PENICUIK HIGH SCHOOL
HANDBOOK 2022 – 2023
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Participation, Respect, Inclusion, Determination, Excellence
CONTENTS
Section 1: Our School
Head Teacher’s Welcome
4
Midlothian Council Welcome
5
Vision & Values
7
School Aims
9
School Contact Information
11
Staff List
12
Guidance System
15
The School Day
16
School Expectations
17
Penicuik High School Classroom Expectations
20
The School Uniform
21
School Holidays
23
Registration, Enrolment & Transition
24
Attendance Procedures
26
Medical & Health Information
29
School Closures & Emergency Procedures
31
Transport
32
Financial Support
33
Media Policy
34
Health, Wellbeing & Safeguarding
35
Leaving Dates
37
The Parents’ Association
38
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Scottish School Curriculum
39
Penicuik High School Curriculum
40
Learning, Teaching & Assessment
43
Language of Assessment
45
Tracking, Monitoring & Assessment Calendar
46
Support for Learning
48
Section 2: National Policies & Agendas
Data Protection & General Data Protection Regulations (GDPR)
50
Equalities & Inclusion
52
Closing the Poverty Related Attainment Gap
53
Home & School Partnerships
54
Comments, Complaints & Compliments
55
Health Promoting Schools
56
Section 3: Local Information
Food Banks
58
Free School Meals & Clothing Grants
58
MYPAS
58
Citizens Advice
58
Parent Zone
58
Bright Sparks
59
Penicuik ASK Service
59
Richmond’s Hope
59
Midlothian & East Lothian Drug & Alcohol Partnership and
Scotland’s Domestic Abuse and Forced Marriage forum
60
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HEAD TEACHER’S WELCOME
Welcome to Penicuik High School.
On behalf of the staff and students of Penicuik High School I would like to welcome you to our
school.
Penicuik High School is a co-educational, non-denominational High School serving Penicuik
and the surrounding area within Midlothian. The current school building with its imposing
frontage has been on its present site since 1937 and the school has a reputation for offering a
wide and stimulating curriculum and supporting young people to achieve academically, socially
and culturally.
Amongst some of its famous alumni are: Sir James Hamilton (the first Dux of the school), the
designer of the Concorde’s delta wings, Scotland’s Grand Slam captain, Jim Aitken, Football
internationals Craig Paterson and Billy Kirkwood, former Chief executive of NHS Scotland,
Malcolm Wright, celebrity stylist to the stars and royalty, Denise McAdam RSM, Rosemarie
McIlwhan, Director of the Scottish Human Rights Centre.
We are equally proud of the many young men and women who have passed through our doors
and are now making valuable contributions both locally, nationally and internationally. Many of
our current students have parents and even grandparents who attended the school and this link
to the past is important to our ethos.
One of the key aims of the school, supported by its current PRIDE values is to develop all our
young people and provide the best education possible so they are able to become productive
and fulfilled citizens who progress into positive working lives and careers.
In order to do this we need to work in partnership with all parents/carers and community
partners to offer the widest possible curriculum that develops personal and social skills and
ensures they attain suitable qualifications to progress to a positive destination after school.
This means we must be here to celebrate the many successes of our young people but also be
prepared to work with you and your young person when things go wrong and they need support
and guidance to continue to develop and mature. Key to this is communication and
transparency and I hope all who cross our doors experience a warm, caring positive
environment, where relationships are fostered and we listen and react.
Craig Biddick
Head Teacher
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Midlothian Council
Midlothian Council is committed to the education and welfare of your child/children. The
core values of Midlothian Council are Respect, Honesty and Tolerance.
Our vision for the children and young people of Midlothian is that they should be ambitious
for themselves and be successful learners, confident individuals, responsible citizens and
effective contributors.
To achieve our ambition of building Midlothian through excellence, ambition and
regeneration our children must be:
● Safe: protected from abuse, neglect and harm by others at home, school and in the
community.
● Healthy: enjoy the highest attainable standards of physical and mental health, with
access to healthy lifestyles.
● Achieving: have access to positive learning environments and opportunities to develop
their skills, confidence and self-esteem to the fullest potential.
● Nurtured: educated within a supportive setting.
● Active: active with opportunities and encouragement to participate in play and recreation
including sport.
● Respected and Responsible: involved in decisions that affect them, have their voices
heard and be encouraged to play an active and responsible role in their communities.
● Included: have access to high quality services when required and should be assisted to
overcome the social, educational, physical, environmental and economic barriers that
create inequality.
Midlothian Council is also committed to the Scottish Government’s, ‘Getting It Right For
Every Child’ (GIRFEC), principles which is based on children’s rights and reflects the United
Nations Convention on the Rights of the Child.
The GIRFEC approach:
● is child-focused - it ensures the child or young person, and their family, is at the centre
of decision-making and the support available to them.
● is based on an understanding of the wellbeing of a child in their current situation -
it takes into consideration the wider influences on a child or young person and their
developmental needs when thinking about their wellbeing, so that the right support can
be offered.
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● is based on tackling needs early - it aims to ensure needs are identified as early as
possible to avoid bigger concerns or problems developing.
● requires joined-up working - it is about children, young people, parents, and the
services they need working together in a coordinated way to meet the specific needs and
improve their wellbeing.
The GIRFEC approach has been tested and developed across Scotland since 2006. It is
based on research evidence and the experiences of practitioners, families and children. A
report published by the Nuffield Trust found that the GIRFEC approach to promoting and
improving wellbeing is leading the way in the UK. GIRFEC is central to all government
policies which support children, young people and their families and is delivered through
services and people who work with families.
Fiona Robertson
Director of Children, Young People & Partnerships
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VISION & VALUES
Article 29: Education must develop every child’s personality, talent and
abilities to the full.
CURRENT VISION – [under review]
In 2019 we undertook a curriculum review, unfortunately the completion of this review has
been impacted by Covid-19 and the multiple school closures. Until this is complete our
interim vision statement is based on the flowing generalised vision with a focus on 21
st
Century Skills which is as follows:
“We will develop young people who are moral citizens with the skills and knowledge
crucial to becoming productive, effective and successful citizens in the 21
st
Century.”
To realise this vision we will:
● Give all our children the best possible start in life, providing a nurturing and inclusive
learning environment.
● Ensure that every young person has the opportunity to be a successful learner, confident
individual, responsible citizen and an effective contributor.
● Work with our communities to promote high expectations which deliver the best
educational outcomes for all learners.
● Celebrate diversity, reduce inequalities and remove barriers to learning.
● Provide a caring and supporting environment which ensures the health and wellbeing of
all of our pupils is always at the forefront of our minds.
CURRENT VALUES – [under review]
As part of our curriculum review we were also re-evaluating our values. Our interim vision is
underpinned by our current values, values which are reflected in all school practices and
policies. Our PRIDE values are:
● Participation
● Respect
● Inclusion
● Determination
● Excellence
These values underpin the current culture that drives teaching and learning in Penicuik High
School therefore we want them to shape our pupils’ experiences. They are displayed
around the school and feed into every part of school life from lesson planning to assemblies,
to our behaviour policy and the whole structure of the school day. They are the heartbeat of
our school and every staff member is committed to them.
Our core values help us to make strategic decisions within school. They also define the
relationship between staff, pupils, parents and the wider community. Finally they also ensure
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consistency across multiple areas within the school and foster a culture that helps people
work together in an effective and valuable way.
Vision & Values Review
As you know there have been major changes to the Scottish Education System and we have
fully reviewed our curriculum (Session 2019-20) and will review our ethos, vision and values
in session 2021-22.
The Ethos review will invite all stakeholders to participate and opportunities to be involved
will be shared through the website and school communications. Due to the Covid-19
pandemic this process has been delayed.
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SCHOOL AIMS
Penicuik High School has been significantly impacted by the Covid-19 pandemic and as a
result has had to develop a strategy to exit the pandemic in a way that ensures there is
minimal disruption to pupils’ learning. The school aims are re-evaluated every academic
year to ensure we, as a school, are providing the best possible education for our young
people. This year we have established the following aims:
New coherent 3 phase tracking and monitoring system including reporting
This system will allow pupils and parents to continually monitor progress throughout the
academic year. It will also ensure teachers, support staff, pupils and parents have the data
required to make positive interventions to ensure all pupils’ learning needs are met. In doing
this pupils will have a clear understanding of their progress in each class throughout the
academic year giving them the opportunity to identify their own areas for improvement and
most importantly give them autonomy over their own progress.
To improve learning and teaching a new assessment language has been developed.
High school is a daunting experience for young people where they experience a lot of
pressures both academically and socially. In a bid to streamline their experience the school
will be embarking on a new strategy for learning and teaching. Across the school pupils will
be exposed to a shared assessment language to ensure they have a consistent experience,
understand how they are being assessed, and most importantly are able to use this
language to articulate their own progress and identify areas and targets for improvement.
This language will be used within the reporting system which will also create a consistent
approach for parents and a language that can be used with teachers at parents’ evenings to
discuss pupil successes and appropriate target setting.
New integrated approaches to Student Support
This will ensure all staff are kept continually informed of pupils’ academic and personal
circumstances. This will enable staff to support pupils in the best possible way both
academically and emotionally.
New senior Student Leadership elections and portfolios
This approach enables our young people to take an active role in school improvement. All
pupils are invited to take part in this democratic approach which sees our young people
elected into vital roles within the school. In doing so the voice of the pupil body is regularly
consulted in any decisions made in relation to a wide variety of school issues. It also allows
pupils to voice their own opinions and ideas to the senior management team which ensures
we are continually informed of the pupil experience and opinions at Penicuik High School.
Developing Scotland’s Young Workforce
As part of the Scottish Government’s requirement to integrate workplace skills into the
classroom we have implemented a new employability class in S1 and S2 which will be
continued into S3 and S4. In doing so we are ensuring our pupils not only develop
knowledge and skills related to specific academic subjects, we are also ensuring they
develop essential skills for the work place.
New consistently applied behaviour policy and protocols
To ensure there is a fair and consistent approach across the school we have re-evaluated
our behaviour policy and protocols. The new system is on display in all classrooms across
the school enabling all pupils to be aware of the consequences of actions should they make
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inappropriate behaviour decisions within the classroom. This is not designed to be punitive,
it is designed to maximise teaching and learning in every classroom across the school.
Health and wellbeing of young people
The Covid-19 pandemic has had an impact on everyone, most importantly on our young
people. Our young people have now had two significant extended periods of time under
home learning rather than within our school. This has had an impact academically, and most
importantly, on their confidence in class. We are developing strategies to support our young
people who are finding in school learning challenging. This is a continually evolving process
and staff are utilising all their skills to support every pupil within the school. If you are
concerned about the health and wellbeing of your child then please contact your child’s
guidance teacher and we will do our best to support your child in any way we can.
Disengagement has been identified as a significant issue as some young people are not
used to the tight structure of the school day as a result of the school closure during the
pandemic. We are monitoring all pupils and making use of the resources we have available
to us to support any pupil who is struggling to engage. We now have a nurture base in
school which is known as the Learning Centre and many pupils are now making use of this
resource to help with their day to day experience and challenges in school.
Staff are also being trained in nurture and trauma informed practice through the local
authority nurturing project. In all instances staff use restorative practice when working with
pupils who find the classroom environment challenging. Staff are also continually
differentiating work to ensure all pupils can access the class materials. Midlothian Council is
working towards a scheme where all pupils will have access to a Chromebook which will
help support pupils in class.
School Self Evaluation
Most importantly we are continually evaluating our own policies and procedures to ensure
we provide the best possible education for our young people. Each year we evaluate our
National Qualifications data to identify priorities for the following academic year. This year
we plan to have a specific focus on numeracy, trying to ensure attainment for all. We are
also evaluating our curriculum to ensure it fits the school context and demographic of our
school population.
.
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SCHOOL INFORMATION
Contact Details
School Address
Penicuik High School
39A Carlops Road
Penicuik
EH26 9EP
Telephone Number
01968 674165
Email Address
Website
https://penicuik.mgfl.net/
School Roll
640
Denominational
Status
Non-Denominational
Associated Primary
Schools
Cornbank Primary School
Cuiken Primary School
Strathesk Primary School
Sacred Heart Primary School
When contacting the school we do recommend you telephone the main office as the
administration staff are best placed to ensure your call is directed to the correct
person. If you are emailing the school please write in the subject box “For the
Attention of (FAO)” and insert the name of the staff member.
