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Tom Reade, S5, Standard Grade Portfolio

ARGYLL AND BUTE COMMUNITY SERVICES


COUNCIL EDUCATION

1
Quality in Education

Argyll and Bute Council Successful Learners with: Effective contributors with:
Education Service is committed • Enthusiasm and motivation for • An enterprising attitude
to offer education of the highest learning. • Resilience.
quality. • Determination to reach high • Self reliance.
standards of achievement. • The ability to meet the
• Openness to new thinking and demands of our changing
Strategic Aims: ideas. world.

• To strive to continuously
improve the quality of Confident Individuals with:
education for all in Argyll and
Bute. • Self respect
• To become a learning • A sense of physical,mental
organisation that is outward and emotional wellbeing.
looking and values creativity • Secure values and beliefs.
and shared reflection. • Ambitions.
• To actively promote partner-
ship working and equality of
opportunity. Responsible Citizens with:
• To ensure that resources are
managed effectively and that • Respect for others.
best value is secured. • Commitment to participate
• To equip our children and responsibly in political,
young people with the skills economic, social and cultural
and knowledge they require in life.
order to become:
Sports Day, Garmony, June 2009

Tobermory High School Aims


Tobermory High School aims to prepare young people for a full and active role as international
citizens in a changing world

To
Be
Ready to learn, now and in the future
Motivated to make a difference
On track for success
Ready to support others
Young people who are helpful, confident and purposeful

In an Emergency
We make every effort to weather, temporary interruption We shall keep you in touch by
maintain a full education of transport, power failures or using letters, notices in local
service, but on some occasions difficulties of fuel supply. In shops and community centres,
circumstances arise which lead such cases we shall do all we announcements in local
to disruption. Schools may be can to let you know about the churches and announcements in
affected by, for example severe details of closure or re-opening. the press and on local radio.

2
D ear Parents and Carers

This handbook outlines some of


hesitate to contact me if you
would like further information on
Council and school policies.
Thank you for the many ways in
which you have demonstrated
your interest and involvement in
Argyll and Bute Council’s However big or small your 2008. I hope you will continue
Education Service policies and itquery, I am happy to listen and to feel welcomed, valued and
is also a guide to the day-to-dayrespond so that we can all work involved in 2009.
running of the school. We want together to improve the quality
our policies to ensure that everyof education at Tobermory High
child feels safe, valued and School.
respected at school and is
enabled to achieve success. We aim to develop a genuine Jenny Des-Fountain
partnership with parents and Head Teacher
I hope that you will be able to carers to support the education jenny.desfountain@tobermory.argyll-bute.sch.uk
use it for information and for of your child.
reference. Please do not

CONTENTS

Argyll & Bute and School Aims Inside Learning Support; 18


Cover Extra-Curricular Activities
Contents 3 Attendance and Registration 19

School Information, Calendar 4 Transport; Placing Requests; 20


School Running Costs
Staff List; Management Remits 5 School Meals 21

Working with Primary Schools and 6 Pupil Support; Religious and Moral 22
Parents; Community links and Enrolment Education; Assembly; Sex Education
Reports; Home learning; Student Planners 7 Pupils’ Code of Conduct 23

Curriculum for Excellence 8 Discipline; Health and Medical Care 24

Learning and Teaching; Assessment 9 Clothing and Kit 25

Standard Grade Choices 10 The Parent Forum and 26


Parent Council
Courses in S5 and S6; 11 What is the Internet? 27
Sample S5/6 Option Sheet Child Protection
Equality of Opportunity; 12 Mobile Phones; 28
School Leaver Destinations Employment of Young People
Advanced Higher; Public Examinations; 13 School Lets and Addresses; 29
Bilingual Skills and Careers. Data Protection Act 1998
Examination Results 14 Some Highlights of 2008 30, 31,
32
Raising Standards 15 Complaints Framework; 33
Glossary of Terms
Bullying Policy 16 Exchange of Educational Data 34, 35
(ScotXed); School Plan
Report on 5-14 Attainment; 17
Minimising Overall Absence 3
About Our School
HEAD TEACHER This school has its own website. The secondary roll capacity is
Ms Jenny Des-Fountain The address is: for 222 pupils, and the current
ADDRESS secondary roll is 158 with
Tobermory High School www.tobermory.argyll-bute.sch.uk numbers as follows:
Tobermory S1 26 S4 29
Isle of Mull S2 28 S5 23
PA75 6PB S3 31 S6 23
TELEPHONE NUMBER
01688 302062 Tobermory High is a co- Over the next three years, our
FAX NUMBER educational, non-denominational S1 numbers are likely to be:
01688 301002 comprehensive school with a 2011 S1 23
E Mail primary department. We teach 2012 S1 26
enquiries@tobermory.argyll-bute.sch.uk children from P1 to S6. 2013 S1 29

Accommodation
A plan of the school appears at includes a dark room. The Area Communication Room, three
the end of the handbook. Network Support Team has its Science laboratories, Business
base at Tobermory High. Studies, a Social/Dining Area
In one block, we teach French in and Gymnasium.
a room equipped with a range of In the main block we have the
ICT equipment for language school office and the Library. We have use of the Tobermory
learning. There are also rooms There is specialist playing field for outdoor sports.
for Maths, Music, Social accommodation for Home This is includes an all-weather
Subjects, English, RME and Art. Economics, Gaelic, a Technical pitch.
Our Art Studio for senior pupils Workshop and Graphic

School Day Open 8.50 am


Interval 10.45-11.00 am
Lunch 12.50-1.45 pm
Close 3.30 pm
Assemblies are on alternate weeks for S1,2,3 and S4,5,6.
Our School Year 2009-2010
Second Term
Our School Year 2010-2011
Re-open Wed 6 Jan 2010 The 2010-2011 school year Staff Development Days
starts for teachers on (no pupils) Mon 14 Feb 2011
Staff Development Day Tues 17 August 2010 Tues 15 Feb 2011
(no pupils) Fri 12 Feb 2010 for pupils on
Thurs 19 August 2010 Spring Break
Mid Term Break Close Fri 1 April 2011
Mon 15 Feb 2010 First Term
Open Weds 19 August 2010 Third Term
Spring Break Re-open Mon 18 April 2011
Close Thurs 1 April 2010 October Break
Close Thurs 7 Oct 2010 Easter Holiday
Re-open Mon 19 April 2010 Staff Development Day Close Thurs 21 April 2011
(no pupils) Fri 8 Oct 2010 Re-open Tues 26 April 2011
May Day Mon 3 May 2010 Re-open Mon 25 Oct 2010
May Day Mon 2 May 2011
Staff Development Day Christmas Break
(no pupils) Mon 24 May 2010 Close Wed 22 Dec 2010 Staff Development Day
(no pupils) Fri 20 May 2011
Staff Development Day
(no pupils) Fri 4 June 2010 Second Term Close Thurs 30 June 2011
Re-open Thurs 6 Jan 2011
Close Wed 30 June 2010 4
Staff
Senior Leadership Team Teaching Staff Area Network Support Team

