PORTOBELLO HIGH SCHOOL INFORMATION PACK 2014 / 2015 Duddingston Road EDINBURGH EH15 1NF Telephone No: 0131 – 669 2324 Fax No: 0131 – 669 0975 Absence Line – 657 9057 E-mail: [email protected] www.portobello.edin.sch.uk CONTENTS * Newsletter * Senior Management Team / KAG Groups / Pupil Support Leaders (Session 2014 / 2015) * School Term Dates - (2014 / 2015) * School Term Dates - (2015 / 2016) * School Day * Standards, Quality and Improvement Planning * Parent Council * Parent Council Meetings * PHS Parent Council (Annual Report 2013 / 2014) * Portobello High School Lottery - 50 / 50 Club * Attendance at School * Reporting Absences * School Uniform * Social Education Programme (S1 – S4) * Media Coverage * Letter from School Link Officer – (Littering and Anti Social Behaviour / Speed Limit) * Improving Relationships, Promoting Positive Behaviour * Bullying * 10 Things You Can Do to Protect your Children on the Internet * Cycle Safety * E.M.A. – (Education Maintenance Allowance) * Literacy Across Learning – Supporting Pupils Learning G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Contents.doc 01/10/2014 Our Ref: PM / NT September 2014 Dear Parent / Carer Welcome back to the new school session. I hope as families you have enjoyed the summer break and that our pupils have returned eager to make the most of the year ahead. I would like to offer an especially warm welcome to all our new parents / carers and look forward to a good working partnership over the next few years. The end of term culminated in the Awards Ceremony which celebrated the many successes of our pupils. The achievement and academic attainment was laudable. SQA – Examination Results The results this year are very encouraging in a number of areas. Last year’s S4 have put in a very good performance. We are very pleased with the provisional attainment data which has been released by the Scottish Government. Our 5+ National 5 passes are sitting at the best performance in 13 years. The 5+ National 4 passes is the 2nd best result in 13 years-the increase in National 5 passes has impacted on this statistic. The provisional S5 results are very pleasing, all categories are the best or second best in all years. The cumulative results of our former S6 pupils at 1+, 3+, 5+ Highers and Advanced Higher are the best in the last 13 years. The category 5+ Highers and 1+ Advanced Highers are the best in 13 years. What we are especially proud of too is an indication that there has been a pleasing increase in the quality of “H” passes, with many A’s and B’s rather than C passes. It is also worth acknowledging that there were a number of students in S5 who carried off a set of “A” passes, a number in the top banding too. Our Dux Jack Gargan featured in the Evening News and has had lots of praise from members in the community, representing young people who achieved well across the City. I am also pleased with the seniors who achieved success in the Science Baccalaureate. The youngsters who followed the Jet (Job Education Training) programme enjoyed excellent training, gaining SQA National Progression Awards in Enterprise and Employability. Our S4 pupils who followed Skills for Work courses in Hairdressing and Construction Crafts also had real success. Pupils undertaking our new courses in Creative Industries, Hospitality and Digital Media and Skillforce performed really well. I need to offer real congratulations to the young people who have worked hard and to the staff behind them, who have offered a good grounding for the success the pupils have enjoyed. National Parent Forum Website I write to let you know of useful resources produced by Education Scotland to help parents / carers gain understanding of educational developments. A series of information sheets to support Curriculum for Excellence and the new qualifications can be found on the National Parent Forum website. The link to the relevant pages is given below: http://www.parentforumscotland.org/ G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Letter from HT - 2014 - 2015 - Return after Summer Holiday - Peigis Version (FINAL).doc - 10/1/2014 Staffing Following the appointments which were intimated at the end of term, we have enjoyed welcoming new staff to the school. There were further staffing changes due to promotions and relocations at the end of term. I am pleased to confirm that joining our staff are: Mrs C Thornton has been appointed to Religious Education Mr N Goodfellow - Acting Curriculum Leader Social Subjects - whilst Mrs Falconer is on secondment Mr I Gray has joined us as a part-time teacher in Physical Education Mrs Horseman is covering an absence in Modern Languages There is always some movement in a school of this size and I am confident and excited to have so many people of calibre joining the teaching staff. School Captains It gives me pleasure to announce the following appointments: Chris McColm Head Boy Lilidh Aveyard Head Girl Hugh Brown Iona Hamilton Depute Head Boy Depute Head Girl Leo Gibb-James Alex Lauder Depute Head Boy Depute Head Girl I am very confident they will work well to support the school. Calendar With this mailshot I have enclosed a copy of the school business calendar for this academic year. It contains the important holiday and In-service dates, as well as dates for the issue of Pupil Reports and dates for Parents’ Consultations. All Parents’ Consultations to discuss reports will be held during twilight sessions from 4:30 p.m. to 7:00 p.m. Please keep this calendar in a safe place for reference. Standards, Quality and Improvement Plan (S.Q.I.P) I am happy to include for you in this booklet, information relating to Improvement Planning which details progress made in session 2013 / 2014 and informs parents of priority areas chosen for development this session. A full copy of the plan is available from the School Office. Eco Schools-Award of 6th Green Flag We were delighted to receive news of our successful application to re-new our Eco School status with an application for a 6th Green Flag. The feedback from our assessors was very positive and they offered no recommendations to improve our practice, which is very unusual. I would like to acknowledge the work of Ms Bigg in driving forward this initiative, ably backed by the Eco Team, the working group and the wider staff. Mobile Phones We operate a mobile phone policy which states that mobile phones should be switched off in school, other than at interval and lunch-time, unless the phone is being used for educational purposes in the classroom. Could I ask parents / carers to contact the office if they need to contact a pupil during the school day? G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Letter from HT - 2014 - 2015 - Return after Summer Holiday - Peigis Version (FINAL).doc - 10/1/2014 Receive School News by Email As you may know, the school has a website which can be accessed at www.portobello.edin.sch.uk. It contains lots of useful information about the school, including regular news to keep you up to date with what is happening. The website also has a useful feature to allow you to receive an e-mail automatically every time a news item is published on the site. You can access this using the ‘Subscribe’ panel on the right of the home page. Simply click the envelope icon and then reply to the email you receive shortly afterwards to confirm your subscription. We have built up a bank of parental e-mail addresses to pass on messages. Please ensure your e-mail address is on the SEEMIS form to allow for this. This is especially important for the parents / carers of our new S1. Media Consent We are obliged to seek consent for photographs or filming of your youngster(s). We are often approached by television crews and newspapers to publicise the good work that is going on in Portobello High. We appreciate consent from parents / carers for their youngster(s) to be involved in publicised events. YOU MUST CONTACT US IF YOU DO NOT WISH YOUR YOUNGSTER TO HAVE MEDIA CONSENT Personal and Social Education We have enclosed information regarding the topics which are covered in Personal and Social Education. If you would like further detail, please contact Mrs M Hume (DHT (Acting) Pupil Support). School Uniform I would like to say a big thank you to parents / carers and pupils for the commitment that has been made to the wearing of school uniform. We face challenges, especially from female pupils who fight to introduce a fashion edge to choices. We feel school uniform contributes greatly to the ethos of the school and are grateful for parental support. The start to the school year has been positive, other than instances of white and coloured footwear which is not regarded as acceptable. Electronic Attendance Alert Good attendance and punctuality are very important to us and we seek the support of parents / carers to ensure that youngsters attend well and arrive promptly. We operate an electronic system which phones parents / carers to inform them if their son / daughter is absent from school. (Please note detail on the sheet issued) If a parent / carer has contacted us by 8:15 a.m. on the morning of an absence or informed us in advance of the absence, a call will not be made by the system. The absence alert number is 657 9057. Edinburgh International Jazz Festival We were delighted that group of our musicians were invited to perform at the City’s Jazz Festival this summer. They played and sang to a packed house and received tremendous feedback. The Board member who offered an invitation is keen that we are part of the Festival next year too. What was interesting for me was that 5 of the youngsters involved in this event all achieved an “A” grade pass in their Advanced Higher music which represents a tremendous achievement. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Letter from HT - 2014 - 2015 - Return after Summer Holiday - Peigis Version (FINAL).doc - 10/1/2014 Extra-Curricular Provision Our programme of after-school sports clubs and other extra curricular activities is being developed. I am pleased to report that there is an interesting and varied selection and I would ask you to encourage your youngster(s) to participate. The sports programme has been placed on the website and the full range of clubs will follow shortly. Mrs E Inkster, Curriculum Leader of Physical Education and our Active Schools’ Co-ordinator, Mr Barry McGuigan would like to hear from parents / carers who would be willing to run, or support clubs on a full or part-time basis. This would be a huge support. Celebration of Achievements We take great pleasure in publicising the many and varied achievements of our pupils. Please keep me up-to-date of successes to allow me to share these widely. Portobello Village Show We were delighted to have the school’s Ceilidh Band “Spurtle” play at the Portobello Village Show. Two of our seniors helped Mrs Bradley serve tea and cakes and Ms Taylor and pupil helpers set up a creative workshop for youngsters which was well received. It’s lovely to be part of a community event. Book Amnesty Can we please urge your youngsters to return any school books from earlier years’ study that may be lurking at home? We are happy to accept books of former pupils too (no questions asked!). New School Update Progress towards the new school is gathering pace. The Private Bill became law in early August 2014, the land was appropriated and the contract was signed with Balfour Beatty. The company are due to start work in mid-October 2014, with a sod cutting ceremony in late October. We are anticipating a move in date of August 2016. This is really exciting news. School Link Visit 2 members of staff and 2 pupils from our partner school in Kenya have been visiting for the last fortnight. John, Dorothy, Gilbert and Fradina have thoroughly enjoyed their time in Edinburgh and their time here in the school. There have been many opportunities to share learning and progress our shared project on sustainability. Parent Forum / Parent Council The Parent Council / Parent Forum was held on Monday, 1st September 2014. Thank you to those parents / carers who joined us. Office Bearers At the AGM it was confirmed that Mr Tom Ballantine is continuing as Parent Council Chair and Mr Donald McGregor as Vice Chair. Mrs Christine Swinney is continuing as Treasurer and Mrs Sue Davidson as Clerk to the Board. NASA Trip I am delighted to report that Jack Gargan (S6) has been selected as one of only 10 Scottish Students to visit NASA later this year. This is a great achievement. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Letter from HT - 2014 - 2015 - Return after Summer Holiday - Peigis Version (FINAL).doc - 10/1/2014 All parents / carers are welcome to Parent Council Meetings which are held on a Monday, at 7 p.m. in the School Library. This session’s date are: Parent Council 01-Sep-14 A.G.M. 7 - 9 pm 06-Oct-14 Meeting 7 - 9 pm 24-Nov-14 Meeting 7 - 9 pm 12-Jan-15 Meeting 7 - 9 pm 09-Mar-15 Meeting 7 - 9 pm 11-May-15 Meeting 7 - 9 pm I would like to thank Mr Tom Ballantine ( Chair) Mr Donald McGregor (Vice Chair) and the parent members for their hard work over the last year and their unfailing support of the school. Finally, if you have any concerns or questions regarding your youngster’s education or the service we provide, please do not hesitate to contact the school. I look forward to a productive school year and wish all of our pupils every success. Yours faithfully Peigi Macarthur Head Teacher G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Letter from HT - 2014 - 2015 - Return after Summer Holiday - Peigis Version (FINAL).doc - 10/1/2014 SENIOR LEADERSHIP TEAM Ms P Macarthur Mrs A Dobson Ms M Hume Mrs M Williamson Mr P Saddler Head Teacher House Head - Abercorn House Head - Brunstane (Acting) House Head - Crichton House Head - Duddingston KEY ADULTS SESSION 2014 / 2015 CLASS KEY ADULT PUPIL SUPPORT LEADER 1A1 1A2 1A3 1B1 1B2 1B3 1C1 1C2 1C3 1D1 1D2 1D3 Ms Nisbet Miss Rea Miss Airlie Miss Ford Mr Russell Ms Proctor Mrs Hooker Mr Matthew Mrs Scott (Tu/W) / Ms Vennelle (Th) Mr Gray Mrs Ritchie Miss Robertson Mr McNiven Mr McNiven Mr McNiven Miss Skedd Miss Skedd Miss Skedd Mrs Webster Mrs Webster/Miss McGhee Miss McGhee Mrs Pendleton Mrs Pendleton/Miss McGhee Miss McGhee 2A1 2A2 2AB1 2B1 2B2 2B3 2B4 2C1 2C2 2C3 2D1 2D2 2D3 Miss McRobert Mrs Epton Miss Kirkwood Ms Heath Miss Gallagher Mr Hayes Mr Hardie Mrs Allan Mr Oldham Mr Troost Mr Stevenson Mrs McRoberts Mrs Mitchell (W) / Mr Lee (Tu/Th) Mr McNiven Mr McNiven Mr McNiven / Miss Skedd Miss Skedd Miss Skedd / Ms McGhee Miss Skedd Ms McGhee Mrs Webster Mrs Webster Mrs Webster Mrs Pendleton Mrs Pendleton Mrs Pendleton 3A1 3A2 3AB1 3AB2 3B1 3C1 3C2 3CD1 3CD2 3D1 3D2 Ms Mathieson (W/Th) / Miss Hutchison (Tu) Mrs Forrester (Tu/W) / Ms Hutchison (Th) Mr Forrest Miss Wards Mr McCran Miss Kaur Ms Urquhart Ms Johnston Mr Bracewell Mr McPhillie Ms Cowie Mr McNiven Mr McNiven Mr McNiven / Miss Skedd Ms McGhee Miss Skedd Mrs Webster Mrs Webster Mrs Webster / Mrs Pendleton Ms McGhee Mrs Pendleton Mrs Pendleton G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\KEY ADULTS and SLT - 01/10/2014 CLASS KEY ADULT PUPIL SUPPORT LEADER 4A1 4A2 4AB1 4AB2 4B1 4B2 4C1 4C2 4CD1 4CD2 4D1 4D2 Mrs Banks Ms Rose Mrs Bradley Mr McBirnie Ms Bigg Ms Willis Mrs Breingan (Tu/W) / Miss Taylor (Th) Mrs Philp Mr Stewart Mr Bourne Mr Aitken Mr Donegan Mr McNiven Mr McNiven Mr McNiven / Miss Skedd Ms McGhee Miss Skedd Miss Skedd Mrs Webster Mrs Webster Mrs Webster / Mrs Pendleton Ms McGhee Mrs Pendleton Mrs Pendleton 5A1 5AB1 5AB2 5B1 5C1 5CD1 5CD2 5D1 5D2 Mr Myles Mr Beveridge Mr Christie Ms Stewart Kmicha Mr Lyons Mr Matthews Mrs Latimer Ms Mellor Mr Mackenzie Mr McNiven Mr McNiven / Miss Skedd Ms McGhee / Miss Skedd Miss Skedd Mrs Webster MrsWebster / Mrs Pendleton Ms McGhee / Mrs Pendleton Mrs Pendleton Mrs Pendleton 6A1 6A2 6AB1 6B1 6B2 6C1 6CD1 6CD2 6D1 Mr McCulloch Mr Tuckley Ms Whittington Ms Ruxton (Tu) / Mrs Gardner (W/Th) Mrs Burnett Mr Webster Ms Myles Mr Reid Ms McDougall Mr McNiven / Mrs Pendleton Mr McNiven Ms McGhee Miss Skedd Miss Skedd Mrs Webster MrsWebster / Mrs Pendleton Mrs Pendleton / Ms McGhee Mrs Pendleton G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\KEY ADULTS and SLT - 01/10/2014 Staff resume Staff only Pupils return Autumn Holiday All resume Mid-term Term ends Staff resume Pupils resume Mid-term Secondary pupils resume Term ends School Session Dates 2014/15 Monday 11 August * Tuesday 12 August * Wednesday 13 August Schools closed Monday 15 September Tuesday 16 September All break Friday 10 October Staff resume Monday 20 October* Pupils resume Tuesday 21 October Friday 19 December 2014 2014 2014 2014 2014 2014 2014 2014 2014 Monday Tuesday Friday Monday 5 January* 6 January 13 February 23 February # 2015 2015 2015 2015 Tuesday Thursday 24 February 2 April 2015 2015 All break All resume The Easter break incorporates the following three holidays Good Friday Schools closed Friday 3 April Easter Monday Schools closed Monday 6 April Spring Holiday Schools Closed Monday 20 April 2015 2015 2015 All Resume Tuesday 21 April 2015 May Day Schools closed Monday 4 May 2015 All resume Tuesday 5 May 2015 In Service Day Closed for Pupils Thursday 7 May* 2015 Victoria Day Schools closed Monday 18 May 2015 All resume Tuesday 19 May 2015 Term ends Friday 26 June 2015 * Five In-Service days for all schools. # Additional In-Service day for Secondary Schools only (6 in total) In-Service Thursday 7 May coincides with date for General Election Certain schools will be closed on Thursday 18 September for the Scottish Independence Referendum. The above timetable allows for staff and pupil attendance as follows; Pupils Staff Term 1 86 89 Term 2 58 (57) 59 Term 3 46 47 Total 190 (189) 195 (Bracketed show Secondary position) Staff resume Staff only Pupils return Autumn Holiday All resume Mid-term Term ends Staff resume Pupils resume Mid-term School Session Dates 2015/16 Thursday 13 August * Friday 14 August * Monday 17 August Schools closed Monday 21 September Tuesday 22 September All break Friday 9 October Staff resume Tuesday 20 October* Pupils resume Wednesday 21 October Tuesday 22 December All break All resume Term ends Wednesday Thursday Friday Monday Thursday 6 January* 7 January 12 February 22 February 24 March The Easter break incorporates the following two holidays Good Friday Schools closed Friday 25 March Easter Monday Schools closed Monday 28 March All Resume Spring Holiday May Day Schools Closed Schools closed All resume Monday Monday Monday Tuesday Thursday Friday Monday Thursday 11 April 18 April 2 May 3 May 5 May*# 6 May 23 May 30 June Staff only Pupils resume Victoria Day Schools closed Term ends * Five In-Service days for all schools. # 5th In Service Day coincides with date of Scottish Parliament Election The above timetable allows for staff and pupil attendance as follows; Pupils Staff Term 1 84 87 Term 2 51 52 Term 3 55 56 Total 190 195 P7/S1 Transition Days – Tuesday 21 June, Wednesday 22 June and Thursday 23 June 2016. 2015 2015 2015 2015 2015 2015 2015 2015 2015 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 2016 SCHOOL DAY MONDAY REGISTRATION TUESDAY WEDNESDAY 08:30 - 08:40 THURSDAY FRIDAY 08:30 - 08:40 Period 1 08:30 - 09:30 08:40 - 09:40 08:30 - 09:25 08:40 - 09:40 08:30 - 9:30 Period 2 09:30 - 10:25 09:40 - 10:35 09:25 - 10:20 09:40 - 10:35 09:30 - 10:30 BREAK 10:25 - 10:40 10:35 - 10:50 10:20 - 10:35 10:35 - 10:50 10:30 - 10:45 TUTOR TIME 10:35 - 11:05 Period 3 10:40 - 11:40 10:50 - 11:50 11:05 - 12:00 10:50 - 11:50 10:45 - 11:45 Period 4 11:40 - 12:35 11:50 - 12:45 12:00 - 12:55 11:50 - 12:45 11:45 - 12:40 LUNCH 12:35 - 13:30 12:45 - 13:40 12:55 - 13:45 12:45 - 13:40 Period 5 13:30 - 14:30 13:40 - 14:40 13:45 - 14:40 13:40 - 14:40 Period 6 14:30 - 15:25 14:40 - 15:35 14:40 - 15:35 14:40 - 15:35 STANDARDS, QUALITY AND IMPROVEMENT PLANNING Please note evidence of Impact of Improvement Plan 2013 / 2014. A copy of the full audit may be requested from the School Office. Key Strengths and Successes Good Cluster working on “sharing the standard” including revisiting the areas of Literacy and assessment in Mathematics which will lead to better progression for pupils. Further development work undertaken in Social Subjects and Religious Education. ISIS day work has led to shared expectations, better understanding of standards and consistency of experience for pupils across the Cluster. Cluster Transition Practice enhanced through secondary staff delivering lessons in associated primaries PE Transition programme undertaken to develop skills, knowledge and understanding and assessment and moderation practice Improved ASL Transition information – effective cluster working through solution focussed Young Persons Planning Meetings Active learning in evidence in almost all classes (SCE) – 90% + Literacy good practice focus and initiatives highlight collegiate responsibility (ISIS Days) Pupil literacy trails established across school. Literacy skills monitored by the observers. Pupils completed questionnaires Literacy inputs have been developed and delivered as part of the KA programme – feedback was positive Education Scotland Presentation for all staff on HWB priorities and engagement with learners Special focus on conversation with learners to support H & W B through KA support CPD on Teenage Brains & Behaviour delivered and well received Skills development – HWB skills highlighted through