CLARENDON

Parents’ Handbook

CONTENTS

Page

Welcome from the Head of Primary 3

Aims of the School4

Clarendon Charter5

Introduction to Clarendon6

Primary Staff List7

School Day 8

Uniform List9

Curriculum11

Additional Support Needs16

Assemblies16

Homework/Assessment/Discipline17

School’s Anti-Bullying Policy18

Reporting18

The Clarendon Council19

Liaison19

Safety & Security/Illness/Absence20

Lost Property/Lunch/Wrap-Around Care21

And finally21

WELCOME FROM THE HEAD OF PRIMARY

It is with pleasure that I extend a warm welcome to all new members of the Lomond Family.

It is our hope that each child’s primary years will be filled with great happiness and each member of our staff team works very hard to create an atmosphere of ordered freedom in which each child flourishes.

Care, love and emotional security underpin the Clarendon experience and we are delighted that your child is apart of this.

I hope that you will find this handbook useful in answering any questions you may have about ourroutines and educational philosophies but if not I am always happy to meet with parents and anyone else with an interest in the education of children. I can be contacted through MrsFerguson on 01436672476.

Gavin A Calder

Head of Primary

Lomond School

AIMS OF THE SCHOOL

LomondSchool lays particular stress on encouraging each pupil to achieve the best of which he or she is capable, both in work and in other activities. We demand high standards of work, manners, honesty and self-discipline in the belief that these values will produce young men and women of integrity and worth to the community.

The Schoolshould be welcoming and happy, positive, purposeful and hard-working where encouragement and example are key motivators for the individual.

Statement of aims

It is our intention to:

  • Continue to raise levels of achievement
  • Provide curricula suitable for all pupils
  • Establish and sustain good levels of discipline
  • Ensure good use of time
  • Give students a broad education relevant to their future
  • Raise self-esteem
  • Give pupils responsibility and develop initiative
  • Involve pupils with the local community
  • Develop communication skills
  • Promote tolerance of and respect for all people

CLARENDON CHARTER

This List of Aims was drawn up by the Clarendon pupils.

At Clarendon we try to:

  • Be good friends
  • Play together
  • Be helpful and polite
  • Always listen to other people
  • Speak quietly using good language
  • Be obedient
  • Treat other people how we would like to be treated
  • Keep the school tidy (and remember to put welly

boots away!)

CLARENDON

The Clarendon building and grounds are occupied by the nursery and junior school, where children from ages 3 – 9 are taught in an environment separate from the other school buildings, but sufficiently near to allow full use of facilities such as the gymnasium and dining hall. The Clarendon building itself is a listed building and as much care as possible has been taken to emphasise the features both inside and out that make our school unique and that strengthen the sense of community that we strive to encourage.

The Clarendon grounds provide a host of interesting environments and terrains for the children to explore during their playtimes, and other than when the weather is too inclement, they have pretty much a free-run of the garden, under adult supervision.

As a small unit, we positively encourage a happy, family atmosphere whilst retaining a firm but fair approach to discipline. Good manners and behaviour are expected from everyone, as is the ability to contribute to the good name of Clarendon through involvement with local and national fundraising events.

From Junior 1 to Junior 5, we aim for class sizes of approximately 20 and have no composite classes. This enables us to ensure that each child is treated as an individual and encouraged to recognise and respond to his or her own special abilities through our emphasis on the education of the whole child.

Throughout these important early years of education, Lomond School concentrates on laying a solid foundation of good basic training. Children are constantly encouraged to learn to work independently, tackle problems confidently and acquire the necessary skills, which will enable them to progress smoothly into the Transitus stages and beyond.

