Cuthbertson Primary School Handbook - Glasgow City Council ...

Cuthbertson 

Primary 

School 

Handbook 

2012-2013 

Welcome to Cuthbertson Primary School Handbook 

All authorities are required by law to issue a copy of the school handbook 

incorporating current policies and practices of both the council and the 

school to certain parents and carers in December each year 

for their use as appropriate. 

This handbook was written primarily for parents and I hope you will find it 

useful and informative. 

If you have any comments or suggestions for future editions we would be 

very pleased to hear from you. 

Cuthbertson is part of the Shawlands Learning Community. 

Cuthbertson Primary School 1 

Hilda Kennedy 

Head Teacher

CONTENTS 

Foreword 1. 

Contents 2. 

School Vision & Aims 3. 

School Information 4. 

School Letting 5. 

Learning Community 5 . 

Staff 6-9. 

School Hours 9 

School Holidays 10. 

Enrolment 11 

Curriculum - Language, Maths, Health 

Environmental Studies, PSD, PE, 

Religious & Moral Education, ICT, 

Expressive Arts 12-14 

Religious Observance 15 

Assessment 16 

Homework Policy 16 

Learning Support 16 

Pupil Council & Eco Committee 17 

Equal Opportunities/Social Inclusion 17 

Additional Support Needs & Accessibility 18 

Home/School Links 19 

Attendance at School 19 

Promoting Positive Behaviour 

-including Anti Bullying and dealing 

with racial harassment 21 

Playground Supervision 21 

Uniform & School Clothing 22 

School Meals & Big Breakfast 23 

Transport 24 

Medical & Health Care 24 

Information in Emergencies 25 

Parent Forum & Parent Council 26 

Transfer to Secondary 26 

Data Protection Act 27 

Enquiries, Comments & Complaints 28 

Addresses& Contacts 29 

Appendices 30 

Cuthbertson Primary School 2

Vision: 

CUTHBERTSON PRIMARY SCHOOL 

We support and promote the principles set out in Glasgow’s Children’s Charter, 

highlighting the rights and responsibilities of every child within our establishment and 

also our part in delivering this. 

We value our children and want them to be safe, nurtured, healthy, active, included, 

respected and responsible in order to achieve their full potential and aspirations. 

Aims: 

To provide a safe, secure, stimulating and happy environment where all who 

learn, work or visit feel welcome and valued. 

To develop meaningful partnerships among children, staff. Parents and the wider 

community in order to provide the best support for every child. 

To ensure all staff are equipped, supported and motivated to teach our children 

to the highest standards. 

To encourage our children to be confident individuals, fostering a ‘can-do’ 

attitude in all that they do, developing resilience and positive self esteem. 

To encourage our children to become successful learners, developing literacy, 

numeracy and communication skills, doing their best to achieve high standards 

in all areas of the curriculum. 

To give our children a variety of quality active learning opportunities within the 

school and wider environment, encouraging choice, independent thinking and 

personal responsibility for learning, preparing them to be effective contributors 

for the challenges of adult life. 

To provide opportunities for our children to find out about their world and that of 

others, developing understanding and respect of different cultural, religious, 

social and environmental issues, preparing them to be responsible citizens in 

society. 

Copies of our Health Education and Anti-Bullying policies are included in this 

handbook. 


School Information: 

Cuthbertson Primary, as this school is now known, was originally called Sir 

John Neilson School. It is a traditionally built non-denominational school 

which caters for nursery and primary age children (3 - 12 years). Our 

school population reflects the variety of cultural backgrounds of our 

families living within our catchment area and beyond. This means that all 

children here experience quite naturally the multi-cultural nature of our 

society in their daily lives. 

Name of School Cuthbertson Primary. 

Address 35 Cuthbertson Street, 

Glasgow 

G42 7RJ 

Telephone 0141 423 0452 

Fax 0141 423 3189 

e.mail headteacher@cuthbertson-pri.glasgow.sch.uk 

Present Roll: P1A 23 

P1B 23 

P1/2 21 

P2 29 

P3A 28 

P3B 27 

P4 31 

P4/5 24 

P5 29 

P6 27 

P6/7 24 

P7 24 

Capacity of School 491 

Working Capacity 330 

Total: 310 

Nursery Class 40 morning and 30 afternoon places 

Parents should note that the working capacity of the school may vary 

dependent upon the number of pupils at each stage and the way in which 

the classes are organised. 


School Letting Procedures: 

The school facilities are available for let from Cultural & Leisure Services. 

The school is currently used on Tuesday evenings and at weekends, by various 

organisations. Enquiries for lets should be made to: 

Cultural and Leisure Services 

Glasgow City Council 

20 Trongate 


G1 5ES 

Phone Number 0141 302 2814/5 

Fax Number 0141 302 2820 

Parent Council: 

Unfortunately in 2010 Cuthbertson Parent Council dissolved due to insufficient support. 

We hope to hold new elections for another Parent Council in 2012. Office bearing roles 

available in the Parent Council are: 

Chairperson, Vice Chairperson, Treasurer and Vice Treasurer. 

Shawlands Learning Community 

Shawlands Academy Annette Street Primary 

Battlefield Primary Blackfriars Primary 

Cuthbertson Primary Langside Primary 

Shawlands Primary Govanhill Nursery 

Dean Park Nursery 

Laurieston Day Nursery. 

Langside Nursery 

Associate member: Hollybrook School 

Agreed Values of our Learning Community: 

Honesty Respect Accepting Others 

Nurturing Ambition Achievement 


Teaching Staff 

Head Teacher: Hilda Kennedy 

Depute Head Teachers: Theresa Wright 

Kirsteen Kennedy 

Principal Teachers Keira Finlayson 

Maureen Cozzo 

English as Additional Language Asma Ahmad 

Alanna Melville 

Sarah Haughey 

Nurture Group Ann-Marie Love 

Class Teachers Keira Finlayson P1a 

Annie Wood P1b 

Lesley Anderson P1/2 

Michelle Mathers P2 

Susan Toher P3a 

Valerie Ross P3b 

Florence McTavish/ P4 

Linda Innes 

Graham Fyfe P4/5 

Joyce Moffat P5 

Carolyn Ritchie/ 

Katrina Lawrie P6 

Liz Parker P6/7 

Maureen Cozzo P7 

Samira Kebabti NCCT 

Nursery Class Farzana Mohammed Teacher 

Gail Brannigan CDO (0.5 - 2½ days) 

Rosemary McLaughlin CDO (0.5 - 2½ days) 

Lisa Rae CDO 

Diane Todd CDO (0.5 - 2½ days) 

Noreen Connor CDO (0.5 - 2½ days) 

Total Teaching Staff Full Time Equivalent 17.2 

E.A.L./Bilingual Staff: Since we have a large number of bilingual pupils in the 

school we are fortunate to have the services of teachers of English as an additional 

Language and a Bilingual [Punjabi/English] teacher. These staff members ensure there 

is adequate support for all pupils who are learning English and assist the class teachers 

to help every pupil achieve his/her full potential. 

Learning Support: During Session 2011 – 2012 this is co-ordinated by Mrs Wright. 