KA session and through PSE Progress File Staff Health Morning held January 2014 - positive feedback from staff including an awareness of the benefits, both short and long term offered by the programme Parental involvement in learning strengthened by Supporting Your Learner website and in some areas use of Blogs / Twitter and Edmodo has supported parental engagement in learning Website updated for new qualifications and revision links enhanced for pupil T M & R system developing pupil skills in self-evaluation and encouraging responsibility for learning. Tracking and Monitoring of attainment and wider achievement supported by 1-1 learner conversations in Key Adult Time S3 Profile and Learner Reviews introduced, allowing for reflection of progress Further development of profiling through electronic profiles using Evernote to capture ‘latest and best learning” and Pistach.io as the platform for sharing evidence of pupil learning and focus on understanding of skills development Very positive parental feedback from CfE Parent Information Evening on Nationals in a Nutshell Good involvement in Learning Rounds leading to development of practice for participants (16 Staff) SEEMIS has been used for merits and demerits and for pastoral notes allowing for good monitoring, support and intervention by staff and parents / carers Peer Learning projects have offered real benefits to those involved as mentors and mentees through MVP and Alcolols work. Involvement recognised through Saltire Awards and City of Edinburgh Achievement Award success for MVP Good evidence of creative use of S3 Headroom and subject areas delivery of Level 4 Es and Os Good attainment and achievement reflected in qualifications and awards gained by Skillforce youngsters, YASS students and volunteers Improved confidence in the delivery of national qualifications leading to better pupil learning experiences Staff involvement in moderation at school, Neighbourhood, Cluster and City level leading to better understanding of standards Development time has been utilised to support nationals’ preparation in resource building IDL expansion including: WW1 project undertaken with success – has led to involvement in a national BBC project Porty Does Strictly event delivered with aplomb – tremendous learning experience for all staff City of Edinburgh Children and Families_060913 1 and pupils involved Scots project trialled monitoring the development of literacy skills 16+CPD sessions for staff have focussed on the role of teaching staff in developing and highlighting transferrable skills, including skills for work. Staff aware of their responsibility to link learning to positive destinations Reporting schedule has been altered to alleviate calendar pressure TMR processes have been refined Management tools have been utilised by SLT, PSLs and CLs to target intervention for underperforming youngster Numeracy inputs developed and delivered as part of the KA programme – feedback was positive Digital Champions Group established to support IT developments CPD sessions held on a number of occasions to support the development of staff in the use of IT, including a speed dating sharing of apps session Open door policy of support from IT co-ordinator and IT Technician S3 iPads issued – good involvement of pupils and parents / carers in the lead up to issue and in the highlighting of the expectations of the school Early evaluation indicates positive impact of this tool in the classroom. There is evidence of increased motivation and engagement in learning and new approaches being utilised by staff including flipped learning and creative use of apps Feedback from staff, pupils and parents / carers has been very positive Evidence through SCE of increased use of ICT to Support Learning and high levels of staff confidence (majority of staff) Staff have an increased awareness of their role and responsibility in the GIRFEC agenda. The KA system has been developed and a programme delivered A number of opportunities within the programme have been well received by staff and pupils and there is evidence of good relationships developing The KA system has supported the entitlement to universal support CPD delivered on the role of the lead professional within Girfec LAC youngsters are tracked regularly with feedback being sought from staff Young Carers have been recorded in SEEMIS and there is regular monitoring of their progress through feedback gathered from staff SEEMIS is used to update on youngsters’ destinations and this has helped SDS workers to identify those youngsters in need of support The RAG system is used by SDS to allow for early intervention The 16+ Meetings access support from partner agencies and has led to an increased number of pupils moving on to a positive destination 16+ Profiling systems have been developed to allow for better tracking The Moving On group focuses on the development of social skills and preparation for work A Pupil Voice group has been established in Minority Time and is led by the DHT Pupil Support A video was developed by pupils who interviewed staff about aspects of the school’s policy and practice. This video has been shown at Assemblies to highlight the role and influence of pupil voice and to encourage membership and recruitment through KA time A number of young people have come forward across all year groups to join the group and plans are in place to gather pupil views through KA groups Good Neighbourhood working with Joint Improvement focussed sessions on Attainment and Positive Destinations. City of Edinburgh Children and Families_060913 2 Please note headlines from the School Improvement Plan 2014 /2015 A copy of the full plan may be requested from the school office. What are we going to do next? Departmental engagement in further refinement of the Broad General Education phase to ensure outcomes and experiences are met / delivered through high quality learning and teaching, including a review across the 4 contexts of learning Consolidation of Level 4 experiences and outcomes to support delivery of national qualifications in S4, further development of “headroom” and added value units / assignments / projects in line with current SQA procedures and experience of first year of delivery Support, development and resource building to deliver the new Higher qualifications in 2015 /16. Planning for implementation to be promoted through Subject Leaders’ Meetings, Neighbourhood groups and through departmental discussion, development work, resource sharing and a focus on assessment Develop understanding of Insight to promote the critical analysis of attainment and achievement. Continue to promote good practice in AiFL / Active Learning / Higher Order Thinking / IT to Support Learning and the Authority’s Learning and Teaching priorities and school-driven developments and to ensure consistent high standards of teaching across the school Learning and Teaching Pupil Group – undertake pupil evaluation of learning experiences in school. Feedback from Senior and Junior Group to be shared with staff and priorities identified Look to further development and consistent application of the monitoring and tracking system to support pupil progress, effective Reporting and Profiling in BGE and the Senior Phase to improve rigour and consistency across the school Further development of the use of management tools within T, M & R System by the Leadership Team and Key Adults to raise attainment for all – including continued focus on LAC, young carers and the lowest 20% Establish Working Group to introduce Restorative Practice, mapping out timeframe, resources and training required with a view to improving attendance and reducing exclusions Continuation of work with cross-sector Learning Teams to support literacy and numeracy developments Cluster focus on consolidation of curricular development across Transition in all curricular areas through collaborative work to map progress across subject areas Continued awareness raising of whole-school responsibility for literacy, numeracy and health and wellbeing and ICT across learning. Good practice sourced, within and beyond the school and shared. Develop a system to ensure detailed literacy and numeracy attainment levels in S1 and S2 are available to all staff to allow better knowledge of pupils’ needs and progress Whole school focus on subject responsibility and contribution to numeracy across the curriculum. Numeracy standards shared with staff. Promotion of parental engagement to support numeracy at home. Staff to support the engagement of all learners in working towards HWB targets through conversation with learners. Further opportunities for staff offered through CPD on Teenage Brains and Behaviour Further improve the confidence and capacity of all staff in their use of IT to transform learning and teaching through CPD opportunities and the sharing of good practice, including improved consistency of the use of iPads within and across departments and the introduction of staff protocols on the use of IT platforms to support learning Support and monitor 1:1 IT pilots with S3 and S4, including audit trail of impact on learning Establish an attendance monitoring system with DHT / PSL and KA involvement Consolidate and evaluate the introduction of Young Person’s Plan (formerly ASPs) Further develop the role of Key Adult with the support of training. Consider findings from staff and pupil evaluation of the role of KA and the KAT programme and delivery to improve the initiative, particularly in relation to the “Supporting Young People” document expectations Promote pupil involvement through Pupil Voice linking with the KA programme to support school improvement and the quality of learners’ experiences Further develop Partnership with Parents in line with the CEC Parental Engagement strategy Refine the PRD process to support career long professional learning through the Revised Professional Standards and Professional Update arrangements City of Edinburgh Children and Families_060913 3 Please find excerpts from our Standards and Quality and Improvement Plan. A full copy of the SQIP may be requested from the school office. 