PRIMARY STAFF LIST: 2009 - 2010

Head of Primary

Mr Gavin Calder

Nursery

Mrs Josephine ReynoldsHead of Nursery

Ms. Heather WindsorNursery Nurse

Miss Annette GoramNursery Nurse

Mrs Janette McArthur Nursery Nurse

Miss Linda LovellAuxiliary

Clarendon

Mrs Janet Macleod

Mrs Sheila Gardiner

Mrs Violet McLatchie

Mrs Clare Greig

Mrs Leandra Robertson

Mrs Véronique Cassels

Mrs Laura Canero

Transitus

Mrs Janice BrownHead of Transitus

Mrs Johanne Fullarton

Miss Linda Boyd

Additional Support Needs

Mr Hamish HunterHead of Department

Mrs Christine GreavesTeacher

Mrs Shirley BellTeacher

Clarendon Assistant

Mrs Judy Ferguson

Classroom Assistants

Mrs Jane Marrison

Mrs Fiona Reid

Mrs Gaynor Thomas

After-School Club Co-ordinator

Mrs Pam Doodey

SCHOOL DAY

Clarendon
Morning break:10.00 a.m. – 10.20 a.m.

Lunch break:11.45 a.m. – 1.00 p.m.

Afternoon break: 2.00 p.m. – 2.15 p.m.

Access to Clarendon in the morning is from 8.20a.m.

Pre-School care is available from 8.00 a.m.*

After-School care is available until 5.30 p.m.*

*There is a charge for these services.

UNIFORM LIST – J1 to J5

Summer uniform

Girls:Boys:

Light blue and white checked dress – any styleLight blue polo shirt or

Tie & blue school shirt (short or long sleeved)

Hair bands and Hair accessories – black or blueMid to dark grey shorts

White socksMid-grey ¾ socks

Navy cardigan or jumper with school badgeNavy V-neck sweater with school badge

School blazerSchool blazer

Plain black shoes or sensible blue, blackPlain black shoes

or brown sandals

Pupils may wear summer uniform up until the October week. This is not compulsory.

Winter uniform

Girls:Boys:

TieTie

Blue school shirt (long sleeved)Blue school shirt (long sleeved)

Light blue polo shirt – (J1-3 only on P.E. days)Light blue polo shirt – (J1-3 only on P.E. days)

Grey pinafore or kilt or kilted skirt of any tartanMid to dark grey trousers or shorts

Mid-grey ¾ socks or grey/navy tightsKilt of any tartan (optional)

Navy cardigan or jumper with school badgeMid-grey ¾ socks

School blazerNavy V-neck sweater with school badge

Navy Jacket with school badgeor dark blue coatSchool blazer

or Navy Blue cagoule

(may be worn over blazer)Navy Jacket with school

badgeor dark blue coat or

School or Dark blue scarf (optional)Navy Blue cagoule (may be worn over blazer)

Dark blueschool or navy hat (optional)School or Dark blue scarf(optional)

Plain black shoesDark blueschool or navy hat (optional)

Wellington boots Plain black shoes

Hair bands and Hair accessories – black or blueWellington boots

Earrings – one pair of small stud earrings is permissible for girls.

The children must bring their waterproof jacket and wellington boots with them

every day.

All items brought into school must be clearly named.

Clothing and Equipment for P.E.

GIRLSBOYS

JUNIORSCHOOLJUNIORSCHOOL

1 Navy round necked t-shirt*1 Navy round necked t-shirt*

1 Pair navy indoor shorts*1 Pair indoor shorts*

1 Pair white knee length socks1 Pair navy knee length socks

1 Pair pull-on gym shoes (black)1 Pair pull-on gym shoes (black)

1 One-piece swimsuit and towel1 Pair navy swimming trunks and towel

J4 and J5 onlyJ4 and J5 only

1 Navy fleece*1 Navy fleece*

1 Pair navy jogging bottoms1 Pair navy jogging bottoms

*only available from the School Shop located on the ground floor of Clarendon

PLEASE CLEARLY NAME ALL PE KIT

Curriculum

Scottish education is currently experiencing a very exciting curricular change with the advent of the new Curriculum for Excellence.
At Lomond we are confident that our children are all given the opportunity to meet the four capacities at the heart of this curriculum and that they can all become confident individuals, responsible citizens, effective contributors and successful learners.

