|Woodfarm Road, G46 7HD, UK Thornliebank|
+44 (0)141-638 5179
Robslee Primary School
Robslee Primary is situated in the Woodfarm area of East Renfrewshire, between Thornliebank and Giffnock, and is adjacent to Eastwood Park and close to Rouken Glen Park.
The school dates from 1964 and in 2004 we celebrated our 40th Anniversary. It is built mainly on one level, with three rooms on one upper level. On the ground level there is a central hall/gymnasium, a separate dining room which also accommodates our school library, and five main teaching bases and a computer suite.
The present role is 184 and the school is presently staffed by 11.1 (fte) teachers. Support personnel consist of a Janitor, three Clerical Assistants and seven Pupil Support Assistants.
The school has an active School Board and PTA.
Our main aim is to provide a happy, stimulating, secure and safe environment which will give all the children an equal opportunity to develop their abilities and personalities, as fully as possible.
We are keen to promote and encourage extra curricular activities including football, badminton, rugby, netball, chess and choir.
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To provide a happy, stimulating, secure and safe environment which will give all the children an equal opportunity to develop their abilities and personalities as fully as possible.
To encourage the following qualities:- positive attitudes to learning, curiosity, self-reliance, self-respect, self-discipline, respect for, and the ability to co-operate, with others.
To help children progress continuously towards achieving their potential in all areas of the curriculum.
To equip our pupils to take their place in society, in working, social and leisure situations.
To create an 'atmosphere' where pupils, parents and teachers can effectively work together to enhance the education provided for our children.
To help children appreciate the benefits of healthy living and of physical fitness.
To help children gain knowledge and understanding of religions and their roles in shaping society and the development of moral and social values.
To learn from, and care for, their environment.
In Robslee Primary we aim to develop the four capacities of A Curriculum for Excellence in all our learners. Robslee pupils are successful learners, effective contributors, responsible citizens and confident individuals.
Our main Curricular areas: English Language, Mathematics, Environmental Studies, Expressive Arts and Religious and Moral Education are designed to foster our educational aims.
A wide variety of teaching styles and materials are used to match the preferred learning styles of the pupils. ICT is used throughout the curriculum to enhance learning and teaching.
|People in the Past|
|People and Place|
|People in Society|
|Earth and Space|
|Energy and Forces|
|Living Things and the Processes of Life|
|Information and Communication Technology (ICT)|
|Art and Design|
|Religious and Moral Education (RME)|
|Health Education (HE) and Personal and Social Development|
|Other areas of the curriculum include Citizenship, Enterprise and Creativity which may be included as a discrete project or identified within another area of the curriculum or simply by the approach and styles of learning and teaching.
Through our Development Plan and the Cluster Plan (associated schools) staff in school are working at incorporating the National Guidelines of the 5-14 Curriculum Development Programme and the five National Priorities into the work of the school. Presently this programme (5-14) sets out a broad framework to be followed by pupils from P1 through to second year of secondary school.
ENGLISH LANGUAGE (5-14)
|It is the policy of the school to implement National Guidelines, by reviewing the existing provision and by adjusting and developing programmes of work along the lines suggested in the guidelines, with reference to the four main areas of language: Listening, Talking, Reading and Writing.|
|Skills will be taught through a variety of activities; eg listening to a talk, to the radio, to a series of instructions to music, to different types of test (the Oracy Programme, SRA Listening Skill Builders).|
|A variety of suitable contexts will be provided for talking. Activities will include talking to peers, other pupils, teachers and adults; playing games and engaging in role play, giving individual presentations to command the attention of an audience, talking within drama activities. Resources include: school exemplar material and The Spoken Word Project.|
|Pupils will learn the basic skills of reading through a systematic and progressive programme which incorporates an initial sight vocabulary and develops phonic and blending skills and skills of word attack.
By the upper stages of the school, children will be learning a variety of reading skills (referred to as higher order reading skills) as well as being able to read orally and for enjoyment. Resources include for P1-P7, Oxford Reading Tree and Literacy World..
|Handwriting skills will be formally taught, starting in Primary 1, and practice will continue, for some, right to Primary 7. Composing and secretarial skills will be taught at the early stages until, gradually, pupils begin to draft their own pieces of composed writing. Content and structure will be the focus. At the later stages, technical features and presentation of the text through control of punctuation, spelling and handwriting will also be given priority. Resources include, 'North Lanarkshire Writing Programme' and 'Collins Primary English.' We have in place a whole school programme based on the North Lanarkshire Writing Programme.|
|It is the policy of the school to implement the National Guidelines in Mathematics 5-14.
We are using a variety of resources, including Heinemann Mathematics, Ginn Mathematics, Calculator Worksheets and Problem Solving materials. The Guidelines also emphasise the practical use of materials, including calculators and computers.
The children will develop skills in approaches to problem solving and enquiry, and learn concepts facts and techniques. The content of mathematics will include the following aspects: Information Handling, Number, Money and Measurement and Shape, Position and Movement.
Oral and mental activities are important elements of our mathematics programme.
|We are implementing programmes of work based on the National Guidelines of Environmental Studies 5-14, which include the following aspects: Science, Social Subjects, Technology, and Information and Communication Technology.