2.1 Learners’ experiences Learners are motivated, eager participants The majority of our learners are motivated and eager participants in their learning. They are actively involved in their own learning and development and display improving skills as learners. High-quality feedback makes them aware of in their learning. their progress and strengths as learners. They are responsible and contribute actively to the life of the school and the wider community. In our school, learners are treated with equality, fairness and respect. Evidence gathered through self-evaluation procedures, quality assurance processes including sharing classroom experience suggests: Young people are keen to learn and enjoy learning Almost all are motivated and enthusiastic learners, especially when actively engaged in lessons All pupils have increased the opportunities for richer, deeper learning and skills development through their involvement in a range of challenging IDL activities from S1 – S6. Evaluation of ‘Teaching the Teacher’ project in Maths has resulted in some pupils further developing as confident individuals as well as having a better understanding of AiFL in Maths All pupils in S2 choose from a range of courses providing personalisation and choice in a range of relevant and engaging activities All pupils in the senior school have the opportunity to engage with new curriculum provision e.g. YASS, identifying self-found work experience / internships / opting into volunteering opportunities and ‘School Service’ and Academy models Almost all pupils are engaged by lessons in and beyond the classroom. Sharing Classroom Experience shows interesting and varied learning approaches are used in most lessons All S2 and S3 pupils have the opportunity through the iPad scheme, to use ICT to enhance learning. All departments are actively involved in the delivery of lessons using ICT to motivate and stimulate pupils. All teachers of S3 classes are using Evernote to capture learning through the Profiling process leading to the Profile production Learning experiences of the young people are enhanced as all pupils have the opportunity to engage in a range of high quality learning experiences beyond the classroom either within the curriculum or as an extra- curricular activity. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 4 All pupils have the opportunity to engage in competitions and challenges which encourage enjoyment and achievement. The range of activities include those in the fields of sport, music, technology, debating etc. A wide range of working groups lead staff through new initiatives to allow all pupils to have improved learning experiences. All staff participate in the Professional review and Development and have opportunity to reflect on their development priorities to improve learners’ experiences. Learning Rounds and Sharing Classroom Experience feedback has encouraged almost all teachers to reflect on their own classroom practice. Almost all learners’ experiences have improved as a result, this being evidenced by the recent SCE feedback where all observed lessons have achieved positive comment on the use of a variety of teaching strategies in the classroom Sharing good practice sessions with staff and the network of digital champions has allowed for increased competence and confidence of the majority of staff to produce new and innovative learning experiences for most pupils. Almost all staff use real life contexts for learning as evidenced through SCE therefore all pupils are better prepared to face life beyond school Almost all staff use IT effectively in the classroom for lesson delivery, resources and to improve learning as evidenced through SCE Most departments use programmes such as Twitter or Edmodo to aid information exchanges and keep logs of learning therefore ensuring responsibility is shared by both pupil and teacher. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 5 2. School’s self-evaluation 1.1 Improvements in performance Standards of attainment over time Overall quality of learners’ achievement Attainment has improved steadily over the last thirteen years. Across the school pupils are making good progress. The school has continued to improve standards in English and Mathematics in national qualifications for the lowest attaining 20%. In some other subjects pupils are performing significantly well at all stages. There has been improving pupil performance in the senior school. Whilst some subjects are performing well in relation to comparator schools, there is room for improvement in some subject areas. Wider achievement is celebrated across the school and we continue to have excellent success with initiatives and vocational options including Work Experience and JET, Eco Schools, Moving-On Programme, Skills for Work courses including Hairdressing and Construction Trades. Expansion to the senior phase curriculum has had very good uptake and positive pupil feedback. For example Retail, Games Design, Creative Cakes, Volunteering, School Service and YASS. Many pupils experience success in extra curricular activities school clubs, competitions, School Shows, sporting and musical opportunities which contribute significantly to their personal development. Achievements and events this year include an Eco School Recycling Project Award, Fashion Show, Health Day, the School Show and the Alcolols project and the Mentors in Violence Prevention Project and its recognition nationally. The MVP project won the Citizenship and participate category in the C and F achievement awards. Impact of the school improvement plan Aspects of the Plan have had impact on pupil performance including Cluster Developments to support learning and teaching, assessment and moderation in social subjects and religious education. Cluster developments in Physical Education relating to teacher CPD and sharing the standard were also undertaken. Tracking and Monitoring systems have had an impact as has the development of practice in Active Learning and the use of IT to support learning. With the fourth year of the implementation of Curriculum for Excellence, courses have been developed to offer challenge, personalisation and choice and to promote connections across learning. IDL work has impacted on pupils making connections across learning and using transferrable skills. The S2 Enrichment course has delivered positive evaluations from pupils and staff. The main focus has been on the successful introduction and delivery of the new National qualifications. Achievement and high attainment is celebrated at our annual Awards Ceremony. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 6 The priorities of our school’s Improvement Plan have had a measurable impact on improving the attainment, achievement and wellbeing of our learners and the work of the school. Strategies to identify and support pupils who were at risk of under-performing have been implemented and this has impacted on attainment of the lowest 20%. LAC youngsters and Young Carers have been identified and supported with regular tracking of their progress undertaken. In the senior school Tracking and Monitoring continues to have a positive impact. Both staff and pupils acknowledge the benefits of regular, focussed dialogue to direct learning. Key Adult one to one conversations with pupils have offered a further layer of support and challenge re mentoring. Analysis of attainment and Curriculum Team and Departmental Reviews drive forward the Improvement Agenda. Through improved quality assurance procedures, there are more regular and focussed meetings to review and discuss pupils’ progress and attainment in departments and curriculum teams with senior leaders heavily involved. This has provided closer analysis of pupils’ progress, raised expectations and had helped staff and pupils to respond appropriately and pro-actively to action needed. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 7 5.1 The Curriculum The rationale and design of the curriculum Our curriculum has been developed with a clear rationale based on shared values and the aspirations of the Curriculum for Excellence. It is designed to promote challenge, enjoyment, breadth and depth, progression, relevance, coherence and personalisation and choice in learning for all pupils. The curriculum takes account of our local circumstances of local and national advice and of the views of staff, pupils and parents / carers. With the introduction of Curriculum for Excellence the Senior Leadership Team, in consultation with staff, pupils and parent / carers have introduced well considered innovations to meet the needs of learners including further refinement of BGE, expansion of IDL provision and an opening up of the Senior Phase. The development of the curriculum Through consultation we have planned our new Curriculum for Excellence in line with national advice through Building the Curriculum. Parental and pupil consultation has been key to our developments and there is parental support for our structure, developments and direction of travel. The S1 / S2 curriculum has been developed to embrace the Es and Os, to offer opportunities for personalisation and choice and to provide opportunities for inter-disciplinary working. Our IDL work in the junior school has been developed further including refinement of our Scotland and its People initiative. We have established reporting in IDL for pupils following pupil and staff feedback. The third year of the S2 Enrichment Programme has run and staff and pupil evaluation has been very positive. The S3 curriculum has been developed to deliver up to and beyond level 4 Es and Os. Profiling and Learner Reviews have been introduced to support learner progress with a focus on skills development. Electronic profiling has been utilised to capture latest and best learning in S3 using Evernote and Pistach.io There has been considerable development in opportunities within the Senior Phase and extensive work was undertaken in the preparation for and delivery of National qualifications. The Academies model has been delivered in Health and Social Care and Creative Industries. New courses in Games Design, Creative cakes and Retail have been very successful. 5 pupils gained real success in the Career Academies initiative. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 8 Programmes and courses New S1 and S2 courses have been developed that are stimulating, challenging, relevant and enjoyable. Timetabling supports progression within curriculum areas in all years. All departments have planned meaningful opportunities to deliver and assess relevant outcomes experiences and within their courses. The four cross curricular themes of Literacy, Numeracy, Health and Well-being and IT to support learning are the responsibility of all subject areas and regular CPD is held for staff across all four areas. The four Working Groups of Literacy, Numeracy and Health and Well-being and Technologies continue to promote staff responsibility and share good practice. The S3 Health Day was a real success. CPD on assessment approaches of Make, Say, Write and Do has increased staff confidence and has led to a range of opportunities for learners to demonstrate progress. This is evident in professional dialogue in Curriculum Team Reviews and in SCE. All subject areas have reported confidently based on the information gathered. CPD on reporting and the sharing of pupil and staff feedback on Reporting has led to demonstrable improvement in the quality of information shared with parents / carers. This has been confirmed by PSLs and by Parent / Carer and pupil evaluations. Transitions In the Senior Phase, pupils have the opportunity for personalisation and choice through their curricular options. The introduction of vocational options of JET, Hairdressing and Skills for Work has led to pupil success as did the support of selected pupils with the introduction of the Moving-on Course and the More Choices, More Chances group. The Skillforce group has offered a group of our challenging and / or disengaged young people a raft of employability skills and qualifications. S4 Work Experience placements offered great opportunities for personal development as reflected in employer and pupil feedback. Curricular options enabled pupils to build on prior learning and to gain a series of qualifications and wider achievement opportunities. The number of pupils going into a positive post school destination remained positive and steady with high numbers entering Higher Education and Further Education. Pupils continue to plan their own learning using Personal Learning Planning. This is incorporated into a Tracking & Monitoring scheme which enables pupils to discuss their progress with their teachers and with their Key Adult. Pupils reported that they found this beneficial in helping them to focus. Moderation activities within the Cluster led to a shared understanding of the standard within agreed curriculum areas. Work continued on English and Literacy, with a particular focus on the assessment of Writing. Cluster Working Groups in Social Subjects and Religious Education drove forward developments and led to confidence in planning, delivery, assessment and reporting within these areas. In the field of Modern Languages our CL met regularly with the ML provider at our associated primaries to confirm progression pathways and share the standard. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 9 5.3 Meeting Learning Needs Tasks, Activities and Resources All teachers are familiar with the ASL information allowing them to support individuals and groups of learners. All staff work hard to plan lessons with appropriate challenge and show commitment to their pupils’ achievement. The welfare of pupils is a priority and all staff use the information provided to meet young people’s needs. Most parents/carers feel the school sets suitable targets for their child’s learning and the majority feel their child is known as individual and supported well. Close work with the SfL Department ensures pupils’ learning needs are identified and supported with appropriate strategies and resources. All pupils with ASN are supported according to SQA guidelines and their individual needs are met. ASL team (PSLs, SfLL, SfL staff and Support Base staff) is committed to providing an integrated service to support our learners. All pupils are able to access the curriculum with support as appropriate. Support staff are deployed to maximise the support available to individuals and groups of learners. Almost all pupils report receiving help when needed. Most staff have a very good understanding of factors which may hinder a young person’s learning and work collaboratively to minimise the impact on their attainment. Pupils are aware of supports available to them in school. Staff know their pupils well and employ a variety of learning methodologies and approaches to meet the needs of all learners. Departments offer a range of courses and departmental audits show further support and learning opportunities offered outside of the classroom. The Support Base offers a safe environment for pupils experiencing difficulties whilst still allowing their learning to progress. ASL team engage parents/carers early to identify and look at ways round barriers to learning. Strong links with partner agencies allow for a coordinated GIR approach and creative solutions to support young people. Partner agencies feel the school is committed to joint-working and that their partnerships are successful. It is our aim to ensure that those young people who face added challenges out of school have the adequate support to achieve in school and that we have systems in place to monitor their wellbeing and progress. Departmental audits show a variety of pedagogical approaches, including paired/group and active learning as well as differentiated materials and courses to ensure that many different styles of learning and additional support needs are met. We are committed to alternative curriculum provision where necessary and welcome the support of partner agencies in providing this. A range of software and hardware has been utilised across specific year groups and to support pupils with additional needs, which has enhanced motivation and engagement. PSA support is matched to the pupils on the Integration Support Audit with exceptional needs and departmental requests are met wherever possible. PSAs are invited to provide feedback and suggestions on their deployment when it is reviewed twice yearly to ensure provision is optimised. The school is committed to providing a flexible, challenging, appropriate curriculum for all, and achieves this for almost all learners across almost all areas. ASL team supports the coordination of this. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 10 5.9 Improvement through self-evaluation Commitment to self-evaluation Continuous improvement and success for learners is central to our school’s strategic direction. Learning and Teaching is the central focus of our Improvement Plan and improvement priorities are linked to classroom practice. Feedback from SCE foci is shared with participants and issues and good practice pointers are shared with all teaching staff. Through CPD opportunities and professional dialogue, staff have shared AiFL and co-operative learning strategies so that there is much more consistency in approaches as evidenced in SCE. Improvement Planning signals the school’s strategic direction and a range of Working Groups lead improvements. Quality Assurance policy and procedures underpin our commitment to the delivery of a high quality educational experience for our pupils. Staff are committed to improving practice through self-evaluation. Regular evaluations inform practice and the advice and views of the Parent Council are sought regularly. Opportunities to consult the pupil and parent body are undertaken when appropriate Management of self-evaluation The Senior Leadership Team and Curriculum Leaders demonstrate commitment to self-evaluation through sharing classroom experience and to developing practice in evidence gathering to support evaluation of practice and highlight areas for improvement. Working Groups drive forward practice and there is an expectation that all staff are involved in Working Groups. There is strong evidence of distributed leadership across the school with leadership of projects, Working Groups and initiatives. Feedback from staff involved in developments is a regular feature of ISIS days and CAT sessions. Partnership Working is regarded as crucial to the continuing success of the school and feedback is sought to determine the effectiveness of approach. An example of this is the recent evaluation of Meeting Learning Needs whereby pupil / parents / carers, the EWO service, the Educational Psychologist and others’ views were sought. The school has embarked upon a programme of rigorous evaluation of HGIOS quality indicators. Evidence is gathered and is used to determine next steps for Improvement Planning. School improvement Our QIO is supportive of the Improvement Agenda through the support and challenge approach. Regular meetings focus on the school’s evaluation and support of the change agenda for Curriculum for Excellence and wider aspects of the school’s practice Results of our self-evaluation exercises have led to consolidation of what we do well and have directed developments. Staff share good practice regularly at all levels of meetings from subject, curriculum team meetings to whole staff meetings to share innovation across the school. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\SQIP - 13 - 14 - Info for Carers.doc 01/10/2014 11 THE PARENT COUNCIL The remit of the Parent Council is to act as a bridge between parents and the school on a range of issues which impact upon the parents and pupils. The objectives of the Parent Council are: To promote partnership between the school, its pupils and all their parents; To develop and engage in activities which support the education and welfare of the pupils; To identify and represent the views of parents on the curriculum provided by the school and other matters affecting the education and welfare of the pupils; To support the school in its work through fundraising, buying equipment, running clubs etc; To promote communication and interaction between the school, parents, pupils and the wider community; To promote partnership between the school and the associated primary schools; To report to the Parent Forum and to hold ad-hoc meetings as deemed necessary by the Parent Council. Parental Representatives Mr T Ballantine Mr D McGregor Chair Vice Chair Staff Representatives Ms P Macarthur Miss A O’Hagan Ms L Myles Advisory Capacity Pupil Members Rotational representation from Senior team Clerk to the School Board Mrs S Davidson Treasurer Mrs C Swinney G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Parent Council.doc - 10/01/14 PARENT COUNCIL MEETINGS 2014 – 2015 In order to give everyone plenty of notice, please find listed below the proposed dates for the Parent Council meetings for this academic year:- 1 September 2014 Parent Forum Parent Council Meeting (7 – 8 pm) (8 – 9 pm) 6 October 2014 (7 – 9 pm) 24 November 2014 (7 – 9 pm) 12 January 2015 (7 – 9 pm) 9 March 2015 (7 – 9 pm) 11 May 2015 (7 – 9 pm) All meetings to be held in the school Library G:\Staff\Administration\office\PARENT COUNCIL\2014\2014 - 2015 - Parent Council Meetings.doc Portobello High School Parent Council Annual Report 2013 - 2014 Introduction: Each year the Parent Council reports to you the parents / carers (and as such members of the ‘Parent Forum’) on what the council has been up to. About the Parent Council: The council exists to support partnership between the school, pupils and parents / carers and to identify and represent the views of parent on the education provided by the school and on other matters affecting the welfare of the pupils. The Parent Council meetings are