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Parents may make a placing request for their child to attend any school of their choice


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RELIGIOUS and MORAL EDUCATION

Religious Education


This includes learning about Christianity and other world religions, and supports the development of beliefs and values. Our aims are to teach children how important religious faith is to the believer and to develop tolerance of the beliefs of others especially where they are different from one’s own.

Religious Observance


Whole school assemblies are held weekly throughout the year- these are led on Friday mornings by Mrs Furlong and me. In addition throughout the session, all the school classes lead a class assembly. A social, moral or religious theme is developed by the class and presented to the school through drama, music or art. Visitors can be asked to speak to pupils e.g. an official from a charity to promote our knowledge of how children in other parts of the world lives are different from our own. Parents not wishing their children to be present at assemblies or to take part in religious class work should contact the school so that suitable alternative arrangements can be made. At Harvest, Christmas and Easter assemblies are usually held in Langside Parish Church. These are normally organised by a class with a closing contribution from our Chaplin, Rev David McLachlan.
Parents and carers from religions other than Christianity 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 three occasions (days) in any one school session and the child or young person noted in the register using code REL on these days.

ASSESSMENT


Assessment is a continuous process undertaken by the class teacher in order to group children within a class and to check the effectiveness of teaching, the mastery of particular skills and concepts by children and to diagnose individual strengths and weaknesses. Assessment is fundamental to the process of effective Learning and Teaching. It must be both purposeful and manageable enabling all pupils to fulfil their potential in all areas of the curriculum.

High quality assessment is essential to promote continuity and progression, to raise attainment and to provide a quality assurance framework for all schools and centres.


In Battlefield we have made great headway in incorporating approaches to formative assessment throughout the curriculum

These include the teacher in the classroom:


  • Waiting longer after asking a question, giving extra thinking time.

  • Discouraging ‘hands up’ to encourage all pupils to think of a response.

  • Encouraging ‘talking partners’ where pupils discuss the answer to a

question before reporting back to the class.

  • Sharing ‘learning intentions’ and ‘success criteria’ with pupils.

  • Giving oral feedback and written comments instead of giving a mark.

  • Using a range of questioning techniques to stimulate thinking.

  • Involving pupils in assessing their own and other’s work.

  • Using coloured pens in marking to highlight ‘best bits’ and areas for improvement.

  • Using individual LEARNING LOGS for pupils to set their own personal targets.

More formal assessment takes place at the following stages of the school: -


In the first few weeks in Primary One


All children in Primary One are informally assessed in Aug/Sept on literacy skills and needs. Children are then grouped according to their developmental stages and begin relevant programmes of work. An ongoing challenge for the school is to work with all our local nurseries on clarifying common systems of effective assessment.

In Primary Two

All pupils in Primary two are given a standardised test (QUEST) in Language and Maths which highlight pupils’ skills or difficulties. The MIST screening diagnostic test can also used to assess language progress at this stage..



At all stages of the school

Periodically, pupils in the school are tested for reading fluency through the Salford standardised reading test.

Pupils’ Progress records are passed from teacher to teacher to ensure continuity. These records contain references to progress in oral reading, comprehension, spelling, handwriting, writing, computation and mathematics. Reference will also be made to the development of skills and concepts in Social Subjects and Expressive Arts subjects in order that development may be further stimulated and developed.

Co-operative teaching can take place at stages of the school whereby two teachers are in the classroom working together to give a high level of support to all children. Sometimes it is necessary to call upon the expertise of outside agencies such as Psychological Services to diagnose specific learning problems.

Parents’ Meetings are held in November and June to discuss children’s progress. Our LEARNING LOGS reporting system ensures that pupils are increasingly responsible for their learning and that parents have more regular written communication on progress. Parents may make an appointment to see any member of staff, at any point in the school year by contacting the school office.

Should it be felt that a child requires specialist help for additional support, then his/her parents would be invited to discuss the matter fully with Mrs Furlong, our Learning Support Coordinator and Mrs Liz Locke, the school’s psychologist



NATIONAL ASSESSMENTS

National Assessments continue to be used as part of our assessment procedures in Maths and Reading and Writing. They are used when a teacher feels that a pupil is ready to progress from one level to another and is confident that the child has completed a programme of study. Parents are informed of results shortly after testing. These results can also be discussed during parents’ meetings.

We monitor the results of National Assessments closely and continually strive to successfully maintain and enhance our levels of achievement. National consultation on Assessment has taken place and we will continue to make adjustments to our programme in 2008- 2009 as is recommended by Glasgow City Council.

EQUAL OPPORTUNITIES PROVISION

One of the main aims of the school is to provide a quality education for every pupil within a happy and supportive environment. To do this, staff is committed to working in partnership with parents to raise the attainment levels of all children and to ensuring equality of opportunity for all.
Within Battlefield Primary we value;
HONESTY We will develop an atmosphere of trust, openness and fair play.

TOLERANCE We will treat everybody fairly with consideration and respect.

LOVE OF LEARNING In our lives we will open our minds to knowledge, skills and the opinions of others. We will think for ourselves.

COMMITMENT As members of the school community we are committed to realising our full potential in all aspects of school life.

HAPPINESS We will be bright and cheerful in all our work and play.

CONFIDENCE We will build our self esteem by creating a supportive, positive and secure atmosphere.
Careful account is taken of current legislation in relation to Race Relations (The Amendment Act 2000) and Glasgow’s Framework for a race Equality Policy. We aim to eliminate any unlawful racial discrimination and promote good race relations in all areas of school life.