Remits of Promoted Staff 

Head Teacher – Hilda Kennedy 

School effectiveness and continuous improvement 

Curriculum management and development 

Staff management 

Pupil attainment and achievement 

Quality Assurance 

School improvement 

Behaviour management 

Professional advisor to Parent Council 

Implementation of council policies 

Child welfare and protection 

Health and Safety 

Fire Warden 

Enrolment and attendance 

Management of resources and financial management 

Management and communication 

Responsibility for working with partner agencies 

Management of corporate life of the school 

Responsibility for work experience, students and supply teachers 

Staff development and annual review for teaching staff 

DHT Upper School- Theresa Wright 

Deputise for HT when required 

Additional Support for Learning 

Responsibility for curricular areas (Literacy & English) 

Management/Pastoral responsibility for P4-7 

Staff Development for Upper Stages 

Contribute to monitoring and tracking for P4-7 

Assisting with quality assurance and school improvement 

Mentoring of students in upper stages 

Teaching responsibility supporting the upper stages (max 12 hours) 


Managing pupil assessment in upper stages 

Requisition and resource management 

Coordination/liaison for P7/S1 transition 

Staff development and annual review for PSAs 


DHT Early Stages – Kirsteen Kennedy 

Deputising for HT when required 

Responsibility for curricular area (Mathematics) 

Management/Pastoral responsibility for Nursery Class and P1-3 

Contribute to monitoring and tracking for Nursery Class and P1-3 

Managing pupil assessment within Nursery, P1-3 

Assisting with quality assurance and school improvement 


Mentoring of students in lower stages 

Teaching responsibility supporting the lower stages (max 12 hours) 

Transition and induction Pre 5 – P1 

Transition from nursery class to receiving schools 

Requisition and resource management 

CPD coordinator 

Staff development and annual review for CDO’s and Clerical Staff 

PT Upper School – Maureen Cozzo 

Curriculum development and overview (area to be agreed) 

Class commitment 

ICT coordinator 

Enterprise Coordinator 

Mentoring probationers within upper stages 

Responsibility for support/guidance for upper stages 

Manage and promote business links within the community 

Coordination of Modern languages 

Out of school learning and sporting activities 

PT Early Stages – Keira Finlayson 

Curriculum development and overview (area to be agreed) 

Class commitment 

ECO coordinator 

Pupil Council 

Mentoring probationers within lower stages 

Responsibility for support/guidance for lower stages 

Manage and promote business links within the community 

Fund raising and grant applications 

Home learning coordinator for lower stages 


Ancillary Staff: 

Janitor Jim Carbury 

Clerical Assistants Margaret Choi 

Tina Kinsey 

Marilyn Strain 

Laura Causer 

Pupil Support Assistants Asia Hussain 

Fowzia Naeem 

Kay Willoughby 

Lesley Johnston 

Lynda Doherty 

Lynn MacAreavey 

School Hours: 

Morning opening 9.00am 

Interval 10.30am - 10.45am 

Lunch time 12.15pm 

Afternoon opening 1.00pm – 3.00pm 

Please note that Primary 1 children attend school mornings only from August until the 

start of September. 

Nursery Hours: 

Morning session 8.45 am – 11.45 am 

Afternoon session 1pm – 4pm 

Nursery places are funded for children aged between 3 and 5 years old. Places are 

allocated at the start of each year in August and at the start of each term if a vacancy 

arises. Priority is given to children in their pre-school year. Application forms for nursery 

are available from the school office. Once your child is eligible for a place and there is a 

vacancy we will contact you to offer you either a morning or an afternoon session. 


Holidays 

2012 – 2013 

Re –opening Teachers Mon 13 Aug 2012 

Pupils Wed 15 Aug 2012 

Sept. Weekend Fri 21 Sept 2012 

Mon 24 Sept 2012 [inclusive] 

Mid Term Mon 15 Oct 2012 

Fri 19 Oct 2012 [inclusive] 

In-Service Mon 22 Oct 2012 

Christmas/ New Year Mon 24 Dec 2012 

Fri 4 Jan 2013 [inclusive] 

Return to school Mon 7 January 2013 

Second Mid Term Mon 11 Feb 2013 

Tue 12 Feb 2013 [inclusive] 

In-Service Wed 13 Feb 2013 

Good Friday Fri 29 March 2013 

Easter Monday Mon 1 April 2013 

(within Spring Holiday) 

Spring Holiday Mon 1 Apr 2013 

Fri 12 Apr 2013 [inclusive] 

May Day Mon 6 May 2013 

May Weekend Fri 24 May 2013 

Mon 27 May 2013 [inclusive] 

Inservice Tuesday 28 May 2013 

Summer : close Fri 26 June 2013 


Enrolment for school 

For children aged 5 between 1 st March and 28 th Feb enrolment takes place in January each 

year and details of this will be announced in the local press. A personal invitation from the 

school is displayed in the local shops, in the Health Centre and in the local library. The child’s 

Birth Certificate or passport and proof of residence (e.g. utility bill) must be shown to the Head 

Teacher at the time of registration. 

If a family moves into the area at any time during the school year, parents should contact the 

Head Teacher of the local school. The Head Teacher will make arrangements for them to see 

round the school and to discuss all relevant matters prior to formally enrolling the children. 

Placing Requests 

Parents do have the choice of which school they wish to send their child, however, children 

must first be registered in the local primary school. 

The Head Teacher will explain the procedures for making a Placing Request. 

Families from Abroad 

If a family has just arrived in Glasgow from abroad, at the time of enrolment, the parents’ and 

the child’s passport and the child’s Birth Certificate must be shown. Proof of residence will also 

be required. An interpreter can be booked for enrolment if required. 

Curriculum for Excellence 

Bringing learning to life and life to learning 

Curriculum for Excellence is now being introduced across Scotland for all 3-18 year 

olds-wherever they learn. It aims to raise standards, prepare our children for a future 

they do not yet know and equip them for jobs of tomorrow in a fast changing world. 

Curriculum for Excellence enables professionals to teach subjects creatively, to work 

together across the school and with other schools, to share best practice and explore 

learning together. 

Glow, Scotland’s unique, world-leading, online network supports learners and teachers 

in this and plans are already in place for parents/carers across the country to have 

access to Glow. 

Teachers and practitioners will share information to plan a child’s “learning journey” 

from 3-18, helping their progression from nursery to primary, primary to secondary and 

beyond, ensuring the change is smooth. They’ll ensure children continue to work at a 

pace they can cope with and with challenge they can thrive on. 

Curriculum for Excellence balances the importance of knowledge and skills. 

Every child is entitled to a broad and deep general education, whatever their level and 

ability. 


Every single teacher and practitioner will be responsible for literacy and numeracy – the 

language and numbers skills that unlock other subjects and are vital to everyday life. 

It develops skills for learning; life and work to help young people go on to further study, 

secure work and navigate life. It brings real life into the classroom, making learning 

relevant and helps young people apply lessons to their life beyond the classroom. It 

links knowledge in one subject area to another helping children understand the world 

and make connections. It develops skills so that children can think for themselves, 

make sound judgements, challenge, enquire and find solutions. 

There will be new ways of assessing progress and ensuring children achieve their 

potential. There will be new qualifications for literacy and numeracy and from 2012/13, 

new National 4 and 5 qualifications from 2013/14. Our well regarded Access, Highers 

and Advanced Highers will be updated to take account of and support the new 

approaches to learning and teaching. 

There’s personal support to help young people fulfil their potential and make the 

most of their opportunities with additional support wherever that’s needed. There 

will be a new emphasis by all staff on looking after our children’s health and 

wellbeing – to ensure that the school is a place where children feel safe 

and secure. 

Ultimately, Curriculum for Excellence aims is to improve our children’s life chances, to 

nurture successful learners, confident individuals, effective contributors, and responsible 

citizens, building on Scotland’s reputation for great education. 

Curriculum, Assessment and Arrangements for Reporting to Parents and Carers 

We aim to develop and maintain a broad and balanced curriculum which represents the 

needs of the pupils and which reflects the differing cultural backgrounds from which 

pupils come. 

Children are taught the basic skills of reading, writing and mathematics in ability groups, 

or sometimes individually, so that they are learning at their own level and rate. The 

curriculum is constantly being revised within the parameters of Curriculum for 

Excellence to ensure our teaching remains relevant and maximises pupils learning. 

English Language 

Pupils’ language skills in reading, writing, talking and listening are given a very high 

priority within the school curriculum. As well as learning about language in specific 

language times children develop their language skills across all areas of the curriculum. 

In line with the curriculum for excellence we aim to give pupils a breadth of experience 

in Reading and we currently use a variety of resources to teach reading throughout the 

school including Oxford Reading Tree, Longmans book Project, Ginn Reading 360 and 

a range of fiction and non fiction texts. 


Mathematics 

Work in Mathematics covers Number, Shape, Position and Movement, Problem Solving 

and Informative Handling. We have been developing Active Maths which has an 

emphasis on children using practical materials and activities to increase their 

understanding of the processes. This year we have invested in a new Heinemann 

Active Maths Resource which will motivate and support children in line with Curriculum 

for Excellence. 

