Message from Head of
Education
[Grab
your
reader’
s
attentio
n with a
great
quote
from the document or use this space to emphasize a key point. To place this text box anywhere on the
page, just drag it.]
Fenwick Primary School
HANDBOOK 2016-17
Contents
•
Head of Education’s message
•
Head Teacher’s message
•
Establishment ethos, vision and values
•
Establishment information
•
Establishment calendar
•
Staff information
•
Establishment improvement
•
Curriculum 3-18
•
Assessment and reporting
•
Policies and procedures
•
Additional Support for Learning
•
Transition
•
Parental involvement
•
Learning community
•
Wider community links
•
Other information
•
Disclaimer
Message from 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
Head Teacher’s
message
Welcome to Fenwick Primary School
On behalf of Fenwick Primary I am taking this opportunity of welcoming your child/children to our establishment.
In Fenwick Primary School, we aim to provide a welcome, happy, caring environment where every child is given
the opportunity to achieve his or her own potential by receiving a quality education.
Within our establishment the following will always be key priorities:
To maintain a positive, stimulating and caring environment that meets the needs and interests of each
child to help them realise their true potential.

Promoting learning through play by giving children a balanced educational experience through a range
of teaching methods and a broad curriculum which promotes Equality and Diversity.

To develop within the children a sense of duty and responsibility for citizenship in a democratic society.

Through partnership with parents and the community to provide a relevant curriculum to enable each
child to reach his/her full potential and benefit from education regardless of their individual needs.

To ensure our teachers are reflective practitioners by undertaking assessment which provides
information which will ensure continuity and progression.
If you have any further queries regarding establishment matters please do not hesitate to contact me.
Shauna Wilson
Acting Head Teacher
4
Establishment ethos,
vision and values
A Curriculum for Excellence
In Fenwick Primary School our aspirations for all children and for every young person are that they should
be:
•
Successful learners
•
Confident individuals
•
Responsible citizens
•
Effective contributors
To this end, we have agreed a set of aims for Fenwick Primary School:
1. To build confidence in pupils’ own ability through knowledge and achievement of their potential.
2. To encourage a thoughtful and responsible approach to working, independently and with others.
3. To develop children’s skills by planned teaching and learning across the curriculum, catering for
individual needs and providing equal opportunities for all.
4. To promote responsible behaviour and concern for others
5. To provide a safe, happy and caring environment for children to develop.
6. To foster partnership with parents and links out with the school so that children may know their place in
the community.
Therefore through our teaching, through our personal and social dealings with pupils and by providing an
example of good manners and consideration, we seek to foster positive attitudes in pupils.
Every child of school age has the right to a school education provided by an education authority.
(Standards in Scotland’s School etc. Act 2000)
5
Establishment ethos,
vision and values
The school has strong links with Fenwick Parish Church with the children attending at Christmas, Easter
and in June. Mr Redmayne, Minister, is the School Chaplain, and regularly attends School Assemblies
throughout the school year.
Furthermore the school maintains strong links with Hallhouse Residential Home and the Fulton Club
attending throughout the year to provide music and entertainment.
Active pupil committees namely, Pupil Council, Captains’ Team, Eco and Health and Wellbeing have been
reconvened.
Behaviour is promoted through a House points system where children are allocated a house on entering the
school. All pupils compete for House points through class work, behaviour, attitude to work, respect for
others etc. House points are tallied weekly with a running total being announced each week at Assembly.
The House with most points on a termly basis is given a treat in recognition. Points systems also exist
within each class which are appropriate to the age and stage of the pupils. These points systems also feed
into the main House points system. Pupils are motivated to attain by their work being recognised both in
class and as part of School Assemblies.
6
Establishment
Information
Welcome to Fenwick Primary School!
At Fenwick Primary School we are aware of a long tradition of education in this village. An “Account of
Parochial Education in Scotland” dated 1825, traces this back to 1644. There has been a school on the
present site since the latter part of the 19th Century.
From our Admissions Register, dating back to 1874, we can trace generations of families, some whose
descendants are on our present roll.
In 1999, we held several events to celebrate the 125th Anniversary, with a special concert, trees planted, a Time
Capsule buried and an Open Day at which the school was presented with a Provost’s Award by East Ayrshire.
We aim to continue that tradition into the 21st Century by presenting to our pupils a broad curriculum and high
standards to equip them for the future. Details of these can be found in further sections of this book.
Address: 1 Kirkton Road, Fenwick, Kilmarnock KA3 6DH
Telephone: 01560 600403
E-mail: [email protected]
Fenwick Primary School is a non – denominational; co –educational establishment.
The school is open daily between 9.00am and 3.00pm with pupils in class for 5 hours.
Present Roll: 171 The projected roll for 2016-17 will be 162.
The maximum pupil accommodation is for 210 pupils. Parents should note that the working capacity of the
school may vary, dependent upon the numbers of pupils at each stage and the way in which the classes are
organised.
In law, the present maximum number of children in classes in P1 is 25; P2 & P3 is 30; P4 – P7 is 33.
The exception to this is a composite class, which has a maximum size of 25. The Council allocates its staffing
7
Establishment
Information
to primary schools to ensure that the maximum class sizes outlined above can be adhered to at all times.
During the 2015/16 session there are seven classes. This pattern is likely to be repeated in 2016/17 depending
on numbers. Based on known Pre-5 numbers and past trends, the Primary 1 intake for the next three years is
likely to be between 13 and 23 pupils.
The school covers Primary stages 1 to 7 and is co-educational and non-denominational.
Our catchment area is a wide one geographically, taking in not only the village of Fenwick and hinterland, but
Waterside and Moscow. We also have pupils here on placing request from neighbouring areas, particularly the
area of Kilmarnock nearest to Fenwick.
The school is regularly used for community purposes, such as Short Tennis. Details of community lets may be
obtained from the Community Offices listed at the back of this book.
If a parent or carer has a complaint they should request a meeting with the head teacher in the first instance. If
after this meeting the matter is unresolved, parents and carers are requested to complete a complaint form
which will be forwarded to the Senior Education manager. We hope that with open and honest communication
any complaints can be resolved at school level.
School Meals Service
The Schools (Health Promotion and Nutrition) Act 2007 sets out in detail the National Nutritional Food
Standards. School Meals in East Ayrshire offer nutritionally balanced well presented food in an environment
that is sensitive to the needs of children. It offers a good lunchtime experience with an important break away
from the classroom, while still being in the safety of the establishment.
We believe that school meals should be an interesting and enjoyable time. Our philosophy is to help children
toward a good diet by providing an attractive and interesting range of wholesome cooked food made from
excellent fresh quality ingredients, and there is virtually no processed food offered or used at any stage in the
process. Many of the foods used are sourced from local food providers in East Ayrshire.
All children from primary 1 to 3 are entitled to free school meals. Primary 4 to primary 7 meals can be paid for
8
I
Establishment
Information
in the dining hall on a daily basis. The menus and prices are available from the school office.
Each day the total number of children wishing to take a school lunch is duly noted in each class and forwarded
to the School Office. Currently there is a 4 week rota for School Lunch and this rota is forwarded to all parents
early in the first term. Further to this there is a rota which ensures that each class has an equitable opportunity
of being served 1st, 2nd, 3rd and so on. All P1 to P3 pupils are offered free lunches and are served first on a daily
basis. These rotas are all displayed in the classrooms. Children who require a specific diet based on sound
medical reasons will be catered for but parents/carers should contact the school and notify the Head teacher of
the specific requirement.
Children bringing a packed Lunch to school will be seated in either the Dining Hall (P1 – P3) or the Gym Hall
(P4 – P7). Both areas are fully supervised during lunch interval.
The management of the Catering Service in your school is provided by the Council through Onsite Services in
conjunction with the Head Teacher.
Free School Meal Entitlement
If you are receiving any of the following benefits:

Income support

Income-based Job Seeker's Allowance

Any income related element of Employment and Support Allowance

Child Tax Credit, but not Working Tax Credit, and your income is less than £16,105

Both maximum Child Tax Credit and maximum Working Tax Credit, with an income under £6,420

Support under Part VI of the Immigration and Asylum Act 1999

Universal Credit
Your child could be entitled to either free school meals/milk or a clothing grant of £50, or both.
Pupils who receive any of these benefits in their own right can also claim free school meals.
Application forms can be downloaded from:
https://www.east-ayrshire.gov.uk/EducationAndLearning/Schools-Catering/SchoolMeals.aspx
Forms can also be obtained from school (during term time) and from Kilmarnock and Cumnock Area
Registration offices (during school holidays).
9
Establishment
Information
Enrolment
•
Under current legislation in Scotland, parents/carers of children aged between four and a half and five at
the start of the school session (those with September to February birthdays) have a choice about enrolling
their child for primary school. Children can start school before they are five or can defer their start until the
following August.
•
What must parents/carers do?
o Register the child at the catchment area school, where there will be an opportunity to indicate interest in
deferring entry, during the period notified in the local press
o Discuss the possibility of a deferred entry with staff in an early years establishment (if attending)
o If the child does not attend an early years establishment, advice and an application form can be obtained
from East Ayrshire Council, Early Years Service, Civic Centre South, Kilmarnock, KA1 1HW or by
telephoning 01563 578125. Complete the appropriate application form and return it to the address given
by 28 February.
Parents wishing to view the school prior to enrolment should contact the School Office to arrange an
appointment we will gladly escort the parents around the school.
Associated Establishments
Loudoun Academy
Glasgow Road,
Galston, KA4 8PD
Tel: 01563 820061
Darvel Primary School
Campbell Street East
Darvel KA17 OBP
01560 320257
10
Establishment
Information
Galston Primary School
Western Road
Galston KA4 8BG
01563 820360
Hurlford Primary School
Union Street
Hurlford KA1 5BT
01563 525098
Newmilns Primary School
Gilfoot
Newmilns KA16 9LP
01560 320915
Should you wish to comment on or make a complaint about any aspect of provision within Fenwick Primary
School, you should contact the school in the first instance. Our aim is to resolve as many complaints as
possible at the first point of contact.
11
Establishment
Information
School Security
We have a remote-controlled audio-visual entry system. Visitors are asked to approach by the door marked
Main Entrance and ring the entry bell. Once identification is complete, visitors are asked to sign the Visitors’
Book near the door, take a visitor badge and follow the signs to the Office.
The Janitor is constantly present and is out in the playground supervising pupils at break times and lunchtimes.
Gates are closed at those times where possible. Our Classroom Assistants are also present at break times.
There are several emergency exits which are clearly signposted and lit, a modern fire alarm and security alarm
system.
Parking presents some difficulty as space is limited. Visitors are therefore requested to park in the street, well
away from the zigzag lines unless by prior arrangement, when the janitor can supervise parking and unloading
of goods.
12
Establishment Calendar
20
First Term
2016 - 2017
16th August 2016
Teachers (In Service)
Tuesday
Pupils return
Wednesday 17th August 2016
Friday
16th September 2016
Monday
19th September 2016
Pupils return
Tuesday
20th September 2016
Close
Friday
7th October 2016
Teachers (In-service)
Monday
17th October 2016
Pupils return
Tuesday
18th October 2016
Christmas (Close 2.30pm)
Friday
23rd December 2016
Second Term
Pupils return
Monday
9th January 2017
Mid Term
Local Holiday
Monday
13th February 2017
Tuesday
14th February 2017
Local Holiday
Mid Term
Wednesday 15th February 2017
Easter
Third Term
Teachers (In-service)
Thursday
16th February 2017
Teachers (In-service)
Friday
17th February 2017
Pupils Return
Monday
20th February 2017
Close 2.30pm
Friday
31st March 2017
Pupils Return
Tuesday
18th April 2017
May Day
Monday
1st May 2017
Close 3.00pm
Thursday
25th May 2017
Teachers (In service)
Friday
26th May 2017
Local Holiday
Monday
29th May 2017
Close 1.00pm
Thursday
29th June 2017
Session 2017/2018 Teachers (In service)
Pupils return
Wednesday 16th August 2017
Thursday
17th August 2017
13
Staff Information
Acting Head Teacher: Shauna Wilson
Principal Teacher: Mrs Marian Ayre, who deputises for the Head Teacher. Mrs Ayre is also I.T. Co-ordinator
and Support for Learning Co-ordinator. She oversees the Library and parental involvement in many and varied
activities throughout the session. She also has responsibility for Music, Enterprise Education, Circle Time and
other aspects of Health & Wellbeing. Mrs Ayre is involved with the Head Teacher, in monitoring of standards,
staff development and general supervision of pupils’ welfare.
Teaching Staff
Class
Mrs McCutcheon
P1
22
Mrs Smith
P2
28
Mrs McCreath
P3
25
Mrs Green
P4
29
Mrs Watson (0.8) / Mrs Reid (0.2)
P5
21
Mrs Andrews
P6
22
Mrs Ballantyne
P7
24
Total Teaching Staff
9.1
F.T.E.
Current class roll
Mrs Michelle Darby is our teacher from the Support for Learning Network. She is in the school 0.2 of the week,
working with pupils and teachers.
Miss Fiona MacColl, our Educational Psychologist, visits regularly and we have support from the Speech and
Language Therapy assistant.
14
Staff Information
Clerical Staff:
Mrs Lygate
Mrs Scott
Classroom Assistant
Mrs Gallagher
Mrs Osborne
Mrs Moore
Janitor
Mr Millar
School Chaplain:
Rev. Redmayne
Meals and Cleaning:
Mrs McCormick
Mrs Davidson
Mrs Ballantyne
Mrs Montgomery
15
Establishment
Improvement
School Improvement
The key improvements over the next session will be:

Inservice training on Alcohol and Drugs Strategy. All staff undertook training as part of the Learning
Community initiative. This will be incorporated within the Health & Wellbeing programmes in the
forthcoming session.

Big Writing is being further developed and staff have now undertaken training with methodology
incorporated into practice. Staff are now being trained in ‘Big Reading’ strategies.

Revised format for reporting and Forward Planning formats being revised.

