Contents
Loudoun Academy
HANDBOOK 2016-17
1
Contents

A message from the Head of Education

Headteacher’s message

Establishment ethos, vision and values

Establishment information

Establishment security

Establishment calendar

Staff information

Establishment improvement

Curriculum 3-18

Assessment and reporting

Policies and procedures

Additional Support for Learning

Transition

Parental involvement

Learning community

Wider community links

Other information

Examination results

Disclaimer
2
A Message from the Head of Education
Thank you for taking the time to read this handbook. In writing the following pages, colleagues are
attempting to do two things. The first is to provide you with the information you need so that your child
can be given access to all of the services and facilities to which they are entitled. The second purpose
is to seek and promote a genuine partnership with you as the main responsible adult in your child’s
life. Without that partnership it will not be possible for your daughter or son to take maximum
advantage of their education and so to fulfil their potential. Quite simply, we want the best for your
child in exactly the same way you do.
My invitation to you is that should you have any doubts about your child’s progress or their entitlement
to a service, then you should not hesitate to contact the school or early childhood centre. You are
entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist
you with an answer to any question you have. All we would ask is that you do this with the courtesy
that you yourself would expect.
I know your child will enjoy their time with us and they will learn and progress every day. However old
your son or daughter, never be afraid to ask what they were doing today and whether they were
having any difficulty or problem that we, or you, can help them with. By our working together in this
way, I promise that your child will succeed and will have a great preparation for life.
Kindest regards
Alan Ward
3
Headteacher’s message
Dear Parent/ Carer
It is my pleasure to welcome you to the Loudoun Academy School Handbook for session 2016/17
and we look forward to welcoming your child either as a new or continuing pupil. Central to what
we do is creating and providing a learning experience which prepares our young people for the
future, to enable them to become confident Individuals, effective contributors, responsible citizens
and successful learners. To help prepare for this exciting future, we have been developing our
curriculum and courses to best meet the needs of our learners as the future workforce of Scotland
and beyond. This curriculum is fully aligned to the principles of “Curriculum for Excellence” and we
are delighted that all new qualifications and courses are now embedded fully in our curriculum,
with the first examination of the new Advanced Higher due in June 2016. Our examination results
have seen phenomenal improvement in recent years (please see Appendix 1) and you may be
confident of sending your child to us for the best possible experience of holistic development. We
are thoroughly committed to delivering on the key agenda of “Getting It Right For Every Child”.
All primary 7 pupils should already be familiar with Loudoun Academy, through visits to primary
schools by Loudoun Academy staff and pupils. If your child currently attends one of our feeder
schools, they will have already attended a Technologies day in primary 6 to give them a very early
experience of life in secondary school. In addition, all primary 7 pupils will take part in our Literacy
“Bridging Unit” that will lead them into the new S1 in a uniform manner. The primary Induction
days will take place in June when all primary 7 pupils will have the chance to visit Loudoun
Academy for three days and experience life in secondary school.
Two parental information
evenings will be held (January and June) to begin the process of transferring your child in a
seamless way to Loudoun Academy.
We will write to you regarding these important events
through your child’s primary school.
I very much hope that this handbook will give you all of the necessary information about our
school, but please do not hesitate to contact us if you have any further queries or questions.
Yours faithfully
Linda McAulay-Griffiths
Head Teacher
4
Establishment ethos,
vision and values
Our school motto ‘spe et fiducia’ translates as ‘through hope and faith in the future’ and is central
to the ethos in our school community. At Loudoun Academy we hold values which are crucial to
our relationships and activities. Through all members of the Loudoun community working to a
clear and agreed set of values, we aim to ensure that all pupils are involved in a positive learning
experience.
We have recently received the UNICEF Recognition of Commitment Award to progressing
further as a “Rights Respecting School”. This led to a revisit and full consultation on our values
in academic session 2015/ 16 leading to new values of:Responsibility
Ambition
Respect
Compassion
Co-operation
Equality
The school is now working on a new branding of these values to further permeate our
curriculum, school buildings and communications.
Through these values we aim to have a school in which:






all pupils are safe, happy and achieving to their potential
the curriculum is flexible and allows all pupils to grow in confidence and achieve success
effective learning and teaching are supported through appropriate resources
pupils become effective contributors and responsible citizens
we work collaboratively with parents and the wider community.
we develop the personality, talents, mental and physical abilities of the young person
5
Establishment
information
School Contact Details
Loudoun Academy
Glasgow Road
Galston
Ayrshire
KA4 8PB
EMAIL:
[email protected]
WEBSITE: http://www.loudounacademy.org.uk/loudouna/ ( subject to change 2016)
TWITTER: @LoudounAcademy1
TELEPHONE: 01563-820061
PARENTLINE: 01563-822831 (FOR ABSENCE REPORTING ONLY)
FAX:
01563-820878
6
Establishment
information
The school is a six year comprehensive, which serves the communities of Darvel, Newmilns, Galston,
Hurlford, Fenwick and Crossroads and the surrounding rural area. It is situated on the outskirts of
Galston.
Associated Primary Schools
Ms G Campbell
Mrs S Murphy
Mrs K Doncaster
Mrs J Mc Cracken
Head Teacher
Head Teacher
Head Teacher
Head Teacher
Hurlford Primary
School
Galston Primary
School
Darvel Primary
School
Newmilns Primary
School
Union Street
Western Road
Gilfoot
Hurlford
Galston
Campbell Street
East
KA1 5BT
KA4 8BG
01563 525098
01563 820221
Darvel
KA17 0BP
Newmilns
KA16 9LP
01560 320915
01560 320257
Mrs G Dolan
Mrs Marie ClarkMcKay
Head Teacher
Head Teacher
Galston Nursery
School
Darvel Nursery
School
Western Road
Galston
Ranoldcoup Road,
Mr J Campbell
Head Teacher
Fenwick Primary
School
1 Kirkton Road
Fenwick
Darvel
KA4 8BG
KA17 0JU
01563 820360
01560 320785
KA3 6DH
01560 600403
7
Establishment
information
The School Day
The school day was amended during session 2013-14 and a 33 period week is in operation as
follows:-
Monday/ Tuesday/
Wednesday
Timings
Thursday & Friday
Timings
Period 1
8.50-9.40
Period 1
8.50-9.40
Period 2
9.40-10.30
Period 2
9.40-10.30
Period 3
10.30-11.20
Period 3
10.30-11.20
Interval
11.20-11.35
Interval
11.20-11.35
Period 4
11.35-12.25
Period 4
11.35-12.25
Period 5
12.25-1.15
Lunch
12.25-1.15
Lunch
1.15-2.00
Period 5
1.15-2.00
Period 6
2.00-2.50
Period 6
2.00-2.50
Period 7
2.50-3.40
8
Establishment
information
School Roll Information
Loudoun Academy is a six year non-denominational, co-educational school and the
agreed capacity of the school is 1480 pupils.
Year 2015/16
Current Roll
Likely
intake
2016-17
S1
169
148
S2
149
169
S3
151
149
S4
179
151
S5
158
159
S6
88
95
Total
894
871
Enrolment
Please call the school and request an enrolment appointment if you wish your child to join the school,
pupils from our feeder establishments will be automatically enrolled.
Visiting School
We warmly welcome visitors to Loudoun Academy, but to ensure that our staff may always prioritise
learning and teaching as per class commitments, we do not normally permit unplanned appointments.
Clearly, where there is an emergency we will support all parents as far as possible requiring to see a
member of staff. Any parent wishing an appointment is normally seen very quickly and parents are
also welcome to contact us by phone or by using the school email address.
Parents are also welcome to visit the school for a tour, please ring us if you wish to do so.
9
Establishment
information
Parental Complaints
Should you wish to comment on or make a complaint about any aspect of provision made by the
establishment, you should contact the establishment in the first instance. Our aim is to resolve as
many complaints as possible at the first point of contact.
Accommodation
The school has a modern building, which consists of a main teaching block, Games Hall, gymnasium,
outdoor astroturf area, swimming pool, assembly Hall with stage, and separate Music and Technical
classroom blocks. There are two Dining Halls and the school is surrounded by extensive grounds,
which include playing fields and seating areas for pupils, in addition to a mobile East Ayrshire Council
catering unit. Ramp facilities are available for pupils with limited mobility and there is a lift in the main
teaching block. In early 2014, a new fitness facility was added to our PE block with refurbished
changing areas. A basic floor plan is shown below
Adaptations have included the provision of disabled toilets and a personal care facility. In addition,
there has been a programme of window replacement throughout the school and there has been a full
electrical rewiring process, which is now complete.
The school also houses the Loudoun Academy Communication Centre for pupils with additional
support needs. The school's facilities are available for Community use out of school hours by
contacting the East Ayrshire Leisure Trust.
Physical Education
Technical
Music and Assembly Hall
Term Dates 2016-17
Main
Entrance
and
Teaching
Block
10
Establishment
information
Term
Dates of Attendance
First
Teachers (In Service) Tue 16 Aug 2016
Pupils return Wed 17 Aug 2016
Local Holiday Fri 16 Sep 2016
Local Holiday Mon 19 Sep 2016
Close Fri 7 Oct 2016
Teachers (In Service) Mon 17 Oct
2016
Pupils return Tue 18 Oct 2016
Second
Cumulative Holiday
Total
1
Working
Days
85
2
7
Close Fri 23 Dec 2016
Re-open Mon 9 Jan 2017
17
Close Fri 10 Feb 2017
20
140
Teachers (In Service) Thu 16 Feb 2017
Teachers (In Service) Fri 17 Feb 2017
Pupils return Mon 20 Feb 2017
Third
Close Fri 31 Mar 2017
Local Holiday Mon 17 Apr 2017
195
Re-open Tue 18 Apr 2017
31
May Day Mon 1 May 2017
32
Teachers (In Service) Thu 4 May
2017
33
Local Holiday Mon 29 May 2017
66
Close Thu 29 Jun 2017
Session 2017/2018
Pupils return Thu 17 Aug 2017
11
Establishment
information
HEAD TEACHER – Mrs L McAulay-Griffiths
DEPUTE HEAD TEACHERS – Mrs L Whiteside, Mr S Robertson, Mr G Walker
ART
SCIENCE
ENGLISH
SOCIAL SUBJECTS
MATHEMATICS
Mr J Ritchie – PT
Ms AJ Glass – PT
Mrs D McCrone –
PT
Mr N Jackson - PT
Mr G Johnston – PT
Mrs R McCaffrey PTPS
Mr P Casey
Mr A Cartmell
Mr J Carrigan
Miss S Fisher
Mr D Ball – Acting
PT Literacy
Mr G Henderson
Ms K DempsterActing PT Numeracy
Mrs H Dodds
Mrs L Johnston
Mrs S McLaughlin
Mr A McQuiston
Mrs C Davidson
Mrs S Murray
Mrs F Quate
Mrs J Keir
Mrs E Waughman
Mr A Tobia
Mrs I MacDonald
Ms J Colquhoun
Mrs A Highet PTPS
Mr S Mc Call
Mrs A Wood
Mrs S Cornelius
Mr C Welsh
Mrs J Morton
Mrs H McMahon
Mrs C Hamilton
Ms M Sijbrand
Mr J McGhee
Miss C Miller
Mrs J Young
Mrs L McAulayGriffiths - HT
MUSIC
COMMUNICATION
Miss L Bohan – PT
CENTRE
Mrs F Flood
Mrs L McPike – PT
Mr K Thompson
HOME
ECONOMICS
MODERN
LANGUAGES/ RME
Mrs J Dykes - PT
Miss A O’Rourke-PT
Mrs D Smith
Mrs J Clunie
Mrs J McDowall
Mrs A Phillips - PTPS
Miss L Brown
Mr D Wotherspoon
Mr J Morrison – PT
Ms C Kelly
Mr S Beattie
Mr I McGavin
Mrs J Keir
BUSINESS
STUDIES/
COMPUTING
Mr B Keirs
Mrs A Benedetti
Mrs L Whiteside –
DHT
12
Establishment
information
SUPPORT FOR
LEARNING
Mrs L McPike - PT
Mrs R Jakeman –PT
ODL/ IDL
Mrs M Thomas
Mrs H McCulloch
PE /HEALTH &
WELLBEING
Mr T Lennox - PT
Mrs J Dunlop –
Swimming Instructor
Mrs S Forsythe
Miss M Hyslop
TECHNICAL
LIBRARIAN
Mr G Paterson - PT
Miss L Livingston
Mr B Hendry –
PTPS
INSTRUMENTAL
INSTRUCTORS
Mr C McGurk
Mr. G Paterson
Mr P Vickers –
PTPS
Mr J Baines
Ms L Ewing
Ms J Kennedy (East
Ayrshire Support
Team)
Miss N Breen
ODL- outdoor learning
Mr G Walker - DHT
IDL- interdisciplinary
learning
ACTIVE SCHOOLS
CO-ORDINATOR
Mr R Patterson – PTPS
Mr S Robertson DHT
Mrs J Hendry
Mr K Hughes
Mr J Petrec
CLASSROOM
ASSISTANTS
Mrs C Davidson
Mr J Hewitson
Ms L King
Mrs Y McRobert
Mrs A Mitchell
Miss L Nardini
Mrs T Neil
Mrs C Parkin
Mrs C Ross
Miss L Hogg
Mrs A Watson
Mrs K Smith
Mrs R Aird
Mrs M Rutherford
Mrs J Ross
Mrs T Chapman
ADMINISTRATION &
FINANCE OFFICER
CLERICAL
ASSISTANTS
Mrs Y Dick
Mrs E Hamilton
Mrs J McKay
ADMINISTRATION
ASSISTANT
TECHNICIANS
JANITORIAL STAFF
Abbreviations used
Mrs J Beale –
Senior (Science)
Mr A Calder
HT = Head Teacher
Mr J Spence
DHT = Depute Head
Teacher
Mr M McGarry
(Technical)
Mr G Taylor
PT = Principal
Teacher Subject
Mrs F Smith
Mr J Fenton (ICT)
Mrs J Alexander
Mrs E Cairns
Ms Tracy Cowley
(Wed. & Thurs.)
CAMPUS OFFICER
PC F Kennedy
PTPS = Principal
Teacher Pupil
Support
13
Establishment
security
Security
Each day we have numerous visitors to the school - parents, authority personnel, contractors and
others. In addition to routines already in place, we require all visitors to log in through our secure front
entrance at the school office or janitors’ office, as appropriate, where their identity is confirmed and
visitors’ badges issued. All staff have been issued with identity badges. Visitors are required to log
out and return badges, on their departure.
Parents attending interviews in the school must also report to the school office on their arrival.
Thereafter, they are accompanied by a member of staff throughout their visit. Staff are vigilant in the
course of their daily duties and procedures are in place to deal with individuals who have not complied
with the above routines. The school has a CCTV monitoring system, which is operational 24 hours a
day.
In addition, as we actively promote the wearing of school uniform by all pupils at Loudoun Academy,
the identification of unauthorised visitors becomes easier.
Information In Emergencies
As a school, we make every effort to ensure that we maintain a full educational service, however, on
rare occasions, circumstances can arise that lead to disruption of normal operations. Schools may be
affected by severe weather, power failure, transport failure or fuel supply shortage. There may also
be times where school closure may take place during the day and pupils may be sent home
prematurely. We will always contact parents on such occasions and pupils should always have a safe
place arranged to go in such circumstances. We will keep in touch using groupcall, letters, local radio,
school website and the East Ayrshire website itself. It is paramount that the school ALWAYS has up
to date contact details for parents and carers that we can access in any emergency or circumstance.
Parents are advised that informal lines of communication on social media sites are NOT to be
relied upon for accurate information and that calling the school is always the best option.
14
Establishment
improvement
QI 1.1 – Improvements In Performance
Attainment in the school has been subject to rapid improvement over the past few years and INSIGHT
data is indicative of these improvements via this year’s local data at key benchmarks. As is evident
below, the school’s performance compares very favourably with previous performance and the new
measure of virtual comparator pupils (VC measure):Results in S4
 5 at SCQF 5 in S4 now 54.1% (34% 2011-12) VC is 40.5%
 5 at SCQF 4 in S4 now 91.3% (78% 2011-12) VC is 78.6%
 5 at SCQF 3 in S4 now 94.5 % (93% in 2011-12) VC is 96.3%
Results in S5 (based on S4 roll)