Environmental Studies 

This area encompasses science, people & place (geography), people & time (history), 

people in society (modern studies) and technology and most of the work is taught 

through integrated topics. In line with the curriculum for excellence, we are currently 

developing cross-curricular studies and encouraging pupils to become independent in 

their learning and select areas of their knowledge that they want to build on. 

I.C.T. 

As part of the curriculum, children learn dedicated ICT skills but also experience ICT as 

a tool for their learning across the curriculum. The school is linked to the Glasgow 

Educational Network and computer skills are taught using a variety of resources. As 

well as using our ICT suite, each class has a computer and we have continued to 

upgrade our computing equipment where resources allow. All classes have access to 

an interactive smartboard. 

Expressive Arts 

Art & Design, Dance and Drama are taught through topics, using guidelines and / or 

published materials. As in other subject areas we try to draw on the cultural heritage of 

all our pupils to make learning more relevant and interesting. We also have regular input 

from visiting professionals such as Scottish Ballet and Rangers Study Support. This 

Session we have also had the services of a brass instructor and a tabla instructor. We 

hope this will be continued in Session 2012 – 2013. 

Physical Education 

All pupils should have at least two sessions of P.E. each week including 

gymnastics, games and dance. P.E is usually taught by class teachers with the support 

of visiting specialists for specific activities eg we have had specialist instruction in 

football, netball, rugby, general keep fit, athletics and racket sports. 

P.E. is an important and compulsory part of the curriculum. Pupils are only excused on 

medical grounds and should have a note from a parent or doctor. The senior classes 

also have swimming for part of the year. This is normally taken at Saint Bride’s Primary 

Pool. It is vitally important in the interests of health and safety that pupils bring their 

P.E. kit with them on the appropriate days and that no jewellery is worn on these days. 

Long hair should also be tied back from the face. 


Suggested clothing for P.E. – T–shirt or polo shirt, 

shorts / ski-pants or jogging pants or track suit, 

sandshoes / trainers. 

NB – It helps greatly if pupils in the younger classes wear sandshoes or trainers with 

elastic or Velcro fastenings rather than laces. 

Health Education 

Health and Wellbeing is central to Curriculum for Excellence and is taught using 

guidelines developed by Glasgow City Council Education services and the Greater 

Glasgow Health Board. Lessons cover the elements of physical, emotional and social 

development with an emphasis on Healthy Living throughout Life. Drug education and 

internet and personal safety are also covered. Children in P6 and P7 have had lessons 

in sexual health delivered by the Positive Steps team for last session. It is envisaged 

that this programme will be repeated this session. A copy of our Health Policy is in 

Appendix 2. 

Personal & Social Development (PSD) 

Development of the four capacities – Responsible Citizens, Successful Learners, 

Confident Individuals and Effective Contributors is central to curriculum for excellence 

and lie at the core of our positive school ethos. Work in this area permeates the whole 

school and the school curriculum. It also links with our behaviour and anti-bullying 

policies. We encourage children to take responsibility for their choices and actions and 

to develop an appreciation of the values of the society in which we live. 

Weekly Assemblies 

Regular weekly assemblies are also held by the Head Teacher and Depute Head 

Teachers. These are an opportunity for sharing and discussing the shared aims and 

values of the school community. Children’s own views are welcomed and discussed at 

these assemblies. Assemblies also provide opportunity for pupil representatives such as 

Eco Committee and Pupil Council to address their peers. 

Religious & Moral Education 

This area of the curriculum is taught through a series of themes, which are relevant to 

children. The content of these themes reflect the multi-cultural and multi-faith nature of 

our society. These themes are studied from the point of view of Christianity, Islam and 

Sikhism and include – 

Welcoming a Baby Weddings Festivals 

People of Faith Places of Worship 


As well as learning about different religions it is important that children learn to value 

and respect all religions equally, irrespective of their own beliefs. It is also important 

that children realise that a non-religious code is also valid. National and local guidelines 

relating to the development of Religious & Moral Education are followed. 

Religious Observance and Festivals 

We celebrate all the major religious festivals of our community – Diwali, Christmas, Eid 

and Easter. Children contribute to whole school assemblies and we welcome our 

families into our school to join our celebrations. 

These assemblies are designed to be educational and to express the feelings 

experienced by the participants towards these festivals. They should provide a 

meaningful experience for pupils of all religious faiths and none. 

Parents do, of course, have the right to withdraw their children from religious 

assemblies but it is hoped that any parent wishing to do so will come to discuss this with 

the Head Teacher. 

Parents and carers from religions other than Christianity may request that their children 

be permitted to be absent from school in order to celebrate recognised religious events. 

Only written requests detailing the proposed arrangements will be considered. 

Appropriate requests will be granted on not more that three occasions in any one school 

session and the child or young person noted in the register using code REL on these 

days. Special arrangements are made to allow pupils to fulfil religious obligations 

during school time at times of special religious significance – e.g Ramadan. 

Citizenship 

As part of our citizenship activities pupils have been involved in: 

fundraising for disadvantaged groups 

election for pupil and eco councils 

recycling 

anti-litter campaigns 

anti-racist activities 

class and assembly discussions on community and global issues 

These activities help children to become involved in decision-making and 

help them to reflect on moral and social issues in our society. We also 

use the Citizenship and the Law Pack from Strathclyde Police. 

Enterprise 

It is the policy of the Scottish Government that all pupils from P1 –S6 should have a 

meaningful experience of Enterprise Education. Mrs Cozzo co-ordinates enterprise 

activities in the school. For the last five sessions we have achieved the highest Award 

for Enterprise, Platinum. Hopefully we will do so again in 2012-2013. 


Learning Support 

Pupils are generally taught at their own ability level in groups, and on occasions 

individually, within the class. However, to ensure that every child achieves his/her full 

potential, extra provision may be made from time to time for those children experiencing 

specific difficulties. During Session 2012 – 2013, Mrs Wright will co-ordinate the 

provision of additional support in consultation with class teachers and external services. 

Assessment 

Children are assessed regularly in the classroom using formative and summative 

methods. Parents will be informed of progress in the end of year where teachers 

encourage pupils to evaluate their learning and identify both their strengths and also 

what they need to develop further. We believe this helps them to become reflective 

learners and helps start good learning skills for life. Details of our assessment policy 

can be found in Appendix 3. This session we have piloted Pupil Learning Plans. In their 

PLPs, the children set targets for their learning with their teachers. We also welcome 

your comments on your child’s progress. Pupil Learning Plans are available for you to 

see at our Open Afternoons and on Parents’ Evenings. 

Homework Policy 

This year our school is revisiting our Homework Policy (see Appendix 4). We have 

consulted with our parents, pupils and staff about homework tasks. As well as regular 

traditional homework activities such as reading, spelling and maths, we have trialled 

‘Home Learning’ where you have the opportunity to help your child achieve a broader 

range of life skills linked to their learning. All parents can help their child by encouraging 

her/him to complete homework on time, and by checking the finished work with the 

child. A record of children’s homework is kept and is reflected in the child’s school 

report. 

Extra-Curricular Activities – Outdoor Learning 

Extra curricular visits and outdoor learning activities are a regular feature of our school 

life and enhance the children’s learning experiences. These range from local visits to 

the library, shops and local parks to places much further afield e.g. seaside, zoos, 

farms, etc. This session we have had football, drama, dance and fun clubs. The 

senior pupils take part in the annual Glasgow Orienteering event at Nether Pollok. 

Primary 7 have also taken part in our primary/secondary clubs which take place at 

Shawlands Academy. The school also participates annually in The Sportshall 

Challenge and Glasgow Schools Country Dancing Festival. P6 and P7 have the 

opportunity to participate in outdoor learning through the City Council’s Outdoor 

Learning Services and attending a residential visit to Blairvadach Outdoor Centre. 


Pupil Council 

In Cuthbertson we have a pupil council which is elected annually by class members 

The pupil council take on special projects, provide useful views on school matters and 

represent the pupils’ views in discussion with outside bodies. It is co-ordinated by Mrs 

Cozzo. 