Ms Jenny Des-Fountain Ms Sarah Anderson Miss Tricia Evans


Head Teacher and T, Gaelic Coordinator
Teacher of English Mr John Archbold Mrs Susie Carmichael
Mr William Baird T, Art & Design T, Sec Learning Support (0.2fte)
Secondary Depute Head Mr Colin Buchanan Mrs Ishbel MacKinnon
Teacher and teacher of P.E. T, Business Studies and ICT Teacher (0.8 fte)
Mrs Janice Mitchell Mrs Shelley Carmichael Mrs Aileen Thomson
Secondary Depute Head PT Humanities (English) Teacher (0.7fte)
Teacher and Teacher of Mr John Coyle Mrs Caroline Wood
P.E. PT, Technological Activities Teacher (0.4fte)
Faculty (Technical)
Senior Leadership Team’s Mr Graham Davidson Support Staff
Remits T, Biology and Science
Mr Donald Holmes Miss Ruth Anderson
Ms Des-Fountain’s areas of T, Physics and Science Clerical Assistant (part time)
responsibility include: Ms Lynne Horn Mr Chris Baker
staffing PT, Languages Faculty (French) Technician (0.5 fte)
finance Mr Gordon John Mrs Heather Beckett
curriculum overview T, History (0.63 fte) ASN Assistant (part time)
links with parents Ms Anne Lawson Mr Jeff Cooper
links with primary schools PT Enterprise (Geography) ICT Technician
communications Mrs Rebecca MacDonald Miss Laura Dennett
T, Mathematics Clerical Assistant (part time)
Mr Baird’s areas of Mrs Anne Maclean Mrs Louise Dyer
responsibility include: T, Chemistry and Science Technician (0.5 fte)
timetable and options (0.6 fte) Mrs Mairi Hargreaves
curriculum development Ms Anne McNaughton Gaelic Auxiliary (12.5hrs)
ICT overview PT, Creative Arts Faculty (P.E.) Mrs Lucie Howard
health and safety Mrs Margaret MacNeilage Classroom Assistant (part time)
S4, S5, S6 overview T, English/Religious and Moral Mrs Marilyn MacLean
Education Catering Supervisor
Mrs Mitchell’s areas of Mr Neil McHaffie Ms Yvonne Marjot
responsibility include: PT, Pupil Support (Technical) Clerical Assistant (part time)
integrated pupil support Mr Alan Makeham Mr Angus Milne
exam arrangements PT, Sciences and Maths Janitor
staff absence cover Faculty (Maths) Mr Colin Newton
pupil transport Mr Peter Maries AFA
staff development T, Music Mr Andrew Penny
school events and journeys Janitor
S1, S2, S3 overview Mrs Sue Penny
Librarian
Mrs Karen Watt
Total Staff fte (full time Classroom Assistant (part time)
equivalent): 19.63

Teachers work in 5 faculties:

KEY • Creative Arts


PT = Principal Teacher • Humanities
T = Teacher • Languages
fte = full time equivalent • Sciences and Mathematics
• Technological Activities
5
Working with Associated Primary Schools
Tobermory High School is a member of Tobermory High School Ulva Primary School
the Mull and Iona Co-operative, working Primary Department Head Teacher:
with primary colleagues to ensure that we Mr Richard Gawthrope Mrs H Waller
build on primary school achievements Depute Head Teacher: Tel: 01688 500246
when pupils join us in secondary school. Tel: 01688 301000
Lochdonhead Primary
We Dervaig Primary School School
• work together planning the new Head Teacher: Head Teacher:
“Curriculum for Excellence” Mrs J Hogg Mrs A Hickson
• communicate regularly with primary Tel:01688 400227 Tel: 01680 812473
colleagues, including feedback on pupils’
progress in S1 and in national Salen Primary School
qualifications Head Teacher:
• visit associated primary schools Miss M Maclean
• share some Staff Development days Tel: 01680 300348
• plan a week’s induction programme in
June, designed to help pupils to get to Summary of Contact with
know each other and to get to know their Parents and Carers
new school.
Tobermory High School making a phone call to a
aims to develop a genuine particular parent or carer
partnership in education, on a particular matter
Enrolment School Board and Parent
Council working closely We will keep in contact by
Parents and carers offered or seeking a with parents and carers to inviting parents and

place in the school are welcome to visit provide all children with thecarers to meetings with
the Head Teacher at any time. Each best possible opportunities. Year Heads, Pupil
year pupils who are transferring from Support or teaching staff
Primary 7 to S1 visit the school in June. Parents and carers are if particular concerns
They start the week by climbing Ben invited to contact the arise,
More as a team building exercise. Then school at any time to • inviting all parents and
they spend three days getting to know arrange meetings or for carers to parents’
each other and getting to know their new discussions with the Head meetings twice each
school. Parents and carers are invited Teacher or other members year,
to visit the school in the morning of of staff. • inviting all parents and
Friday 18th June, when their children will carers to workshops and
show them round the school and they We will keep in contact other sessions on issues
will be able to meet teachers. through notes in the of common interest, e.g.
Student Planner, writing a options in S3 and in S5.
letter, text messaging or • through our newsletter,

Community Links
We welcome involvement in the school from
parents and members of the wider community.
Each year:
• our S4 pupils have a week’s work
experience with local businesses.
• visiting speakers from the island community
enrich pupils’ learning,.local business
people offer our pupils help with interview
techniques.
• adult learners are welcome to join classes -
for example, Higher English. Ben Reade, S5, Standard Grade Portfolio
6
Reports to Parents and Carers
Reports on pupils’ progress are The achievement report is much and our newsletter “THS Press”
an important form of fuller. Teachers comment on prints a reminder of important
communication between home progress and achievement in all dates.
and school. the important areas of study
covered by the subject. In addition to the above, the
Parents and carers receive standard in Scotland’s Schools,
written reports twice during the Meetings etc. Act (2000) requires schools
school year. Parents and carers are invited to to produce annual development
to come to school to discuss plans and standards and quality
In the first term, the interim reports and progress with reports. These reports must be
report provides a brief review of subject teachers, twice each made available to persons
pupils’ progress. Pupils’ year. wishing to see them and, in
personal targets for addition, summaries of both
improvement are discussed with Parents and carers are invited to documents must be sent to all
teachers throughout the year these meetings by letters sent parents and carers.
and recorded in jotters or home with pupils. An annual
planners. calendar of these meetings is
published early in the session,

Home Learning or Homework?