Resources include: planned topics, written specifically for the different aspects; reference material, maps and atlases; broadcast material; computers and a variety of computer software; visits, visitors; material produced by the children and commercially produced resources for Science and Technology.
We have a separate programme of work for Social Subjects, Science, ICT and Technology.
Our new Computer Suite is timetabled for all classes to use when implementing the ICT programmes of work.
|Following 5-14 Guidelines, there is a variety of art and craft work which takes place at all stages throughout the school year. Activities, which are often linked to the topic work, are taught by the class teacher.|
|Children are encouraged to take part in a variety of musical activities, including playing percussion instruments, singing and listening to music. Music is mainly taught by the class teacher or by a visiting specialist teacher. Some interested pupils receive tuition from a visiting specialist in woodwind. There is a very enthusiastic choir led by Mrs Brown and Miss Cowie. Resources include the Silver Burdett Music Scheme (P1-P7).|
|We are presently following 5-14 Guidelines for a balanced programme. This includes dance, gymnastics, games and active health. Children also receive coaching in badminton, football and rugby.|
|Children are encouraged, from the earliest stages, to take part in dramatic activities, including a variety of role playing activities and mime. 5-14 Drama packs are being used in all classes. Theatre Groups regularly visit the school.|
RELIGIOUS AND MORAL EDUCATION
|Although Christianity is the religion of the majority of children in the school, Robslee is very much a multi-denominational school, where all religious beliefs are respected and, where possible, catered for. It is our aim that children: find out about beliefs, stories and festivals of Christianity, and of other religions, eg Islam and Judaism. They take part in school assemblies and learn hymns, songs and prayers. It is also our aim to educate children to recognise right from wrong and to behave in a morally correct fashion.
We hold school assemblies every two weeks and there are three main services held in the school or Park Church at Christmas, Easter and Summer, taken by the school chaplain, Rev. C Macdonald. We also have a special Harvest assembly.
All religious beliefs are respected. However, any parents not wishing their child to attend services or assemblies, or wishing their children to be withdrawn from religious education classes are requested to notify the school.
Parents of ethnic or religious minority background may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the arrangement will be granted on up to three occasions in any one school session and the pupil noted as an authorised absentee in the register.
PERSONAL AND SOCIAL DEVELOPMENT
|We follow a structured programme in Personal and Social Development.|
|The Health Education programme covers the main aspects of Nutrition, Drugs Education and Sexual Health.|
|The system followed is mainly one of continuous assessment viz: daily observation, marking, discussion, self assessment, weekly/monthly progress tests. Standardised Tests in Reading and Mathematics take place in P3, P5 and P7 (as in all East Renfrewshire Schools). Baseline Assessment takes place in P1. There are also National Assessments in Mathematics and English Language. Results are reported during parents' consultations.
Screening procedures are undertaken in the early stages of school.
Parents have the opportunity to interview the teachers concerned with their children on two occasions during the year, usually November and May. Written reports are sent home yearly May/June.
CHILDREN WITH LEARNING DIFFICULTIES/LEARNING SUPPORT
|Children experiencing difficulties in learning are given every assistance to achieve their full potential. Tests or screening procedures may be given to pinpoint their problem, and relevant programmes of work and extra help from the Learning Support Co-ordinator (Mrs Ferguson) and the Network Support Teachers will be given to overcome their difficulties. If the difficulty is extreme, help from the psychological services is sought but only with the consent of the parents. Where possible, children will also receive support from other members of staff.
This support, where possible (from within the school or from outside agencies) will also apply to children who require an extension or enrichment programme of work.
Parents are kept informed or can ask about any details regarding screening or assessment results of children.
Given that there is substantial parental and public approval of uniform, schools are free to encourage the wearing of school uniform. In encouraging the wearing of uniform, account must be taken in any proposals to prevent any direct or indirect discrimination on the ground of race or gender. Any proposals will be the subject of widespread consultation with parents and pupils. Against this background it should be noted that it is the policy of the education committee not to insist on pupils wearing uniform or having specialist clothing as a prerequisite to their attending and engaging in all of the activities of the curriculum. There are forms of dress which are unacceptable in school, such as items of clothing which:
- Potentially, encourage faction (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 clothes, dangling earrings, shell suits of flammable material in practical classes;
- Could cause damage to flooring;
- Carry advertising, particularly for alcohol or tobacco;
- Could be used to inflict damage on other pupils or be used by others to do so.
Under no circumstances will pupils be deprived any educational benefit as a result of not wearing uniform and, in particular, pupils will not be denied access to examinations as a result of not wearing school uniform.
Parents of children receiving Family Income Support, Family Credit, Housing Benefit, or Council Tax rebate will normally be entitled to monetary grants for footwear and clothing for their children. Approval of any requests for such grants made by parents in different circumstances are at the discretion of the Director of Education. Information and application forms may be obtained from schools and from Registration Office.
Parents are asked to assist by ensuring that valuable items and unnecessarily expensive items of clothing are not brought to school. Parents 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 when the authority can be shown to have been negligent.
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