Eco Committee 

Last session our school achieved our first Green Flag Award. Pupils from Nursery – 

Primary 7 and representatives from the school community meet regularly to pilot this 

initiative. This is co-ordinated by Miss Finlayson. 

Equal Opportunities and Social Inclusion 

In line with National and local council policies we aim to provide equal opportunities 

regardless of gender, race, social class and ability. We strive to provide an education 

which caters for the needs of all children by differentiated teaching in class, by early 

recognition of specific needs and addressing these and by the provision of a broad 

curriculum which recognises the contribution made by different cultures. 

We provide language support for our bilingual pupils and through our personal and 

social development programme and behaviour policies we seek to ensure a strong antiracist 

and non – sexist ethos within our school. 

It is the responsibility of the Head Teacher and Depute Head Teachers working with all 

staff to ensure that every child achieves his/her full potential through appropriate 

curriculum methods and materials. 

Race Equality Policy 

The Education Authority requires every school to produce its own Race Equality Policy 

to comply with the Race Relations (Amendment) Act 2000. A copy of the policy is held 

in the school office. 


Additional Support Needs/Accessibility Strategy 

The school has a duty to ensure that all our children have equal access to the 

curriculum, supported as appropriate to their individual needs. This covers not only the 

content of lessons and teaching strategies but also minor adaptations to the physical 

environment of our buildings to address the needs of children and young people with 

physical or sensory impairments, including the relocation of classes to the ground floor 

where feasible. We also need to ensure that parents and carers who have a disability 

have equal access to information about their children. This will involve, for example, 

relocating the venue for parents/ carers meetings to facilitate physical access; provision 

of an interpreter for deaf people; agreeing a phone contact system to provide direst 

feedback to parents and carers. 

Physical access There is wheelchair access to the ground floor rooms of the school 

and hand rail support to the first floor. There is a disabled toilet on 

the ground floor. There is no lift to upper floors in the building. 

Communication: Arrangements will be made to facilitate equal access for parents 

with sensory or mobility disabilities. Interpreters can be arranged 

with prior notice and are booked for routine events. 

Curriculum: The curriculum will be modified and additional support provided 

within the resources of the authority. 

Staff Development: Staff are given training on an ongoing basis so that they are fully 

aware of issues to support inclusion. 

Home and School Links 

We recognise that parents know their children best and that your support is 

fundamental to the success of the school in educating our children. Therefore 

successful education has to be a partnership between home and school. We have an 

open door policy and you are welcome to get in touch to discuss any issues regarding 

your child. Please contact the school to arrange an appointment. 

Parent/Teacher Consultations 

These are held after school hours and in the evening in order to give all 

parents an opportunity to have a confidential talk with the class teacher 

about their child’s progress. This is usually organised on an appointment system to 

allow parents to have an equal time with each class teacher. It is vitally important to 

your child that you attend these evenings [usually twice per year in November and 

March]. If you are unable to attend on the arranged night please contact the school to 

make an alternative arrangement. To foster pupils taking responsibility for their learning 

we also encourage them to attend with their parents. 


Parents’ Workshops 

We run very successful Pre-entrant courses for the parents of children who are about to 

start Nursery and P1. We have curricular workshops covering topics such as 

developing literacy and numeracy. Parents in Primary One and Two attend workshops 

for Play Along Maths, a home-school project that helps develop children’s mathematical 

skills. For the last three years we have run specific targeted Home Link projects to 

encourage children to develop their learning outside of school. 

Additional Parent’s Meetings are held on specific issues as they arise to inform parents 

about administration or curricular issues or health and safety issues e.g. homework, 

health, sexual health, drug misuse. 

Parent Helpers are encouraged to help with trips, events and active learning in the 

classroom. Any parent interested in this should contact Mrs Hannah. 

Attendance at School 

Section 30 of the 1980 Education Act lays a duty on every parent/carer of a child or 

young person of ‘school age’ to ensure that their child or young person attends school 

regularly. Attendance must be recorded twice a day, morning and afternoon. 

Regulation 7 of the Education (School and Placing Information) (Scotland) Amendment, 

etc., Regulations 1993 requires each child’s absence from school to be recorded in the 

school register as authorised: e.g. approved by the authority, or unauthorised: e.g. 

unexplained by the parent/carer (truancy) or excluded from school 

Every effort should be made to avoid family holidays during term time as this both 

disrupts the child’s education and reduces learning time. Parents should inform the 

school by letter, before going on holiday, of the dates. Such absence will be authorised 

only where attendance is otherwise satisfactory. Clearly, where attendance is 

unsatisfactory, absence is unauthorised. 

Parents/carers do not have an automatic right to take their child out of school without 

permission during term-time. The Head of Establishment can only authorise time off 

during term-time in exceptional circumstances. 

Exceptional circumstances include: 

short-term parental placement abroad; 

family returning to its country of origin for family reasons; 

the period immediately after an illness or accident 

a period of serious or critical illness of a close relative; 

a domestic crisis which causes serious disruption to the family home, causing 

temporary relocation. 

Time off during term-time for the following reasons is not acceptable and will be 

recorded as unauthorised absence: 

Availability of cheap holidays or desired accommodation; 

Holidays which overlap the beginning or end of term. 


Clearly, with no explanation from the parent or carer, the absence is unauthorised. 

In view of the above paragraphs it would be helpful if parents inform the school if a child 

is going to be absent from school for some time, e.g. if she/he is going on holiday if 

she/he has an illness or injury which would entail a lengthy absence. In the case of a 

long absence through illness we could arrange for work to be prepared and sent home 

if this is thought appropriate. 

If your child is absent for a shorter time please give her/him a note giving the reason for 

absence on her/his return to school or phone the school office on the first day of 

absence and a message will be passed on to the teacher. The Education Liaison 

officer may contact families where a child or children have poor attendance at school. 

The Education Department has the authority to prosecute parents or refer children to 

the Children’s Panel when there is a serious problem of absence. 

It is also very important that pupils attend school on time, both for the sake of the child 

and to avoid disruption of the work in class. When a child is more than 15 minutes late 

he/she should be provided with a note of explanation. Frequent late coming is also 

recorded on the pupil’s record. 

Attendance & Absence Data 

Absence rates are calculated as a percentage of the total number of possible 

attendance for all pupils of the school in the stage shown, each morning and afternoon 

of each school day being a separate possible attendance. The authorities and 

Scotland’s figures include all education authority and grant-aided primary schools, but 

exclude all special schools. 

Promoting Positive Behaviour 

We aim to establish a happy, secure and purposeful environment in which 

each child may develop his or her full potential and where teachers, pupils, parents 

and support staff can work together to promote sound learning. Encouraging and 

praising desirable behaviour and recognising and celebrating success creates an ethos 

within the school which enables our pupils to develop their skills as responsible 

citizens, successful learners, effective contributors and confident individuals. 

Your support with encouraging good behaviour is essential to your child’s progress. Our 

Promoting Positive Behaviour Policy can be found in Appendix 5. 


Bullying 

Bullying behaviour will not be tolerated within Glasgow City Council’s educational 

establishments. All children in Glasgow’s educational establishments have an 

entitlement “to work (and play) in a learning environment in which they feel valued, 

respected and safe and are free from all forms of abuse, bullying or discrimination.” A 

Standard for Pastoral Care in Glasgow Schools). 

In 2009, Glasgow City Council published its revised Anti-Bullying Policy, incorporating 

the requirement to record and report all discriminatory behaviours within educational 

establishments. All establishments are required to review their policy in light of this. 

Parents and carers have a significant role to play in helping to address this problem. 

For this reason any anti-bullying strategy must stress the importance of partnership with 

the parents and carers of their children. See Appendix 6. 

Dealing with Racial Harassment 

The race Relation Act of 1976 makes it unlawful to discriminate against someone 

because of her/his colour, race, and nationality ethnic or national background. The Act 

makes it the duty of Glasgow City Council to eliminate unlawful racial discrimination. In 

1999 guidelines, “Dealing with Racial Harassment’ were issued to assist all teaching 

staff in dealing with such incidents. 