Home learning is an important Home learning can take many As pupils approach Standard
part of the school work at forms Grade examinations, it is
Tobermory High School. All • revision: preparing for an expected that they will take
pupils have been issued with a exam increasing responsibility for their
student planner in which to • written exercises: set by own programme of work.
record home learning. teacher
• project work: part of long term The most important thing
Teachers help pupils learn how work parents and carers can do is
to learn. Quality home learning • reading: continuing a text simply to take an interest in your
tasks support this. started at school or purely for child’s work. The school
pleasure recognises that for some pupils,
Learning is a life-long skill. It is • research: where information long journeys create a
essential that students learn requires to be gathered lengthened school day and we
how to plan independent study. • practising practical skills rely on parents to let us know
• finishing off or extending work (through planners) if their
started in class. children face an over-heavy
burden of home learning.

Student Planners

Student planners are


provided to help pupils to
plan their study time and to
allow parents/carers and
teachers to monitor work.

Teachers check planners


each week. We would
appreciate it if parents/carers
could discuss and sign them
on the agreed evening each
Kelly Gibbons, S5, Standard Grade Portfolio week.
7
Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence is now Curriculum for Excellence potential. There will be new
being introduced across balances the importance of qualifications for
Scotland for all 3-18 year olds, knowledge and skills. literacy and numeracy and from
wherever they learn. It aims to 2010-2013, new National 4 and
raise standards, prepare our Every child is entitled to a broad 5 qualifications from 2013/14.
children for a future they do not and deep general education, Our well regarded Access,
yet know and equip them for whatever their level and ability. Highers and Advance Highers
jobs of tomorrow in a fast Every single teacher and will be updated to take account
changing world. practitioner will be responsible of and support the new
for literacy and numeracy - the approaches to learning and
Curriculum for Excellence language and numbers skills teaching.
enables professionals to teach that unlock other subjects and
subjects creatively, to work are vital to everyday life. There is personal support to
together across the school and help young people fulfil their
with other schools, to share best It develops skills for potential and make the most of
practice and explore learning learning, life and work to help their opportunities with
together. Glow, Scotland’s young people go on to further additional support wherever
unique, world-leading, online study, secure work and navigate that is needed. There will be a
network supports learners and life. It brings real life into the new emphasis by all staff on
teachers in this and plans are classroom, making learning looking after our children’s
already in place for parents relevant and helps young people health and wellbeing - to
across the country to have apply lessons to their life beyond ensure that the school is a place
access to Glow. the classroom. It links where children feel safe and
knowledge in one subject area secure.
Teachers and practitioners will to another, helping children
share information to plan a understand the world and make Ultimately, Curriculum for
child’s “learning journey” from connections.. It develops skills Excellence aims to improve our
3-18, helping their progression so that children can think for children’s life chances, to
from nursery to primary, primary themselves, make sound nurture successful learners,
to secondary and beyond, judgments, challenge, enquire confident individuals, effective
ensuring the change is smooth. and find solutions. contributors and responsible
They will ensure children citizens, building on Scotland’s
continue to work at a pace they There will be new ways of reputation for great education.
can cope with, and with assessing progress and
challenge they can thrive on. ensuring children achieve their

Juicing for health, Health Day, September 2009

8
Learning and Teaching
Courses Available All pupils are encouraged to primary school, using primary
In this section details are given choose subjects from the full teachers’ reports to start pupils’
of the courses at present range available. Boys and girls secondary work at an
offered. There is a possibility share classes in all appropriate level. Teachers
that these could change over a subjects, including Technical, plan their resources and
period of time due to factors Home Economics and Physical teaching approaches very
such as falling roll or availability Education, and are assessed on carefully to ensure they get the
of certain specialist teachers. the same criteria. best out of everyone and there
For example, S3 and S4 options is a lot of individual attention. In
might be changed by the time a Most classes, therefore, are Mathematics, pupils are grouped
pupil in S1 reaches S3. “mixed ability”, with a range of according to achievement, in S2.
However, it is school policy to pupil achievement and
make as few changes as experience. We aim to build on
possible in course options. the pupils’ experiences at

Assessment In S1 and S2, pupils study


Assessment is an important part of the teaching and English
learning process. Teachers work in a cycle of planning, Mathematics (including Arithmetic)
teaching, recording, reporting, evaluating and back to French
planning. Gaelic or Gaidhlig
Social Subjects (History, Geography
Evaluating and Modern Studies)
Planning Technical Subjects
Home Economics
Science
Teaching Reporting Art & Design
Physical Education
Music
Recording Information Technology
Religious and Moral Education
We aim to ensure that pupils understand the criteria for Social Education
success in a unit of work and have clear responses
from the teacher on how well they met those criteria. The focus is on individuals’ progress;
Pupils work with teachers to define clear “next steps” as their experience, skills, knowledge and
a way of ensuring that they understand their personal understanding and how to help them
targets for improvement. progress at an appropriate level.

