Welcome to Lomond School Website
I used to write that Lomond aimed to "provide a high quality education rooted in good practice in the classroom, taking cognisance of individual needs and developing skills and attributes that will stand the test of time and prepare students for whatever they will encounter in the Twenty First Century." There's nothing wrong with that statement, but it's a very generalised one, and I'm not sure that it really sums us up or gets to the heart of the matter.
I hope that you will find these key questions answered in this website in as succinct and clear a fashion as possible, and that we will have the opportunity of meeting and discussing your needs in more detail.
I am immensely proud of what is achieved at Lomond and want every child to benefit from what we have to offer as I know that we can change lives. I look forward to hearing from you.
A D Macdonald
Put simply, what we are trying to do is maximise every pupil's individual potential both academically and, possibly even more importantly, as a human being. In other words, we are trying to draw out and optimise the talents that lie within each individual. Within that overall aim there are three broad, identifiable strands:
- We provide personal attention and value each individual.
- We attempt to ensure that our pupils are 'well brought up'.
- We are conscious that students flourish in a positive learning environment with up-to-date IT and teaching facilities.
Furthermore, I want our students to live busy, happy lives; to have inner self-confidence and self-respect and to care for and respect others. We enjoy a good social mix, set high standards and have our high quality endorsed not only by HMC status (Headmasters' and Headmistresses' Conference) but, even more importantly, by our own pupils and parents, as reflected in personal commendations and the high demand for places.
Overall results in the school are excellent. Our certificate examination statistics are consistently 300-400% better than the national average, and we are normally ranked in the top ten schools in Scotland. However, of far more importance is ensuring that each individual achieves what they are capable of.
Key to meeting that aim are the following strands:
- Cognitive Ability Tests (CATs)
Each pupil in the school is assessed for academic potential, and performance is monitored to ensure that academic achievement is an accurate reflection of ability levels.
- Performance Indicators for Primary Pupils (PIPS)
- Regular pupil-focussed staff meetings
- Small class sizes Maximum 20; average 14.
- Regular reporting and monitoring of effort
This sophisticated diagnostic and learning software adjusts its programme to the needs of each child and is particularly widely used in our Primary department.
Lomond's unique position in Scottish education is underlined by its brand new co-educational boarding house, Burnbrae, located 100 metres from the main teaching block in nearby scenic Campbell Street. This is home to seventy students aged from 11 years to 18 years and is characterised by:
- En-suite bathrooms in the double and single bedrooms
- Spacious social and recreational facilities
- Excellent standards of care and supervision
- A family ethos
- Flexible approach
- Full programme of activities
- Airport, visa and guardian services
- Academic and pastoral support
- Professionally trained staff
- Excellent e-mail/IT/communication systems
What underpins Lomond's approach is the encouragement for each pupil to be all that they can be. We embrace Kurt Hahn's philosophy: "We are all better than we know; if only we can be brought to realise this, we may never again be prepared to settle for anything less."
There are many approaches towards achieving that aim, some of which are covered in succeeding pages. The overall emphasis is on encouragement, but the following strands are all aimed at ensuring that each individual has exposure to influences that will develop self-confidence and gives each child his or her place:
- A positive ethos that rewards achievement
- Individual awards
Merit awards - to encourage characteristics of commitment and initiative amongst pupils
Academic commendations - for outstanding academic work
Attitudinal commendations - for academic effort
Colours - 50 appearance ties, academic ties
- Personal and social development programme
- Leadership and teamwork course at Outward Bound
- House competitions
- School prizes
- Significant involvement in extra-curricular activities
- Duke of Edinburgh Award Scheme at bronze, silver and gold levels
- Work experience
- Involvement in decision-making
e.g. school council, Eco-schools; sixth form, magazine and charities committees
- Responsibility allocation to all sixth formers
- Monitoring of extra-curricular involvement
Everyone will have a different view of what is meant by being "well brought up". However, most would agree that if a school leaver can have respect for themselves and other people, embraces a positive attitude, and has a set of values that will stand the test of time, then that individual can face the future with confidence. Many of these attributes are brought about by subtle means, others are developed through aspects already mentioned. Education is a holistic experience. Nevertheless, some clearly identifiable elements can be highlighted.
Pride of appearance and a sense of belonging are engendered by setting high standards in the wearing of the uniform
Pupils are expected to behave with consideration to others both within and outwith the classroom, following a sensible code of conduct which has at its core three particular elements:
Close supervision, consistency and fairness underpin the implementation of these directives.
- A breach of common sense is a breach of school rules
- Treat others as you would be treated yourself
- You get out of life what you put into it
The splendid work of the Charities Committee, the service element of the Duke of Edinburgh Scheme, Citizenship and Service awards are examples of encouragement to look beyond self.
This must permeate throughout the Lomond community. In a recent autobiography former pupil Suzy Johnson spoke of a staff - pupil relationship characterised by "mutual respect". The role of staff and sixth formers are key to establishing this ethos.
These are established in the teaching of RE and Citizenship, through discussion in Personal and Social Development classes, during participation in assemblies, in debates and public speaking, and in involvement on the sports field and elsewhere.
- Self-esteem and self-confidence
Ultimately these are based on successful and positive involvement and in being valued and respected. This is a real strength, as reflected in the participation levels in so many diverse activities.