In 2000 the Race Relations Amendment Act makes it compulsory for all education 

authorities to have a Race Policy. Glasgow City Council have asked all schools to 

comply with this and our school policy can be accessed from the school office. 

The adoption of a multicultural and anti-racist approach should be seen as one part of 

the continuing attempt to improve the quality of education. Glasgow City Council 

recognises that support from home is essential if these aims are to be achieved. Every 

child in Glasgow has the right to be happy and secure at school. 

Supervision of Playgrounds 

An adult presence is provided in playgrounds at break times in terms of the School 

[Safety and Supervision of pupils] [Scotland] Regulations, 1990. Here in Cuthbertson 

Primary the Janitor, pupil support assistants and on occasion some members of 

teaching staff and clerical assistants are on duty in the playground, and pupils are 

asked to ensure they give them their full co-operation. The clerical assistant is on duty 

at break times in the lower hall and Mrs Hussain, one of our classroom assistants is a 

trained First Aider. In addition, the promoted staff supervise at lunchtime and in the 

event of wet intervals or lunchtimes children are normally supervised indoors. Older 

children may sometimes shelter in the shed. 


School Uniform 

Given that there is substantial parental/carer and public approval of a dress code, schools in 

this authority are encouraged to develop a school dress code. In encouraging a dress code 

policy account must be taken in any proposals to prevent any direct or indirect discrimination on 

the grounds of race or gender. Any proposals will be subject of widespread consultation with 

parents/carers and children and young people. Against this background it should be noted that 

it is the policy of the Education and Social Work Services Committee to encourage schools to 

develop an appropriate dress code policy. 

Cuthbertson Primary has an attractive school uniform and we would like to encourage pupils to 

wear it for the following reasons: 

It ensures pupils are suitably dressed for school. 

It makes pupils equal in terms of dress [eliminates any competition to see who can 

be “better” dressed]. 

Easier for parents [no problem about what to wear to school]. 

Saves good clothes for weekends. 

Encourages a sense of pride and belonging. 

The uniform is as follows: 

Shirt- white, grey or yellow Trousers/skirt – grey or green 

Tie – green & gold stripes Jogging trousers – green 

Sweater – grey or green Cardigan or sweatshirt – grey or green 

Trutex in Osborne St opposite BHS sells all items of the school uniform. 

Clip on Ties for P1, P2, P3 are available from the school office price £3.50. 

There are items of dress, which are unacceptable in Glasgow schools, such as items of 

clothing which: 

potentially, encourage factions (such as football colours) 

could cause offence (such as anti-religious symbolism or political slogans) 

could cause health and safety difficulties, such as loose fitting clothing, 

dangling earrings 

are made from flammable materials (for example shell suits) in practical 

classes 

could cause damage to flooring 

carry advertising, particularly for alcohol or tobacco; and 

could be used to inflict damage on other pupils or be used by others to do 

so. 

Under no circumstances will pupils be deprived of any educational benefit as a result of 

not wearing clothing conforming to the school’s dress code policy. 


Parents /carers receiving Income Support, Job Seekers Allowance (Income Based), 

Working Tax credit (with an income of less than £15,050*), Housing Benefit, or Council 

Tax Benefit will normally be entitled to monetary grants for footwear and clothing for 

their children. Approval of any requests for such grants made by parents/guardians in 

different circumstances is at the discretion of the Director of Education Services. 

Information and application forms may be obtained from schools and from the Grants 

Section at Education Services Headquarters. 

Glasgow City Council is concerned at the level of claims being received regarding the 

loss of pupils’ clothing and / or personal belongings. Parents/Guardians are asked to 

assist in this area by ensuring that valuable items and unnecessarily expensive items of 

clothing are not brought to school. Parents/Guardians should note that the authority 

does not carry insurance to cover the loss of such items and any claims submitted are 

likely to be met only where the authority can be shown to have been negligent. All 

clothing including jackets should be clearly marked with your child’s name to avoid loss 

or confusion with others’ clothing. 

School Meals 

We have a cash cafeteria in the school where a variety of hot meals 

and snacks can be purchased. Tickets are issued on a daily basis for those pupils 

entitled to free meals. There is always a vegetarian choice and Halal food is provided at 

all times. Special diets can also be catered for. 

Space in the dining room or central hall is provided for pupils who wish to bring a 

packed lunch. Children who do not go home at lunch time must remain within the 

school premises. Buying food outside at lunchtime and bringing it in is not permitted. 

There is no crossing patrol at lunchtimes to supervise pupils across the roads. 

Children and young people of parents/carers receiving Income Support, Job Seekers 

Allowance (Income Based) and Child Tax Credit only (where income is less than 

£15,860*) are entitled to a free midday meal. Information and application forms for free 

school meals may be obtained from the school and from Grants Section at the 

Education Services Headquarters. 

All Glasgow primary children are entitled to free milk which is available at lunchtime. 

Breakfast Club 

A free breakfast is available for children who are eligible for free school 

meals. Other children can buy breakfast for 50p. This is available from 

8.15 until 8.45 am. 

Drinking Water; Glasgow now provides purified and chilled water for all 

pupils. Children are encouraged to drink throughout the day to improve 

general health and brain activity. Children should bring a water bottle to 

school. 


Transport 

The Education Authority has a policy of providing free transport to all primary pupils who 

live more than 1.2 miles from their local school by the recognised shortest walking 

route. This policy is more generous than the law requires. This means that the 

provision of transport could be reviewed at any time. 

Parents/carers who consider they are eligible should obtain an application form from the 

school or Education Services. These forms should be completed and returned before 

the end of February for those pupils beginning in August to enable the appropriate 

arrangements to be made. 

Applications may be submitted at any time throughout the year but may be subject to 

delay whilst arrangements are made. The appropriate officer has discretion in special 

circumstances to grant permission for pupils to travel in transport provided by the 

authority, where spare places are available and no additional costs are incurred. 

The authority has an Exceptional Circumstances policy relating to e.g. homelessness, 

parental disability, etc. Details are available from the school. There is also a procedure 

to request transport on medical grounds. The school can advise procedures. 

Pick Up Points 

Where free transport is provided, it may be necessary for children and young people to 

walk a certain distance to the vehicle pick-up points. Walking distance in total, including 

the distance from home to the pick-up point and from the drop-off point to the school in 

any one direction, will not exceed the Authority’s limits (see above paragraph). It is the 

parent’s responsibility to ensure their child arrives at the pick-up point in time. It is also 

the parent’s responsibility to ensure the child behaves in a safe and acceptable manner 

while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in 

your child losing the right to free transport. 

Placing Requests 

The education authority does not provide transport for those pupils in receipt of a 

placing request other than in individual exceptional circumstances and where 

appropriate legislation applies. 

Medical & Health Care 

The school doctor and nurse on occasion visit the school to undertake routine health 

checks. There is also an annual dental inspection. 

There are no longer regular hygiene inspections so we would ask you to inspect yours 

child’s head at least every week to ensure that there is no trace of head lice. Please 

contact us if you should have any problems or queries regarding health or hygiene 

matters. It is extremely important that the school is aware of any medical problems your 


child may have. If your child has to have medication during school hours you should 

inform the school and complete the necessary form giving us permission to administer 

medicines. 

In the event of your child taking ill in school or having an accident we must have an 

emergency number in order that we can contact you so that you can make 

arrangements for your child to be taken home or to hospital if necessary. In the case of 

an injury requiring immediate medical attention a member of staff would accompany the 

child to hospital while we tried to contact you. Mrs Hussain our pupil support assistant is 

a qualified first aider. 

Information in Emergencies 

We make every effort to maintain a full educational service, but on some occasions 

circumstances arise which lead to disruption. Schools may be affected by, for example, 

severe weather, and temporary interruption of transport, power failures or difficulties of 

fuel supply. In such cases we shall do all we can to let you know about the details of 

closure or reopening. It is important that we have an emergency contact number and 

that your child has somewhere to go if the school is forced to close. We shall keep you 

informed by using letters, notices in local shops and community centres, 

announcements in local places of worship and announcements in the press and on local 

radio. It is also important that you keep us informed of any changes of contact details 

throughout the school year such as a change of address or telephone number. 