S1 and S2: In S1 and S2 National Assessments in been completed. Although the


assessment of knowledge and English and Maths Council follows Government
understanding remains an The Government’s national guidelines, the policy still leaves
important element. However, testing guidelines allow control the decision with parents. The
we are interested in looking at to the school in the use of test school will inform you in
and assessing pupils’ materials; it is possible for us to advance of assessment
performance in using skills of incorporate these into our arrangements and you will have
investigation, inquiry and assessment scheme. Children the right to request withdrawal of
presentation. These skills are can be set national your child (by letter).
important within the assessments at appropriate
context of learning to learn and times depending on the levels Parents of pupils with a “Record
form the basis for study in more they have reached in the of Needs” have the option
depth in S3 and S4. school’s scheme of work. whether or not their child will be
Parents are informed of the presented for a National
outcome of national tests as Assessment.
soon as possible after they have
9
Standard Grade Choices
The Standard Grade of the learn some of the same things. reflects his or her achievements.
Scottish Certificate of Education Pupils will generally be able to Subject and Guidance staff and
is offered to pupils of all abilities. take different levels in different the Careers Advisor are
There are 3 different levels of subjects, so that they can tackle available at parents’ nights to
course within the Standard the more difficult work in the give advice and information.
Grade - Foundation, General subjects at which they are good. In addition to these special
and Credit. Foundation level is meetings, parents and carers
the basic level; General level is When they take national are welcome to contact the
suitable for pupils in the middle examinations in S4, pupils will, Head Teacher at any time if they
range of ability; Credit level is in most cases, take wish to discuss pupils’ options
the most difficult level. examinations covering two or seek advice.
grades, eg Foundation/General
Pupils taking different levels of or General/Credit. This overlap
the same subject may be taught will give every pupil the chance
together in class and will have to to gain an award which truly

Choices
When your child is in S2, the Our option sheet ensures of their fourth year in secondary
school will give you information breadth and balance in their S3 school.
and arrange discussion on the and S4 curriculum.
subjects which your child wishes All pupils study English, Maths, Parents and carers of S2 pupils
to study in third and fourth year PE, Social Education and are invited to attend meetings in
including the most suitable level RMPS (Religious, Moral and the Spring term to discuss
for him or her to take in each Philosophical Studies) option choices for S3.
subject. We arrange a week’s work
experience for all pupils in June

(Example) S3 OPTION SHEET


Pupils have a choice from each column. This is designed to encourage a broad and balanced
curriculum for all. Timetables for all pupils include English, Mathematics, PE, RMPS and Social
Education in addition to Standard Grade classes.

NAME_________________________________________________

1 2 3 4 5 6
BIOLOGY FRENCH GEOGRAPHY ART AND ADMINISTRATION CHEMISTRY
DESIGN
PHYSICS GAELIC HISTORY MUSIC CRAFT AND PHYSICAL
DESIGN EDUCATION
SCIENCE GAIDHLIG GRAPHIC GEOGRAPHY
COMMUNICATION

Please indicate your choice of subject from each column in the boxes below.
1 2 3 4 5 6

Please return this form to your register teacher

Parent’s signature ___________________________Pupils___________________________


10
Courses in S5 and S6
Courses and qualifications in S5 usually continue to take Higher
and S6 aim to: Level courses, but there are Parents and carers are invited
• improve opportunities for all also Intermediate Level courses to attend meetings, usually in
pupils for pupils who achieve General March, to discuss option
• help pupils achieve more skills or Foundation passes at choices for S5 and S6.
and qualifications Standard Grade. These
• develop skills for work and “pathways” allow some pupils to
further education that are achieve Higher over two years
useful throughout life or go on to progress from
• provide different types and Intermediate level at college.
When HMI inspected the
levels of qualifications suitable
school in 2005, they
for students with special Enterprise courses such as judged the
educational needs as well as “creating a business” aim to provision for curricular and
those preparing for university. provide a more vocational vocational guidance to be
approach for pupils of all excellent.
Pupils who achieve Credit abilities in S5/6.
passes at Standard Grade

(Example) S5/6 OPTION SHEET


Tobermory High School S5/6 Option Form

Name Class

1 2 3 4 5

English Maths Biology Geography PE

Creating a Hospitality Physics History Music


Business
Practical Chemistry Gaidhlig
Craft
Gaelic Art French

Admin Graph. Com

Enterprise Hospitality

Please indicate your choice of subject from each column in the boxes below.

1 2 3 4 5

11
School Leaver Destinations 2008-09
No of leavers in % Full-time % Full-time % Training %Employment %Other %Not Known
2008/2009 Higher Further
Education Education
TOBERMORY HIGH 40 16 0 36 8 0
(25)
ARGYLL AND BUTE 39 21 3 24 12 0
(972)
NATIONAL DATA 35 27 5 19 13 1
(53532)

Equality of Opportunity
The school supports the consider each pupil’s needs and pupils. We want everyone to
Council’s aims specifically plan how best to meet them, feel safe, valued and respected
concerned with equality of encouraging all to engage at Tobermory High School.
opportunity; to enable all actively in their learning. We
individuals to achieve their are proud of the achievements In 2005 HMIe judged this aspect
potential, and to promote social of pupils with special of the school’s work to be
justice. educational needs at our school, excellent.
including severe and complex
These aims guide much of our needs. If you require further information
planning for teaching and on any aspect of equal
learning. When planning Our school aims to recognise opportunities in the school,
lessons, then, teachers will the worth and contribution of all please contact the Head
Teacher.

S3 Andy Goldsworthy art project, July 2009

Estimated S5 January roll as a percentage of the S4 roll


in September of the previous session

2006-07 2007-08 2008-09


SCHOOL 73 81 92
AUTHORITY 69 80 87
NATIONAL 65 65 67

12
Advanced Higher
In 2009, three pupils achieved two Advanced Higher passes. Six pupils achieved a total of nine
Advanced Higher passes, including one “A” grade and three “B”s. Subjects offered at Advanced
Higher are: English; Mathematics; Geography; History; French; Music; Gaelic; Chemistry; Biology;
Physics; Graphic Communication and PE. A folio course may be taken in Art and Design.
Advanced Higher uptake varies from year to year, according to pupil interest and ability.

Public Examinations
Policy with regard to entering pupils for public
examinations: Schools in consultation with
pupils/parents and carers normally decide on
presentation for examinations. However, in the
final analysis, the school will accede to the wishes
of the parents.

Public Examination Results: Analysis


The Authority’s and Scotland’s figures include all education authority and grant-aided secondary
schools.

For fourth year SQA results the “percentage of pupils achieving” under any heading is calculated by
expressing the number of pupils achieving as a percentage of the S4 roll in September, at the start
of the school year. The percentage shown under the fifth and sixth year headings is calculated by
expressing the number of pupils achieving in S5 and S6 as a percentage of the original S4 roll in
S5, and S6 as a percentage of the original S4 roll.

The S4 to S5 staying on rate is calculated by expressing the S5 roll at the start of the second term
(January) as a percentage of the roll of the same group of pupils when they were in S4 at
September of the previous school year.