Raising attainment in literacy and numeracy.
A key feature in our current Improvement Plan is raising attainment for all.
In promoting the Scottish
Government’s Stretch aims we are all aware that there is an unacceptable gap in attainment and achievement
between children from our most and least advantaged backgrounds and that the gap is wider than some
comparable European Countries.
Assessment is an ongoing process and is the means of obtaining information which allows teachers to make
professional judgements about pupils’ progress and involving pupils and parents in shared learning intentions.
The starting point for this is the curriculum and the processes of learning and teaching. Assessment is about
determining what a pupil is actually achieving in relation to expectations of attainment, and then drawing
conclusions from that comparison and planning next steps in learning. Effective assessment will improve the
quality of learning and teaching.
16
Curriculum 3-18
Curriculum
Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and
community learning from 3 to 18 and beyond.
From autumn 2010, learners from pre-school to S1 have been working to Curriculum for Excellence guidance
and standards. Pupils who were in S1 in 2010-11 have been the first to take the new Curriculum for Excellence
qualifications from 2013-14. Young people in S2 and above were working primarily within the existing
curriculum and qualifications system, whilst benefiting from improvements in learning and teaching through
Curriculum for Excellence. The table below matches the five curriculum levels to stages of learning generally
applicable, with flexibility (for example, for young people who are particularly able and/or have additional
support needs).
Level
Stage
Early
The pre-school years and P1, or later for some.
First
To the end of P4, but earlier or later for some.
Second
To the end of P7, but earlier or later for some.
Third and
Fourth
Senior
phase
S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and
Qualifications Framework level 4.
The fourth level experiences and outcomes are intended to provide possibilities for choice and
young people's programmes will not include all of the fourth level outcomes.
S4 to S6, and college or other means of study.
From pre-school to the end of S3 (3-15) young people will experience a broad general education which is
designed to enable each child or young person to be a successful learner, a confident individual, a responsible
citizen and an effective contributor. The broad general education will include all of the Experiences and
Outcomes across all curriculum areas up to and including the third level.
Throughout all learning, prime
importance is given to literacy, numeracy and thinking skills; skills for learning, life and work; an understanding
17
Curriculum 3-18
Assessment and Reporting
of society, the world and Scotland's place in it, and an active and healthy lifestyle. A range of teaching methods
and contexts for learning is used, including active and enterprising learning, which encourage young people to
become enquiring; learning across the curriculum which helps young people make links between subjects, and
learning outside classrooms in the outdoors and in the community, which gives opportunities for learners to
deepen their learning in real-life contexts. Most learners will progress into the fourth level in many aspects of
their learning before the end of S3, laying strong foundations for more specialised learning.
Information about how the curriculum is structured and curriculum planning –
http://www.educationscotland.gov.uk/thecurriculum/
Curriculum for Excellence emphasises that assessment is an integral part of day-to-day teaching and learning.
Learners’ progress will be closely monitored by staff, who reflect with them on their strengths, learning needs
and next steps, and take action based on this. Learners themselves will be increasingly involved in this
process, as they develop the skills needed to be able to make effective judgments on their own learning; skills
that will be important to them throughout life. Testing will continue to be part of the framework of assessment,
providing additional evidence of what learners know, understand and are able to do, and helping teachers
plan learning experiences which are motivating and challenging. www.youngscot.org (learners)
www.parentzonescotland.gov.uk (parents and carers) www.sqa.org.uk (information on qualifications)
www.hmie.gov.uk
(standards, inspections) www.ltscotland.org.uk (teaching practice and support)
www.engageforeducation.org (share ideas and questions about education) www.scotland.gov.uk/cfeinaction
(real-life examples)
The Curriculum for Excellence recognises 8 key areas of the curriculum within the Primary School. These
include:

English Language/ Modern Languages

Mathematics

Health & Wellbeing

Social Studies

Sciences

Technologies

Religious and Moral Education
18
Curriculum 3-18

Expressive Arts
These curricular areas represent the demands and challenges facing our learners as they move towards a
modern technological society.
Languages
Reading, Writing, Talking and Listening skills are developed according to progression outlined in A Curriculum
for Excellence, with individual children progressing at their own learning rate.
We aim to offer our pupils a variety of reading and language experiences to develop their skills and enhance
their enjoyment of the written and spoken word. Much work in reading and language is experienced across all
areas of the curriculum and can be taught in the context of Environmental Studies topics which are covered
throughout the year. Nevertheless, each aspect of language is dealt with in its own context using published
resources as well as school devised and teacher devised materials.
Reading
From P.1 to P.3 we use the Oxford Reading Tree scheme which combines reading with structured story-telling
and observation. Oxford non – fiction texts have also been introduced. We combine “look-and-say” word
recognition with the systematic teaching of phonic skills. In P.1 and P.2 phonic skills are taught, mainly using
Jolly Phonics, along with a variety of practical materials.
From P.3 to P.7 (note the overlap) we continue with Oxford Reading Tree, Oxford Literacy Web and Scholastic
Shared Texts. Other resources are added to ensure a spread of reading experiences. From P.4 onwards,
higher reading skills are taught through local authority resources and Focus English, a reading and language
scheme, worked with the class as a whole, but with group work as extension.
Groups of pupils from P4-7 use novels from the Scholastic ‘Read and Respond’ series. We also use a variety of
19
Curriculum 3-18
Assessment and Reporting
non-fiction texts and a series of texts covering different genres of literature. Further books are available for
children with particular needs.
Spoken and written language work accompanies some of these texts to aid comprehension and language
skills. Our aim is to give the pupils a wide experience of reading and language activity, extending their reading
and thinking skills. Oral reading is a part of that experience, as are comprehension, prediction and other
associated skills. Reading skills are further developed by S.R.A. Reading Laboratories and other text books.
Dictionary work is also covered throughout all stages. Reading aloud is practised to convey meaning and
expression in group, class and assembly.
Fiction reading is developed at all stages by:

Library periods when books are exchanged and read

A teacher reading a novel to the class

Books clubs are in operation in the school, allowing children to buy books of their own choice, with
parental guidance.
Written Language
Our aim is to equip the child with experience of different styles of writing e.g. reporting, story-writing, notetaking, poetry, functional writing and knowledge of correct use of language, including spelling. These are
taught through teacher-devised ideas and through specific published texts and programmes. ‘Big Writing’
/VCOP is currently being implemented throughout the school
A variety of resources provides stimulus for imaginative and other types of writing and guidance in the direction
and usage of language. Outlets for children’s writing and ideas are encouraged by use of wall display, letters,
competitions and magazine articles.
Spelling is taught both in context with other work and as a skill in its own right paying attention to rules and
word patterns. ‘Sounds OK’ is used in P.2 and P.3 classes and from P.3 to P.7 we use Nelson Spelling.
This scheme also links spelling to handwriting by emphasising the importance of the motor activity of writing
20
Curriculum 3-18
with joined letters to make the whole word.
We also use word banks and dictionaries to encourage the habit of checking and to provide differentiated work
for varying ability levels within a class.
Handwriting
Nelson Handwriting books are used in P.3 – P.7, laying emphasis on fluency of joining letters to create a legible
and efficient style. Presentation is also featured for wall-displays, in topic work and on the computer.
Listening and Talking
At all stages much important work is done through the spoken word. The writing programme uses conversation
and children’s descriptions of their drawings as a basis for writing. The reading programme also uses speaking
and listening as a basis for language, and therefore reading development. Practical and play activities depend
on the development of speaking and listening skills.
Throughout the school, discussion work in pairs, groups or in class continue to develop skills in speaking
through topic work, reading work, poetry, drama, oral reporting and debating.
Modern Languages
At Fenwick Primary School the modern language taught is French.
We are part of the Primary Languages Programme, along with other schools associated with Loudoun
Academy. Mrs Andrews is trained in the MLPS course and involved with the P.6 and P.7 classes weekly as part
of the Programme. Other staff members also have language qualifications. There is a strong emphasis on
practical activities, pupil participation and language games in the course, along with some written work.
Development and training for staff will incorporate French plus another modern language.
Mathematics
21
Curriculum 3-18
Assessment and Reporting
Mathematics and Numeracy play a major role in everyday life. The experiences and outcomes promote and
support effective learning and teaching methodologies which will stimulate the interest of children and young
people and promote creativity and ingenuity. Children and young people will most effectively develop their
numeracy through cumulative growth in their understanding of key concepts and the application of their skills in
new contexts.
The statements of experiences and outcomes do not have ceilings, so that all children and young people can
be challenged at an appropriate level. Collaboration with colleagues in relation to pathways of progression will
encourage a shared understanding of expectations of standards as well as effective learning and teaching
within numeracy.
Shared planning for the contexts in which children and young people learn and apply numeracy skills is also
crucial. Children and young people need opportunities to bring together different combinations of numeracy
skills from various lines of progression
Health & Wellbeing
Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and
young people and of all of those in the educational communities to which they belong. Learning in health and
wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities
and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.
Learning through health and wellbeing enables children and young people to:

Make informed decisions in order to improve their mental, emotional, social and physical wellbeing

Experience challenge and enjoyment

Experience positive aspects of healthy living and activity for themselves

Apply their mental, emotional, social and physical skills to pursue a healthy lifestyle

Make a successful move to the next stage of education or work

Establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to
promote the health and wellbeing of the next generation of Scottish children.
Fenwick Primary is a Health Promoting establishment and the establishment has a good reputation in this area.
Substance Misuse awareness programmes are built into the Health and Wellbeing Programme of Study.
22
Curriculum 3-18
Parents are informed when any sensitive aspects of learning such as sexual health and relationships and
parenthood are being discussed with their child’s class
Physical Education
Children receive Physical Education at least twice per week and in the course of a session, undertake a
balanced programme which includes personal fitness, gymnastics, game skills, athletics and dance. At the
Primary 7 stage a course of swimming lessons is offered. Primary 6 take part in the Cycling Proficiency
Programme. Through Physical Education, we strive to develop positive life – long attitudes to health and
fitness. During this current session the school has managed to maintain two hours of PE per week for each
class which is the Scottish Government recommendation.
There are regular contacts with the Loudoun Academy P.E. Department, including P.7 swimming. East
Ayrshire’s Activity Motivators are also involved with classes throughout the year in a variety of activities ranging
from basketball through to Sportshall Athletics. A number of After – School Clubs including Football, Tennis and
Badminton enrich the above alongside Lunchtime Clubs in games for younger children, also supported by the
parents.
Social Studies
Social studies consist of the following areas:
•
People, past events and societies
•
People, place and environment
•
People in society, economy and business
Social studies play an integral part in Interdisciplinary Planning and several topics will be covered in a year.
Studies will include the children’s immediate environment, Fenwick, being explored to compare and contrast
with other places and times. An IDL approach to planning occurs through a commercial software package and
ensuring that a balanced and proportionate approach to learning. Pupils have the opportunity to go on
educational visits or receive visitors in connection with topic work which adds to both the enrichment and
consolidation of prior learning.
23
Curriculum 3-18
Assessment and Reporting
Science and Technologies
Technology – the application of knowledge and skills to extend human capabilities and to help satisfy human
needs and wants – has had profound effects on society. Scotland has a strong tradition of excellence and
innovation in technological research. Within curriculum for Excellence, the technologies curriculum area relates
particularly to contexts that provide scope for developing technological skills, knowledge, understanding and
attributes through creative, practical and work-related activities.
Science is an important part of our heritage and we use its applications every day in our lives at work, at leisure
and in the home.
Religious and Moral Education
Through a variety of activities children explore different cultures, especially through the use of stories and
music. They also become involved in celebrating religious and cultural festivals from Christianity and other
world religions.
We promote consideration for others and encourage the children to begin to develop a sense of fairness and
justice. We try to foster in our children the belief that each one of us is unique and special in our own way and
that we should value and respect differences.
Parents from different religious communities may wish their children to be absent in order to celebrate religious
events. Such occasions will be supported by the establishment.
Religious and moral education is a process where children and young people engage in a search for meaning,
value and purpose in life. This involves both the exploration of beliefs and values and the study of how such
beliefs and values are expressed.
Children and young people must become aware that beliefs and values are fundamental to families and to the
fabric of society in communities, local and global.
24
Curriculum 3-18
Children follow a structured programme of Religious and Moral Education. Christian celebrations, festivals,
ceremonies, customs and important religious figures, are studied. The beliefs and places of worship in other
World Religions are also included.
feelings.
Moral values and attitudes are considered when exploring personal
We encourage children to become aware of a wide range of religious interpretations and their
importance to believers.
Religious observance assemblies are held regularly in the establishment and are led by our Reverend and a
variety of guest speakers. If a parent wishes to withdraw their child from any religious observance activity, this
can be accommodated by contacting the Head Teacher where alternative provision will be made.
Parents from ethnic minority religious communities may request that their children be permitted to be absent
from school in order to celebrate recognised religious events. Only written requests detailing the proposed
arrangements will be considered. Appropriate requests will be granted on not more than 3 occasions in any
one school session and the pupil noted as an authorised absentee in the register.
Expressive Arts
By engaging in experiences within the expressive arts, children and young people will recognize and represent
feelings, emotions, both their own and those of others. The expressive arts play a central role in shaping our
sense of personal, social and cultural identity. Learning in the expressive arts also plays an important role in
supporting children and young people to recognise and value the variety and vitality of culture locally, nationally
and globally.
The framework begins with experiences and outcomes for presentation and performance across the expressive
arts, followed by experiences and outcomes in:

Art and Design

Dance

Drama

Music
The framework provides children and young people with opportunities to be creative and imaginative, to
25
Curriculum 3-18
Assessment and Reporting
experience inspiration and enjoyment and to develop skills in each of these areas. Participation enables
children and young people to experience and enjoy the energy and excitement of performing and presenting for
different audiences and of being part of an audience for others.
The experiences and outcomes from each of these lines of development are complementary and interrelated
and should be considered together when planning and learning. The experiences and outcomes do not place
ceilings on aspirations for progress and development. Through them, all learners, including those with particular
skills, talents and interests and those with additional support needs, will have opportunities to nurture and
develop their interests and skills.
Arts and Design
Using Borders guidelines, pupils work with a range of materials – pencils, paint clay, fabric, e.t.c. in a wide
variety of situations. Through discussion and observations, pupils are encouraged to evaluate and appreciate
their own art and that of others.
Dance
Using Borders guidelines, pupils have the opportunity to express creative skills through dance. Scottish dance
is developed from stages P3 to P7, and P6/P7 attend the annual Day of Dance ceilidh.
Drama
Skills in drama are taught using E.A.C guidelines. Pupils have many opportunities to perform in class
assemblies, presentations and school events.
Music
The Sounds of Music programme is used throughout the school to give pupils both an active and interactive
role in musical activities using voice and instruments. ABC Music is used at various stages. Concepts of
melody, harmony, rhythm, tone, texture e.t.c. are thoroughly addressed and opportunities given to listen to and
appreciate a wide range of music.
26
Curriculum 3-18
Tuition in strings is available for pupils at the upper stages of the school through East Ayrshire Instrumental
Service and Youth Music Initiative.
Outdoor Learning
All children and young people will have regular opportunities to learn outdoors both in the school grounds and in
the local community. Parents will consent to this regular localised outdoor learning once at the beginning of
session, with medical and emergency contacts being requested. Parents will be notified of the venues and
dates of off site visits, in order that pupils come adequately prepared. However it is the parent’s responsibility
to inform the school if emergency contacts or medical conditions change or they don’t wish their child to
participate in a visit.
27
Assessment and
Reporting
AifL (Assessment is for Learning)
AifL assessment approaches are well embedded in Fenwick Primary. The main message here is that
assessment is not just about formal tests but a means for children to assess their own work and that of their
peers.
Assessment is an ongoing process and is the means of obtaining information which allows teachers to make
professional judgements about pupils’ progress and involving pupils and parents in shared learning intentions.
The starting point for this is the curriculum and the processes of learning and teaching. Assessment is about
determining what a pupil is actually achieving in relation to expectations of attainment, and then drawing
conclusions from that comparison and planning next steps in learning. Effective assessment will improve the
quality of learning and teaching.
Reporting to Parents
We issue reports once per year, and have regular Parents’ Evenings, when pupils’ progress can be discussed
with the class teacher.
The pupil report, in March, gives details of progress made and next steps to develop skills.
28
Policies and
Procedures
The establishment has a range of policies and procedures which are available for parents to read.
Promoting Positive Behaviour
At Fenwick Primary we have a Promoting Positive Behaviour Policy whereby we:
encourage self-discipline and a sense of responsibility