1 at SCQF 6 in S5 now 64.4% (41% in 2009-10) VC is 56%
3 at SCQF 6 in S5 now 40% (19% in 2009-10) VC is 34%
5 at SCQF 6 in S5 now 17% (6% in 2009-10) VC is 15.2 %
Results in S6 (based on S4 roll)



3 at SCQF 6 in S6 now 45.2% (24% in 2009-10) VC is 39.74%
5 at SCQF 6 in S6 now 31.75% ( 20% in 2009-10) VC is 27.6%
1 at SCQF 7 in S6 now 18% (10% in 2009-10) VC is 16.4%
The results in literacy and numeracy are of key concern to all schools to ensure fluency in these core
skills. Levels of attainment at levels 3, 4 and 5 were particularly pleasing to the school and follow the
upward attainment trend evident holistically.
Literacy levels attained by pupils in S4
Establishment
Loudoun Academy
Virtual Comparator
% Level 3
% Level 4
% Level 5
95.63
95.63
74.32
93.28
90.71
59.07
15
Establishment
improvement
Numeracy levels attained by pupils in S4
Establishment
Loudoun Academy
Virtual Comparator
% Level 3
% Level 4
% Level 5
94.54
92.35
59.56
93.01
84.37
47.76
The school is significantly ahead of the virtual comparator measure in all levels of literacy and
numeracy and is seeking to push forward plans to further increase numeracy attainment via close
working with feeder primaries and a curriculum Maths review in the broad general education.
When the school examined the combined literacy and numeracy attainment of S4 pupils, the
commentaries from INSIGHT indicated that our performance at level 4 and 5 were significantly
positive statistically, and would be a source of good practice discussion.
Literacy and Numeracy levels in S4
Specifically in the broad general education, the school has made excellent progress in developing its’
monitoring and tracking system, emphasising conversations with our learners, who now indicate that
they feel more ownership of their learning to a greater extent and know their next steps in learning.
Tracking in the senior phase is aligned to target and working grades and a monthly robust monitoring
system is planned for implementation in August 2015 to further strengthen the national attainment
figures. CAT baseline testing is undertaken in both S1 and S3 to ensure that we “add value” during
the Broad General Education in addition to assessment judgements drawn across the curriculum.
Results in literacy for S2 were as follows:16
Establishment
improvement
Reading
Percentage
of pupils
performing
well
S2
1st
Level
Percentage
of pupils
performing
very well
0%
2nd
Level
4%
3rd
Level
53%
Reading
Writing
Percentage
of pupils
performing
well
S2
1st
Level
2nd
Level
3rd
Level
1st
Level
5%
3rd
Level
56%
Percentage
of pupils
performing
very well
25%
S2
1st
Level
2nd
Level
3rd
Level
Talking &
Listening
0%
2nd
Level
Writing
0%
18%
S2
Percentage
of pupils
performing
well
1st
Level
Percentage
of pupils
performing
very well
17%
0%
2nd
Level
0%
3rd
Level
44%
Talking &
Listening
0%
22%
S2
S2
1st
Level
0%
2nd
Level
1%
3rd
Level
55%
Results in S2 for numeracy were as follows:Numeracy
Percentage
of pupils
performing
well
S2
1st
Level
2nd
Level
3rd
Level
0%
7%
54%
Numeracy
1st
Percentage Level
of pupils
2nd
performing Level
very well
3rd
Level
S2
1%
0%
38%
With respect to robust assessment judgements, the school has made good headway in clarification
and moderation of levels in all areas of the BGE (also across primary transition for numeracy and
17
Establishment
improvement
literacy). There is evidence via CLPL and working with another EAC secondary school of our ability to
further the quality of assessment modes and judgements by further engagement with the significant
aspects of learning in key curricular areas. With regards to judgements in the senior phase, many of
our courses were verified in both rounds of the verification cycle and very positive reports were
received, with very few areas for further development. Staff have been supported fully to engage in
Understanding Standards events, alongside verification and moderation events to further develop
quality judgements for our learners in national qualifications.
Regards interdisciplinary learning, the school has adopted a streamlined approach to ensure that this
is not seen as a curricular “add-on “ and we have identified key opportunities that occur naturally to
drive forward meaningful IDL that meets the key principles of curriculum design at the appropriate
stages in the BGE. These will be further developed next session to provide further clarity around links
in learning for our pupils and staff.
Wider achievement has been developed to a much fuller extent in last year’s session and saw a huge
increase in pupils being presented for “non-traditional” awards. 163 pupils in S4 gained the SCQF4
Employability Award and a first cohort of Duke Of Edinburgh Gold Award pupils have commenced. A
greater strategic overview of college courses saw a record number of pupils successfully achieve
Skills For Work Awards across a range of vocational options. Pupils have also undertaken Sports
Leaders Awards, RLSS Lifeguard Awards, Cycling Awards and Leadership Awards. There is scope
and plans for the school to develop such opportunities in the lower school as part of curricular review
and personalisation and choice.
Positive Destinations
Positive destinations have been a key focus for the school and 2013-14
18
Establishment
improvement
leaver figures indicate a 93.6% (updated to 94.9% at follow up stage) positive destination rate. The
school has adopted an innovative approach to analysis of leaver figures using INSIGHT, and we are
aware of an 84 % stay on rate in S4, but that SIMD is very much a factor in pupil aspiration and
potential decision to leave school, with almost all S4 leavers coming from SIMD 1 to 4. A dip in female
pupils entering Higher Education also identified key issue in curriculum planning and aspiration that
we have taken forward as a key area for development. The school wishes to expand work placement
and foundation apprenticeship opportunities for pupils to further enhance likelihood of positive and
sustained destination.
The graph above shows destinations of leavers in 2013-14 and school now plans further work and
intervention in securing more destinations linked to employment and training and a review of work
experience provision. The school can evidence the huge success of links to Ayrshire and other
colleges via a very favourable comparison with the virtual comparator measure.
Higher
Education
Further
Education
Training
Employment
Activity
Agreements
Unemployed
Seeking
Unemployed
Not Seeking
Total
Leavers
Positive
Other
LA
39.2
39.8
2.3
13.1
0.6
4.5
0.6
176
94.9
5.1
EAC
35.9
35.9
2.2
17.5
1.7
5.0
1.4
1163
93.6
6.4
19
Establishment
improvement
QI 2.1 Learner’s Experiences
In determining evidence around the experience of learners in our classrooms, we have drawn on pupil
focus groups and also an extensive programme of classroom visits across the curriculum, surveys
and input from parents, alongside a robust self-evaluation calendar, policy and associated selfevaluation meetings held monthly across all areas of school life.
Pupils report that they feel positive about school and that their learning experiences are varied across
the curriculum and the stages therein. In majority of lessons, pupils feel that there are a range of tasks
and active learning to sustain interest and momentum in learning. Learners feel that they have much
more ownership of their learning and there is extensive evidence of the use of personal learning plans
across the school curriculum. Pupils are also able to track numeracy and literacy progress via inserts
in their homework diary to assist them in making connections in core skills.
Pupils feel challenged appropriately in all subject areas in senior phase and this helped our learners
achieve the excellent results detailed above. As evidenced in S3 profiles, our learners have made
good connections in their learning in the BGE and this was used as a key point of reference in
determining option choice for senior phase, but this could be developed further at p7 stage.
A wide variety of excursions and trips take place locally, nationally and internationally to support
learning and pupils have been involved in supporting community learning and development via a wide
range of curricular innovation, particularly around the Galston Town Trail and also in conjunction with
Galston Area Regeneration Scheme and the Galston Development Trust.
There is excellent evidence of integration of key agencies to support learner experience through the
campus policeman, foreign language assistants, community groups, youth work groups and EAC
Vibrant Communities. The school has begun the process of business integration on a whole school
basis to ensure that our learners can make connection to the world of work in line with guidance in
Developing Scotland’s Young Workforce.
20
Establishment
improvement
3. How well does the school /centre support young people to develop and learn?
QI 5.3 Meeting Learning Needs
Given the range of developments in school to support learners, the following is bullet pointed for
ease of reference:













All staff have a full awareness of GIRFEC principles across the curriculum as a key element
of universal support.
Establishment of wellbeing referrals to help staff delineate between wellbeing and discipline
issues, and to provide timeous intervention to support all pupils as part of a new Respectful
Relationships Framework
Key staff have been involved in CLPL to support new techniques in behaviour management,
behaviour assessment, nurture, autistic spectrum disorders and use of the wellbeing web to
provide meaningful, informed and effective intervention for vulnerable pupils.
The school has developed a new Communication Centre to better serve pupils attending
Loudoun with ASD’s.
All pupils in S1 to S3 undertook wellbeing surveys to help us ascertain further support needs
and to raise awareness of SHANARRI indictors with pupils, the outcomes of these surveys
were acted upon holistically.
Parent council have had specialist CLPL on mental health issues that affect our young people
and specialist events for parents to support children regards internet safety have been
organised.
Extensive training of staff carried out regards readiness to deliver legislative requirements of
the Children and Young People’s Act ( Scotland)
School has developed more robust ways of sharing pupil information, particularly around ASN
issues, this has led to a greater level of staff understanding of specialist needs of pupils.
Exclusions reduced greatly in 2014-15, with more emphasis on restorative practice and
behaviour assessment
Pupils with ASN in S5 are achieving BOTH literacy and numeracy at a rate of 50% against the
VC of 39% ( suggesting good progression from S4)
The attainment of looked after pupils was excellent in 2015 with almost all pupils obtaining 4
or more qualifications
Key interventions are evident for pupils who have difficulty with numeracy and literacy skills
and specialist schemes/ classroom support and peer support are used appropriately to
ensure that all pupils have the opportunity to make progress.
There is evidence of excellent relationships between parents of pupils with ASN and their key
teachers and communication by email, visits and phone are commonplace daily.
The school received Recognition of Commitment level for UNICEF Rights Respecting
Schools and were the first secondary school in EAC to achieve this.
21
Establishment
improvement
QI 5.9 The curriculum
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New courses have been introduced in the senior phase effectively, as evidenced in results
and the school has shown great confidence in adopting pilot and jointly delivered
qualifications (e.g Higher Hospitality with Ayrshire College) to ensure progression for pupils.
School of rugby pilot has been very successful in engaging pupils in sport from S1.
The school is significantly ahead regards business integration into the curriculum and we
expect to expand this further next year.
Community links to the curriculum have been hugely significant and pupils have been
involved in local projects and initiatives around regeneration and intergenerational awareness
The school has developed language provision to fully incorporate a second, and now a third,
language in line with guidance.
Interdisciplinary and outdoor learning have been planned for at strategic level to ensure that
all pupils experience appropriate activity to support their learning.
The school has supported a wide variety of local events such as the Commonwealth Games
Fete, Galston Fete, Galston Xmas Market and Galston Remembrance Parade to provide
further learning experiences for pupils in local contexts
The school has achieved Sportscotland Gold Status for the quality of school sport, and this is
a key strength in our S1 curriculum regards provision of time allocation to PE and HWB.
The school has a wide-ranging programme of extra-curricular activity to support pupil
experience and allow pupils to access activities such as Swimming, Chess, Badminton,
Dance, Mandarin Club, extra academic support etc. A full brochure is available for parents
and pupils.
Learning environment improving physically to allow pupils the chance to learn in a more
stimulating setting and new ICT facilities have opened to increase
Superb links with Ayrshire College leading to improved destinations for pupils and a wider
range of courses for pupils to access pathways
Wider achievement opportunities greatly increased as evident in previous section, these to be
expanded further.
New monitoring and tracking system providing evidence of consistent application of
assessment standards in BGE in most areas.
Pupils linking to primary school and younger learners through structured activities such as
JSLA and organising large scale events
Pupil leadership opportunities planned to expand further into younger year groups.
22
Establishment
improvement
4. How well does the school/centre improve the quality of its work?
The school revisited self-evaluation in a holistic sense in session 2014-15 and developed new ways
of involving ALL stakeholders in the vital processes of self-evaluation for school improvement. In
developing new models and structures, significant consultation was undertaken and there was a
continual focus on outcomes for young people being the key driver behind any self-evaluation
exercise.
There is a clear expectation that ALL staff are involved in self-evaluation processes on an ongoing
basis using concise structures, and we are keen that shared ownership of self-evaluation leads to
better outcomes for all. All staff were involved in observing classes in their curricular area and
undertook surveys and learning conversations with individuals or groups of pupils to evaluate the
quality of teaching and learning in their area and also to influence the relevance of the curriculum at
hand.
Staff are fully involved in self-evaluation holistically as part of improvement plan review for the whole
school and in their departmental areas, there is evidence of extensive consultation with pupils,
partners and parents to arrive at our establishment plan each year. Pupils and parents have been
involved in other aspects of self-evaluation and this will be developed further in 2015-16.
INSIGHT data has played a key part in self-evaluation in both pupil support and in pupil attainment.
The school has been nationally recognised for its’ work in developing INSIGHT statistics into
meaningful and innovative plans to support pupil and school improvement. Improvement plans
across the school have been scrutinised to ensure that key messages about our cohorts of young
people are fully understood and being acted upon.
23
Establishment
improvement
Senior Pupil council 2014-15 pictured above.
5. Equalities
The school is committed to ensuring equality for all learners and all staff have completed equality
training provided by the local authority. The curriculum is designed to address potential issues of
inequality and ensure that our learners are aware of all forms of discrimination.
Staff have analysed attainment across the school in relation to gender to ensure that this is not a
factor in ether aspiration nor final attainment upon leaving school. Initial screening of 2014-15
results suggest key points where there is a differential in attainment by gender and school is acting
to address this.
With particular respect to learning disability, the school has an inclusive ethos and welcomes pupils
to work in individual, group and mainstream environments on a curriculum that is stimulating and
appropriate and reviewed on a pupil by pupil basis.
In addition to the protected key characteristics, the school has made significant progress in ensuring
that pupil poverty is not a factor in attainment and has undertaken significant work to ensure that
pupils from ALL backgrounds can attain at the appropriate level by thorough examination of Scottish
Index Of Multiple Deprivation on a whole school and also on a departmental basis.
The graphs above and below gives detail of the current attainment picture in S4 compared with the
national (above) and VC attainment picture linked to the Scottish Index of Multiple Deprivation.
24
Establishment
improvement
Areas of Improvement for the next academic year
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Close gender attainment gap in S5, where male attainment at 5@6 benchmark is significantly
greater, ensure female aspirations are high.
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Further development of self-evaluation systems in line with HGIOS 4 guidance published
September 2015.
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School to continue named person pilot to ensure readiness to deliver legislative requirements
of the Children and Young People Scotland Act.
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Further development of business links to inform fully integrated curriculum delivering on skills
for learning, life and work.
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Full curricular revision to allow the school to act on finding of self-evaluation with particular
respect to S1 and S5 curricula.
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Further develop leadership opportunities for pupils following a revision of provision in S6
Our improvement plan reflects all of the above aims, encompassed in four clear stretch aims of : ALL young people supported by ALL staff and having ready and consistent access to a
named person leading to a positive destination for ALL
 Learners accessing a meaningful and relevant curriculum across the school that is enhanced
by involvement of partner businesses/ STEM ambassadors/ community/ parents/ college and
other organisations
 Attainment of learners is raised by effective and meaningful usage and sharing of information
 All pupils experience a rights respecting education that is formed on the basis of consistent
and shared values and ethos across the school.
25
Establishment
improvement
26
Curriculum 3-18
What subjects are taught ? (Subject to change August 2016)
Loudoun Academy is undergoing a full curriculum review as part of ongoing reflection processes. The
33 period week model that is in operation to ensure that our learners can access all areas of
curriculum appropriately. Our curriculum in S1-3 allows for personalisation and choice at the end of
S2 and all departments must offer meaningful opportunities for pupils to personalise their learning at
all stages of the Broad General Education, via choice of projects, research or assessment modes.
Pupils are supported and guided through these choices by year heads, teaching staff and guidance
staff and information evenings are also held.
Broad General Education S1- S3*
Allocation Of Periods
Curricular Area
S1
S2
S3
English and Literacy
4
4
4
Mathematics and
Numeracy
4
4
4
Science
4
3
3 (compulsory)
Social Subjects
3
4
3 (compulsory)
Modern Languages
3
3
3 (compulsory)
Technologies
6
6
3 (compulsory)
Physical Education/
Health and Wellbeing
3
3
2
Free Choice
0
0
3
Free Choice
0
0
3
Religious and Moral
Education
1
1
1
PSHE
1
1
1
Expressive Arts
4
4
3 (compulsory)
Total
33
33
33
27
Curriculum 3-18
Broad General Education - Further Information
At the end of S1, most students will have achieved the majority of the level 3 outcomes and will be
progressing forwards to seek to achieve fourth level in many aspects of learning by the end of S3 in
preparation for their Senior Phase.
Senior Phase Education- Options Choice (S4)
During S3, pupils will begin the process of selecting their desired courses to be studied at National
level in S4, and will make 7 selections (including English and Maths). Courses in S4 have undergone
considerable change from the examinations taken previously and pupils no longer undertake Standard
Grade or Intermediate qualifications at this stage of learning. For ease of reference, a short table is
provided below to exemplify the broad equivalents in the new curricular system.
SCQF Level New National Qualifications Replaces
Previous National Qualifications
1
National 1
>
Access 1
2
National 2
>
Access 2
3
National 3
>
Access 3
Standard Grade (Foundation level)
4
National 4
>
Standard Grade (General level)
Intermediate 1
5
National 5
>
Standard Grade (Credit level)
Intermediate 2
6
Higher (new)
>
Higher
7
Advanced Higher (new)
>
Advanced Higher
28
Curriculum 3-18
Senior Phase Education – S5/6
Towards the end of S4, pupils will then select their courses for S5, these will include all new Higher
courses for 2016-17 and also the National courses at levels 1-5 as experienced in S4. Pupils in
Loudoun Academy will make 5 subject choices from a broad options form
Sample Options Form S5/6
A sample excerpt of a previous options form is shown below, this is subject to ratification in early 2016
and shows subjects previously offered, not presentation levels.
A
B
C
D
E
Mathematics
English
Mathematics
English
Art & Design
Geography
Media
Studies
Physics
English
Biology
History
Biology
Administration
Art & Design
Business
Management
Modern
Studies
Physics
Electronics
Engineering
Craft Skills
Chemistry
Hospitality
Laboratory
Skills
Engineering
Craft Skills
French
Fashion and Textiles
Physical
Education
Photography
Graphic
Comm.
Hospitality
History
Sports
Leadership
S6
Preference
Construction
PC Passport
Religious,
Moral &
Philosophical
studies
Music with
Performing
Music with
Performing
Fashion &
Textiles
Personal
Development
Art & Design
Music with
Technology
Music Performing
Unit
S6
Preference
S6 ONLY. AH
Training & Directing
credit
29
Curriculum 3-18
Vocational Based Learning
Loudoun Academy is proud of community links to support all forms of learning and we make full use of
Ayrshire College and other partner agencies to support our evolving curriculum. Some pupils will
benefit from a more vocational-based range of learning opportunities during the senior phase and
many of our own courses support work-based learning such as Hospitality, Construction Crafts,
Practical Woodworking and Early Education and Childcare. These choices also extend to S5/6 where
we hope to continue to cater for pupils who have a strong vocational interest, to support them into
positive destinations in employment, training, higher or further education.
We encourage pupils to stay on with us at Loudoun Academy for as long as possible to help them
develop a suite of qualifications that will allow pupils to undertake further or higher education or enter
the world of work. ALL pupils in S4 undertake work based learning through our well-established work
experience programme and we have many business partners associated with the school. We have
an excellent mock interview programme for pupils in S5 where they apply for a fictional post with an
application form and CV and they are then interviewed for the posts. We also hold a Business
Engagement event each year, whereby local businesses join us to help pupils understand their key
business function. Most Loudoun Academy subject departments organise trips to industrial or
commercial sites and invite high-profile speakers from companies into our classes to address pupils.
CAT Testing and PASS Testing
The school has introduced CAT (Cognitive Ability Testing) and PASS (Pupil Attitude to Self and
School) as means of ensuring that we meet the needs of all learners and respond appropriately to
their preferred learning styles. The CAT test focusses on Spatial, Verbal, Non-verbal and Quantitative
ability, whilst the PASS test is more focussed on the child’s feelings towards school and their
response to learning. We use PASS testing in all yeargroups and pupils are CAT tested in S1 and S3.
Parents are more than welcome to request a demonstration of either of these tests and we always
write to parents in advance of testing to ensure awareness of this. The tests are undertaken on a
computer with a headset to ensure that no learners are disenfranchised by taking a written test.
30
Curriculum 3-18
Homework
All pupils in S1 to S6 are provided with a homework diary to assist them in recording, organising and
completing work given by class teachers. Study guides are currently being considered for senior
students
All pupils should have some homework each week. The purpose of homework is either to reinforce
teaching in areas of difficulty with work already covered or to extend knowledge. The volume of work
will depend upon the stage reached in school, the type of course followed and the aptitude of the
pupil. The steady development from pupil to student in the senior school and eventually to further
education in college or university is emphasised. It is difficult to indicate exactly the length of time any
individual pupil is expected to be involved in homework since it depends on so many different factors,
but the school issues a detailed guide to parents each year, which new parents are welcome to
request in advance of induction arrangements.
How can parents help ?
Since the work is done at home parents share responsibility with the school.
You should make sure:
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that a regular time is set aside for homework
that a suitable place for study is available
that you help by getting your children to talk about what they are doing
that you encourage your child to read. Many books are available in the school
library and in the local public libraries.
that you check your child’s planner to ensure homework is being completed
Supported Study
Study support for S4, S5 and S6 pupils in advance of Prelim and SQA examinations is now well
established. In addition, we have arranged Easter school provision for certain subjects to support
pupils in their preparation for SQA examinations. S4-6 pupils participate in annual workshops to
consider study techniques and this is also part of the PSE programme.
Mentoring
The school has an extensive mentoring programme for pupils in the senior phase to ensure that they
are fully supported towards examination success and positive destinations. Sessions are held with an
assigned mentor who accesses the detailed tracking and performance data available and discussions
are held as to how to support full potential performance of the learner. Sessions include ICT
awareness, talks from previous pupils and commercially purchased sessions from Tree of Knowledge
31
Curriculum 3-18
Religious and Moral Education
All pupils from S1 to S4 attend classes in RME for one period a week. In S1/2 pupils study aspects of
Christianity and several world religions and explore topics concerning the nature and meaning of life.
In S3/4 pupils follow SQA Short Courses which aim to promote an inquiring and critical approach to
the study of religion and contribute to understand the multicultural dimension of a contemporary
Scottish society. The RME curriculum within the school encourages pupils to consider religion in its
widest sense and looks at how the major religions of the world respond to questions about the
meaning, purpose and value of life. RME aims further to develop insights into situations which pose
moral and social questions and capacity to respond to these situations in a balanced and
understanding way. A section of topics concerning moral issues and social values are also contained
in the social education programme followed by all pupils.
Religious observance Information
We are fortunate to benefit from the assistance of 5 school Chaplains at Loudoun Academy:Rev. A.Symington (Galston)
Rev. J. McCulloch (Hurlford)
Rev. A McGurk (Newmilns)
Rev. G. Redmayne (Fenwick)
Rev. C Lines (Darvel)
They attend Year Group assemblies regularly and conduct House Group Assemblies at Christmas
and Easter. Parents who wish to withdraw their child from Religious Observance should contact the
Head Teacher, alternative arrangements will be provided for these pupils. Parents from other
religious communities may request that their children be permitted to be absent from school in order to
celebrate recognised religious events.
Approach
Religious observance has an important part to play in the development of our pupils. It should also
provide opportunities for the school community to reflect upon and develop a deeper understanding of
the dignity and worth of each individual and their contribution to the school and wider communities.
In recognition of Scotland’s Christian heritage, non-denominational schools are also encouraged to
draw upon the rich resources of this tradition when planning religious observance. However, many
school communities contain pupils and staff from faiths other than Christianity or with no faith
commitment, and this must be taken fully into account in supporting spiritual development. It is of
central importance that all pupils and staff can participate with integrity in forms of religious
observance without compromise to their personal faith.
32
Curriculum 3-18
Volunteering, Community and Outdoor Learning
Loudoun Academy has a rich tradition in accrediting the vast amount of voluntary work undertaken by
our pupils. In session 2012-13, the school held an inaugural Saltire Awards ceremony and pupils
were presented with their awards by Mr W Coffey, MSP. This proud tradition has since continued and
this year, in session 2014-15, we presented 88 pupils with their Saltire Award covering a massive
6828 hours of volunteering.
Pupils with their Saltire Awards after the ceremony in March 2014
In terms of Community Learning, Loudoun is proud to have excellent links with both Galston
Community Council, Rotary Club of Loudoun and Galston Community Development Trust. We have
excellent links with several residential care facilities and pupils often give of their time to go and
entertain our older citizens at Christmas. The pictures below shows seniors at Galston Xmas Fayre in
November 2015 and our young musicians playing at “Tea at The Hogg” .
33
Curriculum 3-18
Outdoor Learning
Pupils in Loudoun also frequently learn outside of the “traditional” classroom setting through the
provision of high-quality excursions and outdoor learning. We have excellent links with the Outward
Bound Trust and annually run residential trips to Pila for skiing and also make use of the local ski
slope in Newmilns for recreation and competition. Duke of Edinburgh awards previously mentioned
also serve to enhance our excellent Outdoor Learning activity programme. Photos above show pupils
in our cycling club undertaking the inaugural spin on the Newmilns cycle path, our ski team at the
Scottish Schools Slalom Championships in Newmilns and our first ever Gold Duke of Edinburgh group
heading on their practice expedition in September 2015.
Our fleet of bikes are used extensively for our PE lessons and pupils are made aware of road safety in
conjunction with our campus policeman. The school also runs an annual fly fishing competition at our
local Fishery to help pupils foster an interest in outdoor pursuits. All S1 pupils are offered the chance
to attend a PGL course in S1 over the September weekend at an outdoor centre where they have the
opportunity to develop the skills of teamwork and increased confidence whist appreciating the
advantages of learning outdoors.
34
Curriculum 3-18
Personal and Social Education
Pupil Support Team (Guidance Team)
We have 6 Principal Teachers of Pupil Support within the school. The Pupil Support team are located
on the 3rd floor next to Support for Learning, Nurture Room and the Communication Centre. The Pupil
Support team are responsible for providing support for youngsters across the school.
They will:
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Help pupils settle into school.
Monitor and track attendance and timekeeping.
Encourage the personal and social development of each pupil.
Work with all staff within the school to support pupils
Monitor health and wellbeing of pupils
Build a working relationship with each pupil and their family
Establish good working relationships with external agencies
Liaise with primary schools.
Write reports
Monitor progress across the school.
Interview all pupils to discuss progress.
Liaise with parents, staff and partners.
Attend Individual and Multi-agency Meetings.
Develop Personal and Social Education materials.
Ensuring pupils’ learning needs are identified and addressed.
Share appropriate and relevant information with staff to support pupil
Liaise with Depute Head Teachers
It is the aim of the Personal and Social Education course is to address the aspects of skills for life,
learning and work, health and wellbeing, citizenship and enterprise recognised as being crucial in
Curriculum for Excellence. This is reviewed annually and the Pupil Support team will consider the
relevance of topics, progression and skills development. The Pupil Support team conduct regular
feedback sessions and learner conversations with pupils, changes may be made to course content
based on this information.
Elements of these courses include:
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The teaching of transferable skills
An interactive approach
Relevant curriculum
A variety of teaching methods
Helping to develop young people’s self-confidence and self-esteem
Helping to develop an increased sense of personal awareness
35
Curriculum 3-18
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Development of skills for life
Provision of a framework for vocational guidance
Development of active citizenship
Encouraging leadership
Encouraging enterprise
Preparation for life after school – employability, University college
Literacy, Numeracy and Health and Wellbeing
Loudoun Academy has well-established staff working groups for both Literacy and Numeracy and the
school has fully adopted the East Ayrshire Literacy Policy to provide consistency and clarity across all
lessons. In addition, a full Numeracy audit was carried out across the curriculum to ensure
consistency of methodology and an understanding that Literacy and Numeracy are not seen as the
sole responsibility of English and Maths classes under the Curriculum for Excellence ideology of
“Responsibility of All”. We are also working hard to adopt new east Ayrshire materials on progress
within Numeracy and emerging guidance will be factored into Maths lessons next session. In our
Learning Community staff in our primaries work with us to agree a common standard through
moderation and training activities. 2016-17 will bring further development of how we track Literacy,
Numeracy and Health and Wellbeing across the curriculum. New PT’s of Literacy and Numeracy
have been working to ensure the effective understanding of numeracy and literacy across the school
curriculum
Our Health and Wellbeing group is an example of good practice and involves pupils, staff and kitchen
staff in discussing both our health programmes in school, but also planning for highly valuable
interdisciplinary learning opportunities such as our now annual “Commonhealth Games”
In addition, all of these key areas must produce an improvement plan that is linked to the school’s
overall plan to ensure that the necessary steps are being made to keep ensuring the high profile of
these key aspects of learning.
At the end of S3, staff are also involved in assisting with the mandatory pupil profile and ensuring that
we comment holistically on the latest and best achievements of our learners in these key areas. We
then award our profiles at a special ceremony to mark this important transition into senior phase
education.
36
Assessment and
reporting
Curriculum for Excellence emphasises that assessment is an integral part of day to day teaching and
learning. Learner’s progress is closely monitored by staff, who regularly reflect with them on their
strengths, learning needs and next steps. This is done with effective assessment is for learning
techniques in the classroom where constant feedback is being given by the teacher. Pupils use
personal learning plans regularly in class which are a vehicle which allows this reflective process to
take place. Learners will also be able to make effective judgements on their own learning; skills that
are important for life. Testing continues to be part of the framework for assessment, providing
additional evidence of what learners know and understand. This helps teachers plan learning
experiences which are motivating and challenging.
All pupils receive tracking reports on a four per year basis which allows parents and pupils to get
feedback on their progress in every subject, and whether in certificate classes pupils are on track to
achieve potential. This allows parents to be involved in the intervention strategy to aid pupils to
receive appropriate support if required.
The S1 Report, which is issued in May, gives a detailed report on progress on achievements
throughout S1.
The national expectations for the contents of a report are to:
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Provide a clear, concise and recognisable picture of the individual learner.
Be positive constructive, fair and accessible
Describe progress in curriculum areas (language and literacy, mathematics and numeracy,
health and wellbeing, expressive arts, religious and moral education, the sciences, social
studies and technologies) in brief qualitative statements, noting particular strengths, areas for
development and achievements in challenging aspects and in the application of learning.
Include information on the learner’s achievement of curriculum levels (either in a part of a
curriculum area such as reading, or in a whole curriculum area).
Include information on the learner’s achievement in different contexts and settings, across
curriculum areas, the life and ethos of the school and learning outwith the school, including in
the wider community.
Describe the learner’s attributes and capabilities, including attitude to learning and motivation.
Specify areas for development and next steps in learning.
Outline the nature of support being put in place to ensure each child or young person receives
his/her entitlement to appropriate support and challenge to ensure he/she makes appropriate
progress.
Signal any gaps in the learner’s progress and ways parents can help.
Provide opportunities for the learner to contribute, including to comment on written reports,
when possible.
Provide opportunities for parents to give their views on their child’s progress, including through
their responses to written reports.
37
Assessment and
reporting
In S2, a report is issued in March, and is an important feature in pupils’ personalisation and choice
process for S3.
In S3, a detailed report is issued in January giving information on individual attainment in each
subject. This report is crucial in the option process for courses to be followed in S4, the start of
national qualifications.
In December the S4 pupil reports are issued giving details of progress and attainment in each
individual subject, there is a further interim report after the prelim examinations in January
Reports for S5/S6 pupils are also in December, before the prelim examinations, to give detailed
information about progress in all subjects, and to allow for any intervention to be effective before
prelim exams. A further interim report will detail the full prelim results.
Monitoring and Tracking
The school has implemented a new monitoring and tracking system for 2015-16, which ensures that
pupils are tracked in a meaningful manner and that we can continue to build upon achievement and
ensure swift intervention if any pupil falls behind. This system is extremely robust and also ensures
that the school is confident in judgements around effective assessment and moderation.
Parents Meetings/ Evenings
Parents wishing to discuss their child’s progress can do so at any time by contacting the appropriate
pupil support teacher or year head. Pupil records will have full detail of their progress in school.
Opportunities to meet with the class teacher will generally be through scheduled parent evenings,
however other meetings can be arranged if appropriate.
38
Policies and procedures
The establishment has a range of policies and procedures which are available for parents to read.
The school has a wide variety of policies on important areas of school life, parents are welcome to
request copies of these at any time and we hope, in time, to link our revised policies to our school
website. For ease of reference a list of policies is made available here with basic expansion on the
policies we feel are most pertinent to our new parents.
Attendance And Absence
Registration of pupils takes place in every class at Loudoun Academy. Parents are most welcome to
telephone the school to check up on attendance. Parents/carers must contact the school by 0915
hours on the first day of absence, explaining the reason for non-attendance. It is important that the
school is notified to prevent unnecessary procedures being followed e.g. in extreme circumstances,
there may be a need to involve social services or police. The parent/carer should provide a written
note on their child’s return to school, confirming the reason for absence. Clearly with no explanation
from the parent/carer, the absence is unauthorised. For further information on the East Ayrshire
attendance policy, please see part 2 of this handbook.
Promoting Positive Relationships Policy
We firmly believe that parent/carers and teachers are partners in developing good relationships which,
in turn, ensures a safe environment where our young people can learn and develop into tomorrow’s
caring citizens.
What is important is that pupils understand that this misconduct will lead to a consistent reaction on
the part of the school, aligned to our commitment to the principles of the “Rights Respecting School”.
At Loudoun Academy we operate a consistent set of sanctions with a clear referral system. The head
of department is responsible for departmental discipline. All referrals, therefore, except in a crisis or
for a serious misdemeanour, are made either to or through the head of department.
Depending on the nature of the misdemeanour, year heads may be involved and, certainly by a fixed
stage in the referral procedures, the case is forwarded to the year head, either for information or
action.
In this way a general picture is drawn up of pupil’s progress, attitude and behaviour across the school.
An important ingredient of the disciplinary procedures is the early involvement of parents or carers
when a pupil begins to show undesirable or unacceptable behaviour. If a teacher finds that a pupil
persistently disobeys reasonable requests to behave, a restorative exercise is given and the
parent/carer is asked to sign it before it is returned to the teacher. Where this restorative exercise is
not returned a letter detailing this may be sent to the parent/carer.
39
Policies and procedures
Continuing bad behaviour will lead to more serious sanctions and may lead to exclusion from school
for a period of up to 20 school days. On return to school from exclusion, pupil and parent/carer are
asked to sign a written undertaking to obey the rules and accept the discipline of the school.
All serious disciplinary matters referred to a senior member of staff are discussed before deciding the
most appropriate action. The Head Teacher is always involved in such a decision.
The school works hard to support our young people to behave well and make the most of their
education. A range of supports are used to help pupils who are experiencing difficulties with
behaviour. The assistance of other agencies, such as Psychological Services, Social Work, Child and
Adolescent Mental Health Services, School Assessment Team, Multi Agency Team or Authority
Screening Group is sought when it is felt necessary.
Anti-Bullying Policy (Respectful Relationships Policy)
Like all schools, Loudoun Academy is fully committed to addressing the problem of bullying. We
believe that bullying is not a serious difficulty in the school due to our whole school approach to the
issues.
All staff have a major role to play in promoting a school which is ‘bully-proof.’ The topic is addressed
at assemblies, PSE and in other areas of the curriculum. We have tried to develop a caring culture
within the school where pupils are encouraged to report all instances of bullying, regardless of the
form it may take. We deal sensitively with all reported incidents and offer maximum support, often in
the form of counselling and other restorative practice approaches.
There may be times when your child feels bullied. It is most important that parents/carers who are
concerned about possible bullying should contact the school at the earliest opportunity to discuss
the problem. The discussion will focus on the action which will be taken and how your child can be
supported. Bullying is a problem which cannot be stopped by pupils, parents/carers or teachers
acting alone, and parents/carers should, therefore, not hesitate to seek the advice and support of the
school, if the need arises.
40
Policies and procedures
School Uniform
Given that there is substantial parental and public approval of dress codes, schools in East Ayrshire
are free to promote their own dress code. In encouraging the dress code, account must be taken in
any proposal to prevent and direct or indirect discrimination on the grounds of race, gender, religion or
disability. Any proposals will be the subject of widespread consultation with parents and pupils.
Against this background it should be noted that it is the policy of the Cabinet not to insist on pupils
wearing uniform or having specialist items of clothing as a prerequisite to their attending and engaging
in all of the activities of the curriculum. Under no circumstances will pupils be deprived of any
educational benefit as a result of not confirming to the dress code.
There are forms of dress which are unacceptable in school, such as items of clothing which:







potentially encourage rivalry (such as football colours)
could cause offence as a result of wording or pictures
could cause health and safety difficulties (such as loose fitting clothing, dangling earrings)
are made of flammable material (such as shell suits in practical classes)
could cause damage to flooring
carry advertising, particularly for alcohol, drugs or tobacco
could be used to inflict damage on other pupils or be used by other to do so.
Please note that earrings or other body piercing jewellery should not be worn for any PE related
activity.
The school favours the wearing of school uniform for a number of reasons: it improves school security
by making it easier to identify intruders; it gives pupils a pride in, and a sense of belonging to the
school; it can help to reduce truancy by identifying school pupils as belonging to a particular school; it
heightens the reputation of the school in the community; it gives pupils an equality of appearance
which discourages competition; it is cheaper to buy than other clothing which pupils may wish to wear;
it encourages school discipline and a work ethic among pupils.
After consultation with parents/carers on school uniform the following code of dress was agreed:





school sweatshirt or plain black jumper/cardigan
white shirt and junior tie or school polo shirt (S1-S3)
white or black shirt and senior tie (S4-6)
school blazer (S4-6)
black trousers or skirt
41
Policies and procedures
Enrolling At Loudoun Academy
If you live in Galston, Hurlford, Fenwick, Newmilns or Darvel or the immediate district, your child’s
secondary education will be in Loudoun Academy and the Head Teacher of your child’s primary
school will make transfer arrangements. If you wish your child to attend another school instead of
Loudoun Academy you should complete a placing request form and send it to the Head of Schools.
This form may be obtained from the school office.
Teachers from Loudoun Academy visit all the local primary schools to work with the Primary 7 pupils
with the children visiting the Academy on two occasions in June. Two primary 7 parents’ information
evenings are held in January and June to give parents an opportunity to view the school, see the
facilities on offer and chat informally to school staff.
There is a very active programme of liaison between primary schools and Loudoun Academy to
ensure the school achieves a continuity of educational provision for all pupils. We work closely with
the five primary schools in the learning community and have developed programmes in literacy and
numeracy to ease the transition to Loudoun Academy. Furthermore a number of departments are
now visiting the primary schools to work with colleagues and deliver some lessons. All of these
activities are helping to make the transition from primary seven to secondary as smooth as possible
for our pupils. Pupils from our traditional feeder school will also have a STEM day during primary 6 to
begin the relationship with Loudoun Academy
Parents/Carers are welcomed to visit the school and discuss any concerns that they may have. A
telephone call first will ensure that the most suitable time for a meeting can be arranged.
One of the following people will be happy to assist:
Head Teacher
Mrs L McAulay-Griffiths
Depute Head Teacher S1
Mr S Robertson
Principal Teachers of Pupil Support :Mrs R Mc Caffrey
Mr B Hendry
Mrs A Highet
Mr P Vickers
Mrs A Phillips
Mr R Patterson
42
Policies and procedures
To ensure that we are able to work with you in partnership to ensure your child’s needs are being met
in school, it is important that contact details are as accurate and up-to-date as possible. Amendments
can be made to contact details in writing to the school office
43
Additional support for learning
The Education (Additional Support For Learning)(Scotland) Act 2004
This was further updated by the 2009 Act which came into force on 17 November 2010. The majority
of children and young people are able to access their curricular programme at school without the need
of additional help other than that which any teacher will provide in any classroom. However, there will
be a significant percentage of children/young people, who may, at some point in their education, have
difficulties that will act as a barrier to their effective learning. In such circumstances the child or young
person may require additional support beyond the norm in order to help them overcome these
barriers. Such children/young people will be considered to have ‘additional support needs’.
All schools and nursery establishments have a variety of procedures to assist in the early identification
of children and young people with additional support needs. Identification and support planning will
take place at the earliest possible stage.
Children and young people who have been identified as having additional support needs will be
supported through an Individual Action Plan (IAP), Individual Learning Plan (ILP) or in some cases a
Coordinated Support Plan (CSP). In line with legislation, parents/carers/children and young people
will be fully consulted at all stages.
The 2009 Educational (Additional Support for Learning) (Scotland) Act places additional
responsibilities on local authorities for children who are looked after by the local authority. It will also
give more rights to parents in respect of requesting assessments in relation to their child/young
person.
Further information can be obtained from various leaflets, that can be accessed through council
website or individual copies are available in school.
Mediation and advocacy services are also available and information about these can be obtained from
the contact details below.
The school caters for a wide range of additional support needs including
 Dyslexia/Dyscalculia
 Development Co-ordination Delay
 Global Developmental Delay
 Autistic Spectrum Disorders
 Speech and language difficulties
 Hearing Impairment
 Visual Impairment
 English as a second language
 Health- diabetes, epilepsy, aphasia, physical difficulties
 Emotional, Social & Behavioural issues eg bereavement, family break ups, long term illness,
mental health issues
44
Additional support for learning
Pupils receive extensive support in classrooms and other areas
The school can access the services of :









Educational Psychologist
Hearing Impairment service
Bi-lingual support staff
Speech and language staff
Health professionals as required
Enable Scotland
CAMHS
Social work
Transitional Support Worker
Careers
The school also houses the Loudoun Communication Centre and pupils are admitted to the centre via
liaison with the education authority. This centre is equipped primarily to accommodate pupils with
Autistic Spectrum Difficulties (ASD).
If you believe your child has additional support needs East Ayrshire Council publishes a range of
informative advice and parents should contact the school to advise.
45
Transition
Primary–Secondary Transitions
As in previous years, pupils moving from our associated primary schools to Loudoun are already
familiar with the school. In their last year of primary school and indeed from P6 they have been
regular visitors to the P.E. Department for swimming instruction and many will have taken part in other
joint sporting events. They will have met Guidance Teachers, Support for Learning Teachers and
their Depute Head Teacher, in their own classrooms, during initial visits by secondary staff to the
primary schools. In June arrangements are made for all Primary 7 pupils to attend Loudoun Academy
over a period of 3 days. During these days, pupils experience a flavour of teaching at Loudoun as
well as meeting their own individual Guidance Teacher who will help them to settle in when they arrive
finally for enrolment in August.
Information on individual pupils is communicated from the primary schools in writing and through
discussion. The staff from primary schools meet with secondary staff to ensure continuity, which is
regarded as extremely important. We continue to seek ways to improve the continuity of pupil
progress between primary and secondary.
Parents of our associated primary schools are invited to a parent meeting in June, just after the
Induction Days for pupils. This allows parents the opportunity to ask questions about the transfer
process and also to see round the school. Other P7 parents wanting to transfer children to Loudoun in
S1, and throughout secondary years should do so by following the authorities placing request
procedures. Loudoun Academy will also offer a further evening for parents early in 2016, and will
advise primary parents of the exact date.
Pupils with additional support needs will have an individual transition meeting involving parents, staff
from primary and guidance/ Year Head from the secondary school.
46
Parental involvement
Parent Council
As a parent of a child in attendance at the school, you are automatically part of the Parent Forum of
the school. The membership of the Parent Forum is made up of all parents who have a child at the
school. The Parent Forum can decide to form a smaller body called the Parent Council. The Parent
Council is a group of parents selected by members of the Parent Forum to represent them. Parent
Councils are very flexible groups and the Parent Forum can decide on the type of group it wants to
represent their views. Parents might decide they want a representative from each yeargroup in the
school.
They might want to include pupils, other teachers at the school or parents from a primary or
secondary school. This flexibility allows parents to choose a Parent Council which reflects their
school and will encourage parents to become involved and engaged with their child’s education.
If you want to help us support the education of the pupils at Loudoun Academy then make a
difference and come along to a Parent Council meeting. The Parent Council meets on the 1st
Thursday of the month at 7.15 pm in the school Conference Room.
Parent Council Members
Chair
Graeme Winning
Vice Chair
Tony Newlands
Treasurer
Stephen McDougall
Voluntary Clerk
Timothy McArthur
Advisor to the Council
Linda McAulay-Griffiths, Head Teacher
47
Learning Community
Learning Community
The school is a member of Loudoun Learning Community which brings together a wide range of
service to benefit our young people. These services include education, social work, health, campus
police and vibrant communities. The key purpose of the learning community is to ensure that services
are well co-ordinated to meet the needs of our young people and raise attainment.
48
Wider community links
The school is at the heart of the local community and we are proud to work in partnership with the
following agencies:
Galston Community Council

Galston Community Development Trust

Rotary Club of Loudoun

East Ayrshire Leisure Trust

Police Scotland

School Chaplains

Children In Need

East Ayrshire Vibrant Communities

East Ayrshire Support Team

Skills Development Scotland

Ayrshire College

National Autistic Society

Children In Scotland

Child and Adolescent Mental Health Service

School Nursing Service

Duke of Edinburgh Award Scheme

Saltire Awards

Holocaust Educational Trust

Barnardo’s

Tree of Knowledge

Social Work Services

ENABLE

Giglets

Sir Tom Hunter Foundation

Co-operative Educational Trust
49
Other information
Contact Details
Head of Education
Alan Ward, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Head of Community Support
Kay Gilmour, East Ayrshire Council, Economy and Skills
Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member with responsibility for Skills and Learning
Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member with responsibility for Wellbeing (Children's Champion)
Councillor Iain Linton
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Local elected members for ward
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
All local elected members of the ward should be listed here with their contact details.
50
Examination results
S4 Examination Results
5 + passes at SCQF Level 3
5 + passes at SCQF Level 4
5 + passes at SCQF Level 5
201112
201213
201314
201415
201112
201213
201314
201415
201112
201213
201314
201415
93.2
%
94.7
%
92.7
%
92%
Loudoun Academy
79.7
%
76.2
%
89.6
%
91.3
%
32.3
%
41.8
%
51.8
%
54.1
%
93.7
%
86.3
%
80%
77.0
%
76.9
%
78.5
%
73.5
%
32.3
%
33.8
%
38.9
%
37%
East Ayrshire
92.3
%
Virtual
Comparator
88.5
%
89.1
%
82.2
%
83.1
%
72.9
%
74.5
%
75.0
%
78.6
%
28.2
%
30.3
%
34.6
%
40.5
%
National
89.5
%
89.8
%
83.2
%
83.7
%
76.1
%
77.6
%
76.7
%
78.2
%
33.8
%
35.4
%
39.2
%
42.4
%
S5 Examination Results
1 + pass at SCQF Level 6
201112
Loudoun
Academy
201213
201314
201415
3 + passes at SCQF Level 6
201112
201213
201314
23.0%
24.7% 37.0%
64.4%
46.5% 43.2% 52.9%
47.0
%
49.6
%
53%
East Ayrshire
48.0
%
Virtual
Comparator
39.9
%
44.2
%
49.6
%
National
47.7
%
49.6
%
52.6
%
201415
5 + passes at SCQF Level 6
201112
201213
201314
7.0%
10.0%
15.3%
9.8%
10.1
%
14.4
%
14.4
%
14.4
%
15.2
%
16.5
%
17.9
%
40%
201415
16.6%
25.5
%
26.1
%
29.3
%
32%
56.1
%
22.2
%
25.1
%
29.3
%
33.9
%
8.9%
10.4
%
57.4
%
28.5
%
30.0
%
33.2
%
36.9
%
12.2
%
12.9
%
51
Examination results
S6 Examination Results
3 + passes at SCQF Level 6
5 + passes at SCQF Level 6
1 + pass at SCQF Level 7
201112
201213
201314
201415
201112
201213
201314
201415
201112
201213
201314
201415
Loudoun Academy
32.1%
35%
35.9
45.5%
20.2%
21%
24.5%
31.8%
7.1%
12%
13.0%
18%
East Ayrshire
32.1%
36.9%
38.3%
39%
20.8%
24.5%
26.6%
26%
12.9%
14.8%
15.8%
16%
Virtual
Comparator
33.6%
31.9%
37.0%
39.7%
22.0%
20.7%
24.9%
27.6%
14.3%
13.6%
15.7%
16.3%
National
38.2%
39.8%
42.3%
44%
25.7%
26.9%
29.4%
30.7%
16.7%
17.7%
18.7%
19.8%
52
Disclaimer
Although this information is correct at time of publication, there could be changes affecting any of the
matters dealt with in the document:

before the commencement or during the course of the school year in question

in relation to subsequent establishment years
53