Where figures or percentages based on a number of pupils attaining certificates under any particular
heading is between 1 and 4, no information is given and *** is inserted in place of the figures.

Bilingual Skills
Since August 2002, Tobermory High School has
welcomed pupils bilingual in Gaelic, educated at the
Gaelic Medium Unit at Salen Primary School. Every
opportunity is taken to provide an appropriately
differentiated curriculum for pupils with bilingual skills
in Gaelic. In 2007, the school’s first group of bilingual
pupils all passed Higher Gaidhlig.

Examination Results—2008-2009
Scottish Credit and Qualifications Framework (SCQF) levels:
Level 7 CSYS at Advanced Higher at A-C
Level 6 Higher at A-C
Level 5 Intermediate 2 at A-C; Standard Grade at 1-2
Level 4 Intermediate 1 at A-C; Standard Grade at 3-4
Level 3 Access 3 Cluster; Standard Grade at 5-6
13
SQA Examination Results (% of S4 Roll) (2008-09 results are pre-appeal)

By end of S4 2006-07 2007-08 2008-09


School 104 97 100
5+@ level 3 or better Argyll and Bute 94 94 92
Scotland 91 90 91
School 100 94 100
5+@ level 4 or better Argyll and Bute 83 84 81
Scotland 76 76 77

School 42 50 46
5+@ level 5 or better Argyll and Bute 36 37 35
Scotland 33 34 35

By end of S5 2006-07 2007-08 2008-09


School 48 50 67
1+@ level 6 or better Argyll and Bute 41 44 45
Scotland 39 39 40
School 27 27 31

3+@ level 6 or better Argyll and Bute 21 24 23

Scotland 22 22 23
School 9 19 8
5+@ level 6 or better Argyll and Bute 9 10 9
Scotland 10 10 10

By end of S6 2006-07 2007-08 2008-09


School 36 45 35
3+@ level 6 or better Argyll and Bute 35 31 35
Scotland 29 30 31
School 18 24 23
5+@ level 6 or better Argyll and Bute 22 19 23
Scotland 19 20 20
School 10 12 23
1+@ level 7 Argyll and Bute 16 12 16
Scotland 12 13 13
14
Raising Standards at Tobermory High School

At Tobermory High School exam Higher exams. In the same pupils, and that goes far beyond
results are usually above Argyll way, we will be working hard to exam results. Both teachers
and Bute and Scottish averages. ensure that our more able pupils and pupils value the community
A high proportion of pupils stay continue to do well at Standard spirit of the school. Participation
on at school in S5 and in S6. Grade and have a good in House events, such as Sports
This means that many of our conversion rate from Standard Day; or in student committees;
pupils spread their Higher Grade to Higher. the service to school given by
courses over two years. Our our S6 pupils; the everyday acts
relatively small year groups will We keep a close eye on each of kindness and consideration
account for fluctuations from pupil’s progress. For example, for others are all important, too.
year to year, as each pupil all subject teachers review and
accounts for 3 or 4% of the agree personal targets with The new national initiative, “A
school’s results. This means each pupil on a regular basis. Curriculum for Excellence”
that if there are just two or threeParents and carers are emphasises the importance of
more pupils than usual with informed about these so that this all-round education. All
special educational needs or they can also be aware of the Scottish schools aim to enable
with high academic ability in a areas their child is trying to pupils to become successful
year group, our figures will be improve and can encourage his/ learners, confident individuals,
affected significantly. This has her efforts, wherever possible. effective contributors and
been case in one recent year Parents and carers are asked to responsible citizens.
group. use the student planners to
keep track of their child’s work We want the school to bring out
At Tobermory High School, we and progress, discussing school the best in every pupil.
have a higher than average at least once each week with
proportion of pupils with specific their child and contacting the
learning difficulties and we aim school if they have any queries
to ensure that these pupils are or concerns.
given the relevant support to
help them achieve their personal We want the school to provide a
best in Standard Grade and good learning experience for all

Careers
Senior pupils and students (S4-S6) have the
opportunity to request an interview in the school
with a careers’ advisor. Where interviews have
been arranged, parents’ and carers’ involvement is
welcomed by the careers service to ensure the most
effective discussion of the issues involved as
students make their career choices.

Scottish Islands Peaks Race, May 2009

15
Policy Against Bullying (published in student planners)
What is bullying?
Here are some ways that children and young people have described bullying:
being called names
being teased
being pushed or pulled about
having your bag and other
possessions taken and thrown around
having rumours spread about you
being ignored and left out

When does bullying happen?


Bullying can happen at any stage in our lives, in any relationship. At Tobermory High we promise to
do our best to make sure that you feel safe and valued at school. We will help you learn how to
identify bullying behaviour and how to deal with it.

What do we do about it?


Tobermory High School staff and pupils agree that bullying will not be tolerated. Teachers will keep
their eyes and ears open for bullying behaviour. Pupils will help each other speak up when some-
one is deliberately trying to make someone else feel bad. Pupils will refuse to join in when they see
someone begin bullying.

What can you do if you feel that you are being bullied?
Talk to the bully: tell him or her that you don’t like what he/she is saying or doing and ask him/her to
stop.
Talk to a friend: ask him or her to help you to talk to your teacher,
Talk to a teacher or another adult at school, anyone you feel you can trust;
Talk to someone at home; ask him or her to help you talk to your teacher,

Remember: no-one can do anything to help you unless you talk to them about the bullying.
It is much easier to deal with an incident if you report it as soon as possible after it happens.

What will happen?


Someone will listen carefully as you talk about what has happened and there will usually be three
choices:

1. Your teacher can help you work out how to


defend yourself against bullying; what to say and do.

OR

2. You can ask for a mediation session to help sort out where your relationship with someone who
has been a friend has gone wrong, and to agree a way forward. This is a “no blame” approach
and is useful if all you want to do is sort out a situation that is making you unhappy.

OR

3. The school will investigate the incident and deal with the bully. You will be seen at least once
more after the incident has been dealt with, to see how you are doing and to check that the bullying
has stopped.

Dealing with bullying isn’t “telling tales” or “grassing”. You have the right to be safe from
attacks and harassment and you should not be silent when someone is deliberately hurting
you.
16
Report on 5-14 Attainment and Minimising Overall Absence
Target Measure Previous level of performance Present level of performance
(June 2008) % S2 roll attaining (June 2009) % S2 roll attaining
or exceeding Level E or exceeding Level E
Reading School 90 94

Argyll and Bute 73 79

Consortium* 67 **

Writing School 90 84

Argyll and Bute 60 58

Consortium* 54 **

Mathematics School 76 90

Argyll and Bute 69 64

Consortium* 63 **

** As 5 –14 data is no longer collected by the Scottish Executive Education Department (SEED) no Scotland
data is available. However, Argyll & Bute is part of a consortium of eighteen Scottish Authorities who have
agreed to share 5 1- 14 data for benchmarking purposes.

The nature of small year groups means that there will be some variation in results from year to year.

Tobermory High School


Targets for attainment 2009
By the end of S2 percentage of original S2
roll meeting or exceeding
• Level E in Reading 85%
• Level E in Writing 85%
• Level E in Mathematics 82%

MINIMISING ABSENCE
Absence recorded Absence recorded
(2007/2008) (2008/2009)
Average number of half days Average number of half days
absence per pupil absence per pupil
TOBERMORY HIGH 25.1 23.8
ARGYLL AND BUTE 29.9 29.0
SCOTLAND 34.9 34.2
17
Support for Learning
Any pupil may experience Learning Support Teachers from carers on individual
difficulties in some context, at the Area Network Support Team educational programmes for
some time in their education. work with school management pupils with special education
Some pupils have special and staff to meet the needs of needs, and giving regular
educational needs, which may all pupils. The team supports feedback on pupils’ progress;
include a range of physical and the school by:
sensory disabilities, intellectual • working collaboratively with
impairment or a combination of • helping subject teachers to subject teachers and
these. Pupils who are match the curriculum to the management and outside
exceptionally able also have pupils’ learning needs; agencies which serve the
special educational needs. school, e.g. the educational
• offering
advice to subject psychologist, the speech
In line with the policy document teachers and management on therapist and hearing
“Every Child is Special”, we aim programmes of work, impairment specialist.
to ensure that: assessing pupils’ needs and
suggesting strategies to
“all children have access to the support pupils;
widest possible educational and
social opportunities. In • supporting pupils with learning
considering appropriate difficulties individually, in small
provision, attention should be groups, or in cooperative
given to access to as normal an teaching situations in the
environment as possible. Also, classroom with the subject
children have a right to provision teacher;
and resources necessary to
make their experiences • raising self esteem of pupils;
appropriate, educationally and
socially. • working with parents and

Extra Curricular Activities


And Clubs Obanmory U-15 rugby team at
the Scottish Bowl final
Teachers, staff and local After school clubs included:
volunteers and organisations Badminton
work with pupils at lunchtime Basketball
and after school activities. Dance
Details are publicised on the Drama Home and Away
pupil noticeboard. Football Competitive games of rugby
Netball and other team games are
In 2009, clubs at lunchtimes Physics arranged as often as possible
included: Rugby with other school teams. Each
Badminton Trampolining year, pupils are encouraged to
Basketball participate in the Sports Hall
Chess Pupils are also encouraged to athletics competition organised
Choir participate in sport, concerts by the Mid Argyll Athletics club,
Cross Country and performances within the which creates an opportunity to
Dance wider community, eg: rugby, complete to UK national level.
Fitness golf, athletics, sailing, music
Library and drama.
Music
Netball
News
Physics
18
Attendance and Registration
Section 30 of the 1980 judged to be important to the Absence rates are calculated as
Education Act lays a duty on well-being and cohesion of the a percentage of the total
every parent of a child of “school family, following serious or number of possible attendances
age” to ensure that their child terminal illness, bereavement or for all pupils of the school in the
attends school regularly. other traumatic events. stage shown, each morning and
Attendance must be recorded afternoon of each school day
twice a day, morning and Parents and carers may being a separate possible
afternoon. request that their children be attendance. Where figures or
Family
permitted to be absent from holidays percentages based on a number
Regulation 7 of the Education school to make an extended
during term time of pupils under any particular
(School and Placing visit to relatives. are now heading is between 1 and 4 no
Information) (Scotland) Only written requests detailing information is given and *** is
categorized as
Amendment, etc, Regulations the destination, the duration and inserted in place of the figures.
1993 requires each child’s the provision thatunauthorized
will be made
absence from school to be for their continuing education Adults attending day school
absence.
recorded in the school register will be granted and the pupil classes are excluded.
as authorised, that is approved noted as an authorised The Authority’s and Scotland’s
by the Authority, or absentee in the register. figures include all education
unauthorised, that is authority and grant-aided
unexplained by the parent Clearly, with no explanation
from the parent, the absence is secondary schools, but exclude
(truancy) or temporarily all special schools.
excluded from school. unauthorised.
Please do phone us or send a In an Emergency
Every effort should be made to note if your child is likely to be When a pupil has to be taken or
avoid family holidays during absent for some time and give sent home for medical reasons
term time as this both disrupts him/her a note on his/her return during school hours, or in an
the child’s education and to school confirming the emergency has to be taken for
reduces learning time. Family absence. X-ray or examination by a
holidays during term time are doctor, parents will receive an
now categorised as S5/6 students must complete a explanatory note with a tear-off
unauthorised absence. In very “self-certified absence form” slip to send in when the pupil
exceptional circumstances a unless they prefer to bring a returns to school.
family holiday may be note from their parents to
categorised as authorised if it is explain any absences.

Secondary School Attendance and Absence


School Year 2008-2009
Stage Total number Authorised Absence % Unauthorised Absence %
possible
attendance (pupil
half days) Tobermory Argyll Scotland Tobermory Argyll Scotland
High and Bute High and Bute
S1 10893 4.9 5.3 5.6 0.5 0.4 1.2

S2 11101 4.3 6.1 6.5 0.5 0.7 1.7

S3 10938 5.3 7.0 7.5 2.7 0.9 2.4

S4 9724 5.5 7.6 7.3 0.5 1.0 2.8

S5 11637 6.9 7.5 6.6 0.2 1.0 2.3

S1-5 54293 5.4 6.7 6.7 0.9 0.8 2.1


19
Transport
The Education Authority has a forms should be completed and The appropriate Head of Service
policy of providing free transport returned before the end of has discretion in special
to secondary pupils who live February for those pupils circumstances to grant
more than three miles from their beginning school in August to permission for pupils to travel in
local school by the recognised enable the appropriate transport provided by the
shortest walking route. Parents arrangements to be made. Authority where spare places
and carers who consider they Applications may be submitted are available and no additional
are eligible should obtain an at any time throughout the year costs are incurred.
application form from the school but may be subject to delay
or Education Office. These whilst arrangements are made.

Pick-up Points Placing Request


The Education Authority does
Where free transport is provided paragraph). It is the parent’s
not provide transport for those
it may be necessary for pupils to responsibility to ensure that the
pupils attending school as a
walk a certain distance to the child behaves in a safe and
result of a placing request other
vehicle pick-up point. Walking acceptable manner while
than in exceptional
distance in total, including the boarding, travelling in and
circumstances.
distance from home to the pick- alighting from the vehicle.
up point and from the drop-off Misbehaviour could result in
point to the school in any one your child losing the right to free
direction, will not exceed the transport.
Authority’s limits (see above
Conduct
Pupils travelling by bus have often won praise
from visitors by their polite behaviour but
sometimes there are lapses. We ask pupils and
parents to sign an agreement outlining expected
standards, each year. The bus drivers are wholly
responsible for the transport and they should not
be distracted or disturbed.

Secondary School Running Costs 2008- 2009


Budget for financial year Total Budget School Roll at Cost per Pupil
2009-2010 Expenditure at April September 2008
2009
SCHOOL £1,481,712 164 £9035

ARGYLL AND BUTE £30,462,258 5,561 £5478


AVERAGE

SCOTLAND AVERAGE £1,649,220,361 303,331 £5437

NOTES
1. National average relates to Scotland. Authority and National Averages calculated over all
education authority and grant-aided primary and secondary chools but excluding special
schools.
2. Financial year = 1 April to 31 March
3. The secondary budget includes the salaries of the Head teacher and the janitors who serve
both secondary and primary departments.

20
Meals
A cafeteria system operates in our dining area. Pupils may choose their lunch from a varied menu
(see below), a reasonable meal can be bought for about £1.85, drink extra.

Payment is made by cashless catering card. These cards are provided and administered by Young
Scot, and pupils will need to apply for a card before they can purchase from the canteen. Forms are
available from the school office.

Vegetarian choices are always available and special diets will be catered for on request. Pupils
bringing packed lunches will be able to eat them in the dining room. Children of parents and carers
and carers receiving Income Support or income-based jobseekers’ allowance or Child Tax Credit
(subject to entitlement) are entitled to a free midday meal. Information and application forms for free
school meals may be obtained from schools and the area office.

School’s Catering Service


Example Prices
BEVERAGES
The Area office can
Milk 40p help you apply for
Fresh Fruit Juice 48p free meals

FILLED ROLLS AND SANDWICHES


A selection of fresh filled rolls and sandwiches from £1.00

TOASTED SANDWICHES
A variety of toasted sandwiches £1.00

SALAD DISH 1.40p

SNACKS
A variety of freshly prepared snacks from 90p

BAKED POTATOES
A plain baked potato with butter 75p
A filled baked potato £1.10

THE TRADITIONAL MEAL


A freshly prepared traditional main course £1.40p

Soup and crusty roll 65p

Vegetables 12p

Potato 15p

A hot or cold dessert 45p

21
Support for Pupils
Every pupil has a known All pupils have at least one The Principal Teacher of Pupil
member of staff whom he or she personal interview during the Support, Mr Neil McHaffie, will
can approach for help or advice session to discuss their progress welcome any contact with
when faced with a problem of and school life. When important parents and carers or pupils to
any kind. Our Principal Teacher decisions have to be made, for discuss any particular problems
Pupil Support, Year Heads and example by S2 on S3 option or progress in general. Please
Learning Mentor provide this choices, the pupil support telephone, or send a message,
support. teacher will be involved. to arrange an appointment.

Sex Education
The anatomical facts are taught Visitor, joins the teaching team
as part of the S1 Science to work with pupils on this topic.
Course. Sex Education is also
delivered as part of Social Parents and carers have the
Education, with discussion of right to withdraw a child from a
responsibility, emotions, specific programme of sex
contraception and sexually education. They should contact
transmitted diseases. Maggie the Headteacher if they wish to
Robson, the school’s Health do so.

Religious and Moral Education


In S3 and S4 all pupils study S5 and S6 pupils take part in meaning of existence and the
Religious, Moral and RME day conferences and RME answers that religions offer;
Philosophical Studies one is integrated into the S5/6 • to help pupils understand the
period each week, leading to Course. nature and importance of
SQA unit awards: “Morality in commitment whether within a
the Modern World” and “Justice The aims of Religious and Moral religious or a secular context
in the World” (Global Solidarity).Education within the curriculum and to appreciate what it
are seen as: means
In S1 and S2, Religious and • to identify with pupils the area • to be committed to a particular
Moral Education is taught at day of religion in human way of life; to encourage in
conferences, allowing us to experience; pupils an awareness of the
draw on local expertise and to • to enable pupils to explore wider social and cultural
take trips to places of interest. questions about the nature and impacts of religions.

Assemblies
Assemblies are held on Parents and carers from ethnic pupil noted as an authorised
Tuesdays, led by the Head minority religious communities absentee in the register.
Teacher and Depute Heads. may request that their children
Pupils contribute performances, be permitted to be absent from Parents and carers have the
reports on trips out of school or school to celebrate recognised right to withdraw their child from
on special events and their religious events. Only written Religious, Moral Education or
views on important issues. requests detailing the proposed acts of religious observance.
arrangements will be Any parent or carer who wishes
Some assemblies are for considered. Appropriate to exercise this right should
religious observance. requests will be granted on not inform the Head Teacher in
more than three occasions in writing.
any one school session and the
22
Conduct

Our school aims to ensure that all pupils feel safe, valued and respected. We ask them, then, to
treat each other and their teachers with thoughtfulness and courtesy, developing self-discipline and
a sense of personal responsibility.

As a positive contribution towards establishing standards this Code of Conduct for pupils was written
at Student Council and discussed with all pupils in 2004. We count upon the support of parents in
encouraging observance of the code.

Tobermory High School


Code of Conduct

S uper! Work to make sure that our school remains one of the best in
Scotland, by contributing your strengths.

Use school time to learn how to work with others.

Remember that smiles are infectious. Bring a positive


attitude with you to school.