The Education Authority requires every school to produce its own Race Equality Policy to comply with the Race Relations (Amendment) Act 2000. A copy of the policy is held in the school office.

All staff of Battlefield Primary strives positively to ensure that children’s expectations of themselves are not limited by traditional sex-stereotyping.

Consequently the equal opportunities provided by the school are available for all children, irrespective of nationality, colour, creed or sex. All staff regularly undergo training in the Education Department’s Anti Racist policy and procedures. Any parent, having concerns regarding equal opportunities or who wish to seek advice or information should feel free to contact myself.


ADDITIONAL SUPPORT NEEDS/ ACCESSIBILITY STRATEGY

We are all special in some way or other. We all have particular strengths and weaknesses which need support and that is what we aim to do for all children in our school.


We pride ourselves on our inclusive approach to teaching. All children are catered for within the classroom. Extra support is given to children when staffing allows us to give groups extra support.

Where the problem is easily identifiable Mrs Furlong, will prescribe work programmes appropriate to the child’s needs. If the problem is of a more complex nature then help may be requested from Mrs Liz Locke, our link psychologist. Close co-operation between home and school is essential in all such cases so that pupils may achieve their full potential. The school aims to provide a supportive climate in which the contribution of all children is of equal value.

Parents of pupils with additional support needs have the right to choose whether their child is assessed and they are invited to discuss this matter with Mrs Furlong.
We have access to a network support teacher from the Learning Community cluster team, one day per week, who carries out assessments for us and assists with individual programmes. She also works closely with the class teacher.
As teachers, Battlefield staff is strongly committed to providing a stimulating environment and suitable tasks in which your child is able to achieve his/her full potential.
The school has a duty to ensure that all our children and young people have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of children and young people with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their child. This will involve, for example, relocating the venue for parents/carers meetings to facilitate physical access; provision of an interpreter for people who have a hearing impairment; agreeing a phone contact system to provide direct feedback to parents and carers.
Communication: At report evenings, arrangements can be made for those requiring assistance to access the school. Teachers will meet with parents at a suitable area within the school. Report information can be sent by email.

Staff Development: Mrs Furlong is the Learning Support Co-ordinator and she has extensive experience in meeting Additional Support Needs.

Staff is regularly updated on changes to Additional Support Needs legislation and are involved in school policy augmentations. We endeavour to ensure that all staff has training opportunities to ensure skills are always up-to-date.


Nurture Class


We have been recognised by our authority as being an inclusive school. We were given additional funding to create a nurture room. This allows us to teach small groups of pupils in informal surroundings with increased care and attention so that they can further develop their social skills and confidence. This initiative brings many positive benefits to our school and to the support we are able to offer our pupils and families. Our Nurture class is known as the HONEYPOT

.

In August, Mrs. McLaughlin, our Nurture Class teacher, works with class teachers to select children who would benefit from working in small groups. Children continue the same programmes of work as their peers and receive extra support in personal and social development. Mrs Scott, our nurture class assistant, works closely with Mrs. McLaughlin in providing activities that develop social skills and help children to deal with their emotions.


Every day the children sit together at a table for a snack, with each child having a part in the preparation.
Generally a child will stay in the Nurture Class for no more than four terms. Children are assessed regularly by staff and when a child is ready, he/she will return full-time to their own class.
HOME AND SCHOOL LINKS

School/Community

As well as being invited formally three times a year to the school to discuss children’s progress, parents are also regularly invited to the school for curricular workshops or to see the school in action or to perhaps participate in an assembly. Teachers send out regular class newsletters/ Curriculum Guides to their parents so that they are up to date with what is going on in classes. We have many adult volunteers who offer an “extra pair of hands” with group work tasks and structured play activities.


Learning together
In the summer term, parents of our preschool children visit the school and we work in partnership preparing the children to start school after the summer holidays.

The school holds an open afternoon in November to which the all members of our local community, friends and families are invited. Our pupil council members act as escorts and host this initiative.

Four times a year a “Good Work” assembly is held to publicly acknowledge the hard work and efforts of pupils. This is a fun event with entertainment items provided by classes. The parents of award winners are very welcome to attend.

Parental notice boards provide educational, social and community information. These are regularly updated with items from a wide variety of sources.


The school has strong links with the local library. All pupils visit Langside library during the session and follow a programme promoting research skills. Some upper school pupils visit patients in the Mansionhouse Unit, NHS Trust. Our pupils make several visits to the hospital throughout the year with a specific focus at festival times. This is now an integral part of upper school life. Experience has shown that both patients and pupils benefit greatly from this community link. This year we continue to strengthen our links with staff of Queens Park through active health initiatives.
We are continually striving to upgrade our own playground and woodland areas. Last session we benefited from some external decoration to windows and walls which were funded by GCC. Our Parent Council are currently investigating funding sources to use to support an initiative to improve playground resources. One of our parents is a professional landscape architect and he has agreed to draw up a series of design options and costings . This vital information is required as a basis for funding applications to be made.

We have a ECO committee – staff, pupils and parents working together to improve our facilities / ethos so that pupils have maximum confidence to learn. We are proud to be an ECO friendly school and were first awarded ‘green flag’ status in 2006. In the Spring term, we will all be growing flowers. Our annual celebration of home grown produce has become an important part of our school calendar for ourselves and for our community.


Eco Judging

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