foster an atmosphere of caring, courtesy and co-operation and follow the Golden Rules

have a positive code of conduct which rewards good behaviour

through points awards and certificates

use praise to motivate children and promote self esteem

remain alert for any indication of child abuse or forms of bullying – any such incident is promptly
reported to promoted staff

share a sensitivity about pupils’ backgrounds

expect teachers to provide a model of acceptable behaviour

work together to promote a whole school atmosphere of safety and security

assume that all rules will be respected and obeyed
There is a consistent approach to promoting positive behaviour used across the school. This is based on Circle
Time principles and the 1,2,3 Magic Programme. We aim to support children in developing positive attitudes
towards themselves and their ability to achieve, using the “Golden Rules”:
Do
Don’t
be gentle
hurt anybody
be kind & helpful
hurt people’s feelings
be honest
cover up the truth
work hard
waste time
look after property
waste or damage things
listen to people
interrupt
Children will be encouraged to work co-operatively and to help one another, learning how to share and
negotiate with others. They will learn to adapt behaviour according to circumstances.
We appreciate the consistency between home and school in these matters.
The co-operation of parents in the implementation of this policy is requested.
29
Policies and
Procedures
We are very proud of our House Points system which was set up with pupil involvement. Every week at
Assembly House Captains’ Team compile verbal reports of achievements and issue Captains’ and Head
Teacher’s Awards.
We have a “gold slip” procedure outlining any more serious misdemeanour and whereby parents are contacted
so that the indiscipline can be dealt with properly.
Anti-Bullying Policy
East Ayrshire Council is committed to creating and sustaining a safe, positive and inclusive environment, where
respect is shown to and is given by all of its children, young people, staff and parents/carers. A number of
initiatives and policy documents are in place to support, protect and encourage children and young people to
lead happy and successful lives. These policies have a direct influence on the “Respect and Protect” antibullying behaviour policy, launched in November 2010, which outlines guidance and procedures for
establishments.
Fenwick Primary is committed to providing a safe and supportive environment for all our children. This is
achieved through close co-operative working between children, staff, parents and Management team.
There may be times when your child feels that they are being bullied. It is most important that parents/carers
who are concerned about possible bullying should contact the establishment at the earliest opportunity to
discuss the problem. This 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 children, parents/carers or teachers acting alone and
parents/guardians should therefore not hesitate to seek the advice and support of the establishment, if the
need arises. There is a consistent approach to promoting positive behaviour used across the Establishment.
We also believe that carrots work better than sticks. Children are praised when they are seen to be working
hard and behaving well. A range of rewards are used and these are awarded for effort, enthusiasm, behaviour
and work.
30
Policies and
Procedures
The children take great pride in celebrating their success and being Head Teacher’s Award winners. The
children enjoy these accolades at assembly times. Positive reinforcement really works! The good relationship
which exists between home and the establishment, and between staff and children, encourages the desire in
the children to behave in a respectful and acceptable manner.
31
Additional support
for learning
Support for Pupils
All 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 Action Plan (AP), Individual Learning Plan (ILP) or in some cases a Coordinated Support Plan. In
line with legislation, parents/carers/children and young people will be fully consulted at all stages.
Mrs Michelle Darby provides additional support for learning from the East Ayrshire Support Team for 1 day per
week. This is allocated on a needs basis. Further specialised support can be accessed if and when required.
The Principal Teacher works closely with Class Teachers, children and parents to ensue additional support is
assessed and carefully allocated.
Advice and support may be sought from other appropriate staff within the establishment and through
consultancy with visiting professionals, including the educational psychologist.
The educational psychologist visits the school at specific times across the session to advise staff how best to
support children who are experiencing barriers to learning. Their role is often in giving advice to the
establishment and in the sharing of expertise with staff. School staff may discuss the support needs of
individual children with the psychologist in order to ensure that support plans are appropriate to the individual
needs of the child. However, the psychologist would not observe or meet with a child without the prior consent
of the parents.
The establishment is responsible for ensuring that parents are aware of their procedures and the psychologist’s
role within them. The establishment is also responsible for seeking parental approval, when necessary, for the
psychologist to be directly involved with a child or young person.
32
Transition
Liaison between primary schools and pre five groups means transfer into the primary school should be stress
free. Continuity and progression should be maintained at a time of change and transition. This approach
recognises the individuality of children, their existing strengths and their favoured ways of learning.
The transition to primary school involves parents and staff from the pre-5 sector working together to create an
environment which is both physically and emotionally comfortable.
We now implement an all year round transition process which involves Early Level challenges involving P6.
Fenwick Pre 5 join us on a fortnightly basis. Also included are several visits to school by Fenwick Pre 5, e.g.
assemblies, gym hall etc. P1 staff visit more regularly during the summer term and include feeder nurseries in
this process. Parents are invited to an induction afternoon in May. Establishment routines and arrangements
will be explained and questions answered.
Pre-school children will have the opportunity to attend induction days in the school prior to starting in August.
All children eligible to register for Primary School Education should register during the publicised dates.
Parents/guardians who are thinking about deferring their child’s entry to Primary School should discuss their
child’s progress with the Head/Manager in the first instance. Further information for parents/guardians is
available from the establishment.
Parents who are seeking a place in the establishment for their children at any stage can arrange a visit to view
the establishment and ask any questions they may have by making an appointment, either by post, by
telephone or by email, with the head teacher.
33
Additional support
for learning
Transition from Primary to Secondary School
Children are normally transferred between the ages of 11½ and 12½ so that they will have the opportunity to
complete at least four years of secondary education.
Parents will be informed of the arrangements no later than December of the year preceding the date of transfer
at the start of the new session.
The children of Fenwick Primary School normally transfer to:
Loudoun Academy
Galston
KA4 8PD
Tel. 01563 820061
Whilst parents have the right to enrol their children at a secondary school of their choice within the regulation
governing placing requests, it should be borne in mind that close liaison arrangements exist between Fenwick
Primary and Loudoun Academy.
A very good transition programme of events is planned across the session before transfer, to help familiarise
the pupils with the Secondary school layout and time-tabling.
These arrangements ensure as smooth a transition as possible for the children and that their education will be
a continuous process from primary into secondary. Key staff from Primary and Secondary work together to
ensure continuity in all aspects of the Transition process.
Children with additional support needs have their needs met through the extensive liaison process.
34
Parental involvement
Parental Involvement Opportunities
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.
The Chairperson of Fenwick Primary School Parent Council is not acting at the moment. Should you wish to
contact the Chairperson please do so through one of the Parent Councillors or by contacting the School Office.
The Parent Council maintains a Notice Board directly outside the School Office as well as displaying
information on the window adjacent to the main school entrance The Parent Council also operates a Facebook
page which can be accessed through the appropriate website.
We believe there is a close partnership between home and school to form a mutual understanding which will
best serve the interests of the children. We have several positive points of contact operating on a regular basis
– a regular newsletter, in-class and library activities with parent helpers. Some of our parents also help in
Extra-curricular Activities. Any parent wishing to be involved in any way may contact the Head Teacher.
Parent helpers, as other helpers from out-with the parent body, are subject to checks by Disclosure Scotland.
Parents’ Evenings are held so that parents can meet teachers to discuss pupils’ progress following the issue of
a report. These meetings occur twice yearly in November and March respectively. We also run occasional
Workshops to enable parents to become familiar with aspects of the curriculum.
Parents are always welcome in the school. Particularly to share your talents!
Parents and friends attend our services, and class-led assemblies, whether in church or in the school hall. We
like to be involved in the wider community.
The establishment endeavours to maintain a close relationship with parents. For this reason, parents are
encouraged to visit the establishment at any time to discuss their children. It is helpful if parents contact the
establishment to arrange an appointment to discuss any matters at length.
35
Fenwick Primary School is a member of the Loudoun Learning Community. This community includes
Loudoun Academy, Darvel Primary School, Newmilns Primary School, Galston Primary
School, Hurlford Primary School, Darvel Early Childhood Centre, Galston Early Childhood Centre, Hurlford
Early Childhood Centre, Frank Kennedy (Campus Police Officer) and Lynsey Hogg (Active Schools
Coordinator).
The main aims of this community are to