As mentioned previously in this handbook we are setting down the foundations for life long learning and place a huge emphasis on the key skills of literacy and numeracy throughout the primary.

Languages

A secure knowledge and understanding of Language skills is essential to all aspects of a child's education and consequently this area of the curriculum is given great weight and attention. Language skills with regards to English consist of reading, writing, talking and listening, each of equal importance. At Lomond Schoolwe aim to teach all pupils to listen carefully, talk confidently and fluently, read with enthusiasm and understanding and write with expression and accuracy.

Reading: Pupils are taught to read on an individual basis in Junior 1. Reading in groups follows in J2-J5, with the same methods being employed and emphasis being placed on comprehension as well as mechanical skills. Alongside the reading scheme that is used throughout the junior school, supplementary reading books are available and novels are studied. Pupils are encouraged to choose books from the Clarendon Library to read for pleasure.

Written Language Work: A synthetic phonics-based spelling scheme is introduced in Junior 1 and 2. This is followed by a structured scheme in Junior 3 to 5 which aims to meet the individual needs of all pupils. Punctuation and Grammar are very important strands of our language programme and pupils are taught to become skilled in these aspects as they move through Clarendon.

Much work in the primary classroom is cross-curricular and therefore many types of writing are introduced by means of the thematic or topic approach. Some examples of these are: letter writing, imaginative stories, descriptive pieces, reports of experiments, personal stories, advertisements, slogans, conversations, recipes, book reviews and planning for talks.

Talking and Listening: Pupils are encouraged to give opinions, ask questions, prepare solo talks and participate in Clarendon productions. They are also taught to listen carefully and respond to instructions and to listen with a view to eliciting information from an oral source.

French: French is introduced in Junior Five, with the emphasis being placed very firmly on oral work, but supported by some writing and reading. The aim of the programme is to provide an interesting and stimulating environment in which the children are able to meet a new language. French is carried on in the Transitus years.

Mathematics:

Throughout the five years in Clarendon, pupils will be exposed to various kinds of mathematical experience:

  • Problem Solving
  • Information Handling
  • Shape, Position and Movement
  • Number, Money, Measurement

Problem Solving: From the Junior 1 stage, pupils learn the skills of problem solving i.e. planning, carrying out and reporting on a task.

Information Handling: Pupils learn to collect, organise, display and interpret information. This results in work involving graphs, charts, tables and diagrams.

Shape, Position and Movement: Pupils learn about the properties of two and three dimensional shapes and how to make them. They also learn about position and movement.

Number, Money and Measurement: In this area of the mathematics programme, the four basic rules are taught and reinforced thoroughly and work on time, length, weight, area and volume is covered.

It is vital that number bonds and multiplication tables are understood by the pupils and that this knowledge is used to help to solve the investigative type of work which is presented to the pupils in the upper primary classes.

Social Studies:

Within Clarendon we tackle this curricular area in several different ways, choosing that which is most appropriate to the content of the topic, the needs of the class as a whole and the needs of the individual pupils.

Much of the Environmental Studies work is covered through themes and topics, which cross all curricular boundaries. However, there is scope for some discrete subject studies especially in Junior 4 and Junior 5.

History: History topics are designed in such a way as to build on the skills and attitudes developed in the previous year’s work. Research skills are introduced and developed using CD Roms, Internet sites, reference books, encylopaedias, and many other resources. In the summer term of Junior 5, pupils have the opportunity to participate in a residential visit to York.

Geography: Much emphasis is placed in the early years on studying the local environment spreading out to encompass Scotland and then the United Kingdom as a whole. Map work is introduced and skills such as using keys, symbols and scales are taught whilst atlases become familiar reference materials.

Sciences

Our science programme sets science in the context of children’s everyday lives and provides exciting and stimulating activities for them, developing their skills of observation, investigation, interpretation, hypothesis and application.