Our administration team are listed below:
ADMINISTRATION
Mrs D Razavi
Admin Manager
Mrs S Duncanson
Support Assistant
Mrs L Davidson
Support Assistant
Mrs C Galloway
Support Assistant
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STAFF LIST
SENIOR MANAGEMENT TEAM
Mr C Biddick
Head Teacher
Mrs D Burgess
Depute Head Teacher
Mr C Dewar
Acting Depute Head Teacher
Miss H Lyon
Acting Depute Head Teacher
ART & DESIGN
Ms J Dixon
Head of Dept
Ms N Keir
Acting Head of Dept
Ms A Collop
Ms E Cheltsova
NQT
BUSINESS EDUCATION/COMPUTING/DESIGN & TECHNOLOGY
Mr P Beards
Faculty Head
Mr D Connolly
Business Education
Mrs M McGovern
Computing
Mr R Merson
CDT
Ms E Hall
CDT Technician
ENGLISH/MEDIA
Mr M Smith
Head of Dept
Ms R Astor
Acting Head of Dept
Mr R Havill
Mr S Milligan
(PT Guidance)
Mr S Laydon
Ms H Wilson
NQT
Ms B Ewing
NQT
GEOGRAPHY/HISTORY
Mr A Johnstone
Faculty Head
Miss Y Tavakoli
Geography
Ms S Blake
History
Ms A Tinning
History (Temporary Maternity Cover)
GUIDANCE
Mrs D Burgess
Depute Head Teacher
Mr D Saffhill
PT – C1 + 4C3
Mrs M Murphy
PT – L2 + 5L3
Mrs M Brandie
PT – L4 + 3L3
Mrs L Wood (Acting)
PT – 3C5 + 4C5
Mr S Milligen
APT – 2C1 + 2C5 + 4L4 + 5L4
Ms S McLennan
PT - 4C1 + 5C5
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HOME ECONOMICS
Ms G Gungui
Head of Dept
Mrs M Kinloch
Mrs S Van Aswegen
Mrs L Wood
LEARNING RESOURCES CENTRE
Mr N Smith
Librarian
MATHEMATICS
Mr I Christie
Head of Dept
Mr D Saffhill
(PT Guidance)
Mrs E Cochrane
Mrs L Bainbridge
Ms M Hogg
Miss K Hill
Mr J Berry
NQT
MODERN LANGUAGES
Mrs R Andrew
Head of Dept
Ms K McEvoy
Acting Head of Dept
Mrs M Brandie
(PT Guidance)
Ms L Mackay
MUSIC
Mr K Murphy
Head of Dept
Mrs M Murphy
(PT Guidance)
Mrs S McIntosh
MUSIC INSTRUCTORS
BJ Waddell (Percussion)
S Docherty (Woodwind)
R Dick (Violin)
R Walker (Brass)
T Dance (Cello)
A Dugan (Piano)
PHYSICAL EDUCATION
Miss N McShannon
Head of Dept
Mr C Hunter
Miss C Galloway
NQT
RELIGIOUS, MORAL & PHILOSOPHICAL STUDIES
Miss L Graham
Acting Head of Dept
Ms S MacDonald
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SCIENCES
BIOLOGY
Mrs A MacFadyen
Faculty Head
Ms K Maden
NQT
Ms K Mcfadyen
NQT
Ms J Burrows
CHEMISTRY
Ms E Campbell
Mr A Proctor
PHYSICS
Mrs C Redford
Ms S Preedy
SCIENCE TECHNICIAN
Miss G Brown
Science Technician
SUPPORT for LEARNING
Mrs T Edge-Loake
Head of Dept
Mrs A Colquhoun
SfL Teacher
Mrs A Glen
Learning Assistant
Mrs K Harley
Learning Assistant
Ms C Pierrepont
Learning Assistant
Ms S Murray
Learning Assistant
LEARNING ASSISTANTS
Mrs G Hardy
Ms L Simpson
YOUTH WORKER
Miss H Slaney
THE LEARNING CENTRE
Ms K Brack
Ms S MacDonald
CAREERS ADVISER
Mrs C Steele
Careers Adviser with SDS
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GUIDANCE SYSTEM
The organisation of the Guidance System is supervised by the Depute Head Teacher
(Student Support – Diane Burgess), working with Principal Teachers and the Heads of
House. The main aims of the Guidance System are:
● to support the individual student’s personal, social and intellectual development
● to foster the development of good relations between staff, students and parents
● to liaise with support and welfare services.
Guidance staff meet each Year Group once a week for Social Education.
Guidance staff are always available for consultation at Parents Evenings, but may be seen
at other times by appointment. A telephone call or letter to the school will enable this to be
arranged. Guidance staff may also initiate meetings with parents of individual students when
mutual benefit seems likely. Parents are encouraged to contact the appropriate member of
the guidance staff should they have any concerns regarding the progress of their child.
The Guidance Team comprises of:
Clerk Maxwell House
Mr D Saffhill
C1 + 4C3
Principal Teacher Guidance
Miss S McLennan
C5 + 4C1 + 5C5
Principal Teacher Guidance
Mrs L Wood
C5 + 3C5 + 4C5
Acting Principal Teacher Guidance
Liddell House
Mrs M Murphy
L2 + 5L3
Principal Teacher Guidance
Mrs M Brandie
L4 + 2L3
Principal Teacher Guidance
Mr S Milligen
2C1 + 2C5 + 4L4 + +
5L4
Acting Principal Teacher Guidance
Social Education
A Social Education Programme is organised for students from First to Sixth Years and
includes topics concerning relationships, careers and health education, as well as other
issues relating to society today. The Guidance Staff are responsible for writing and
developing the Social Education Programme. Each class follows a scheme of work which
covers the following main areas:
● moral values and personal ethics
● health education
● relationships with the community
● careers education
Student Support Group
Guidance staff meet twice monthly with Children’s Services representatives, Educational
Psychologist and Community Police Officer to look at possible strategies to support students
and their families who are experiencing difficulties. Parents will be consulted before their
child is discussed in this group. Links with other professionals are very close and regular
contact and consultation with them is part of the on-going support offered to all students
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THE SCHOOL DAY
.
S1-S6 School Day
Monday to
Thursday
Friday
Registration
8.30 - 8.40
Registration
8.30 – 8.40
Period 1
8.40 – 9.30
Period 1
8.40 – 9.30
Period 2
9.30 – 10.20
Period 2
9.30 – 10.20
Period 3
10:20 – 11.10
INTERVAL
10.20 – 10.35
INTERVAL
11:10 – 11.25
Period 3
10.35 – 11.25
Period 4
11.25 – 12.15
Period 4
11.25 – 12.15
Period 5
12.15 – 13.05
School Closes
12.15
LUNCH
13.05 – 13.50
Period 6
13.50 – 14.40
Period 7
14.40 – 15.30
School Closes
15.30
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SCHOOL EXPECTATIONS
“The development of a positive learning environment is essential if effective learning
and teaching is to take place within an educational establishment. Effective learning
and teaching is also dependent on the nurturing of positive relationships through the
daily interactions between staff and learners and between learners themselves.”
It is important to emphasise that the curriculum is not just about learning facts and
developing skills in the subjects taught. Good relationships among pupils, between pupils
and teachers, and between teachers and parents contribute to children’s personal and social
development. Children have to learn how to co-operate with and understand other children;
how to acquire healthy habits and attitudes; how to solve problems and make decisions; and
how to care for the environment.
The aim of Midlothian schools is to foster respect for each other and build positive
relationships. We also actively promote a sense of responsibility, honesty, confidence and a
caring attitude. We strive to follow the Golden Rules:
● We are gentle
● We are kind and helpful
● We listen
● We are honest
● We work hard
● We look after property
While it is important to recognise positive behaviour, we recognise that at times, children
require support to manage their actions. Children need to see this as a positive interaction
and that it is ok to make mistakes. It is our job to support them through this process and
demonstrate the steps that can be taken to reflect on certain behaviours, think about the
impact of certain behaviours on others, and most importantly support any child so they
understand there is no negative impact of stigma placed on them.
At Penicuik High School we always adopt a restorative practice approach when it comes to
behaviour sanctions. We will always have the pupil’s best interests at heart and will also
take into account the experiences and personal circumstances of the pupil involved. All
sanctions imposed are not designed to be punitive, they are designed to help the pupil
refocus and integrate positively into their next lesson with any teacher who has had no
option but to apply these sanctions. We encourage all staff to view behaviour as a means of
communication and therefore we encourage the use of restorative approaches, supportive
conversations and very rarely punitive actions to make sure a child feels listened to and
supported.
This is a standardised policy which operates across the whole school and ensures all pupils
receive a consistent approach to positive behaviour within the school. At all times a
de-escalation approach will be taken to ensure any pupil who finds themselves facing these
sanctions feels they have the support to make positive behaviour choices.
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CODE OF CONDUCT
Our Code of Conduct has been produced by students and staff and is firmly based on our
school values, Participation, Respect, Inclusion, Determination and Excellence (PRIDE).
Courtesy and respect for others
Our reputation as individuals and the reputation of the school largely depend on the way we
behave towards others, both in and out of school. Students should always be polite to others
and consider others in their actions. All staff, prefects and other students should be treated
with courtesy and respect. Each student should be entitled to be treated with respect and
courtesy.
Conduct in the corridors
The corridors are probably the most used part of the building by all staff, students and
visitors. We should show consideration to all users of the building by acting responsibly at
all times when using the corridors. Walk smartly, keeping to the left side. Carry bags on the
right to avoid damaging the walls. Avoid crowding or pushing, especially on staircases.
Caring for the Environment
The future of our environment is vital to all of us. Each person has a responsibility to the
environment. Treat the building and school equipment as if they were our own (they do
belong to all of us) Put litter in the bins provided. We are part of the environment, therefore
we should take pride in our own appearance. The school is our place of work and we should
wear appropriate school dress.
Students are expected to arrive in the building on time, should students enter the building
early they should be respectful and mindful that staff are busy working and preparing to set
up for the day’s learning. At all times pupils are expected to follow Penicuik High School’s
behaviour code and pupils who continually ignore this conduct will be subject to sanctions.
At break time pupils are not allowed to leave the school campus. At lunch time pupils in
S2-S6 are allowed to leave the school campus to purchase lunch within the local community.
At all times pupils wearing the Penicuik High School uniform are representing the school and
therefore any pupil reported to be breaking the school behaviour code will have their
lunchtime privileges to leave campus revoked.
Bullying
Bullying is unacceptable in all schools and we encourage all pupils and their parents to
inform us immediately if they know of someone who is being bullied. We encourage all
pupils to understand that only by letting someone know about the problem can it be
discussed and a solution reached.
We aim to be proactive and discuss the effects of bullying with the children through class
discussions and at school assemblies. We encourage parents and carers to make their
children aware of cyber-bullying which is becoming more prevalent through social
networking sites which many children access from home. We also encourage all parents to
be vigilant in checking their child/children’s mobile phones regularly to ensure positive
communication is encouraged between peers.
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Mobile Phone Policy
We understand that parents equip their child/children with mobile phones to ensure their
safety whilst away from home. During the school day mobile phones should be switched off
and kept in school bags. If pupils are caught using their phones during lessons they may be
confiscated until the end of the lesson/end of school day. Midlothian Council will take no
responsibility for mobile phones lost on school grounds.
Anti-Weapon/Knife Policy
Midlothian Council advocates the Scottish Government’s public health approach to tackling
violence by educating the young people in our care. Midlothian Council aims to invest in
early education to deter and divert young people from harmful behaviours and encourage
positive relationships founded on respect, tolerance and inclusion. Pupils are educated on
what constitutes a weapon, what steps they should take if they know another pupil is
carrying a weapon and what to do if they are confronted with a weapon. Parents will also be
issued with this information to encourage open and honest conversation amongst our
children and young people.
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PENICUIK HIGH SCHOOL CLASSROOM EXPECTATIONS
Within the classroom all pupils are encouraged to engage in the learning and reflect
our PRIDE values at all times. In instances where this is not the case the following
steps will be taken. These steps are visible in all classrooms and therefore all pupils
are familiar with the consequences of inappropriate conduct.
Step 1 – First Verbal Warning
Step 2 – Second Verbal Warning
Step 3 – Isolation within the classroom
Step 4 – Sent to Principal Teacher of the department:
● S1- S3 pupils will be isolated in PT’s classroom or within a senior
class.
● S4-S6 pupils will be isolated in PT’s classroom and Senior
Management will be involved.
● All parents will be sent an “out of class” text alert.
Step 5 – Class teacher will complete a referral to relevant senior staff
Step 6 – Should behaviour continue to deteriorate sanctions such as
detentions, behaviour monitors and exclusions will apply.
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THE SCHOOL UNIFORM
Our School Uniform plays an important part in promoting our PRIDE values and school
ethos. We are delighted to now have a new blazer that our current S5 and S6 prefects have
been wearing since our re-opening in March. We believe having high expectations in
relation to uniform sets the correct tone with our students, it is evidence of equity in our
school community and portrays a positive image of the school to our local community and
visitors alike. For session 2021-22 all students will have the opportunity to wear a blazer,
including our new S1 students. Information for ordering blazers for next session will be
released in due course.
Policy Overview
A school is judged, amongst other things, by the conduct, engagement and appearance of
its students. There is a clear expectation at Penicuik High School that students will arrive at
school prepared for all lessons and in appropriate uniform.
School Uniform
A good standard of dress and appearance encourages a sense of pride in the school.
Educational research has shown that a formal school dress code does improve pupil
attainment and promotes a positive ethos. Since August 2006 we have had a formal school
dress code for all pupils attending Penicuik High School. This code is clear and simple and is
compulsory for all pupils. Quite simply the school wishes to remove any doubt about what
can and cannot be worn to school. Our dress code is affordable, practical and smart.
The school dress code is
White shirt or blouse
Black V neck jumper or cardigan
School tie
Black trousers or skirt
Black shoes
Outdoor clothing must be removed in all classes. Football scarves and colours are not
allowed in school. The present school uniform policy was introduced into Penicuik High
School with the full support and agreement of pupils, parents and staff.
Clothing Grants
The authority operates a scheme of clothing grants to assist parents in ensuring that a pupil
is sufficiently and suitably clad to take full advantage of the education provided. Families in
receipt of the following can apply for a clothing grant:
● Income Support
● Income-based Jobseekers Allowance
● Child Tax Credit but not Working Tax Credit and where income is less than £16,105 as
assessed by the Inland Revenue
● An Asylum Seeker under Part VI of the Immigration and Asylum Act 1999
● Any income related element of Employment Support Allowance
● Parent/Carer is in receipt of Working Tax Credit (Currently below £6,420)
● Universal Credit where your maximum monthly income does not exceed £610 as shown
on your monthly Universal Credit statement
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Other cases will be determined according to the personal circumstances of the family.
Parents/Carers who wish to apply for the scheme should complete an application form which
is available from the school or online at:
https://www.midlothian.gov.uk/info/855/school_meals/117/free_school_meals_and_cl
othing_grants
Equipment for Class
Students are expected to report for class with all necessary equipment, pencil, pen,
calculator etc. Specific requirements will be made clear by individual subjects, for example
the PE Department’s ‘No Note’ Policy.
Calculators
At the time of transfer from primary to secondary many parents are keen to equip their child
with a calculator. If you are thinking of making a purchase, then we would recommend that a
Scientific Calculator, rather than just a basic function calculator, is bought. With a Scientific
Calculator, most of your child’s mathematical needs will be catered for. Furthermore, the
Maths Department is able to recommend the most cost effective machine available each
year. At present the department makes bulk orders to enable students to make a purchase
at a discount price. Students will have an opportunity to buy a calculator from the Maths
Department in their first term at the High School.
French Dictionaries
The Modern Languages Department would like to emphasise the importance and usefulness
of pupils having access at home to a bilingual dictionary in the language they are learning.
This helps them develop dictionary skills and allows them to complete a wider range of
homework tasks. Given that pupils are entitled to use a dictionary in SQA exams, it is
extremely important that they are familiar with using a bilingual dictionary.
The department can make a bulk order to enable students to purchase dictionaries at a
discounted price shortly after they enter S1, but should you wish to purchase a dictionary in
the meantime, we would recommend the Collins’ Easy Learning Dictionary which is available
in most large bookshops.
Pupils’ Personal Belongings/Lost Property
All clothing should be marked clearly and indelibly with the owner’s name. Money or
valuables must not be left unattended in coat pockets or schoolbags. We actively encourage
students to leave high value personal belongings at home. Students who lose or find
anything of value should report it to the school office or the janitor.
PARENTS ARE ADVISED TO SEE THAT STUDENTS’ BELONGINGS ARE COVERED BY
A DOMESTIC INSURANCE POLICY AS THE SCHOOL AND THE COUNCIL WILL TAKE
NO RESPONSIBILITY FOR ANY PERSONAL ITEMS THAT ARE MISPLACED IN
SCHOOL.
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Autumn
● Term starts: Wednesday 17 August 2022
● Autumn holiday: Friday 16 September to Monday 19 September 2022 inclusive
● Midterm:
○ All break: Friday 14 October 2022
○ Pupils resume: Tuesday 25 October 2022
● Term ends: Tuesday 20 December 2022
Spring
● Term starts: Thursday 5 January 2023
● Midterm:
○ All break: Friday 10 February 2023
○ All resume: Monday 20 February 2023
● Term ends: Friday 31 March 2023
Summer
● Term starts: Monday 17 April 2023
● May Day: Monday 1 May 2023
● Victoria Day: Monday 22 May 2023
● Term ends: Wednesday 28 June 2023
Staff development/non-pupil days
● Monday 15, Tuesday 16 August 2022
● Monday 24 October 2022
● Wednesday 4 January 2023
● Monday 22 May 2023
Schools set their own start and finish times. To find out what time the school day finishes on
the last day of term, contact your school.
Information regarding school holidays can be found on Midlothian Council’s website. The
following link details the holidays for our current academic year and future academic years:
https://www.midlothian.gov.uk/info/878/schools/2/school_term_dates_and_holidays
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REGISTRATION, ENROLMENT & TRANSITION
Registration
Pupils living within the catchment area will be automatically enrolled at Penicuik High school
as they have priority for admission in accordance with Midlothian Council policy. This will
usually be done through their associated primary school and parents will receive
confirmation of the catchment secondary school serving their home by the end of November.
No further action is normally required if you want your child to attend the catchment
secondary school.
Placing Requests Secondary
If you wish your child to attend a school other than their local one you can make a placing
request to that specific school. Applications should be made in writing to the Head of
Education. If a pupil has gained a place at a primary school out with their catchment area it
does not guarantee a place at the feeder secondary school if that is also out with their
catchment area. Parents will have to apply for a place at this school as well.
Parents should note that making a placing request does not guarantee a place at the school.
There are a number of different school constraints that have to be taken into account before
a decision can be made, an example being legal constraints regarding staff to pupil ratios.
We will endeavour to accommodate placing requests where we can, however there are
factors which are out with our control.
In June, if it is confirmed that you have a place at the school, you will be invited to a meeting
about starting school, your child will also be invited to take part in the S1 transition visit.
Transition
Primary 7 Transition can be a time of great excitement but also one of nervousness or
uncertainty. At Penicuik High School we aim to make the Transition process as smooth as
possible for all the young people who will be joining us. To achieve this we work closely with
our primary colleagues both in our cluster primary schools (Cornbank Primary, Cuiken
Primary, Strathesk Primary and Sacred Heart Primary) but also with colleagues across the
region and beyond. Transition working begins in early September and continues through to
when the students finally join us in August.
The differences between primary and secondary arrangements may appear obvious to an
adult. However, to a youngster who is moving into a new learning environment, these
differences can appear quite daunting at first and we would appreciate it if parents would
contact the school if their child seems anxious about any issues concerning their new
school.
Primary 7 pupils:
● spend most of the week with one teacher
● spend most of their school time in one classroom
● will be used to being the oldest pupils in a smaller school
● will have a group of close friends
However, S1 students:
● will be taught by at least twelve teachers
● will move from room to room, depending on subjects taught each day
● will become the youngest people in a relatively large and complex school
● will form new friendships with fellow S1 students from other primary schools.
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Enhanced Transition
Primary and secondary staff work together in the months before transition to ensure
secondary staff are aware of all pupils' needs, and to alleviate any worries pupils may have
regarding transition. Enhanced transitions take place for pupils identified as needing extra
support by their P7 teacher. Pupils who are anxious about transition to secondary school,
pupils with additional support needs, and pupils who have certain medical conditions are all
examples of pupils who may benefit from an enhanced transition. Enhanced transitions will
involve more visits to the chosen secondary school, a chance to go on school cluster camp
to get to know other pupils who will be attending the same high school, and Guidance
teachers will also visit primary schools to talk to pupils and answer any questions they may
have.
Transition Support
To support students through P7 Transition one member of Guidance staff and our PT SFL
act as link staff for each of our Cluster Primary Schools. Identified staff will attend Primary
planning meetings as appropriate and will liaise with the primary schools on pupil transition.
The allocated staff are:
Cornbank Primary School:
Mrs Tracey Edge-Loake, PT SFL
Mrs Morven Murphy, PT Guidance
Cuiken Primary School:
Mrs Tracey Edge-Loake, PT SFL
Mr David Saffhill, PT Guidance
Sacred Heart Primary School:
Mrs Tracey Edge-Loake, PT SFL
Mrs Margaret Brandie, PT Guidance
Strathesk Primary School
Mrs Tracey Edge-Loake, PT SFL
Ms Leigh Wood, PT Guidance
Transition News
All important information for parents and students will be sent out to primary schools in the
form of letters. Parents can also keep up to date with transition news and take a virtual tour
of the school through our website on the following page:
https://penicuik.mgfl.net/p7-transition/ The school will also post updates on twitter so please
follow us @PenicuikHS
If you have any questions or queries regarding the P7 transition, please contact the school at
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ATTENDANCE PROCEDURES
To ensure the safety and wellbeing of your child/children Midlothian Council requests that all
parents follow the procedures laid out below to notify the school of any absence as soon as
is practically possible.
Section 30 of the Education Act 1980 lays down a duty on every parent of a child of
‘school age’ to ensure that their child attends school regularly. Attendance must be recorded
twice a day, morning and afternoon.
Regulation 7 of The Education (Scotland) Regulations 1993 requires each child’s
absence from school to be recorded in the school register as authorised: i.e. approved by
the authority and unauthorised: i.e. unexplained by the parent (truancy) or temporarily
excluded from school.
Registration
All students are required to register with their Teacher at registration and the start of each
period. Immediately after students have registered in their register class, the information is
recorded on the computer in the school office. Every member of staff then receives a copy of
the computer printout showing attendance each day and can, therefore, check attendance
on a period-by-period basis throughout the day. Also shown on this printout are the day’s
medical/dental appointments as notified to the school office via letters/appointment
cards/emails and telephone calls.
Late Arrival
Parents/Carers are encouraged to ensure their child/children come to school punctually.
Pupils should be on the school grounds for the bell ringing. It is our main focus to encourage
parents and children to recognise the value of learning and the pitfalls of disrupting learning
for the children, the rest of the class and the teacher. Prompt attendance will ensure they
make good relationships and fulfil their potential.
Students arriving late will be registered late by their register teacher up to 8.40am. Pupils
arriving after 8.40am will be registered late by the school office. This system enables
Guidance Staff to spot attendance problems at an early stage and take preventative
measures. Parents will be notified of any pattern of lateness or suspected truancy.
Pupil Safety
The school has an automatic communication system that contacts parents directly if a child
is marked absent at the start of the school day, and if they are marked absent from a class
throughout the day when they have been present in school that morning. This is to ensure
the safety of all pupils and is a Scottish Government requirement to advise all parents of a
child’s absence from school. It provides us with an early warning system should any child go
missing from school enabling us to act promptly and ensure the safety of your child.
Absence from School
Parents should inform the school by 9:00 am on the first morning of an absence and provide
a reason for the pupil’s absence. We ask that parents keep us continually informed of pupil
absences of more than 24 hours so we can maintain our role in ensuring the safety and
well-being of your child. The school will contact the pupil’s parent/carer and thereafter other
emergency contacts if no explanation is given for the pupil’s absence. This contact will be
made before 10.00 am on the first morning of an absence and early in the afternoon in the
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case of an afternoon absence. Parents should keep the school informed of any changes of
address or telephone numbers, both their own and those of the emergency contacts. We
have a statutory obligation to contact other agencies if no contact with the pupil’s
family can be achieved, and if there are continuing or emerging concerns about a
pupil’s safety or wellbeing.
On return to school parents should provide a note explaining the reason for absence. This is
because we have to keep them on record. In the case of a pupil returning with no note or
explanation the absence will be recorded as unauthorised. Schools investigate unexplained
absence; the Education Service has the responsibility to write to, interview or prosecute
parents, or refer pupils to the Children’s Reporter, if necessary. The school closely monitors
absence as the expectation is that each child attends a minimum of 96% of sessions in the
school academic year. Letters are issued to parents when attendance rates fall below 96%.
Persistent absence is referred to as the ‘Team Around The Child’ (TATC) team.
Young people of school age may be unable to attend school for a wide range of reasons
including illness, accidents or long term medical conditions. In general there will be an
automatic referral by the school for education out with school after 15 days, 12 of continuous
or 20 working days of intermittent absence, within a single session, for verifiable medical
reasons.
Medical/Dental Appointments
If your child has a medical or dental appointment that requires full or partial absence of a
school day please inform us in advance if this is possible. Please call or send a note to the
school office so these appointments can be recorded. Any child who needs to leave during
the school day will only be released when they are collected by a known adult, i.e. parent,
grandparent or an emergency contact at school reception. We also ask that any child
returning during the school day visits reception and signs back into school.
Family Holidays
It is our main focus to encourage parents and children to recognise the value of learning and
the pitfalls of disrupting learning for the children, the rest of the class and the teacher.
Therefore parents should put any requests for leave of absence, such as family holidays,
family or personal days, and religious festivals, during term time to the Head Teacher in
writing.
Good attendance is vital if pupils are to achieve their full potential. When parents are
considering whether or not to remove their children from school for a family holiday, they
should be aware that such a decision will:
● Result in a significant loss in classroom experience and lead to gaps in their learning
● Result in a pressure to ‘catch up’ on missed work by pupils
● Could result in pupils missing assessments with further impact on pupils and teachers
● Could result in the loss of curricular activities
● Will affect school attendance records and efforts to raise standards of attendance
● Under the guidance issued at national level, most family holidays will be coded as
unauthorised absence, only in exceptional cases will the absence be recorded as
authorised.
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SQA Dates & Deadlines
The SQA examination diet will take place in May and June each year. Some courses with a
practical element will complete part of their SQA exams earlier than this. Pupils will be
notified in good time of the dates of examinations but parents must not arrange holidays for
their children when they have these national examinations. Parents should note that the
school or authority has no control over these deadlines.
Further to this, most Senior Phase pupils undertake preliminary examinations during January
and February and are likely to be engaged in continuous internal assessment activities
throughout the year. Consequently, absence during S4-S6 is particularly detrimental to
progress and attainment. Please note that schools are bound by national policy and
therefore must adhere to the legislation below.
National Guidance on Attendance in relation to Family Holidays
Scottish Government Guidance on the management of attendance and absence in Scottish
schools states:
Every effort should be made to avoid family holidays during term time as this both disrupts
the children’s education and reduces learning time. It has been clarified that family holidays
should not be recorded as an authorised absence, except in exceptional domestic
circumstances, where a family needs time together to recover from distress, or where a
parent’s employment is accommodated (e.g. armed services or emergency services).
The categorisation of most term time holidays, as unauthorised absence, has been a
contentious issue for some families, many of whom are concerned at the higher cost of
holidays during school periods. The Scottish Government has no control over the pricing
decisions of holiday companies or flight operators. Our main focus is to encourage parents
and pupils to recognise the value of learning and the pitfalls of disrupting learning for the
pupil, the rest of the class and the teacher.
Religious Festivals
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 three occasions in any one school session and the
pupil noted as an authorised absentee in the register.
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MEDICAL & HEALTH INFORMATION
Illness at School
If your child is taken ill at school then you or your emergency contact will be notified and
asked to collect your child at school. No child is allowed to leave school during class time
unless accompanied by an adult.
Where a child has a contagious condition, which may lead to others being affected, the
school should be notified. We ask that pupils who have been off as a result of sickness
bugs do not return to school until 48 hours after their last bout of sickness.
In the unlikely event of your child requiring hospital treatment we will inform you, take your
child to hospital, and meet you there.
Medication
If your child requires medication to be administered during the school day then please visit
reception and ask for a form to permit our staff to administer medication accordingly. We
can only administer medication that has previously been administered at home.
Chronic Health Conditions/Severe Allergies
Should your child have a serious, complex or life-threatening illness, then a medical care
plan will be completed and, with your permission, a photograph displayed with medical
information on it so that all staff know how best to help them. The school logs:
● All medication taken
● All incidents where medication needs to be administered at school
● All changes to medical conditions/medication as instructed from parents
● All medication stored in school. In the case of EpiPens we ask that parents ensure two
EpiPens are stored in school and that these are updated regularly to ensure the
medication is still in date. Only staff trained will be allowed to administer EpiPens.
Mental Health and Wellbeing
Staff will support the emotional development and wellbeing of pupils through formal and
informal curricular activities. Any concerns about a pupil’s wellbeing can be discussed with
the class teacher or Head Teacher. Schools can make referrals to the Child and Adolescent
Mental Health Services (CAMHS) where advice may be sought if there are concerns that
might require more targeted support. Parents would always be involved in discussions
beforehand and this step would only be taken with full consent from parents and (where
appropriate) the pupil themselves.
School Nurse
School nurses are involved with health promotion and education, prevention of ill health,
immunisation, health surveillance and screening. The school nurse may be helped by a
health assistant and have close working links with community paediatricians.
Hearing
If you have concerns about your child’s hearing the school can refer him or her to the
appropriate specialist directly.
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Speech and Language Therapist
The speech and language therapist can provide assessment and, if necessary, support if
you, a teacher, your GP or the school doctor feels that your child may need help with
communication.
Dental Treatment
The dentist visits the school annually to inspect the pupil’s teeth. You will be informed of the
date they will attend and have the right to decline the inspection. The dentist will inform you
if your child requires any treatment. Any enquiries concerning the provision of dental
services should be made to the Director of the Community Dental Service, 16 Duncan
Street, Edinburgh, EH9 1SR, Telephone 0131 667 7114
Period Poverty
Midlothian Council is committed to ensuring period poverty does not become an issue for our
pupils. Our schools provide free sanitary products which are obtained unobtrusively without
having to ask an adult. Also all school toilets contain sanitary disposal units. All pupils are
reminded of these facilities on a regular basis.
We understand this can be a challenging experience for young girls and therefore encourage
open and honest conversations with adults your child feels comfortable with. Your child’s
wellbeing is always at the forefront of our minds and therefore there are named individuals in
schools who will assist pupils in these matters to ensure they feel comfortable, supported
and ultimately well taken care of.
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SCHOOL CLOSURE & EMERGENCY PROCEDURES
School Closures
We make every effort to maintain a full educational service at all times, however in situations
outwith our control such as severe weather, power failures, temporary interruption of
transport, and government directives we may have to close early or in extreme cases close
for the full school day. For this reason it is important that your contact details are kept up to
date. Midlothian Council’s general policy is to remain open where possible as we
understand this has a detrimental impact on parent’s working hours, however, the safety of
your children is our absolute priority and that will always be in the forefront of any decision
taken to close the school. Any decision to close the school will be made by the Head
Teacher in collaboration with the Director of Children, Young People and Partnerships.
Procedures for Early Closure
In the event of an emergency or unplanned closure during the school day you will be
contacted by text through the group call text system. The school will not release any pupils
until a known parent or emergency contact arrives to collect them. Pupils who use school
transport will be dismissed when we have ensured that the school bus is available to
transport them home.
Procedures for Delayed Opening
We may decide, given the particular circumstances, to delay the start of the school day. This
allows all pupils and staff more time to get to school safely in the event of bad weather.
Should this happen an announcement will be broadcast on local and Scottish radio,
television, the Midlothian website and on social media.
Procedures for Full Day Closure
In the event of a full school closure an announcement will be broadcast on local and Scottish
radio, television, the Midlothian website and on social media. We ask, if possible, that
parents share this information as soon as possible to ensure all parents are fully informed of
any school closure, and are able to make suitable arrangements for their children to be
cared for. We will do all we can to keep parents informed about the details of closure or
re-opening.
At any time of severe weather, the final decision on whether a pupil attends school
rests with their parent/carer.
School Emergencies
In the event of the school grounds being evacuated in an emergency, pupils will be taken
to a safe location where parents/carers will be asked to collect their child/children.
School Closures and School Work
In the event of a school closure work will be made available for your child through
Google Classroom. If the school is closed for one day work will be provided from the
classes your child would have had that day. In the case of multiple school closure days
pupils should follow their usual timetable and expect work to be provided from those
teachers.
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TRANSPORT
The authority has a statutory responsibility as defined by the Education (Scotland) Act
1980 to provide and finance the transport of school pupils who live specified distances from
school. The statutory qualifying age for pupils of school age under eight years is two
miles, and for those eight years and over it is three miles.
In providing school transport services, the Council aims to ensure that children travel in
safety and reasonable comfort, avoiding unnecessarily long journeys or waiting times, whilst
organising the service in the most cost-effective manner.
Midlothian Council states:
“The Authority currently pays the travelling expenses of pupils attending the catchment
school who live more than two miles from that school. As of session 2019- 2020 pupils
under the age of eight, who live more than two miles from their catchment school, will
continue to be provided with travelling expenses. Pupils over the age of eight, who live more
than three miles from their catchment school, will be provided with travelling expenses.
Bus passes are issued where public transport exists and contract transport is arranged
where there is no suitable public transport. Where there are vacant seats on contract buses,
these may be made available to pupils who are attending the catchment school and who are
not normally entitled to free transport; however a charge may be made for this service.
Transport costs are also met in the case of any pupil whom the Authority requires to attend a
school other than the catchment school, if the pupil meets the distance qualification. Where
appropriate, free travel is provided for pupils receiving special education.
Consideration may also be given to requests for assistance with travel in exceptional
circumstances, e.g. where the road between home and school is deemed dangerous by the
Authority, and where there is no public transport available.
Parents who choose to send their children to a school other than the catchment school will
not receive assistance in relation to travel to and from school.”
.
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FINANCIAL SUPPORT
Free School Meals
Under the Education Committee’s policy, children in attendance at schools under the
management of the authority are entitled to free school meals if their parents are in receipt
the following:
● Income Support
● Income-based Jobseekers Allowance
● Child Tax Credit but not Working Tax Credit and where income is less than £16,105 as
assessed by the Inland Revenue
● An Asylum Seeker under Part VI of the Immigration and Asylum Act 1999
● Any income related element of Employment Support Allowance
● Parent/Carer is in receipt of Working Tax Credit (Currently below £6,420)
● Universal Credit where your maximum monthly income does not exceed £610 as shown
on your monthly Universal Credit statement
● Children attending certain special schools where eating skills and the midday meal are
part of the educational programme.
Further information and an application form can be obtained from the school or from the
Midlothian Council Website at the link below:
https://www.midlothian.gov.uk/info/855/school_meals/117/free_school_meals_and_clothing_
grants
Education Maintenance Allowance
Education Maintenance Allowance (EMA) is available to students who will have reached
their sixteenth birthday after 1 March and have decided to stay on at school from August in
the next academic session. The EMA is a means tested weekly allowance of £30, paid
fortnightly into the student’s bank account in arrears.
Your household income will also determine if you're eligible for EMA. Household income is
the income of your parent(s) or carer(s) who live with you. To qualify, households with one
dependent child must be earning £24,421 per year or less, and households with more than
one dependent child must be earning £26,884 or less, before tax.
Payment is dependent on the student attaining full attendance in each week of the payment
period. Application packs can be obtained from the school or from the Education and
Children’s Services Division, Fairfield House, 8 Lothian Road, Dalkeith EH22 3ZG.
Please see the information regarding school uniform to find information regarding
Clothing Grants for school uniform.
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MEDIA POLICY
At the start of each academic year each pupil will be given a media policy form (data form) to
fill in and return to school. This form allows parents to indicate their preferences for their
child regarding the use of images and film clips for use on the school website and on social
media. Parents are well within their rights to state they do not want their child included in
any images or photographs that are placed on the school website or social media sites. All
class teachers will be informed of any child in their class who does not have permission for
their images to be shared to ensure the wishes of the parent are upheld.
Learning and Digital Technology
There are occasions where the class teacher will take images or film clips of pupils to
document learning. The class teacher may also use Professional Development resources
such as IRIS Connect which allows the teacher to record a particular lesson for review at a
later date to inform on their own practice. In these instances any media collected will be for
the sole use of the teacher or school and will not be placed on the website or on social
media.
School Events
Parents are encouraged to document important milestones in their child’s education,
however we ask parents to be mindful that these must not be shared or posted online and
can only be kept for personal viewing.
We have a duty to protect vulnerable children in our care and therefore there may be
instances where parents/carers will not be allowed to film/photograph events. Whilst we
understand this may be disappointing for you we must ask that you strictly adhere to the
instructions of the Head Teacher as sharing images of care experienced pupils on social
media could violate their protection orders.
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HEALTH, WELLBEING & SAFEGUARDING
“The Education Division has prepared policy statements on Health and Safety for all areas
of its responsibility in accordance with the Health and Safety at Work Act 1974. School staff
are fully instructed in their responsibilities in this respect, and safety regulations apply to all
aspects of school life, both on and off the premises. It is expected that pupils will behave
responsibly and comply with all safety requirements. The support of parents in promoting
good practice in health and safety matters is of great importance to the school.”
All visitors must report to the reception area and be issued with an authorised visitor badge
before proceeding through the school.
If your child is late they should go to the main entrance to be welcomed and signed in. It is
important that they follow this procedure so we know who is in the school building at all
times.
To ensure the safety of all staff and children on Midlothian School grounds we ensure the
following:
● Access to the school is secured and monitored during the school day
● Annual risk assessments regarding the building and grounds of the school
● Safety and electrical equipment are checked every year
● Four fire drills every year
● A number of staff within the school have an Emergency First Aid certificate
● Key members of staff have minibus licences
● Every member of staff is trained in Child Protection procedures
● Risk assessments are carried out for all school trips and activities that take place outside
the classroom.
Child Protection
The Council has a range of duties and responsibilities in relation to the child protection
procedures for all pupils that include having regard for their right to be protected from harm
and abuse. The school’s duties and responsibilities for this are set out in the Edinburgh and
Lothians’ Child Protection Committee’s “Child Protection Guidelines'' which are used by all
Midlothian schools and our partner agencies.
In circumstances where a school has a significant concern that a child or young person has,
or is at risk of being harmed or abused, the school is required to pass information to the
Police, Social Work Department and Health colleagues who have a legal duty to investigate
further. While we always endeavour to work in an open manner with parents and guardians,
there are some circumstances when it may not be appropriate to inform the parent or
guardian that a Child Protection referral has been made or that information has been passed
on to these agencies. Under these circumstances, the decision as to when and how parents
and guardians will be informed is the responsibility of the Police, Social Work and Health
Services as part of their investigation and the school will be informed by these services of
the action that they have taken.
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Should you wish to discuss this or any associated matter further, please contact the Head
Teacher, the school’s designated Child Protection Co-ordinator or the Information Officer,
Co-ordinated Services for Children and Young People.
HEALTH, WELLBEING & SAFEGUARDING
Student Support
We will seek to keep children and young people safe by:
● Valuing them, listening to and respecting them
● Appointing a Designated Member of Staff for Safeguarding and Child Protection for the
school and also a deputy
● Adopting the processes and procedures contained within Edinburgh and Lothians’
Inter-Agency Child Protection Procedures
● Developing and implementing an effective e-safety policy and related procedures
● Providing effective management for staff and volunteers through training, support and
quality assurance measures
● Recruiting staff and volunteers safely, ensuring all necessary checks are made
● Recording and storing information professionally and securely
● Using our procedures to share concerns and relevant information with agencies who
need to know, and involving children, young people, parents, families and carers
appropriately
● Using our procedures to manage any allegations against staff and volunteers
appropriately
● Creating and maintaining an anti-bullying environment and ensuring that we have a
policy and procedure to help us deal effectively with any bullying that does arise
● Ensuring that we have effective complaints and whistleblowing measures in place
● Ensuring that we provide a safe physical environment for our children, young people,
staff and volunteers, by applying health and safety measures in accordance with the law
and regulatory guidance
● Sharing information about safeguarding and good practice with children, their families,
staff and volunteers via leaflets, posters, one to one discussions
Employment of Children
Children under the statutory school leaving age can only be employed within the terms of the
Council’s bye-laws on the part-time Employment of Children. These bye-laws do not permit
the employment of children under 14 years of age, except in specific categories; for those
over that age there are limits on the hours and type of employment which are allowed.
Parents and employers must both complete an application form for an employment permit
before the employment begins.
Further details can be obtained from the Education and Children’s Services Division,
Fairfield House, 8 Lothian Road, Dalkeith, EH22 3ZQ.
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LEAVING DATES
There are two official leaving dates each session. Details are as follows:
Summer Leaving Date
A pupil whose sixteenth birthday is on or after 1 March but before 1 October can leave
school on 31 May.
Winter Leaving Date
A pupil whose sixteenth birthday is on or after 1 October but before the first day of the
Christmas holiday period can leave school on the first day of the Christmas holidays (or 21
December if earlier)
A pupil whose sixteenth birthday falls after the winter leaving date but before 1 March can
leave school on the first day of the Christmas holidays (or 21 December if earlier)
Employment
Pupils who have reached school leaving age can take up full employment even though they
may not have reached their sixteenth birthday, although certain industries may have a
minimum age for employment. Pupils of school age cannot take up full employment, it
should be noted that apprenticeships count as full employment.
A pupil of school age can be given exemption from school attendance to begin a full time
course of Further Education or to take part in an extended work experience placement. Such
cases will be considered on their merit depending on the educational needs of the child and
in consultation with the pupil’s parents and the principal of the Further Education College.
The following is a statement by Midlothian Council regarding the employment of children:
“Children under the statutory school leaving age can only be employed within the terms of
the Council’s bye-laws on the part-time Employment of Children. These bye-laws do not
permit the employment of children under 14 years of age, except in specific categories; for
those over that age there are limits on the hours and type of employment which are allowed.
Parents and employers must both complete an application form for an employment permit
before the employment begins.”
Further details can be obtained from:
Education and Children’s Services Division
Fairfield House
8 Lothian Road
Dalkeith
EH223Z
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THE PARENTS’ ASSOCIATION
The Parents’ Association are the parents and carers of pupils at Penicuik High School.
Our role is to:
● Support the school in its work with students
● Represent the views of all parents
● Encourage links between the school, parents, students and the wider community
● Report back to all parents
● Play a role in the appointment of the Head Teacher and Depute Head Teachers
● Support the school during school inspections
● Fulfill a fundraising role
There are lots of ways that parents, carers (or even grandparents) can get involved so
please come along to a meeting, offer your support in any way you can and give us your
ideas and feedback.
You can do this at a meeting, via the school office, by joining the Penicuik High School
Current office holders are:
Pauline Pender (Chair)
Vacancy (Vice Chair)
Sharon Bravey (Treasurer)
Jill Doyle (50:50 club)
Julie Begbie (Facebook group administrator)
Rowena Robbie (PA rep on Eco-committee).
These meeting are expected to be conducted via the ZOOM communication platform for the
foreseeable future, to join a meeting send a request to penicuikhspa@gmail.com.
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SCOTTISH SCHOOL CURRICULUM
Curriculum for Excellence
Curriculum for Excellence (CfE) aims to achieve a transformation in education in Scotland by
providing an improved, more flexible and enriched curriculum for all children and young
people from 3 – 18 years. More information can be obtained by visiting the Education
Scotland website. Broad General Education covers S1 – S3 and Senior Phase covers
S4-S6.
Four Capacities
The aims of Curriculum for Excellence are that every child and young person should know
that they are valued and will be supported to become:
● Successful Learners
● Effective Contributors
● Confident Individuals
● Responsible Citizens
Every pupil will experience a traditionally broad Scottish Curriculum that develops skills for
learning, skills for life and skills for work, with a sustained focus on literacy and numeracy
that encourages an active, healthy and environmentally sustainable lifestyle and builds an
appreciation of Scotland and its place in the world.
Seven Principles
Every young person should also experience a traditionally broad curriculum that develops:
● Challenge and Enjoyment
● Breadth
● Depth
● Personalisation & Choice
● Coherence
● Relevance
Levels
The experiences, outcomes and benchmarks under Curriculum for Excellence are written at
five levels, with progression to qualifications described under the Senior Phase. Pupils
move between levels at their own pace ensuring they progress with their learning leaving at
a pace which suits them and ensures there are no gaps in their education. An indication of
suggested level progression is detailed below:
Early Level Preschool years to P1
First Level P1 to the end of P4
Second Level P4 to the end of P7
Third Level P7 to the end of S2
Fourth Level S2 to the end of S3
Certificate Courses S4 to the end of S6
Parents should note that these are suggested routes of progression and that every
child is an individual who will progress at their own level of learning supported by
their teacher/teachers.
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PENICUIK HIGH SCHOOL CURRICULUM
One of the key entitlements of CfE is that all children should receive a rounded education,
known as a Broad General Education, from early years through to the end of S3, before
moving on to a Senior Phase in S4 to S6 which will include studying for National
Qualifications.
The Broad General Education S1 – S3
In Penicuik High school we ensure that young people have this broad experience across the
curriculum areas up to the end of S3. Your child is provided with knowledge and a wide
range of skills and exciting experiences that they can draw on as their lives, careers and job
opportunities change.
In S1 to S3, CfE means more themed and project learning (often referred to as
interdisciplinary learning), as well as wider opportunities to show how skills and knowledge
can be used in challenging, different and interesting ways across a full range of subjects.
Planned opportunities arise throughout S1 to S3 for young people to follow their interests,
and in S3 all young people have the opportunity for personalisation and choice within a
curricular area. All young people in S1 and S2 have the chance to engage with Outdoor
Education and a health and wellbeing award, and there are Enrichment Opportunities in S3
for those who learn best beyond the traditional classroom.
The Senior Phase S4 – S6
By the end of S3, pupils will have developed the depth of knowledge and understanding, and
the skills necessary, to lay the foundations for more specialised learning in the Senior Phase.
During S4-6, young people study for 6 different courses to obtain National Qualifications
and, where appropriate, other accredited awards.
The SQA have developed these qualifications to build on the learning and teaching
embedded in Curriculum for Excellence. Most pupils will work towards National
Qualifications at the appropriate level: National 3, 4, 5, Higher or Advanced Higher. Pupils
will study subjects at a level appropriate to their abilities.
National 3 and 4 are entirely internally assessed, although verification by SQA ensures
adherence to national standards. National 5 courses have an external examination plus, in
most cases, folio/project-type work externally assessed by the SQA. Highers remain the
‘gold standard’ in terms of demonstrating academic attainment, and we also have a healthy
range of Advanced Highers to challenge those planning to enter higher education.
We encourage our young people to view our Senior Phase as a three year pathway. Our
‘stage not age’ approach means that, for example, a number of our S4 learners are already
tackling Highers in one or more subjects. Equally, S5 or S6 learners can also access
courses at National 3-5 Level if this presents the best chance of attainment.
At all stages, a comprehensive advice and information system exists within school, guiding
young people and their parents on which courses to study, and at what level. Presentation in
examinations is always conditional on performance throughout the course, and parents/
carers will be notified of any progress concerns at key points throughout the year, as outlined
in the Tracking, Monitoring and Reporting Calendar on the website. Parents/carers can of
course contact the school at any time with any concerns they may have.
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Our Curriculum Map below outlines the curriculum your child will experience
depending on their year group.
Please visit our website to view information regarding specific subjects and the
course material and skills they cover. https://penicuik.mgfl.net/curriculum/
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Positive Destinations
All pupils will be encouraged to follow their own aspirations when selecting qualifications in
the Senior Phase. Some pupils may choose to apply to university where they will have to
meet qualification conditions for entry. Some pupils may apply for a modern apprenticeship
as they feel university is not for them yet they still want to pursue further education. Some
pupils will apply for college courses and some pupils will leave school and enter the world of
work. We encourage pupils to follow their ambitions and dreams to ensure they pursue a
career of their choosing.
Through the Student Support system each student undergoes a programme of learning that
prepares them for life after school. For schools, this is known as working towards a ‘positive
destination’. For students this typically means a place at university, college, employment,
training, or voluntary work. We work in partnership with a range of agencies to secure a
positive destination for our students. This includes LEAPs to assist with university applicants
and Edinburgh College.
A range of speakers and events are also organised to support students with applications,
CVs and interview skills. We work closely with Skills Development Scotland to offer students
career advice and individual support on an on-going basis.
Developing Scotland’s Young Workforce
Embedded in the curriculum from S1 – S6 are skills for lifelong learning and work. We have
committed to working together with partner agencies to build a society in which everyone
can play their full part and share the benefits of success. A critical element of achieving this
is in equipping our young people for employment. In every lesson pupils will be taught
workplace skills alongside curricular knowledge and skills to ensure they are fully equipped
to enter the world of work.
Religious and Moral Education
There are core courses in Religious Education from S1 to S6. Young people may also
choose to follow additional courses in RMPS (Religious, Moral and Philosophical Studies) as
part of their personalisation and choice in S3 or National Qualifications in the Senior Phase.
Assemblies are held on a regular basis throughout the school year. Pupils assemble in year
groups or in House groups. Cultural diversity is celebrated during some of these assemblies
in order to raise awareness and to promote understanding of world religions.
Parents have the right to withdraw their children from these courses and assemblies if they
wish. Any parent wishing to do so should contact the Head Teacher in writing so that
alternative arrangements can be made.
Music Tuition
We are fortunate that subsidised music tuition is available for young people who show an
aptitude for music. Tuition is available from qualified instructors in guitar and the main
orchestral instruments.
Pupils are extracted from classes on a rota basis so that class work is not unduly affected.
Those who receive music tuition and those studying Music are involved in various
ensembles and performances throughout the year.
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LEARNING, TEACHING & ASSESSMENT
Developing Learning and Teaching
High quality teaching leads to high quality learning. Students learn best when they are taught
by inspiring and passionate teachers who have high levels of professionalism and subject
knowledge and can develop and foster positive relationships. We support our staff in
continually improving their practice by ensuring access to high quality professional learning
and through a focus on collaborative enquiry.
At Penicuik High School we aim to offer an inclusive learning environment which has a
positive impact on our students. This is achieved by promoting inclusion, equality, equity and
developing positive relationships. Teachers focus on and address the needs of all students
and remove or reduce any barriers to learning across all curricular areas. We have high
expectations for all students and a belief that all young people should be successful.
At Penicuik High School we aim to deliver the following aims through our learning, teaching
and assessment practices, particularly our current Big 5 Project:
● foster our PRIDE values amongst all in our school community
● provide learning which is stimulating, active, inspirational and relevant
● develop assessment capable students who have an understanding of their strengths and
areas for improvement
● provide opportunities for students to self and peer assess pieces of work
● ensure a wide range of effective learning and teaching approaches that are based on
current research – Big 5 Project
● provide learning opportunities which are student centred and provide an element of
personalisation and choice
● recognise progress, achievement and successes and effectively track progress within a
level and into the next level
● support the social, emotional and physical needs of the students
● develop independent students who are resilient and can use strategies to support their
learning
We facilitate effective and consistent learning and teaching across the school through our
‘Big 5 Project’ which encourages 5 key strategies of assessment for learning to be
developed consistently by all staff. These methodologies encourage dialogue and
collaboration amongst staff and students and we are particularly aiming to develop student
voice in learning through our Big 5 project and the different phases of development. We also
aim for students to be challenged and engaged in their learning. This involves promoting
opportunities for learners to be autonomous and we believe that effective feedback is central
to developing our students’ knowledge, attitudes, skills and the researched habits of effective
learners.
Assessment is an integral part of learning and teaching. It helps to provide a picture of a
student’s progress and achievements in order to identify next steps in learning.
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Assessment Capable Learners
At Penicuik High School this will also develop what is known as assessment capable
students, where students are able to respond positively to assessment feedback in order to
progress and improve. Our assessment is based primarily on formative feedback which will
give the opportunity for all students to succeed – and to develop a positive growth mind-set.
In the Broad General Education (BGE), staff judgements will focus on assessing skills,
attributes and capabilities against the National Benchmarks, leading to achievement of a
level. In the Senior Phase students will experience assessment practices which lead to
National Qualifications.
Assessment
Assessment is used to track and monitor progress, which is reported to both students and
parents at regular intervals. As part of the reporting process, students engage in
self-reflection, supported by learner conversations, to identify their strengths and areas for
improvement.
In Session 2021-22 we will be introducing a new language of assessment to be used to
describe the levels of performance within a level and this will be shown within our new
reporting systems. We have developed clear guidelines for staff around assessing
formatively and combatively.
Formative and Summative Assessment
Guidance 1: Regular formative assessment should occur in the course of everyday teaching
and learning across all subjects and use a variety of formats including rubrics. These
formative assessment items should where possible be co-created and take into account prior
learning. Formative assessment outcomes should be recorded where appropriate and help
form a body of evidence of learner progress. Formative assessment items should be used to
promote student’s knowledge of their progress and next steps using the new currency of
assessment –see below. Some consideration should be given to validity where making long
or short term planning decisions about teaching content or process.
Guidance 2: All summative assessment must be moderated within subject areas paying
close attention to validity and reliability. Where appropriate consideration could be given to
external moderation by another subject area or another school in the same subject area.
Education Scotland guidance should be noted in relation to ensuring summative
assessments represent an opportunity to collect evidence of breadth, challenge and
application. Assessment should be from any of the four contexts of learning
with: Breadth representing the fact learners are drawing on a range of learning experience
across different E and O’s, Challenge representing evidence of higher order thinking skills
based on e.g. SOLO taxonomy and the promotion of meta-cognitive skills
and Application representing the fact learners are tested across a range of contexts
particularly real life contexts.
Guidance 3: Benchmark materials of formative assessment judgements should be kept
across a five year period to ensure standards of moderated outcomes are maintained using
the new assessment currency.
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Language of Assessment Performance (Assessment Currency)
The following four levels of assessment performance will be used across all teaching areas
to describe outcomes for learners within a level in the BGE. (S1-S3) from 2020-21.They
should be used to describe performance in the various assessment items that make up
subject course in the BGE and to describe overall performance when tracking and
monitoring or reporting to students, parents and carers. The performance should be
evidenced by high quality assessment and using teacher professional judgement that is
supported by appropriate moderation and benchmarking over time.
Progressing to Achieving the Level – Code P – Colour PURPLE
This descriptor of performance within a level indicates that the student’s assessments
results, while showing some progress in their learning, are also evidence that they have not
yet mastered all of the outcomes (from CfE outcomes) required to be secure in their
learning.
Achieving the Level – Code A – Colour Bronze
This descriptor of performance within a level indicates that the student’s assessments
results, show progress in their learning and evidence that they have mastered all of the
significant outcomes (from CfE outcomes) required to be secure in their learning.
Achieving the level with Merit – Code M – Colour Silver
This descriptor of performance within a level indicates that the student’s assessments results
show above average progress in their learning and evidence that they have mastered all of
the significant outcomes (from CfE outcomes) required to be secure in their learning.
Achieving the level with Excellence – Code E – Colour Gold
This descriptor of performance within a level indicates that the student’s assessment results
show excellent progress in their learning and evidence that they have mastered all of the
significant outcomes (from CfE outcomes) required to be secure in their learning.
The manner in which subject areas delineate the criteria to reach a particular level of
performance is not prescribed but as stated all subject areas will be expected to
demonstrate that they have robust and clear evidence of performance within those levels
that are benchmarked and moderated over time from 2020-21.
Creating a description of performance within a CfE level is a clear and systematic approach
to ensuring pace and challenge is built into our learning, teaching and assessment practice.
It will help promote metacognitive/ higher order skills and challenge staff and students to
think about what excellence looks like and how it can be attained. It also will promote self
and peer evaluation and student voice – providing a clear vehicle for discussions with
learners about progress and next steps.
Recording and Tracking Performance
From 2021-22 – All subject areas will maintain mark books that indicate the level of
performance for each assessed item (valid and reliable formative or summative items as
agreed within subject areas) so that they can report on progress for that curriculum area
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Assessment of overall performance in a subject/curriculum area will be through
consideration of the overall quality of performance across all the assessed items at that point
within the course and will be based on teacher professional judgement informed by
moderation and collegiate dialogue.
TRACKING, MONITORING AND REPORTING CALENDAR 2021-2022
Tracking and Full Report Schedule
Year Group
Type
Content
Date to
Parents/carers
S1
Tracking 1
Tracking 2
Full Report
Effort/Behaviour/Progress
Effort/Behaviour/Progress
Level (working within)
Effort/Behaviour/Progress
Level (working within)
Full Comment
Oct.’21
Jan.’22
May ‘22
S2
Tracking 1
Full Report
Tracking 2
Effort/Behaviour/Progress
Level (working within)
Effort/Behaviour/Progress
Level (working within)
Full Comment with
recommendation for S3
(which will also be
discussed at parents’
evening)
Effort/Behaviour/Progress
Level (working within)
Oct.’21
Dec.’21
March ‘22
S3
Tracking 1
Tracking 2
Full Report
Effort/Behaviour/Progress
Level (working within)
Effort/Behaviour/Progress
Level (working within)
Recommended level for
S4 (N.B. S3 students
drop 2 subjects)
Effort/Behaviour/Progress
Level (Level achieved)
Full comment
Oct.’21
Feb ’22
June ‘22
S4
Tracking 1
Effort/Behaviour/Progress
On Track/ Off Track
Nov.’21
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Full Report
Tracking 2
Effort/Behaviour/Progress
WG/NTG (based on N5
prelims/N4 assessments)
Full Comment
Effort/Behaviour/Progress
WG/NTG
Jan.’22
March’22
S5&6
Tracking 1
Tracking 2
Full Report
Effort/Behaviour/Progress
On Track/ Off Track
Effort/Behaviour/Progress
WG/NTG
Effort/Behaviour/Progress
WG/NTG
Full Comment
Nov.’21
Dec.’21
Feb.’22
There will be clear information on the front of the report to indicate what is meant by any
terminology. There is still confusion about what is meant by a NTG; students/parents tend to
assume that this is a prediction of what they will achieve which is not the case. This will be
clearly explained on the front of the report.
Parents’ Evenings
Under current restrictions we will continue to have remote parents’ evenings. These will take
place on the dates outlined below.
Date
S1
1/6/22
S2
14/12/21
S3
21/6/22
S4
8/2/22
S5/6
10/3/22
If at any time during the school year you have concerns or worries please don’t hesitate to
make an appointment or call the school. We will do our best to accommodate all of your
questions or concerns. Please note that due to teacher’s working hours there are
constraints on the number of times a parent teacher meeting can take place within an
academic year.
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SUPPORT FOR LEARNING
Every teacher has a responsibility to support the learning of all pupils in their class. The type
of support offered will vary according to the needs of pupils. This includes consideration
given to children who have a disability, children with social, emotional and behavioural
difficulties, children with learning difficulties of a specific or general nature, children who are
exceptionally able, those who demonstrate underachievement relating to gender issues,
children whose learning has been interrupted through absence or illness, bilingual children
who have English as an additional language, travelling children and those children whose
family circumstances impact on attendance and learning.
Learning outcomes for children and young people with additional support needs are set out
in a plan and all educational establishments hold regular review meetings with parents and
carers to determine needs and the most appropriate support. Everyone’s views are equally
important in order to consider what is currently working and how to determine next steps.
Midlothian Council has a policy of inclusion and integration, which promotes the placement
of Secondary pupils with additional support needs into mainstream school. Sometimes
additional support will be given to enable the child to benefit from the whole curriculum. More
information can be found at:
https://www.gov.scot/publications/supporting-childrens-learning-statutory-guidance-education
-additional-support-learning-scotland/
Additional Support for Learning Act 2009
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in
November 2005. In June 2009, the Act was amended. These amendments form the
Education (Additional Support for Learning) (Scotland) Act 2009 and it comes into force on
14 November 2010. The new Act doesn’t change the basic purpose of the 2004 Act – it
aims to strengthen some duties under the Act and clarify parts that have been confusing.
Here are some of the main changes:
If you have any questions about the 2009 Act
Please contact the Enquire Helpline on 0845 123 2303 or by email on inf[email protected]
Further information and support to parents of children and young people with ASN: These
organisations are identified under The Additional Support for Learning (Sources of
Information) (Scotland) Amendment Order 2011 as:
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the
Scottish advice and information service for additional support for learning”, a charitable body
registered in Scotland under registration number SC003527 http://enquire.org.uk/
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under
registration number SC033576 http://www.siaa.org.uk/
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration
number SCO12741 http://www.sclc.org.uk/
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Our Support for Learning Department
In line with Midlothian policy of promoting the inclusion of pupils with additional support
needs in mainstream education, our departmental aim is to create an equitable learning
environment for all pupils within the school.
The Support for Learning Team comprises of teachers and Learning Assistants who are
specialists in ASL. Our department is an integral part of the Pupil Support Team who work
alongside guidance staff, subject teaching staff, youth workers and a wide range of external
agencies to meet the needs of the pupils in our care.
We aim to support pupils within the classroom setting wherever possible but recognise a
number of our pupils require more targeted, individualised support to develop their literacy,
numeracy and well-being.
We support all young people in the school through transition at both junior and senior levels
to ensure that they have the opportunity and skills to pursue positive destinations. Our
‘Support for All’ policy aims to ensure our young people transition to appropriate and
successful placements, be it secured employment training or further/higher education.
As a department, we provide:
● Support to Learning and Teaching within all areas of the school curriculum. We provide
targeted and generic support in class.
● Assessment and identification of additional support needs. We provide a range of
in-house assessments and if necessary engage external agencies for more specialised
assessment.
● Consultation – we work closely with departments and other agencies to ensure that
appropriate strategies and resources are in place to support our young people within
schools.
● Tutorials – these are needs lead and provide small group support to young people to
consolidate learning and achievement.
● We lead a nurturing programme through Club 55 – a short –term, focused piece of group
work – which supports younger pupils in S1/S2 who have struggled with transition to high
school.
● Literacy support – we working in small groups and on an individual basis using
programmes such as Toe-by-Toe and Fresh Start, to address literacy difficulties. We also
organise paired reading partnerships between sixth year and junior students. We
support our pupils’ independence in writing through widespread use of IT.
● Support for external SQA examinations – the department is responsible for arranging
and delivering all Additional Assessment Arrangements to our young people who sit
external examinations.
● We aim to build successful and productive partnerships with guardians and parents.
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NATIONAL POLICIES AND AGENDAS
Data Protection/General Data Protection Regulations (GDPR)
Access to Pupil Records
The school pupil records (Scotland) Regulations 1990, extend to parents the right of access
(with certain specific exceptions) to any record held by the Authority in relation to their child.
Parents may make application to the Head Teacher.
Data Protection Act 1998
Information on pupils, parents and guardians is stored on a computer system and may be
used for teaching, registration, assessment and other administrative duties. The information
is protected by the Data Protection Act 1998 and may only be disclosed in accordance with
the codes of practice. Further information can be obtained from
http://www.gov.scot/Topics/Statistics/ScotXed
Transferring Educational data about pupils
The Scottish Government and its partners collect and use information about pupils through
the Pupil Census to help to improve education across Scotland. This note explains why we
need this information, how we use it and what we do to protect the information supplied to
us.
Why do we need your data?
In order to make the best decisions about how to improve our education service, the Scottish
Government, education authorities and other partners such as the SQA and Skills
Development Scotland need accurate, up-to-date data about our pupils. We are keen to
help all our pupils do well in all aspects of school life and achieve better examination results.
Accurate and up-to-date data allows us to:
● plan and deliver better policies for the benefit of all pupils
● plan and deliver better policies for the benefit of specific groups of pupils
● better understand some of the factors which influence pupil attainment and achievement
● share good practice
● target resources better
● enhance the quality of research to improve the lives of young people in Scotland
Data policy
Information about pupils’ education is collected through statistical surveys in partnership
between the Scottish Government and Local Authorities through the ScotXed Programme
which aims to help schools and Local Authorities by supporting efficient collection,
processing and dissemination of statistical information. The Scottish Government then
provides analysis of the data to support research, planning, management and monitoring of
education services as well as to produce National Statistics publications. Education data
within the Scottish Government is managed effectively by secure systems and is exploited
as a valuable corporate resource, subject to confidentiality restraints. As part of its data
policy, the Scottish Government will not publish or make publicly available any information
that allows individual pupils to be identified, nor will data be used by the Scottish
Government to take any actions in respect of individuals. Data is held securely and no
information on individual pupils can or would be made publicly available by the Scottish
Government.
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The individual data collected by the Scottish Government through the Pupil Census is
used for statistical and research purposes only.
Your data protection rights
The collection, transfer, processing and sharing of ScotXed data is done in accordance with
the Data Protection Act (1998). We also comply with the National Statistics Code of Practice
requirements and other legislation related to safeguarding the confidentiality of data. The
Data Protection Act gives you the right to know how we will use your data. This note can
give only a brief description of how we use data. Fuller details of each individual ScotXed
survey, including the purpose of each and the published data, can be found on the ScotXed
website: http://www.gov.scot/Topics/Statistics/ScotXed/SchoolEducation
The Scottish Government works with a range of partners including Education Scotland, Skills
Development Scotland and the SQA. On occasion, in order to help meet our aim of
improving the life of young people in Scotland, we may make individual data available to
partners such as the National Registers of Scotland to carry out research relating to the
national population census and also academic institutions and organisations to carry out
additional research and statistical analysis to meet their own official responsibilities. Any
sharing of data will be done under the strict control of the Scottish Government, and will be
consistent with our data policy. This will ensure that no individual level data will be made
public as a result of the data sharing and that this data will not be used to take any actions in
respect of an individual. Decisions on the sharing of data will be taken in consultation with
relevant colleagues and individuals within and out with the Scottish Government. At all times
pupils’ rights under the Data Protection Act and other relevant legislation will be ensured.
Concerns
If you have any concerns about the ScotXed data collections you can email the Head of
Area 2D, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on
request from the ScotXed Support Office, in other languages, audio tape, Braille and large
print.
GDPR for schools
Schools handle a large amount of personal data. This includes information on pupils, such
as grades, medical information, images and much more. Schools will also hold data on staff,
governors, volunteers and job applicants. Schools will also handle what the GDPR refers to
as special category data, which is subject to tighter controls. This could be details on race,
ethnic origin, biometric data or trade union membership.
This data is already governed by existing DPA regulations, which ensure personal data is
handled lawfully. However, the new GDPR has gone further and requires organisations to
document how and why they process all personal data, and gives enhanced rights to the
individual. All of our schools now have a Data Protection Officer to ensure all legislation
regarding data protection is adhered to. All staff also complete annual continued
professional development to ensure their understanding of data protection complies with the
most recent legislation.
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EQUALITIES & INCLUSION
Equalities
Midlothian Council is committed to ensuring that no pupils or members of staff or service
users receive less favourable treatment on any ground including gender, race, disability, age,
sexual orientation, religion or belief. We have a moral, social and legal obligation to
mainstream and put equality at the heart of everything we do. We aim to promote a culture in
which equality of opportunity exists for all. We are opposed to all forms of discrimination,
direct or indirect, and aim to eliminate all discriminatory practices.
We will ensure that, in our schools and other educational establishments, equality permeates
the curriculum and underpins all our policies and practices in terms of access to education.
We must ensure that all our children achieve their full potential to develop physically,
emotionally and academically. Finally, we believe that equality and inclusion should be given
right, where everyone is valued and treated with respect.’
Inclusion
Midlothian Council aims to:
● Offer education of the highest quality to all young people within a developing culture of
inclusion.
● Endorse the principles of inclusion, entitlement and equality of opportunity in the
development of best practice.
● Value the diversity of interests, qualities and abilities of every learner.
● Believe that every child and young person is entitled to educational opportunities which
enable the achievement of success and further development of the individual’s learning
potential within the least restrictive environment.
● Affirm the right of all young people to have access to the highest quality of educational
provision which is appropriate to learning needs, is supportive of the young person and is
delivered in partnership with young people, parents and the wider community.
● In meeting the needs of all our pupils we will demonstrate no discrimination on the basis
of race, gender, disability, sexual orientation, religion or belief. This encompasses
curricular, extra-curricular and classroom activities and is foremost in the attitudes we
develop in our pupils.
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CLOSING THE POVERTY RELATED ATTAINMENT GAP
Scottish Attainment Challenge
Midlothian Council is committed to the Scottish Government’s goal of raising the bar and
closing the poverty related attainment gap. The Scottish Attainment Challenge was
launched by the First Minister in February 2015. It is underpinned by the National
Improvement Framework, Curriculum for Excellence and Getting it Right for Every Child. It
focuses on improvement activity in literacy, numeracy and health and wellbeing in specific
areas of Scotland. It will also support and complement the broader range of initiatives and
programmes to ensure that all of Scotland’s children and young people reach their full
potential. The fund is a targeted initiative which focuses on supporting pupils in the local
authorities of Scotland with the highest concentrations of deprivation.
Pupil Equity Fund
Pupil equity funding is additional funding allocated directly to schools with the aim of closing
the poverty related attainment gap. This funding is provided as part of the Scottish
Attainment Challenge. This money will be invested by schools to improve the educational
outcomes of children affected by poverty. Head Teacher’s will have autonomy over spending
to enable targeted approaches to the specific needs of the pupils and the school.
Schools see parents and carers, pupils and staff as key stakeholders in any decision made
in relation to the Pupil Equity Fund and therefore welcome ideas and suggestions in regards
to how the money is spent in their school. The funding will provide targeted support to
children affected by poverty to achieve their full potential. Pupil Equity Funding is allocated
on the basis of free school meal eligibility, however Head Teachers can use their
professional judgement to bring additional children into the targeted interventions and
approaches.
Equalities
There is evidence to suggest that pupils from equalities groups can be disproportionately
affected by deprivation and can therefore face significant additional barriers to learning.
Midlothian Council actively addresses inequality and promotes equity across all schools.
Head Teachers will consider additional steps that may be required to close the educational
attainment gap for pupils affected by poverty who may also experience disadvantage for
other reasons such as: disability, gender reassignment, race, religion and sexual orientation.
Care experienced children and young people have also been identified as a group who could
benefit from additional resources to ensure they don’t face any barriers to learning. Money
has been allocated to help authorities invest in approaches which improve educational
outcomes for care experienced children and young people.
Partnership
Parents and the local community are a valuable source of support and partnership. In many
contexts schools may be able to achieve the best possible outcomes for children and young
people by working with a range of bodies such as parent councils, other local authority and
public sector services, third sector organisations (including youth work and family learning
organisations), other educational sectors, and/or centres of expertise. Understanding the
needs of children and young people should help to identify appropriate areas for
collaboration.
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HOME AND SCHOOL PARTNERSHIPS
At Midlothian Council we encourage close partnership with pupils, parents and carers.
Evidence has shown that children achieve more when parents/carers are involved in their
child’s learning. There are many opportunities for parental involvement such as:
● Open Days/Evenings
● Meet the Teacher Events
● Sharing Learning Events
● School Assemblies/Concerts/Musical
Performances
● Parent Council
● Induction Programmes for P1 and
Transition Programmes for P7
● Chaperones for School Trips
● Parents Volunteering Skills or Time
● School Newsletters and Information
Sheets
Scottish Schools (Parental Involvement) Act 2006
The Scottish Parliament passed the Scottish Schools (Parental Involvement) Act 2006 to
encourage and support more parents to become involved in their child/children’s learning.
The act recognises the vital role that parents play in supporting their children’s learning. It
places a duty on authorities to promote involvement of parents in children’s education and
the wider life of the school. The act aims parents to be:
● Involved with their child’s education and learning
● Welcomed as an active participant in the life of the school
● Encouraged to express their views on school education generally
Parent Partnership
All parents who have a child attending a school are automatically members of the Parent
Partnership. Membership of the forum allows parents to have a say in the local
arrangements to enable their collective view to be represented. Midlothian Council
encourages this partnership as it strengthens school and parent relationships which
ultimately lead to better outcomes for the children and young people in our schools. Every
school’s parent forum will be different because it will be the parents in each school who
decide things such as:
● Support the school in its work with pupils
● Represent the views of parents
● Encourage links between the school, parents, pupils, pre-school groups and the wider
community
● Report back to the parent forum
● The Parent Partnership will also have a role in the appointment of Head Teachers and
Depute Head Teachers
Parent Council
Parent Council members are selected from the members of the Parent Partnership and we
encourage as many parents as possible to get involved. Midlothian Council has developed
guidance for Parent Councils including a support pack to assist with the establishment of a
Parent Council. The objectives of the Parent Council are:
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● To work in partnership with the school to create a welcoming school which is inclusive for
all parents
● To promote partnership between the school, its pupils and all its parents
● To develop and engage in activities which support the education and welfare of the pupils
● To identify and represent the views of parents on the education provided by the school
and other matters affecting the education and welfare of the pupils
● To exist as an executive group representing formal groups within the school, aiding
communication within and between groups
Pupil Voice
As the key stakeholders in our service Midlothian Council promotes pupil involvement and
pupil voice in our schools to ensure we continue to deliver a high quality service. We believe
giving pupils an active voice in the school helps them to develop the four capacities of
Curriculum for Excellence which are necessary skills for life, learning and work. Pupil Voice
takes many forms such as; leadership opportunities, mentoring opportunities, pupil forums
and pupil led initiatives.
Comments, Complaints & Compliments
Midlothian Council aims to provide a high quality service therefore we welcome all types of
feedback. We welcome positive feedback as this allows us to assess the quality of our
service. We also welcome comments and questions as we believe it is important for all
stakeholders to feel their voice is important when commenting on our service. There are
times when parents will be dissatisfied with elements of our service and we encourage this
feedback as we see any valid complaint as a way to improve our service. A complaint is
defined as any expression of dissatisfaction about the standard of service, action or lack of
action by staff affecting an individual child or group. Feedback can be given in many forms
such as:
● Letters
● Emails
● Telephone calls
● Calling the school to make an appointment
Senior Staff will listen carefully to what you have to say, establishing clearly the comments,
complaints or compliments you are raising. They will establish a course of action with you
and provide you with relevant information if necessary.
In some cases, your comments, complaints and compliments can be dealt with immediately;
other matters may require more involvement. In any event the Head Teacher will notify you,
normally within five working days, of the school’s response.
If you are dissatisfied with the school’s response please notify the Head Teacher that you
wish to pursue the matter further. They will either review the proposed action or notify you of
the appropriate officer of the Education Authority whom you should contact. Contact the
named manager by telephone or by letter at the Education and Children’s Services Division
headquarters. The Parental Liaison Officer will investigate the matter and endeavour to
resolve any difficulties. He/she will report the outcome to you, normally within five working
days of being contacted.
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HEALTH PROMOTING SCHOOLS
Midlothian Council wants all children and young people to be able to learn about health and
wellbeing to ensure they acquire skills to live healthy, happy lives. Alongside curricular and
government requirements we strive to provide a multitude of opportunities and experiences
to promote healthy living in all our schools for all our stakeholders. We’ve listed some
suggestions below if you want to get involved in positive activities with your child/children.
Active Pupils
Our aim is to ensure pupils understand the benefits of exercise and that it should be an
important element in everyday life, not just something they do at school. Our schools
promote many forms of exercise such as the daily mile, the provision of many sports clubs
and active games in the playground. Pupils are also encouraged to walk or cycle to school.
Parental Encouragement: Why not introduce the daily mile at the weekends as a great
way to exercise with your children. Alternatively you could try the couch to 5K challenge or
join a local running club. Walking and swimming are also fun ways to promote exercise at
home.
Healthy Diet
Our aim is to ensure pupils understand the benefits of positive food choices and how small
changes can make a big difference to energy levels, concentration and behaviour. Our
schools promote healthy snacks and lunch boxes. We encourage our pupils to drink water
throughout the day, keeping water bottles on desks with constant reminders from teachers of
the importance of keeping hydrated.
Parental Encouragement: Why not get your children involved in the weekly shop to
encourage positive choices. Alternatively encourage your child/children to get involved with
the preparation of meals, they can select healthy recipes and become your very own
supporting chef!
Healthy Relationships
Our aim is to ensure pupils understand the elements of healthy relationships. We do this
through positive peer role models, anti-bullying campaigns, inclusion policies and positive
behaviour strategies.
Parental Encouragement: Why not talk to your child about the things they should expect in
any relationship. Ask them if they can highlight elements of positive relationships and
explain why they are important. Alternatively ask them what things might cause concerns in
a relationship.
Respect
Our aim is to ensure pupils understand the importance of respect and tolerance through the
positive relationships we build with our pupils. Empathy, kindness and consideration are part
of our core values which we model in all our schools every day. Midlothian Council also
aims for all schools to become Rights Respecting schools. It is important for pupils to
understand that in all schools there are a multitude of beliefs, ethnicities, religions and
personal characteristics that should be respected by all.
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Self Value, Self Worth, Self Confidence
Our aim is to ensure we build confident pupils who are able to acknowledge their value and
worth. We encourage our pupils to be resilient by giving them the tools to recognise and
celebrate their achievements. We also ensure they have the confidence to make sensible
choices. We hold regular events to celebrate achievements such as assemblies and prize
giving events.
Parental Encouragement: Why not encourage your child to identify three successes they
achieve at school every day and get them to explain why they should be proud of these
achievements. Also see if they can identify any successes at home and encourage them to
celebrate them too.
Ambition
Our aim is to ensure the children and young people in our care set ambitious personal
targets to succeed in learning. We also encourage the setting of long term goals to highlight
the importance of engaging with their education. Finally from a young age we encourage
our young people to think of potential careers and life choices for life after school.
Parental Encouragement: Why not work together with your child to identify short and long
term targets for them to focus on in class, these can be tracked at home using positive
reward strategies. Also encourage them to think of all the different types of professions
there are and initiate conversation on what they want to be when they grow up.
Mental Health
Our aim is to ensure the children and young people in our care develop and maintain
positive mental health. We do this by encouraging an open and honest framework for pupils
to talk to designated staff if they feel they need to. We also encourage mindfulness in our
schools to help our pupils manage the pressures of school life. Finally we also engage with
the Child and Adolescent Mental Health (CAMHs) team referring pupils who we feel will
benefit from further interventions.
Parental Encouragement: Why don’t you work together with your child to highlight which
elements of school/life they find stressful and devise strategies together to help your
child/children manage their emotions. Simple conversations which highlight that it is ok to
talk about mental health also help.
Technology
Our aim is to ensure our pupils understand how to use technology safely rather than
highlighting all the dangers of technology. We believe our children and young people will be
more likely to come forward about technology issues if we give them the language to
express elements of technology they are not comfortable with.
Parental Encouragement: Why don’t you work together with your child to ensure they know
what to do if they experience a problem with technology. Encourage open discussion about
the positives and negatives of modern technology. We also encourage parents to take
phones off children and young people during sleeping hours as this has a significant impact
on our pupils’ energy and engagement levels in school.
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LOCAL INFORMATION
Food Banks
We know that everyone can reach crisis points at times and how difficult it can be to walk
through the door of a food bank. The food bank has a number of volunteers who will take
time to listen and support you. They are specially trained to know about local services and
offer practical guidance so that you have access to the right support, helping you to break
out of crisis.
We work with local agencies to ensure you get the support you need, Citizens Advice,
Children’s Centres and Health Visitors, and doctors are examples of the people who can
refer you to food banks. When you visit a referral agency they will take some basic details
from you to issue a voucher. Once you have been issued with a voucher you can exchange
this for a minimum of three days of emergency food. For further details see the website
below.
https://midlothian.foodbank.org.uk/get-help/visiting-a-foodbank/
Free School Meals and Clothing Grants
We provide children from low income families with free school meals and money to help
towards buying school clothes. The meals award provides a pupil with one free school meal
each day they attend school. The clothing grants are £100 for both primary and secondary.
For further details, including entitlement, see the website below.
https://www.midlothian.gov.uk/info/855/school_meals/117/free_school_meals_and_clothing_
grants
MYPAS
We work with children and young people aged 12 – 18, to provide a confidential service in
Midlothian where pupils can receive support on a wide range of issues from mental health
support to counselling to drug and alcohol services. For further details see the website
below.
Citizens’ Advice
Citizens’ Advice works together with partnership agencies to provide support to people in the
community. Citizens’ Advice can assist on a number of issues, if you are struggling drop in
to see them and they can provide you with advice and local services if needed. For further
details see the website below.
https://www.citizensadvice.org.uk/scotland/
Parentzone
Parentzone provides advice and information on all things educational in Scotland. Here you
will find the Scottish Government’s information on education across Scotland and what your
child is entitled to. If you have a question about GIRFEC, or transitions, or curriculum
information, this is the best place to start. For further details see the website below.
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https://education.gov.scot/parentzone/getting-involved/Protecting%20Vulnerable%20Groups
%20Scheme
Bright Sparks
Bright Sparks Play Groups is a charitable organisation which provides various groups and
social activities for children with complex additional needs and their families within
Midlothian. We support children from birth to 25 years with pre-school playgroups, out of
school clubs, school holiday clubs, sibling groups and lunch and play clubs.
During our sessions we offer play and music therapy for all ages. We offer trips to our
families to places like Edinburgh Zoo, Dynamic Earth, Glasgow Science Centre, Falkirk
Wheel, Blair Drummond Safari Park, Five Sisters Zoo, cinema trips, Midlothian Snow Centre
and National Mining Museum. The purpose of these sessions/activities is to ensure the
children benefit from a well rounded social experience in line with their peers. Families
benefit from doing activities together not only with their children but other families in similar
situations. This in turn lessens the social isolation which is felt by many of the families many
of whom have had to give up jobs/careers to become full time carers for their child/children.
This can have an adverse financial effect on family life. For further details see the website
below.
https://www.neighbourly.com/project/570d3237b9918e4c4858a149
Penicuik ASK Service
The Penicuik ASK project is a partnership between a range of Midlothian Council services,
other agencies and community groups. Based in the Town Hall on the last Wednesday of
every month, the new drop-in service provides free advice and support on community and
housing issues, homelessness, managing debt, rent arrears, and welfare advice. They can
also provide help with food, clothing and other necessary items. For further details see the
website below.
https://www.midlothian.gov.uk/news/article/2591/new_drop-in_support_service_opens_in_pe
nicuik
Richmond’s Hope
Richmond’s Hope provides support for children and young people aged 4-18 years who
have been bereaved. The charity provides a safe space for children to work through their
grief both verbally and non-verbally, to preserve memories of the person who has died, to
explore their feelings, to develop coping strategies and to understand the impact the
bereavement has had on their lives. As everyone’s grief is different, we provide individual
programmes of care for each child. Our dedicated team of bereavement workers support
children on a one to one basis. For further details see the website below.
https://www.richmondshope.org.uk/
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Midlothian & East Lothian Drug & Alcohol Partnership
MELDAP is a partnership, which includes Midlothian and East Lothian Councils, NHS
Lothian, Lothian and Borders Police and the Voluntary Sector. Together the partners work to
raise awareness of the work that is being done to reduce the harm caused to individuals,
families and communities by the misuse of alcohol and drugs.
If you are concerned about your own or someone else’s drinking or drug use then getting
help is the single biggest step you can take. If you wish help but are not sure what’s out
there to help you then by clicking on the services icon you will see what alcohol and drug
services are available in East Lothian and Midlothian. For further details see the website
below.
http://www.meldap.co.uk/
Scotland’s Domestic Abuse and Forced Marriage forum
Scotland’s Domestic Abuse and Forced Marriage forum is there to support anyone with
experience of domestic abuse or forced marriage, as well as their family members, friends,
colleagues and professionals who support them. We provide a confidential, sensitive service
to anyone who calls us. Helpline workers will listen and believe you, they will provide a
confidential service and they will give you the support you need to help you. For further
details see the website below.
https://sdafmh.org.uk/
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And Finally…
We have tried to make this handbook as comprehensive as possible and we trust that you
have found it to be informative. As with any live document, things change and develop, and
thus matters that may be of concern to you, may not be covered in this edition of the
handbook. Please feel free to bring any such concerns to our attention so that future editions
of the booklet can be upgraded and updated. Your contributions will be much appreciated.
We have stated that we operate, where practically possible, an open-door approach across
the school. Similarly, through Curriculum for Excellence, we are wholly committed to the
notion of Lifelong Learning. Why is this? Simply because we realise the value of setting
foundations for our youngsters to become successful learners, confident individuals,
effective contributors and responsible citizens.
We cannot reiterate strongly enough our belief that this can only happen in a working
partnership that includes the school, the home and the pupil in ensuring that we provide the
best possible opportunities in the best possible ways for each of the children in our charge.
We will continue to work to such ends at all times and we sincerely hope that you, as parents
and carers, will share that conviction with us.
Thank you for taking time to read through our school handbook and we hope your
child/children will be very happy in our school.
The Staff of the Penicuik High School Community
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