open to all parents/carers of children at the school. They happen about 5 times a year usually on a Monday evening in the School Library at 7 pm Membership comes from parents, staff and pupils with input support and advice from the Head Teacher, members of staff and frequent attendance of local councillors and our local MSP. OUR AGM AND FIRST MEETING OF THE NEXT ACADEMIC YEAR IS AT 7 pm ON 1st SEPTEMBER 2014 IN THE SCHOOL LIBRARY- COME ALONG! The Work of the Council 2013 - 2014 Curriculum for Excellence: The council has continued to work with the school to ensure the curriculum succeeds. The Curriculum for Excellence has brought greater variety of subjects offered and progress on literacy, numeracy and IT. It has also brought new challenges for the school not least in taking on the new ‘National’ exams. A decision on whether to press ahead with the new Higher in 2014 / 15 or wait until 2015 /16 is being considered subject by subject. Next year approximately two thirds of the new Curriculum for Excellence Highers will be undertaken which is in line with other city of Edinburgh schools. Fundraising- you helping young people at the school: Parent council members, parents / carers and pupils raised significant funds on behalf of the school with: A School lottery and other ventures. The Cabaret Night was a big success raising £2,345 with several performers invited to perform at the Edinburgh Jazz Festival. The Fashion Show raised £600 with some smooth operators on the catwalk and stylish outfits on display. As a direct result pupils were able to benefit from new equipment across departments and in the library. As ever a huge thanks to everyone who put in so much effort to achieving success. Fundraising only works with the support of the whole school community so please continue that support next year! A New School Building: The Private Bill necessary to allow the building of a new school on land at Portobello Park has made its way through the Scottish Parliament with extensive time given for objections to be heard. As agreed by the Council, evidence was given by the Council in favour of the proposed site of the new school. The bill has had support from every political party. On the 26th June the Parliament unanimously passed bill. It is hoped that work will start on the building in the next few weeks with a new school with excellent outdoor and indoor facilities ready for August 2016. The existing school site is to be changed to parkland. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\PHS Parent Council Report 2013-2014 (final).docx - 01/10/14 Our Constitution: The Parent Council constitution was updated to give greater clarity on the roles and responsibilities of Council members and how to become a member of the council. The wording of the new constitution was approved unanimously at a Special General Meeting on 18th November 2013. Presentations / Key discussions: The council was given detailed information on and discussed amongst other things Improvement plans for the school City of Edinburgh Council proposed budget cuts The use of iPads by particular year groups We wrote on behalf of the Parent Council to express our concern at cuts to the school budget and opposing outright proposals on – o o o o Sharing librarians between 2 schools Removal of maximum class sizes S1 and S2 (Maths and English) Delivery of Highers/Advanced Highers by a citywide consortium Re-structure of additional support for learning services. The cuts were modified but still very substantial. We anticipate continuing challenges on the school budget going forward. ‘Housekeeping’: We continued to find time for discussion of practical issues including: Arrangements for the year end for 6th years Timing of Parent Consultations The ‘Key Adult’ mentoring system Use of email addresses (if you have one please provide it to the school- it makes it much easier for the school and us to communicate with you) Arrangements for school trips, and Getting the best possible support from the wider parent/carer community for the school. Goodbyes/Hellos: The school has seen the usual comings and goings of staff; from the School Council perspective, as their children leave the school, we have to say farewell to Liz Meikle and Sheila Elliot- longstanding and committed members of the Parent Council- a big thank you for all your efforts over the years. We also said thank you to Verity Sinclair (English Department) who is departing on maternity leave and who has been a constant and informative attendant at the meetings. Conclusion: Thank you to Peigi Macarthur, the members of the council and all at Portobello High School for the work and achievement over the last year. Portobello High School Parent Council exists to work in partnership with the school and to ensure it remains connected with parents, carers and the wider community. The school, and we as parents, want to see our young people thrive in a caring, supportive and hardworking school. The Parent Council looks forward to continuing with that task in the next academic year. If you would like to be a part of it we will hope to see you at our meetings. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\PHS Parent Council Report 2013-2014 (final).docx - 01/10/14 Play the Portobello High School Lottery! A fun way to make a big difference to life at PHS Like the national lottery – but with FAR BETTER ODDS A monthly draw ‐ 50% of funds shared between 3 winners / 50% to finance priorities identified by PHS pupils and teachers. £12 per year for one entry in each draw ‐ each entry is £1 per month but there’s no limit to the number of times you can enter and anyone can take part. Make a one off payment or pay monthly. How to take part Return this form to: Parent Council, PHS, Duddingston Road, Edinburgh EH15 1NF (or hand it in at the school office) with • Annual payment by cash or cheque (made payable to ‘Portobello High School Board Lottery’) £12 for 1 entry per month (or multiples of £12 for more than 1) or • Annual / Monthly standing order – complete the form overleaf NAME: ADDRESS: POST CODE: TELEPHONE: I enclose: Cash/cheque/completed annual standing order form for £…………(multiples of £12) to buy …. Entries (£12 buys 1 entry in each of the 12 draws per year, £24 buys 2 etc). Completed monthly standing order form for £…… (£1 buys 1 entry, £2 buys 2 etc) Signed: Date: For more info go to: http://www.portobello.edin.sch.uk/MainMenu/PHSParents/PHSParents5050Club.html STANDING ORDER MANDATE FORM PHS Lottery Your Bank's Name: Your Bank's Address: Your Bank's Details: Sort Code Account Number Please pay : CLYDESDALE BANK Sort Code Account Number 82 67 17 CURRENT ACCOUNT 80065800 The sum of : Amount in Figures: Amount in Words: Date of first payment (Enter the month you wish to join): The first of : And thereafter every * MONTH / YEAR until further notice in writing, and debit * MY / OUR Account accordingly (* delete as appropriate) Signed: We will send this mandate to your bank for you Parental Advice from the Scottish Government ATTENDANCE AT SCHOOL Attendance Means going to school but can also include going to college or to another unit outside the school or visits or going on work experience or other activities organised by the school in school hours. Being off School Your child can be off school if there is a good reason. This can include if they are ill or if you have arranged permission from the school for them to be involved in an activity. There may be family circumstances which mean your child is off school. If you know that your child will be off school, for example if they have an appointment or important meeting to attend, please inform the school in advance. If your child is ill and will be off school you need to inform the school by phone or by a letter / note as early as possible on the first day your child is off. Unless you have already contacted the school to explain the absence, your child’s school will try to find out why your child is off school. Some schools will telephone you if your child does not arrive at morning registration. Because schools might do different things ask your child’s school what they do. You need to keep your child’s school up-to-date with your contact details. If your child will be off school with a long-term illness or condition you should discuss with the school how they will continue to support their learning. Holidays during term-time Schools will NOT normally give a family permission to take pupils out of school for holidays during term-time and will record it as “Unauthorised” absence. There are some circumstances where this would be allowed, for example if a family needs time together to recover from distress or if a family holiday is restricted to term-time because of the parent’s job. Truancy If your child stays off school without permission or good reason this is called truancy. Sometimes truancy happens because the pupil is unhappy or struggling with their learning, or there is conflict with teachers or other pupils. As a parent / carer it is important you do not ignore, or agree with, or condone, truancy. Schools must do what they can to find out why a pupil is truanting. If you have worries or concerns about your child’s experience of school you should speak with the school directly. If you do not feel able to do this, or are unhappy with how your child’s school is supporting your child, there are other agencies that can help. Exclusion Is a last resort and should only be used to maintain safety and order for other pupils or for staff. When Children do not attend school An Education Authority can decide that they have done enough to support a child but a parent / carer is not doing what they can. In these circumstances the Education Authority can use the law to insist that a parent / carer does more to get their child to school; these are called measures for compulsory compliance. It is rare for these things to be used but it is important to realise that they can be used. If they are, get advice! G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\ATTENDANCE AT SCHOOL.doc 01/10/2014 Reporting All Absences Absence Alert Number 657 9057 Parents / carers who follow the normal procedures and contact the school absence line by 8:15 a.m. on the first day of their child’s absence will not be contacted through the following system. Our school, like many others in Edinburgh, has an automatic communication system that will contact you directly if your youngster is marked absent at morning registration. By using this service, our school is able to reassure you that we are meeting the Scottish Executive’s recommendations, in terms of contacting you on the first day of your child's absence. The system provides an ‘early warning’ system should your youngster go missing from school. As always, your youngster's safety is our main concern. Our SEEMIS pupil recording system requires you to provide the school with ONE telephone number only that you wish to be contacted on if your youngster does not turn up to school. To ensure all our pupil data systems are effective parents / carers must keep us up-to-date with all home, work and mobile telephone numbers. Consulting with Parents / Carers We are keen to develop more effective ways of informing parents / carers about important issues and taking parental views into account. We would like to build up a database of parental e-mail addresses. If you would like to be contacted by e-mail over school issues please advise your e-mail address. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Reporting Absences.doc - 01/10/2014 School Uniform Please can we make a big plea to Parents / Carers to support our school uniform. Please support us by purchasing, plain black tops, plain formal trousers (NOT cargo trousers, black jeans or tracksuit bottoms) and skirts and school shoes, rather than casual footwear. We genuinely believe that the wearing of school uniform impacts on the success of youngsters and the ethos of the school and we rely heavily on parental support. Our partners in the provision of uniform are: Thompsons of Edinburgh They can be contacted on 0131 – 621 7222 Website - www.interkit.co.uk Address - EES Logos Duddingston Yards Industrial Estate Duddingston Park South EDINBURGH EH15 3NT All pupils must wear school uniform as follows: * * * * Footwear Skirt / trousers Shirt / blouse PHS Tie Replacement tie costs £6 * Plain black shoes or plain black trainers Plain and formal black or navy blue White only, long or short sleeved Separate styles for S1 - S4 S5 S6 Tops * Fleece jacket * Over jacket * Blazers Plain black or navy blue jumper, hooded sweatshirt or Cardigan bearing a PHS logo, small brand logo or no logo, stripes or patterns Plain black or navy (logos as above) Plain black or navy strongly encouraged Compulsory for Prefects, optional for all other students – Navy blue only What should not be worn: Jeans (in any colour) Tracksuits / Jogging bottoms / Leisure or sports wear Crop tops, denim clothing or other casual clothing Broad belts / coloured belts Football scarves, strips or tops Baseball caps or non-black footwear Overly short, tight or revealing clothing Inappropriate, unsafe or excessive jewellery Inappropriate or excessive make-up G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\School Uniform - New Supplier Address 28.02.14.docx 01 October 2014 THE BENEFITS OF SCHOOL UNIFORM Creates a sense of belonging and pride in the school and raises self-esteem Dressing specifically for school creates the feeling that the day is meant to be purposeful and focused Helps prevent competition between students over the wearing of designer clothing Helps to prevent bullying which can arise from students not having certain styles of clothing Improves the image of our school in the community Promotes safety in the classroom especially in practical areas such as Science Labs or Home Economic rooms Improves school security by making it easier to identify intruders Helps security and group management in school and on school trips through easy identification of P.H.S. students Often much less expensive than “designer” clothing (the colours we have adopted are among the easiest to find in the shops) School uniform is much more clearly defined than dress code which many pupils / parents / staff found rather ambiguous, prone to grey areas and consequently rather confusing SCHOOL WEAR VOUCHERS Parents in receipt of Income Support, income based Jobseeker’s Allowance and Child Tax Credit (only if not also in receipt of Working Tax Credit) are entitled to assistance with school wear for their children who are attending City of Edinburgh Council Schools. The award is given in the form of vouchers which can be exchanged in Portobello High School and in certain stores for appropriate clothing and / or footwear. Assistance is awarded annually and applicants should re-apply every twelve months. One application form is normally sufficient for all children in the family. For application forms please ask at the School Office. ALL pupils MUST carry a bag to school containing their PERSONAL PLANNER, subject jotters and / or text books, writing equipment and when appropriate specialised clothing e.g. P.E. kit. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\School Uniform.doc SOCIAL EDUCATION PROGRAMME The aim of our Personal and Social Education programme is to develop responsible citizens, confident individuals, effective contributors and successful learners. The topics covered are listed below and all pupils participate in the programme. Miss Hume has overall responsibility for the programmes. If you as a parent do not wish your child to participate in any particular lesson, please contact your child’s Pupil Support Leader. All the Personal and Social Education materials are available for parents to view, again please contact your child’s Pupil Support Leader teacher, if you would like to do so. S1 Topics covered in Social Education Class Settling into Portobello High School Role of Support for Pupils and Limited Confidentiality Self Esteem Road Safety Personal Safety Internet Safety Homework Friendship Peer Pressure and Bullying Equality Smoking Alcohol Puberty / Hygiene File: Personal Statements / Self Assessments Racism Money Management Citizenship – Equality / Discrimination / Racism Drug Awareness – Police input Introduction to Careers First Aid Mentors in Violence Prevention programme G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\S1 - SOCIAL EDUCATION PROGRAMME.doc - 01/10/2014 S2 Topics covered in Social Education Class Rights and Responsibilities / Limited Confidentiality / Getting Support Study Skills Positive Mental Health Bullying Sex Education: o Puberty o Reproduction o Pregnancy Truancy Anti-social Behaviour Crime Talk from Careers Scotland Career Box Course Choice Careers Convention Drugs Education Solvent Abuse Alcohol Progress File : Yearly Review Self Assessment Personal Statements Police Drugs Talks Road Safety G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\S2 - SOCIAL EDUCATION PROGRAMME.doc - 01/10/2014 S3 SOCIAL EDUCATION Introduction to S3: with ice-breaker games Healthy Eating Smoking Alcohol Police input - Hate crime Drugs o o o o General information Ecstasy Crystal Meth Police lesson – Cannabis SHARE Programme – Sexual Health and Relationship Education o o o o o Communication within relationships Rights and Responsibilities Contraception Sexually Transmitted Infection including HIV and AIDS Input from a Sexual Violence Prevention Worker - Consent Control, coercion and abusive relationships Homophobia Body Image and eating disorders Domestic Violence Police input - Knife Crime Study Skills – Learning to Learn Pupils will also complete their S3 Profiles on their iPads. In addition to their progress in subject classes, they will make general comments about their achievements, skills and qualities together with their ideas for the future. In May the completed Profile is then uploaded to the internet to be viewed by parents/carers. As part of this process they will each get a oneto-one Learner Review interview with their Pupil Support Leader or House Head. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\S3 - SOCIAL EDUCATION PROGRAMME - UPDATED SEPT 14.doc 01/10/2014 S4 SOCIAL EDUCATION – Topics Covered Work Experience o My World of Work / Career Management / Careers Convention Testicular Cancer Skin Cancer Personal Finance Study Skills Exam stress and how to beat it Drugs o Ecstasy o Heroin Alcohol SHARE (Sexual Health Awareness) Abortion Private Study G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\S4 - SOCIAL EDUCATION PROGRAMME.doc MEDIA COVERAGE OF SCHOOL EVENTS / ACTIVITIES As you may know, during the course of the session many opportunities arise for us to work with the press / media and other organisations. Such opportunities and school based events may involve: Photographs or film footage of your child appearing in publications (e.g. the press) or on television or on the school website Interviews with your child for publication or broadcast (E.g. on radio or television) Photographs for display in school Videos of school shows and concerts Youngsters may be involved individually or as part of a class group and they will be supported by their teacher and / or a suitable member of staff. It is our policy always to try and advise you before these occasions take place; however, this is not always possible. You must contact us if you do not wish your youngster filmed or photographed Please stress to your youngster that they need to take responsibility to inform people and withdraw from situations if you have made contact to opt out of media coverage. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Media Coverage.doc 01/10/2014 Dear Parent / Carer Littering and Anti-Social Behaviour The School Link Officer’s role includes assisting with educational inputs to the pupils and actively engaging with them during the school day. During the lunch time break they often patrol Portobello High Street and the surrounding area to prevent littering and general nuisance behaviour by pupils whilst they are on the High Street. Speed Limit Given the number of pupils at Portobello who cycle to and from school and at lunchtime I have been looking into road safety. As a result I have learned that there is a variable traffic regulation order (to give it its correct title) which indicates a 20 mph speed limit between the cross-roads at Duddingston Road / Baileyfield Road and runs all the way south to Willowbrae Road. It also runs from the traffic lights at Mountcastle to Milton Road and all the way to Northfield Broadway. The Council put up these signs in areas where there are traffic calming measures. There are 2 signs indicating the correct speed at the Duddingston Road / Baileyfield Road junction. There are also signs towards the Willowbrae Road end of Duddingston Road. The Council advise that traffic wardens regularly patrol areas with these signs and use handheld radar to check the speed of vehicles. The above is for your information in case you are not already aware. Yours faithfully PC Verity Ferry School Link Officer - Portobello High School Improving Relationships, Promoting Positive Behaviour Here at Portobello High School we are committed to creating a positive learning environment for all our pupils, allowing them to reach their full potential. We seek to promote a positive partnership between