Expressive Arts:

The Expressive Arts encompass the following four subjects: Art, Drama, Music and Physical Education. At all stages of primary education, Music and Physical Education are taught by subject specialists.

Art: Throughout the primary years pupils will be involved in investigating materials and media, expressing feelings and ideas and understanding, appreciating and sharing in the products of others. Much of the Art and Craft work is an integral part of the project work of any class. Skills of cutting, sticking, folding, drawing and painting are developed and in the problem-solving activities, pupils have the opportunity to develop their planning and design skills.

Drama: Children’s natural involvement in acting out provides an excellent starting point for drama classes at the early stages of primary education. The provision of plentiful opportunities for young pupils to engage in drama activities, allows the development of confidence and a greater appreciation and understanding of others and their situations. At various stages pupils will have the opportunity to take part in the musical and dramatic productions which take place within the school.

Music: Lessons are provided by a Music specialist and follow a well-planned programme of development across all areas of the subject. Pupils from J1-J5 have two class lessons per week. Individual instrument lessons are on offer to pupils and extra-curricular music activities are also provided throughout the year. In both assemblies and formal concerts our pupils are encouraged (but not pressured) to share their talents with an audience.

Physical Education: Physical Education is provided by specialist teachers who follow a well-planned programme of activities, designed to develop the children’s co-ordination skills and abilities appropriate to their age and stage. Throughout the five years in Clarendon, activities include gymnastics, country dancing, games, new image rugby, tennis and athletics, whilst each class has some swimming tuition each year. Extra-curricular sports activities are also available.

Religious & Moral Education:

The aims of religious and moral education are to help pupils to:

  • develop a knowledge and understanding of Christianity and other world religions and to recognise religion as an important expression of human experience;
  • appreciate moral values such as honesty, liberty, justice, fairness and concern for others;
  • investigate and understand the questions and answers that religions can offer about the nature and meaning of life;
  • develop their own moral values and practices through a process of personal search, discovery and evaluation.

Class lessons are enhanced by regular assemblies and special acts of worship, such as harvest festival etc.

Technologies:

Technology activities are often associated with the application of the science principles that are encountered, as well as within other thematic activities.

In Clarendon we have a dedicated ICT suite where pupils enhance their learning through appropriate use of information technology.

Throughout their time in primary, pupils use computers in a number of different ways to enhance their learning and to gain some of the following advantages:

  • increased motivation;
  • a sense of achievement;
  • access and correction of own work;
  • control of their own learning, often being given the opportunity to try something out and then improve upon it;
  • a variety of ways of presenting findings and results;
  • increased proficiency at handling and retrieving information;
  • experiences and simulations, otherwise unavailable in the classroom;
  • developing co-operation and group dynamics.

Our main teaching aims with Information Technology are to:

  • introduce pupils to the ways in which computers are used in society;
  • provide opportunities for pupils to develop a range of skills to enable them to use computers effectively (i.e. data handling and word processing);
  • provide opportunities for pupils to develop logical thinking, problem-solving and control techniques, whilst allowing them to take control of their learning environment;
  • use the modelling power of the computer to simulate environments beyond the normal scope of the classroom;
  • use specific and relevant software and hardware matched to the particular needs of an individual or group of children;
  • develop the wider use of computers across the whole curriculum and to enhance work already being undertaken.

Health and Wellbeing:

The health and wellbeing area of the curriculum is a fundamental aspect of the education of the whole child. It is essentially concerned with the development of life skills and citizenship. All aspects of a child’s experience at home, in school and outwith school contribute to personal and social development. In considering PSD our aims are to help pupils to:

  • have an appropriate positive regard for self and for others and their needs;
  • develop life skills to enable them to participate effectively and safely in society;
  • identify, review and evaluate the values they and society hold and recognise that these affect thoughts and actions;
  • take increasing responsibility for their own lives.

The achievement of these aims requires pupils to increase their knowledge and understanding about themselves, others, their immediate environment and the world in which they live. They will need to learn and practise processes and skills, which will enable them to: