16
Total Number of Possible Attendances (Pupil Half Days)
Percentage Attendance
Percentage Authorised Absences
Percentage Unauthorised Absences
5266571
93.76%
4.85%
1.33%
5243165
93.49%
4.99%
1.46%
5254821
93.38%
4.97%
1.59%
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Email:
[email protected]
Website
banffacademy.aberdeenshire.sch.uk
Banff Academy
Bellevue Road,
Banff AB45 1BY
Tel: 01261 812591
Fax: 01261 815491
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