pupil, parents / carers and staff, developing mutual respect for all. We believe praise and rewards are more effective than punishment in motivating pupils. We use a computerised system to award ‘Merits’ to pupils for hard work and effort in the classroom. Each term we send letters home to those pupils who receive a large number of Merits across subject areas. House Certificates will also be awarded to pupils who have shown outstanding effort in the classroom. We also include an award for Merits in our annual prize-giving ceremony. We recognise that whilst rewarding good behaviour is very effective, teachers also need to use sanctions to help modify behaviour. So that sanctions are fair and to allow the pupil to learn from their mistakes and take responsibility for their behaviour, we developed a reflective punishment exercise sheet, which the pupil and parent / carer are required to sign as well as their Key Adult who will monitor exercises issued. Our computer system also allows staff to enter ‘Demerits’ for pupils and again we will send letters home each term to inform parents/carers if a pupil is accruing a number of these across subject areas. Both Merits and Demerits can be monitored by the Pupil Support Leaders as well as the House Heads. We have in place an Emergency SLT On-Call Rota. If a pupil is required to be removed (from the classroom), a letter will be sent home and the pupil will be placed on Central Detention. We have also looked at the use of support and conduct sheets. We realise that some pupils require extra support to help them with attendance, effort in the classroom or their behaviour. In the first instance, if there are issues a pupil will be supported by their Pastoral Support teacher and will be on a green support sheet. This will monitored over a period of time. If the situation has improved the pupil will be taken off the card. However, if more support is required, the pupil will move to a yellow conduct sheet. At this stage, the Depute Head Teacher will be responsible for the monitoring of the pupil. This stage will be reviewed after a set period of time and if more support is required they will move onto a red conduct sheet, monitored by the Head Teacher. This multi-levelled system should be easily understood by pupils and provides increasing levels of support. We believe that each day needs to start well and that means arriving on time for school. We appreciate parents/carers encouraging their children to be punctual to school. School starts at 8:30 a.m. We highlight the importance of good punctuality records through assemblies, the PSE programme and Key Adults. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Improving Relationships - Promoting Positive Behaviour (New Version).doc - 01/10/2014 Updated – MH – August 2014 BULLYING Bullying is bad for pupils, parents and the school. We can tackle it effectively by working together and supporting one another. This is what we tell your children : Bullying is unacceptable behaviour Unless you speak out it will continue Let your parents and friends know if it happens to you Let the bully know you will report it Yes, act now, teachers will always listen and give a victim support Involvment, you will always know what is being done to solve the problem Never keep it to yourself Go and tell someone if bullies bother you We support zero tolerance of bullying G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Bullying.doc - 01/10/2014 10 Things You Can Do Today to Protect Your Children on the Internet 1. Take personal responsibility for ensuring your child’s safety. Define for your family what is acceptable Internet use and what is not. 2. Educate yourself in the key issues surrounding Internet use. a. Learn how to use the tools your children use on the Internet like chat rooms, Instant Messaging, Internet Service Providers, e-mail, and message boards. b. Identify Web sites that you would like your children to explore. c. Identify Web sites that you would like your children to avoid. d. Learn the Internet use habits of your children and their friends. e. Learn the danger areas for children using the Internet (check with your local police). 3. Talk with your children specifically about using the Internet. Clearly communicate your goals and values, your expectations, and what you consider to be acceptable uses of the Internet. Spend time using the Internet with them. Talk about the fun things as well as the dangers. 4. Place the computer in a common area of the house. Do not let your children have free access to the computer and the Internet at all hours and without any supervision. 5. Set parameters and agree to ground rules. Rules should include: a. Keep all personal information private. Define personal information (name, address, phone number, e-mail address, school name, parents’ names, etc.) b. Use non-descript screen names. c. Do not give out credit card information over the Internet. d. Don’t talk to strangers. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\10 Things to Protect.doc - 01/10/2014 You should clearly define: a. How long your children can spend online each day. b. Which Internet sites they can visit. c. How dangerous it may be to open things from people they don’t know or trust. 6. Enforce the rules. a. Revisit the ground rules periodically to make sure they match up with your children’s ages and maturity. b. Post the ground rules in a place visible to both you and your children. 7. You can learn about these from your Internet Service Provider, your local police department, or perhaps your state’s Attorney General’s office. Decide if any (or several) of these options are appropriate for your family and implement them. Revisit your settings every six months to make sure you’re current with the technology and the data you’re monitoring. 8. Maintain control by keeping all Internet accounts in your name and control all passwords. 9. Do not let your children meet someone in person whom they met online without your permission or without another adult present. 10. Review histories or logs on your computer to see where your children have been. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\10 Things to Protect.doc - 01/10/2014 CYCLE SAFETY Cycling is a great way to get to and from school but there are growing concerns for the safety of the cyclists, particularly those who cycle to Portobello High Street at lunchtime. The following are examples of inappropriate / dangerous cycling: Wheelies in the middle of the road Using traffic calming features as jumps Cycling through red lights causing cars to brake Weaving in and out of queuing traffic at speed Cycling the wrong way on the road Cycling whilst using a mobile phone Giving other pupils “backies” whilst cycling down the middle of the road at speed Using bikes without at least one breaking system, fitted and working The route from the school to Portobello High Street crosses a particularly busy junction (Duddingston Road / Baileyfield Road junction). There is a school crossing patrol at this junction however the pupils do not follow his instructions. It is all the more concerning because many of the cyclists do not wear helmets. Cycling on the pavement is not an option at lunchtimes due to the number of pupils walking to Portobello High Street. This is now a criminal offence and offenders may be prosecuted. Some Statistics to bear in mind – www.rospa.com/roadsafety/advice/cycling/cycling_accidents.htm CYCLING ACCIDENTS 90% occur in urban areas 75% happen at, or near, a road junction 80% occur in daylight 80% of cyclist casualties are male About one quarter of the cyclists killed or injured are children Around three quarters of cyclists killed have major head injuries. G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Cycle Safety.doc COMMON CYCLING ACCIDENTS Child cyclist playing or riding too fast Cyclist turning right from a major road and from a minor road Motorist emerging into path of cyclist Motorist turning across path of cyclist Cyclist riding into the path of a motor vehicle, often riding off a pavement Cyclist overtaking Cycling on the road can be made safer IF pupils pay attention to what is going on around them and wear a helmet. As parents / carers it is important that your help your child understand the dangers they face when cycling on the road. The Highway Code also has a comprehensive section covering cyclists and potential hazards. www.direct.gov.uk/en/TravelAndTransport/Highwaycode Lastly, if you are a driver, please be considerate to cyclists and be aware that children on bikes may do something unexpected in front of you. PC Verity Ferry School Link Officer G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Cycle Safety.doc E.M.A. (Education Maintenance Allowance) If you are planning to stay on at school after summer you could be entitled to an E.M.A. a weekly allowance of £30 per week. You must be 16 or reach the age of 16 by the end of February 2015. You should be attending school full-time (including study periods) and you should be a UK resident, however certain exceptions may apply depending upon your circumstances. You MUST apply before 30th September 2014 deadline if you are 16 by the end September 2014 or you may lose out. If you turn 16 between 1st October 2014 and 28th February 2015, you will only be eligible for payments from January 2015. The deadline for receipt of those applications is the last working day of March 2015. Application forms for the E.M.A. payments can be obtained from the school office on request. Forms are also available to download from www.edinburgh.gov.uk/ema. If you have any queries please contact details for Grants, Awards and Placements department:- Tele No: 0131 469 3367 E-mail: [email protected] G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\EMA Payments.doc Literacy Across Learning Supporting Pupils’ Learning Portobello High School Edit Code The Edit Code is a generic code used across all departments to indicate amendments necessary in pupils’ work. Pupils and parents/carers should familiarise themselves with the Edit Code in order to be able to identify the changes and improvements that are recommended by teachers. It should be noted that a number of departments might supplement this code with further subject specific additions. Sp Cap P NP Exp ? Good point Content wrong Spelling Capital letters required UC = Upper Case LC = Lower Case Punctuation requires attention New paragraph New paragraph not required Quality of expression Meaning unclear Indicates amendment required G:\Staff\Administration\office\ALL SCHOOL or PARENT SENT OUT\2014\2014 - SUMMER - START OF TERM\Literacy Across Learning.doc
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