School Running Costs 

In terms of S.O.E.D. Circular No 10/93 school are required to include in their handbook 

figures compiled by the S.O.E.D. for the running costs of schools. This information may 

be found in Appendix 1. 

The Parent Forum and the Parent Council 

1. The Scottish Schools [Parental Involvement] Act 2006 has changed the 

arrangements for parental representation in all schools. Since August 2007, all 

parents/carers are automatically members of the Parent Forum for their school and they 

have a right to establish a Parent Council to represent them. 

The membership of the Parent Forum is made up of all parents/carers who have a child 

or young person at an education authority school. Membership of the Parent Forum 

allows parents/carers to have a say in the local arrangements to enable their collective 

view to be represented on matters such as the quality and standards of education at the 

school and other matters of interest to parents/carers. One of the ways parents in the 

Parent Forum will be able to express their views will be through the Parent Council. 

Parent Council 

The Parent Council is a group of parents/carers selected by members of the Parent 

Forum to represent all the parents/carers of children and young people at the school. 

Parent Councils are very flexible groups and the Forum can decide on the type of group 

it wants to represent their views. A Parent Council could get involved in: 


Supporting the work of the school: 

Gathering and representing parents’ views to the Headteacher, education 

authority and HMle: 

Promoting contact between the school, parents/carers, children and young 

people and the local community: 

Fundraising: 

Involvement in the appointment of senior school staff: 

Parent Councils are recognised in law from August 2007. As a statutory body, the 

Parent Council has the right to information and advice on matters which affect children 

and young people’s education. So, the school and the local authority must listen to 

what the Parent Council says and give it a proper response. Every school’s Parent 

Council will be different because it will be parents/carers in each school who make the 

key decisions. The Parent Council is also entitled to support from the education 

authority in fulfilling its role. 

2. Membership of the Parent Council 

Generally, members of the Parent Council must be parents/carers of children and young 

people who attend the school and the chairperson must have a child in the school. 

However, the Parent Council can decide to co-opt other members from teachers and 

the community who will have knowledge and skills to help them. 

Transfer from Primary to Secondary School 

Children and young people are normally transferred between the ages of 11½ and 12½ 

years, so that they will have the opportunity to complete at least 4 years of secondary 

education. Parents and carers will be informed of the School arrangements no later 

than December of the year preceding the date of transfer at the start of the new 

session. 

Pupils from Cuthbertson are transferred to; - 

Shawlands Academy 

31 Moss-side Road 


G41 3TR 

Tel. No. 0141 582 0210 

Our school is part of Shawlands Learning Community and, as such, we have an excellent 

liaison programme with the Academy through which our senior pupils have many opportunities 

to visit there during their Primary 7 year. 


Data Protection Act 1998 

Information on children and young people, parents and carers 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. 

For further information please contact the school. 

The Freedom of Information (Scotland) Act 2002 

The Freedom of Information (Scotland) Act 2002 enables any person to obtain 

information from Scottish public authorities. The Act applies to all Scottish public 

authorities including: Scottish Executive and its agencies; Scottish Parliament; Local 

Authorities; NHS Scotland; Universities and further education colleges; and the police. 

Public authorities have to allow access to the following information: 

The Provision, cost and standard of its service; 

Factual information or decision-making; 

The reasons for decisions made by it. 

The legal right of access includes all types of ‘recorded’ information of any data held by 

the Scottish public authorities. From 1 st January 2005, any person who makes a 

request for information must be provided with it, subject to certain conditions. 

Further information is provided on the Glasgow City website: 

www.glasgow.gov.uk/en/yourcouncil/freedomofinformation 

Internet facilities are provided at all Glasgow City Council Public Libraries and Real 

Learning Centres. 


Enquiries, Comments and Complaints 

If there is any matter you wish to discuss with the Head Teacher or any of the teaching 

staff do not hesitate to come in to the school office or telephone for an appointment. If 

we know of your visit in advance we can arrange to have the member of staff you wish 

to see free from class. 

If you have a comment or complaint please approach the Head of Establishment in the 

first instance, in accordance with Local Authority Policy. 

If the Head of Establishment does not resolve the issue to your satisfaction, you should 

contact our Customer Liaison Unit who will: 

Take a totally neutral stance in fully investigating your complaint 

Acknowledge receipt of your complaint within five working days 

Give a full written response within a further 10 working days, unless another 

timescale has been agreed. 

The Customer Liaison Unit can be contacted by phone or e-mail: 

Phone 0141 287 5384 

E-mail: education@glasgow.gov.uk 

Customer Liaison Unit 

Education Services 

Glasgow City Council 

Wheatley House 

25 Cochrane Street 

Merchant City 


G1 1HL 

Please note that in line with recommendations issued by the Scottish Public services 

Ombudsman, all establishments, during the course of a formal complaints investigation, 

must: 

Ensure that all statements made as part of the investigation are dated and 

include, wherever possible, dates of events recounted within the statements 

Ensure that written records which form part of the investigation are retained for 

an appropriate period of time and 

Give consideration to the inclusion of this within the procedures outlined in the 

relevant section of the schools’ Pastoral Care Policy. 


Addresses and Contacts 

Service Director of Education - Ms Maureen McKenna 

Education Offices 

Wheatley House 



Glasgow G1 1HL 

Community Education - Wheatley House 



Glagow G1 1HL 

Cultural and Leisure Services Glasgow City Council 

20 Trongate 


G1 5ES 

0141 287 4350 

City of Glasgow Councillors Southside Central Ward: 

Danny Alderslowe 

Jahingar Hanif 

Anne Marie Millar 

James Scanlon 

Although this information is correct at time of printing, there could be changes affecting 

any matters dealt with in the document- 

before the commencement or during the course of the school year in question; 

in relation to subsequent school years. 


Appendices 

Appendix 1. Running Costs and Attendance Page 31 

Appendix 2. Health Policy Page 34 

Appendix 3. Assessment Policy Page 35 

Appendix 4. Homework Policy Page 37 

Appendix 5. Promoting Positive Behaviour Page 39 

Appendix 6. Anti- Bullying Policy Page 41 

Appendix 7. Child Safety / Protection Policy Page 42 


Appendix 1: Running costs and attendance 

INFORMATION FOR PARENTS 2011 

PRIMARY SCHOOLS 

School: Cuthbertson Primary School and Nursery Class Id No.: 260 - 8411425 

Budgeted Running Costs For Financial Year 2011-2012 

School Roll at September 2010 290 

Total School Running Costs at April 2011 (£) 1,166,726 

Cost per Pupil (£) 4,023 

Total Number 

of Possible 

Attendances( 

Pupil Half 

Days) 

Percentage 

Authorised 

Absences 

Percentage 

Unauthorised 

Absences 

Attendance And Absence For School Year 2010/2011 

Stage 

P1 P2 P3 P4 P5 P6 P7 P1-7 

14521 19652 15057 14282 14276 11910 13828 103526 

6.6 7 7.2 3.6 6.7 1.9 5.5 5.7 

6.4 4.7 1.4 8.7 3.7 6.4 3.9 5 

Key to Symbols: 

Asterisks (**) have been inserted instead of figures for some schools and categories: 

Counts and percentages based on data for more than 0 but fewer than 5 pupils, because they 

could be misleading or lead to the identification of individuals. 

In other cases, it is not possible for the school to have any data for the category, for example, 

cases where the relevant year group roll figure is zero. 

The symbol (##) indicates that the school has recently opened or merged with another school and this 

information is not available. 

Minimising Overall Absence 

Absence recorded 

(2009/2010) 

Average number of 

half days absence 

per pupil 


(2010/2011) 



per pupil 

Absence 42.1 40.4 

Where schools have 9 openings per week, please note that all local authority and national figures are 

based on 10 openings per week, and so are not directly comparable. 

Key to Symbols: The symbol (##) indicates that the data are not 

available or comparable with other years. 


Education Authority: Glasgow City 




School Roll at September 2010 35,946 

Total School Running Costs at April 2010 (£) 138,912,685 


Key to symbols: The symbol ## indicates that the data are not available. 

Total 

Number of 

Possible 

Attendance 

s(Pupil Half 

Days) 

Percentage 

Authorised 

Absences 

Percentage 

Unauthoris 

ed 

Absences 


Stage 

P1 P2 P3 P4 P5 P6 P7 P1-7 

1962545 1940702 1857485 1797617 1837033 1892033 1854508 13141923 

5.4 5.2 5.2 5.1 5 5.2 5.2 5.2 

2.1 2 2.1 2.2 2.2 2.2 2.3 2.2 

Key to symbols: 










(2009/2010) 



per pupil 


(2010/2011) 



per pupil 

Absence 26.5 28.1 



Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years. 


National Data 




School Roll at September 2010 364,284 

Total School Running Costs at April 2011 (£) 1,490,002,771 


Key to symbols: The symbol ## indicates that the data are not available. 

Total 

Number of 

Possible 

Attendance 

(Pupil Half 

Days) 

Percentage 

Authorised 

Absences 

Percentage 

Unauthoris 

ed 

Absences 


Stage 

P1 P2 P3 P4 P5 P6 P7 P1-7 

189513 

08 

19116971 18672816 18136151 18404407 18748517 19075039 13110520 

4.2 4.1 3.9 3.8 3.8 3.9 3.9 4 

1.2 1.2 1.3 1.3 1.2 1.3 1.2 1.2 

Key to symbols: 










(2009/2010) 



per pupil 


(2010/2011) 



per pupil 

Absence 19.4 19.8 



Key to symbols: The symbol (##) indicates that the data are not available or comparable with other years. 


Appendix 2: Cuthbertson Primary School Health Policy 

CUTHBERTSON : A HEALTH PROMOTING SCHOOL 

Health and education go hand in hand and children who are fit and healthy are more likely to 

achieve their full potential at school. The Scottish Government requires that all schools are 

Health Promoting, meaning that we adopt a whole school approach to promoting the physical, 

social, mental and emotional well being of all pupils, staff and the wider school community. The 

introduction of the Schools Health Promotion and Nutrition Act and Curriculum for Excellence 

both place health and well being at the heart of education. 

Schools Health Promotion and Nutrition Act 

In addition to ensuring that we place health promotion at the heart of schools’ activities, the 

Schools Health Promotion and Nutrition Act requires that the food and drink served and 

provided in schools must meet certain nutritional requirements. In summary, this means that 

schools can no longer provide the following: 

Soft drinks 

Sugar-free soft drinks 

Sweetened fruit/veg juice 

Squashes/cordials 

Whole milk 

Sports/energy drinks 

Chocolate coated products (i.e. biscuits, ice creams, cereals, fruit, etc) 

Sweets 

Sugar free sweets 

Yoghurt coated fruits 

Cereal bars or processed fruit bars 

Savoury snacks i.e. crisps over specified fat & salt content 

Food and drinks that we can provide include: 

Free drinking water (MUST be provided) 

Mineral water 

Semi-skimmed or low fat milk 

Milk drinks, yoghurt drinks, fruit juice (in line with guidance) 

Fruit or vegetables 

Dried fruit in line with guidance 

Crisps, pretzels, popcorn, rice crackers, cream crackers, oatcakes, and bread sticks in 

line with guidance. 

Please help support our commitment to health and well being by encouraging your 

son/daughter to bring healthy snacks and drinks to school and by making use of our 

Fuel Zone, which provides a great range of healthy lunches for £1.15. 

Curriculum for Excellence 

The development of Curriculum for Excellence is to enable all children and young people to 

become successful learners, confident individuals, responsible citizens and effective 

contributors to society and at work. Curriculum for Excellence has a strong focus on “health 

and well being” which will further strengthen our commitment to the health and well being of 

our pupils. 

Some of the health initiatives ongoing in our school include pupil Lunchtime Monitors and 

Playground Buddies as well as new playground markings and a monthly health wall. 

We work in partnership with various health professionals and partner agencies to promote 

health and wellbeing, including the South East Health Improvement Team, Active Schools and 

School nurses. 


Appendix 3: Cuthbertson Primary School Assessment is for Learning 

Policy 

Introduction: 

The Assessment is for Learning (AifL) development is a Scottish Executive Department 

initiative which was first introduced in 2002. Effective practice emerging from the AifL 

programme is outlined in ‘Ambitious Excellent Schools’ (2004), A Curriculum for 

Excellence (2004) and the Scottish Executive’s response to ‘Assessing, Testing and 

Reporting (2004). Following this advice and using Glasgow’s Assessment is for 

Learning draft policy, we have outlined below how Cuthbertson Primary uses AifL to 

benefit pupils’ and staff’s learning. 

Aims and Values: 

In Cuthbertson Primary we are committed to ensuring our pupils become successful, 

confident, reflective learners. This positional paper reflects that as a school we aim to 

provide high quality interactions, based on careful questioning and reflective responses. 

Resulting Impact on Teaching and Learning: 

Raising attainment 

Coherent systems providing all partners, pupils, parents, teachers and other 

professionals the feedback they need about pupils learning and development 

needs. 

Quality Indicators: National Priorities: ACE 

1.1 2.1 4.2 5.2 5.4 

5.5 5.3 9.3 

Roles: 

1. Attainment 

2. Learning & Teaching 

3. Inclusion 

4. Life Long Learning 

Class Teacher – 

State clearly learning intentions and success criteria 

Set own learning goals 

Reflect on next steps for learning 

Implement formative assessment strategies 

Continue to summatively assess pupils using NARs 

Confident Individuals 

Successful Learners 

Pupils – 

Practice self and peer assessment 

Set own goals 

Be clear about and reflect on their next steps for learning 


Parents: 

Parents should understand our policy and practice, encourage their children to 

take responsibility for learning and support this in the home. 

Head Teacher/SMT: 

The management team will monitor the implementation of strategies both 

informally and through the school’s monitoring procedures. 

Progression & Implementation: 

Assessment strategies will be sensitively employed to suit the needs of individuals and 

these will be regularly evaluated to determine their effectiveness. As pupils move 

through the school they will become more confident in the use of Assessment is for 

Learning strategies. 

Resources: 

Building the Curriculum 5 (2010) 

Building the Curriculum 3 

Ambitious Excellent Schools (2004) 

How Good is our School? 

http://www.ltscotland.org.uk/assess/index.asp 

LTScotland self assessment toolkit 

Appendices on Active Learning Active Assessment, Effective Questioning and 

Critical Thinking 


Appendix 4: Cuthbertson Primary School Homework Policy 

This homework policy is currently under review. 

Home/School Partnership 

It is important to stress that much of a child’s learning takes place at home, and that 

parents have a very crucial role to play in the education of their child from birth 

onwards. Reading with your child or to your child, talking about your child’s day at 

school, visiting places of interest, going to the library, discussing issues of news or TV 

programmes will all have a profound influence on your child’s learning. 

The school is here to help you with the more formal aspects of education and the 

relationship between parents and teachers should be one of mutual support in our 

common aim of ensuring the best for our children. 

Aims of Homework 

1. Homework, whether written or not, should help to consolidate or revise work 

done in school. 

2. It allows parents to see what work children are doing in school and to become 

involved in school work. 

3. It helps children to see the link between home and school learning. 

4. It is an important preparation for secondary school homework. The transition to 

secondary is much easier if children are already in the habit of doing regular 

homework. 

Frequency of Homework - This will vary according to age 

Reading: At all stages children should be encouraged to read a little each evening. In 

P1-P3 this could be practice from the reading book, progressing to the child reading 

novels or information books from school, home or the public library. 

Written Work: Not normally given before P3. By the end of P3 children may be asked 

to complete written homework twice per week. This should take no more than 10 to 15 

minutes. 

In P4 & P5 homework will normally be given 2 or 3 times per week and should normally 

take 20 to 30 minutes. 

In P6 & P7 pupils will be given more homework but this may be issued once per week 

for handing is on a set day. This should normally take 1 to 2 hours per week. Children 

should decide independently when to do this. This is good training in self-discipline for 

secondary school. 

Possible Homework Activities: 

Practising reading [early stage] Learning tables 

Reading for enjoyment [all stages] Word or number 

Reading for information [P5-7] Number revision 

Spelling practice Sums 

Handwriting Games/puzzles 

Short piece of writing 


Parental Involvement 

The responses to our homework survey indicated that parents would prefer that 

children should be able to complete homework independently, but it would be helpful 

for parents to look at homework and help where possible. If this proves impossible, 

and there is no one else to help, do not worry! 

1. Try to ensure that your child has a quiet area in which to do homework. A 

bedroom away from the television and younger brothers and sisters is ideal. 

2. Check what homework your child has and discuss it with him/her, if possible. 

3. If it is written work, ask to see the completed work and sigh it to 

show you have seen it. 

4. Encourage children to do homework neatly and, if possible, check it over. 

5. If your child is in the early stages of learning to read, please listen 

to her/him reading, or get someone else [an older brother or sister, 

aunt, big cousin] to do so where possible. 

You should also talk to him/her about the story and the pictures. 

At the earliest stage children may have a small amount of reading to practice 

every night. By P3 this may be reduced to one or two new sections of a book per 

week, but of an increasing amount. The class teacher will inform you of the days 

when your child will have “new reading”. 

In the upper school class readers are normally kept in school although other 

library books may be sent home for extra practice. Older children should be 

encouraged to read in addition to homework. 

Caution! As with all aspects of school work it is important that children do not 

become too worried or over-anxious about homework. If your child is 

experiencing difficulty do not hesitate to contact the school. 

Class Teacher’s Role 

1. The class teacher will set homework which is useful, relevant and within the child’s 

capabilities. 

2. The teacher should inform parents of days on which homework is issued, and 

when it is expected back 

3. The teacher should either mark, or supervise the marking of, written work and 

check homework jotters weekly. 

Head Teacher’s Role. 

The Head Teacher or D.H.T. will: 

1. Inspect homework jotters every term. 

2. Review the homework policy regularly, taking the views of parents and teachers 

into account. 

3. Give support and advice to parents on helping with homework. 

If you would like help with this or if you have any comments to make about this policy 

please contact any member of the SMT. 


Appendix 5: Cuthbertson Primary School Promoting Positive 

Behaviour Policy (Summary) 

Promoting Positive Behaviour is a means of encouraging pupils to behave well and 

work hard at school to enable themselves, and others, to learn to the best of their ability 

in a positive, supportive environment. In order for such an environment to be created it 

is necessary to adopt a whole school approach, with all staff and pupils working to a 

basic set of principles and procedures. The principles and procedures outlined in this 

document are intended as guidelines to provide a consistent approach throughout the 

school at the same time as allowing staff to retain a degree of flexibility which enables 

them to use their own judgement to treat each situation according to its own merits and 

respond in an appropriate way. 

Aim 

The aim of this policy is to establish a happy, secure and purposeful environment in 

which each child may develop his or her full potential and where teachers, pupils, 

parents and support staff can work together to promote sound learning. 

Encouraging and praising desirable behaviour and recognising and celebrating success 

creates an ethos within the school which enables our pupils to develop their skills as 

responsible citizens, successful learners, effective contributors and confident 

individuals. 

This desirable behaviour is based on Cuthbertson Primary’s Golden Rules which are 

as follows: 

Be gentle Be kind and helpful Be honest 

Work hard Look after property Listen to people 

Promoting Positive Behaviour Techniques 

Individual teachers have a range of strategies for recognising and promoting 

achievement and positive behaviour on a daily basis and many of these are currently 

being used very effectively in Cuthbertson Primary. 

Golden Time 

Golden Time (GT) is intended as the main reward for good behaviour and a positive 

attitude towards learning. Participation in Golden Time Activities on a Friday afternoon 

is dependant on maintaining an acceptable standard of behaviour throughout the week. 

All pupils will begin the week with a full golden time entitlement. Typical Golden Time 

Activities Include: Board Games, Chess, Construction kits, Art and craft, Knitting/ 

sewing, Gym/ Outdoor games, Film club, Dance, No-cook cookery, Computers/ Class 

in a box, Drama 


“Lost” Golden Time 

Each class should have some sort of display to indicate how much GT has been lost by 

individuals and to encourage pupils to stay out of the “danger zone”. Each week should 

start afresh. 

Referrals 

Although each pupil begins a new week with a clean slate, class teachers should refer 

pupils who lose substantial amounts of GT in consecutive weeks to the SMT who will 

inform parents as appropriate. 

Sanctions 

There may, however, be occasions when staff have exhausted PPB strategies and 

require to implement sanctions in order to maintain good order. As always, staff should 

use their professional judgment to determine a course of action which is appropriate to 

the incident and individuals involved. 

Promoting Positive Behaviour in the Playground 

Good behaviour is expected in the playground as well as in the classroom. It is the 

responsibility of all playground staff to encourage a positive playground ethos. This 

can be done by employing a range of strategies. 

Where children are not responding appropriately to the above, a range of sanctions are 

also available. 

Full details of this policy can be obtained by contacting the school. 

Appendix 6: Cuthbertson Primary School Anti – Bullying Policy (Summary) 

Aims 

1. To encourage a safe and non – threatening environment for our children where 

bullying is minimised. 

2. To ensure that all staff, teaching and non- teaching are made fully aware of the 

school’ policy and apply it consistently. 

3. To regularly review the effectiveness of the policy. 

Responsibilities 

Children: To report the incidents of bullying to an adult they can trust. 


Ancillary Staff: Have a crucial role to play in the early identification of bullying. They 

regularly supervise the children in the playground and are able to 

identify changes in behaviour, which may be an indication that a child 

is being bullied. Suspected bullying should be immediately reported to 

the Head Teacher or Depute Head Teacher. 

Teachers: To be vigilant about social relationships between their pupils, to 

support the integration of new pupils, to keep a note of any incident 

which may be a cause for concern, and to keep Head Teacher 

informed of any developments. 

Head Teacher: To monitor the effectiveness of the policy, to ensure that parents are 

informed of the school policy and are fully involved in its 

implementation, to investigate and deal with alleged cases of bullying. 

It is also important that staff remind children of anti – bullying 

strategies at assemblies. 

Parents: To support the school in the aims of the policy, to report immediately 

to the school any sighs of distress, which may be result of bullying. 

Curriculum: To create a caring co-operative ethos through personal and social 

education and curricular themes. Curricular areas can help to 

reinforce the anti – bullying atmosphere e.g. personal and social 

development, health education and religious and moral education. 


Appendix 7: Cuthbertson Primary School Child Safety/ Child Protection 

Policy 

The following information is taken from Appendix 9 of Glasgow City 

Council’s Child Welfare and Safety Management Circular 57: 

All educational establishments and services must take positive steps to 

help children protect themselves by ensuring that programmes of health 

and personal safety are central to the curriculum and should have in 

place a curriculum that ensures that children have a clear understanding 

of the difference between appropriate and inappropriate behaviour on the 

part of another person, no matter who. 

As with other areas of the curriculum, you will be kept informed of the 

health and personal safety programme for your child’s establishment. 

Schools, establishments and services must create and maintain a 

positive ethos and climate which actively promotes child welfare and a 

safe environment by: 

ensuring that children are respected and listened to 

ensuring that programmes of health and personal safety are central 

to the curriculum 

ensuring that staff are aware of child protection issues and 

procedures 

establishing and maintaining close working relationships and 

arrangements with all other agencies to make sure that 

professionals collaborate effectively in protecting children. 

Should any member of staff have concerns regarding the welfare or 

safety of any child they must report these concerns to the head of 

establishment. The head, or the person deputising for the head, after 

judging that there may be grounds for concern regarding the welfare or 

safety of any pupil must then immediately advise the duty senior social 

worker at the local social work services area office of the circumstances. 

Throughout our School Handbook, you will find references to how we meet 

the terms of this Management Circular. 

If any parent/guardian has any concerns or would like further information, 

they should speak to the Head Teacher.

Cuthbertson Primary School Handbook - Glasgow City Council ...

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