Oxton
Lauder
TD2
6PN
01578
750242
Welcome to
In Channelkirk we place great emphasis on promoting an ethos
where pupils are happy in the school.
We achieve this by providing a structured and stable environment and
relaxed atmosphere.
We believe that parents are partners in their child’s
education and value their opinions and support. We encourage everyone who wishes to make a
contribution to our pupils’ education or welfare to come into school and to
participate in its activities.
I look forward to welcoming you and your child to our
school.
Kay Livingston
Headteacher
TERM DATES
2009-10
OPEN CLOSE
Tuesday,
18th August 2009 Friday,
9th October 2009
Monday,
19th October 2009 Friday,
18th December 2009
Tuesday,
5th January 2010 Thursday,
1st April 2010
Monday,
19th April 2010 Friday,
2nd July 2010
Other Closures – Local Holidays
& In-service Days
In-service: Wednesday
11th, Thursday 12th & Friday 13th November
2009
St Andrew’s Day:
Monday 30 November 2009
In-service: Friday 12th
February 2010
February
May Holiday: Monday
3rd May 2010
In-Service: Tuesday 4th
May 2010
Local
Contents
1. Our
Vision, Aims and Values
2. A Brief History of the School
17. Assessment and Reporting to Parents
Information for Parents…………………………….………………………..…………………………..22
Information for Parents………………………….…………………………..…………………………..23
Information for Parents……………………….……………………………..…………………………..24
1.
Our Vision, Aims and Values
At
This
vision is embodied in our school’s aims to:
- engage our pupils in the
highest quality learning activities by developing a culture of ambition
and achievement
- continually reflect on our work
in order to challenge ourselves and pupils to maximize success for all
Our
values guide the way we work. Together we will :
Teach
in a non judgmental manner which will create equal opportunities for all
children allowing them to thrive.
Here are our vision, values and aims
for our school. The Pupil Council have put these into words the whole school
can understand.
Vision = Where we want to be
Our school
is a caring and safe place where we can choose how we learn. We will learn and
experience many fun things together as we grow.
Values = What we care about
- We respect that everyone is
different
- We care for each other and our
environment
- We can think for ourselves,
work together and be creative
- We think of new and interesting
ideas for learning and teaching
Aims = How we will get there
- Children and adults will make
learning fun and interesting. We will try to be the best we can and
celebrate our achievements so that we feel proud of what we can do.
- Everyone in school will be
treated with respect and kindness.
- Keep thinking about how and what
we are learning. We will keep challenging ourselves to keep improving.
- Keep including community
partners and parents to take part in our learning.
- Keep working on leadership and
how we can set a good example
Our Pupil Council Representatives
are:
Stefan Lewis Chairperson
William Lawrie Vice Chairperson
Holly
Young-Ferguson Secretary
Caitlin Donaldson Liason Officer
Maya Thomson Board Member
Callum Murphy Board Member
Max Stewart Board Member
2. A Brief History of the School
There were schools in other locations in the area
until 1855 when a new school was built on the site we now occupy. That school consisted of one room until 1874
when another room was added. That
building was basically sound but by the early 1970's space became difficult and
two prefabricated classrooms were added to the site. Construction work began in November 1991 to
extend and refurbish the original 19th century building. At the beginning of 1992'93 the new school
was completed, fitted out and ready for the staff and children to move into.
The building now consists of two Classrooms, a
General Purposes Room, a Library/Resources Area, a Staff Room, Kitchen, Toilets
and Store Cupboards - all under one roof.
3. The School Day
Times are as follows:
Morning 9.00
– 12.15
Break 10.30
– 10.45
Lunch 12.15
– 1.00
Afternoon 1.00
– 3.00
Children can bring their school bag into
school when they arrive and then go out to play. When the bell rings at 9.00am, they should
line up in their classes, at the entrance to the school.
The new Primary 1 class will come to school
on their first morning until 12.15 and for the remainder of that week they can
stay until 1pm. Thereafter they will be
in school until 3pm.
4. Staffing
Mrs Kay Livingston Headteacher, shared with Westruther
Primary
Mrs Jan Connell PT and teacher of P2,3,4
Miss Lindsey Brady Teacher
of P1,2 Mon - Wed
Mrs Ingrid Moore Teacher
of P1,2 Thurs - Fri
Miss Natasha McLaren Teacher of P5,6
Mr Daniel Hoyle Teacher of P7
Mrs Jenny Munro Nursery teacher , Mon, Tues & alternate Wed
Mrs Sheila Wood Acting Senior Nursery Nurse
Mrs Linda Crookshanks RICCT Teacher
Mrs
Sharon Breakwell Learning
Support Teacher, Wednesday am
Mrs Lynda
Davison Special
Needs Auxiliary
Mrs
Amanda Young School
Administrator Mon, Tues, Wed, Friday
Miss
Margaret Beattie School
Administrator Thurs
Mrs
Alison Handley DSM
Officer
Mrs
Louise Turner Teacher
of PE Monday
Mrs
Lesley Abernethy Teacher
of Music Friday am
Mrs
Jenny Borthwick Violin
instruction Monday
Mrs Sheila
Wood Breakfast
Club 8.00 – 8.45am
Mrs
Maureen Balson Cook
in Charge
5. Enrolment Arrangements
Enrolment for pupils entering school in August is
in November. Pupils must have reached
their fifth birthday by 28 February of the following year.
Parents living out with the catchment area should
consult the headteacher if they wish their child to attend this school. Pupils entering the school in August will be
invited to join their new class on 16th and 17th
June. On the 17th June they
can also attend breakfast club and have lunch. This is part of the schools
transition procedure for nursery pupils.
Please ask Mrs Livingston for a
copy if you would like to find out more. It is also an ideal time for parents
to ask questions and seek additional information on any matters that may
concern them.
6. Transport
Children who live over two miles from the school
are entitled to free school transport.
The school will arrange this.
Privilege lifts are available only if there is a space.
7. School Meals
School meals are cooked on the premises. Balanced, nutritional meals are provided,
including a vegetarian option. The cost
at present is £1.65 daily but will increase to £1.80 in session 2010/2011. Choices for the following week should be
indicated on the lunch envelope (handed out on a Monday) and returned to the
school office on Thursday along with the relevant payment.
8. Parent Council
The Parent Council has been up and running since Sept
2007. Elections are held at regular
intervals and all on the Parents Register are eligible to stand as a candidate
if they so wish.
Present
Office Bearers
Ms Fiona Johnston Chairperson
Mrs Pamela Anderson Vice
Chairperson
Mrs Anne Morris Treasurer
Mrs Mel Lawrie Secretary
Mr Daniel Hoyle Staff Member
Ms Jill Young Chairperson
of fundraising committee
9. Partnership with Parents
We provide regular and detailed information to parents
that allows them to be well informed of all aspects of school life and its
curriculum through our personal learning plans. Parents are given overview plans and
curriculum learning outcomes to be able to monitor and support their child’s
learning. This has been recently
reviewed and is now directly linked to a curriculum for excellence. A summary of the school improvement plan and
standard and quality report showing progress over the previous school session
is issued to all parents annually.
10. The Wider Community
We maintain good links with pre-school groups,
other primary schools and
Our curriculum provides all parents with an
awareness of the Community in which they live, the schools place in the
Community and their role as a citizen.
11. Pre-School
The Oxton Under 5 Group meet in the village hall
on a Thursday morning. Relevant contact
can be made via the school.
12. School
School uniform helps children identify with the
school. It is an easy way of projecting
a good image and it prevents disagreements.
At present we have a royal blue sweatshirt and
white polo shirt with the school logo.
Boys should wear navy or black trousers.
Girls should wear navy or black skirts or
trousers.
PE
Children should wear a white T-shirt and black or
blue shorts and black plimsolls or indoor trainers. Track suits and outdoor trainers can be worn
for outdoor activities.
Swimming
Swimming costumes and towels should be brought on
swimming days.
13. Behaviour and Discipline
At
Bringing learning to life and life to learning.
14. Curriculum for Excellence
Curriculum
for Excellence is now being introduced across
At
Channelkirk, we have embraced the ideals of a curriculum for excellence which has
allowed our professionals to teach subjects creatively, to work together across
the school and with our partner school, to share best practice and explore
learning together. We worked together
to develop a Wiki space and are looking forward to the introduction of Glow,
Scotland’s unique, world leading, online network which supports learners,
teachers and parents in 2010.
Teachers
and practitioners will share information to plan a child’s ‘learning journey’
from 3-18, helping their progression from nursery to primary, primary to
secondary and beyond, ensuring the change is smooth. They will ensure children continue to work at
a pace they can cope with and with challenge they can thrive on.
Curriculum for Excellence balances the
importance of knowledge and skills.
Every
child is entitled to a broad and deep meaningful education, whatever their
level and ability. Every single teacher
and practitioner will be responsible for literacy and numeracy – the language
and numbers skills that unlock other subjects and are vital to everyday life.
It
develops skills for learning, life and work to help young people go on to
further study, secure work and navigate life.
It brings real life into the classroom, making learning relevant and
helps young people apply lessons to their life beyond the classroom. It links knowledge in one subject area to
another helping children understand the world and make connections. It develops skills so that children can
think for themselves, make sound judgements, challenge, enquire and find
solutions.
There
will be new ways of assessing progress and ensuring children achieve their
potential.
There’s
personal support to help young people fulfil their potential and make the most
of their opportunities with additional support wherever that’s needed. There will be a new emphasis by all staff on
looking after our children’s health and wellbeing – to ensure that the school
is a place where children feel safe and secure.
Ultimately,
Curriculum for Excellence aims is to improve our children’s life chances, to
nurture successful learners, confident individuals, effective contributors, and
responsible citizens, building on our school’s reputation for great education.
15. The Curriculum
The
primary school of today operates within a changing society and the curriculum
is designed to meet the needs of pupils within this society. The attitudes and values of good citizenship
permeate all aspects of school life.
The main areas of the curriculum are:
Health and Well being, Mathematics and numeracy, Languages and literacy; Social studies,
Expressive Arts and Religious and Moral Education, Sciences and
Technologies
Our
pupils have opportunities to work and learn in different settings – as
individuals, as members of a group and as members of the whole class.
At Channelkirk we follow the seven principles as
defined in curriculum for excellence:
Challenge and Enjoyment
Staff
plan pupils’ learning to ensure it is challenging, engaging and motivating. Our
curriculum encourages high aspirations and ambitions for all.
At all stages, learners of all aptitudes and abilities will
experience an appropriate level of challenge, enabling each child to
achieve their potential. They will be active in their learning and have
opportunities to develop and demonstrate their creativity.
Breadth
All our children will have opportunities for a broad range of experiences. The curriculum is
organised so they will learn and develop through a variety of contexts in and
out of the classroom. Out of school visits
and in school workshops will be arranged throughout the year.
Progression
All our children will experience continuous progression in their
learning within a single curricular framework. Each stage will build upon
earlier knowledge and achievements.
They will progress at a rate which meets their needs and aptitudes, and
keep options open so that routes are not closed off too early.
Depth
There will be opportunities for children and young people to develop
their full capacity for different types of thinking and learning. As they
progress, they will develop and apply increasing intellectual rigour, drawing
different strands of learning together and exploring and achieving more
advanced levels of understanding. Our
staff has been working within their learning community to develop mediated
learning and will focus on teaching the cognitive functions in 2010.
Personalisation and Choice
Our curriculum responds to individual needs and supports particular
aptitudes and talents. It gives our pupils opportunities for exercising
responsible personal choice as they move through the school. There are
safeguards to ensure that choices are soundly based and lead to successful
outcomes.
Coherence
Children’s learning activities will combine to form a coherent
experience. There will be clear links between the different aspects of young
people’s learning, including opportunities for extended activities which draw
different strands of learning together.
Relevance
Our children will understand the purposes of their activities. They will
be encouraged to see the value of what they are learning and its relevance to
their lives, present and future. At
Channelkirk we have planned a number of themed weeks which has allowed us to
‘unpack outcomes’ and make the learning experiences relevant.
Health and Well Being
As they
grow, it is important that pupils become more mature in their attitudes –
recognising the components of a healthy lifestyle; developing a sense of
responsibility; understanding their
rights and the need to have consideration and respect for others; and forming an understanding of their own
need for happiness and self-esteem. Our
Health and PSD curriculum falls into three blocks – Mental and emotional
wellbeing, Social wellbeing and physical wellbeing.
Mathematics and Numeracy
The
school uses a maths programme based
on Curriculum for excellence. The main aspects – Number, money and
measure: Shape position and movement: Information handling.; Mental Arithmetic and Problem Solving are
developed throughout the primary years, each new piece of work building on that
which has gone before. Children will be
active in their learning and will be given opportunities to work in ‘real life
situations’. The programme is designed
in such a way as to allow all pupils to progress at their own speed through the
different elements of Maths. The core
resources used in school is Scottish Heinemann Mathematics and T Jay.
Language
The
children’s language skills are developed through an integrated programme of
work involving the four elements of language – listening, talking, reading and
writing.
The
core reading scheme in use in the early stage is Oxford Reading Tree. Before beginning on the school’s reading
programme, pre-reading skills – visual discrimination, aural discrimination,
visual and aural memory, phonological awareness, sentence structure and the
relationship between spoken and written text – need to be built up.
Phonics
(letter sounds) are also taught from the beginning of Primary 1 using ‘Jolly
Phonics’. This provides pupils with the
first of their “word attacking skills” – a means of working out words they
don’t instantly recognise.
When a
pupil can recognise the most common words instantly they move on to reading
novels. Pupils also use and experience
factual/reference texts, poetry, short stories, plays and many other written
materials to look at the various aspects of writers’ craft.
The
Mobile Library Service visits the school every three weeks and provides pupils
with the opportunity to choose their own reading material for pleasure, as do
the classroom libraries.
Writing
The
approach used at Channelkirk emphasises the need to develop children’s language
through a variety of activities which, from the earliest stages, encourage
pupils to think and talk in a detailed way, thus laying the foundations for
good writing. Throughout the early
primaries the teacher often scribes the children’s stories. By the end of primary 1 most pupils have
mastered pencil control and letter formation and can write down their own
ideas.
In
writing, it is essential to achieve the right balance between encouraging
pupils to express their ideas fluently and in detail and recognising the work
involved for a young child in the mechanics of the writing process. Parents are encouraged to scribe stories for
their children at any age, if the work of writing the story is likely to
significantly limit the ideas and content of the story.
A great
deal of the children’s classroom writing uses as its focus the class
topic. Work is planned so that the
children learn and practise the full range of types of writing experiences.
Spelling
Children
are encouraged to learn spelling by the SACAWAC method – Scan and Cover and
Write and Check. A programme of
spelling exists in the school which pupils follow from the time they begin to
write independently.
Handwriting
First
infants are taught to form each letter to ensure that every child forms and
positions the letter correctly. This is
essential in handwriting from the earliest stages as the ability to join
letters depends upon these. The Nelson
Scheme which links into the school spelling programme is used and pupils in the
senior classes are expected to write in a neat joined script. This scheme caters equally for left and
right-handed children.
Talking and Listening
Children
are encouraged to talk individually and in groups. They learn the skills of turn taking, listening,
building on the ideas of others, and reporting back. Oral presentation is of increasing importance
in the work place and pupils are encouraged to present their ideas and evaluate
their work using spoken language. A programme has been developed using Hearsay.
Social Studies
Learning in social studies will enable our children to:
·
develop
an understanding of the history, heritage and culture of
·
broaden
their understanding of the world by learning about human activities and
achievements in the past and present
·
develop
an understanding of their own values, beliefs and cultures and those of others
·
develop
an understanding of the principles of democracy and citizenship through
experiences of critical and independent thinking
·
explore
and evaluate different types of sources and evidence
·
learn
how to locate, explore and link periods, people and events in time and place
·
learn
how to locate, explore and link features and places locally and further afield
·
engage
in activities which encourage enterprising attitudes
·
develop
an understanding of concepts that stimulate enterprise and influence business
·
establish
firm foundations for lifelong learning and for further specialised study and
careers.
Cfe
A copy
of the learning outcomes for a topic will be issued with the PLP.
Technologies
The
technologies framework has been organised to offer opportunities for
personalisation and choice using diverse contexts for learning.
The
technologies framework is divided into six parts: technological developments in
society, ICT to enhance learning, business, computing science, food and
textiles, craft, design, engineering and graphics.
At
Channelkirk we unpack some of the technology outcomes during our themed weeks.
Computers
and other forms of technology are used by pupils throughout the school from
nursery age onwards. Pupils develop
skills in word processing, adventure simulation, desk-top publishing, data
handling, spreadsheets as well as the basic operating skills.
Among
our other technological learning resources are listening centres, the Roamer,
calculators, remote controlled vehicles, metal detectors, digital cameras,
microscopes etc.
Expressive Arts
Art and Design
All
areas of creativity – drawing, painting, printing, fabric, 3D model making and
collage work – are covered by the class teacher.
Physical Education
Gymnastics
and athletics, game skills, dance, curling and outdoor education such as
orienteering feature in our PE programme.
P1-7 pupils receive one weekly lesson from the Curriculum Support
Teacher in PE and one from their class teachers. Pupils must bring gym kit for PE on Monday
and on the day they have PE with their class teacher.. Nursery children have PE lessons onTuesday
mornings. Individuals and teams of
pupils compete in other local and national sports events throughout the school
year.
Music
Mrs
Abernethy, our visiting music specialist provides one of the two weekly slots
for music instruction. Creative music
is encouraged within topic work.
Occasionally television and radio programmes are used to supplement the
musical work of pupils when it is felt that this will be beneficial. Instruction in violin is available from Mrs
Borthwick, to senior pupils subject to
their musical ability and interest.
Drama
Drama
is a part of the curriculum in its own right and as a vehicle through which
other areas of the curriculum are developed.
All classes have a ‘drama’ slot each week in their timetables. The school stages an annual concert, at
Christmas, in which all pupils have a part.
This is a highlight of the school year.
Religious and Moral Education
Work in
Religious Education may also often be linked to the context of the
Environmental Studies topic or it may be covered as an RE topic in its own
right. Short assemblies are held weekly
in the school and the Chaplain attends one each month. Assemblies are a mixture of aspects of
religious and personal development.
Pupils are often asked to share their work with the rest of the school.
Although
Christianity is predominantly taught, children look at other religions in order
to raise their awareness of the world around them. Moral Education is part of our RE programme. Parents, carers, family and friends are
invited to our end-of-term services and P7 graduation.
Multi-Cultural Education
Tolerance
and understanding of other cultures are essential in well-developed
citizenship. We need to learn about the
lifestyles and customs of different people.
This will often be taught in parallel with other world religions or as
part of a class topic.
16. Learning Support
The role of the Learning Support specialist is not
only to work with children who may require some extra support but also to
advise the staff as to what form that support should take and to help devise
programmes of study where necessary.
17. Assessment and Reporting to
Parents
Children are assessed throughout primary school
and needs are addressed accordingly.
Parents meet with staff twice a year and two written reports will be
sent home annually. Staff will also
regularly advise parents of any difficulties their child may be experiencing
18. Home Learning
Reading
in the early stages
You as parents and carers have an important role
to play when your child brings home a reading book from school. It is helpful to set aside some time when you
are able to devote your attention to helping your child to read. Boost his/her confidence with constant
praise for even the smallest achievement.
Don't be concerned if at first your child cannot read every word.
Further up the school other tasks will also be
given. These will be in the form of
Maths, Spelling or Researching a particular topic. All exercises will be written into homework
diaries.
Our home learning policy has been recently
reviewed by staff, parents and pupils.
19. General Information
Emergency
Arrangements
It is important that the school has an emergency
contact number if parents cannot be reached.
Please keep this information up to date at school if emergency contacts
change.
Bad
Weather Arrangements
It is important also that school and home are both
aware of emergency procedures in the event of bad weather conditions. Should the weather change for the worse it
is important that children know exactly whom they should go to if parents are
not at home. Parents will receive a
group call in the event of the school having to close but they should also
listen to Radio Borders for regular updates.
Health
Care
There is a wide range of services available under
the authority of the Borders Health Board to ensure the healthy development of
pupils during their years of schooling.
Included in this range of services are medical inspections, dental
inspections, tests for speech defects, eye tests, hearing tests. These are carried out at certain times
throughout the primary stages.
Medical Inspections: Parents are informed of the date and time of
medical inspections and are invited to attend.
School Dental Services: Parents who do not wish to use the School
Dental Service may choose to have treatment carried out by their own choice of
dentist.
Other Inspections;
Parents are informed if treatment is necessary.
It will be appreciated that any health problems
which may affect a child's performance at school be discussed with the headteacher.
Exclusion
times
For certain
illness there is a certain exclusion time recommended from school:
Whooping
cough 21
days
Measles 10
days
Chicken pox – from appearance
of the rash until spots crusts over 7-10 days
German measles 10
days
Mumps Until
swelling subsides
Other
illnesses e.g.
Salmonella – as the Health Board advises
Absences
Please inform the school office if your child is
absent, has a doctor’s appointment or is visiting the dentist before
9.00am. If we have not been informed of
your child’s absence ‘group call’ will phone you.
Speech
Therapy
Pupils are assessed in the school as part of the
Language Programme. If there is cause
for concern a Borders Health Speech Therapist, will be requested to make an
assessment of speech and language development and will carry out any specialist
work required. Parents will be informed
before the Speech Therapist is contacted.
Administration of Drugs within
School
Parents must complete a written request, using the
official slip, for medicine to be given to children in school.
Free
School Meals
Some pupils may be eligible for free school meals,
application forms for these can be obtained from the headteacher. When completed these forms are sent to the
Director of Education, Scottish Borders Council, Newtown St Boswells, Melrose
TD6 0SA.
"Information for Parents" - Scottish
Borders Council
This booklet may be obtained from school. It contains general information regarding
Educational matters in Scottish Borders Council.
20. Breakfast Club
We provide a breakfast club every morning between
8.00am and 8.45am where we serve toast, cereal, tea, milk and water.
21. Tuck Shop
A tuck shop is available every day at 10.30am where
healthy snacks from 5p to 30p are on sale.
22. After School Care Club
We have a thriving after school care club which
meets every day in the hall from 3.00pm until 6.00pm with lots of fun
activities for the children, led by Mrs Carol Denovan.
Registration forms available from the school
office.
The annual registration fee has been reduced to £2
in 2009/2010, for a trial period.
Charges are £3.50 per hour per child. .
As we are registered with the Care Commission, help with finance is
available.
23. Complaints and Concerns
Scottish Borders Council has a policy for
complaints. The Care Commission also
has a complaint’s procedure. Addresses
for both are given below.
Should a parent have any concerns about the school
or nursery they should contact the Headteacher. The school operates an open-door policy so
that any parent can pop in immediately before or after school. The Headteacher may offer a parent an
appointment to come back and discuss the matter further if it cannot be resolved
in the first instance or requires investigation. A complaint about a pupil or member of staff
will require the Headteacher to investigate the matter before any action can be
agreed.
If parent is unhappy with the action decided by
the Headteacher or feels that the matter has not been satisfactorily resolved
they may then contact the Head of Schools (Primary). A copy of the Council’s full complaints
policy is kept in the school and will be made available to parents on request.
24. Addresses
Education Department
Scottish Borders Council
Newtown St Boswells
Director of Education Glenn Rodger
Tel. 01835 824000
Earlston Berwickshire
TD4 6ED
Tel No 01896 849282
Rector Mr Norman Roxburgh
|
INFORMATION
FOR PARENTS 2009 |
|
School: |
Id No.: 355 - 5616026 |
|
Budgeted Running Costs For
Financial Year 2009-2010 |
|
|
School Roll at September 2008 |
59 |
|
|
252,347 |
|
Cost per Pupil (£) |
4,277 |
Key to symbols: The symbol ## indicates
that the data are not available.
|
Attendance And Absence For
School Year 2008/2009 |
||||||||
|
|
Stage |
|||||||
|
P1 |
P2 |
P3 |
P4 |
P5 |
P6 |
P7 |
P1-7 |
|
|
Total Number of Possible |
4,796 |
2,884 |
** |
4,378 |
3,168 |
5,560 |
** |
23,794 |
|
Percentage Authorised |
2.6 |
3.4 |
** |
2.4 |
1.7 |
3.3 |
** |
2.7 |
|
Percentage Unauthorised |
1 |
1.1 |
** |
0.7 |
1.3 |
0.3 |
** |
0.7 |
Key to Symbols:
Asterisks (**) have been inserted instead of figures
for some schools and categories:
·
Counts and
percentages based on data for more than 0 but fewer than 5 pupils, because they
could be misleading or lead to the identification of individuals.
·
In other cases,
it is not possible for the school to have any data for the category, for
example, cases where the relevant year group roll figure is zero.
The symbol (##) indicates
that the school has recently opened or merged with another school and this
information is not available.
|
Minimising Overall Absence |
||
|
|
Absence recorded |
Absence recorded |
|
Absence |
15 |
13.1 |
Where schools have
9 openings per week, please note that all local authority and national figures are
based on 10 openings per week, and so are not directly comparable.
Key to Symbols: The
symbol (##) indicates that the data are not available or comparable with other
years.
|
INFORMATION
FOR PARENTS 2009 |
|
Education Authority: Scottish Borders |
|
Budgeted Running Costs For
Financial Year 2009-2010 |
|
|
School Roll at September 2008 |
8,296 |
|
|
30,755,641 |
|
Cost per Pupil (£) |
3,707 |
Key to symbols: The symbol ##
indicates that the data are not available.
|
Attendance And Absence For
School Year 2008/2009 |
||||||||
|
|
Stage |
|||||||
|
P1 |
P2 |
P3 |
P4 |
P5 |
P6 |
P7 |
P1-7 |
|
|
Total Number of Possible |
419,308 |
423,904 |
449,616 |
450,715 |
453,488 |
433,444 |
483,698 |
3,114,173 |
|
Percentage Authorised |
3.4 |
2.9 |
2.8 |
2.7 |
2.7 |
3.0 |
2.9 |
2.9 |
|
Percentage Unauthorised |
1.0 |
1.0 |
1.0 |
0.9 |
0.9 |
1.0 |
0.8 |
1.0 |
Key to symbols:
Asterisks (**) have been
inserted instead of figures for some schools and categories:
·
Counts and
percentages based on data for more than 0 but fewer than 5 pupils, because they
could be misleading or lead to the identification of individuals.
·
In other cases,
it is not possible for the school to have any data for the category, for
example, cases where the relevant year group roll figure is zero.
The symbol (##) indicates
that the school has recently opened or merged with another school and this
information is not available.
|
Minimising Overall Absence |
||
|
|
Absence recorded |
Absence recorded |
|
Absence |
15.0 |
14.7 |
Where schools have 9 openings per week, please note that all local
authority and national figures are based on 10 openings per week, and so are
not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not
available or comparable with other years.
|
INFORMATION
FOR PARENTS 2009 |
|
National Data |
|
Budgeted Running Costs For
Financial Year 2009-2010 |
|
|
School Roll at September 2008 |
368,411 |
|
|
1,454,313,470 |
|
Cost per Pupil (£) |
3,948 |
Key to symbols: The symbol ##
indicates that the data are not available.
|
Attendance And Absence For
School Year 2008/2009 |
||||||||
|
|
Stage |
|||||||
|
P1 |
P2 |
P3 |
P4 |
P5 |
P6 |
P7 |
P1-7 |
|
|
Total Number of Possible |
18,770,340 |
18,657,477 |
18,947,576 |
19,308,118 |
19,728,279 |
20,392,937 |
20,734,700 |
136,539,427 |
|
Percentage Authorised |
4.1 |
4.0 |
3.7 |
3.6 |
3.7 |
3.7 |
3.7 |
3.8 |
|
Percentage Unauthorised |
1.0 |
1.0 |
1.0 |
1.0 |
1.0 |
1.0 |
1.0 |
1.0 |
Key to symbols:
Asterisks (**) have been
inserted instead of figures for some schools and categories:
·
Counts and
percentages based on data for more than 0 but fewer than 5 pupils, because they
could be misleading or lead to the identification of individuals.
·
In other cases,
it is not possible for the school to have any data for the category, for
example, cases where the relevant year group roll figure is zero.
The symbol (##) indicates
that the school has recently opened or merged with another school and this
information is not available.
|
Minimising Overall Absence |
||
|
|
Absence recorded |
Absence recorded |
|
Absence |
18.6 |
18.3 |
Where schools have 9 openings per week, please note that all local
authority and national figures are based on 10 openings per week, and so are
not directly comparable.
Key to symbols: The symbol (##) indicates that the data are not
available or comparable with other years.