Develop a unified package of resources across the community

To develop key resources

To highlight plan and overtake key national and local issues

To provide a more cohesive and continuous system of education from 3 – 18

To make best use of local and national resources as they become available
The Learning Community meets throughout the year to overtake the above aims. A smaller Education Group
meets more frequently to engage with issues affecting transition and the deployment of shared resources.
Annually there is a shared Inservice Day which allows all staff to engage in and focus on one particular issue
affecting the community. This allows the costs of such training to be absorbed more favourably across the
partner establishments. The Learning Community annually produces an Improvement Plan which is agreed on
by all Heads of Establishment.
The current Chair of the Learning Community is:
Mrs Gillian Campbell, Head of Establishment, Hurlford Primary School.
36
Wider Community Links
We use the local environment as a teaching resource and the children may go for educational walks.
Fenwick Primary School aims to play as active a part in the community as possible. To enhance ongoing class
work, people in the community may be involved and visit the school or pupils may visit them.
The
establishment has good links with the local community and residents often visit to share life skills and enhance
projects. Links are maintained with the local secondary school, Loudoun Academy and its other associated
primaries, Darvel, Newmilns, Galston and Hurlford.
We work closely with Hallhouse, Pre5 and the Fulton Club. Fenwick Primary School enjoys a variety of
successes both locally and nationally. Last year, the P7 Team in the K/K Rotary club quiz gained first prize,
winning through to the Scottish Final. Pupils have also enjoyed success at the annual Burns Federation
Competition, reaching the Scottish Final stage.
37
Other Information
Contact Details
Executive Director of Educational and Social Services
Alan Ward, East Ayrshire Council, Economy and Skills
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Head of Community Support
Kay Gilmour, East Ayrshire Council, Economy and Skills
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member for Skills and Learning
Councillor Stephanie Primrose
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Cabinet Member for Wellbeing and Children’s Champion
Councillor Iain Linton
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
Local elected members for ward 6
Councillor Bobby McDill, Councillor Elena Whitham, Councillor John McFadzean and Councillor
George Mair.
East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU
38
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
39