C lean! Use litter bins.

Look after your school resources: Tobermory High School is


an EcoSchool: “Growing our future”.

H appy! Feel confident to ask questions.

Talk to someone if you feel unhappy or under pressure.

Make sure everyone has fun by keeping your behaviour


under control.

O rganised! Arrive on time to school and to lessons.

Bring the equipment you need to learn.

Take responsibility for your own belongings.

O ptimistic about
Opportunities!
Work hard to achieve your personal best.

Aim high for yourself.

Respect other people’s rights to be themselves.

L earning! Concentrate on your work in class.

Follow up lessons with personal study.

Use breaks to socialise and remember your friends are there


to learn in lessons.

23
Discipline
The school’s discipline and • detention amount should be sent in an
behaviour policies aim to create • removal from classes envelope for safe deposit in the
the best possible learning and • exclusion from school office.
teaching environment for all. • Tippex correcting fluid, and
Parents/carers please note: aerosols such as deodorant,
Unfortunately, sometimes pupils’ • Frequent lateness or absence having a chemical solvent
behaviour and effort does not will give rise to investigation base, are banned in
meet the expected high stan- and possible referral to the accordance with the Council’s
dards. In these cases, action attendance officer. policy on solvent abuse.
can include • Pupils may not smoke in the • Chewing gum is banned from
school grounds or buildings or all areas of the school at all
• verbal reprimand on school transport and should times.
• comment to parent/carer in not be in possession of • Laser Pens, carelessly used,
student planner smoking materials in school. can be harmful to eyes. They
• punishment exercise, to be • Pupils are not allowed to leave are banned from school.
signed by parent school grounds during
• referral to head of year intervals. If you have any discipline
• communication with home • Pupils are discouraged from concerns, please contact the
• behaviour timetable bringing to school valuables or school for information or
• withdrawal of privileges large sums of money. If this is discussion.
• consultation with parent/carer unavoidable, an unusual

Teambuilding on Health Day

Medical and Health Care


Our School Nurses, Mrs Robson illness giving cause for concern,
and Mrs McIntyre, see all S1 we immediately call the doctor There is a special procedure for
pupils for a health interview. who then advises the the administration of medicines
appropriate action. In the case during the school day to pupils
All S3 pupils are offered the of minor illnesses, etc, the child who require regular medication.
Diptheria/Tetanus/Polio booster. is either sent home (after Completion of the appropriate
ascertaining that some form should be dealt with
S2 girls are also offered HPV responsible person is at home) during enrolment, but can be
(Human Papilloma Virus) or given the appropriate dealt with speedily when
inoculation This course of three attention in the school. It is parents/carers
injections over a six month most helpful for the school to contact the school
period offers protection against have the name and address of office.
Cervical Cancer. an emergency contact. Parents/
carers should advise the school
In the event of your child having of any particular allergies or
an accident or complaining of medical requirements needed.
24
Clothing and Kit
Pupils should dress for the work particularly for alcohol or his/her possessions.
they are to do. We hope you tobacco; could be used to inflict
will agree that school clothing damage on other pupils or be Health and Safety in Physical
should be appropriate, used by others to do so. Education
inexpensive, hard-wearing and
functional. Under no circumstances will Jewellery worn as a result of
pupils be deprived of any body piercing should be such
The Authority’s policy on educational benefit as a result of that removal is possible and
clothing and uniform not wearing uniform and, in easily undertaken. Jewellery,
particular, pupils will not be watches, belts with metal
The Education Committee deprived access to buckles, etc, may cause injury to
recommended at its meeting of examinations as a result of not the wearer or others taking part
21 August 1997 that “the wearing school uniform. in PE and they must therefore
adoption of a distinctive dress be removed. It is absolutely
code chosen to enhance the Parents and carers receiving essential that children comply
ethos of the school should be income support, income-based with this instruction to avoid
encouraged in all schools.” job seekers allowance, council unnecessary injury, or causing
Given that there is substantial tax rebate, housing benefit or injury to others.
parental and public approval of working tax credit (subject to
uniform, schools in Argyll and entitlement) will normally be
Bute are free to encourage the entitled to monetary grants for
wearing of school uniform. In footwear and clothing for their
encouraging the wearing of children. Approval of any
uniform, account must be taken requests for such grants made
in any proposal to prevent any by parents and carers in
direct or indirect discrimination different circumstances is at the
on the grounds of race or discretion of the director of
gender. Any proposals will be community services.
the subject of widespread Information and
consultation with parents and application forms may be
carers and pupils. Against this obtained from schools and from
background it should be noted the area office.
that it is the policy not to insist
on pupils wearing uniform or With regard to the loss of pupils’
having specialist items of clothing and/or personal
clothing as a prerequisite to theirbelongings, parents and carers
attending and engaging in all of are asked to assist by ensuring
the activities of the curriculum. that valuable items/
unnecessarily expensive items
There are forms of dress which of clothing are not brought to
are unacceptable in school, school. Parents and carers
such as items of clothing which: should note that the Authority
potentially, encourage faction does not carry insurance to
(such as football colours); cover the loss of such items and THS school hoodies
could cause offence (such as any claims submitted are likely
anti-religious symbolism or to be met only where the
political slogans);could cause Authority can be shown to have
health and safety difficulties, been negligent.
such as loose-fitting clothing,
dangling earrings;are made from Every year, sacks full of clothing
a flammable material, for are left around school and never
example, shell suits, in practical claimed. Please
classes;could cause damage to encourage your child to use his/
flooring; carry advertising, her locker and to keep track of
25
Parent Forum and Parent Council
The Scottish Parliament has passed a new law called the Scottish Schools (Parental Involvement)
Act 2006 to encourage and support more parents to become involved in their child’s education.

The main aims of the Act are to :

• help parents become more involved with their child’s education and learning
• welcome parents as active participants in the life of the school
• provide easier ways for parents to express their views and wishes .

Parent Forum Parent Council


To help achieve these aims, all The new Parent Council was
parents will automatically be recognised in law from August Parent Council Members are:
members of a Parent Forum at 2007. For more information on
their child’s school and will be the Act, or to find out about Mrs Emma Barlow
entitled to have a say in what parents as partners in the Mrs Susie Carmichael
happens at the school. As children’s learning please Mrs Tracie Campbell
members of the Parent Forum, Cllr Gordon Chalmers
parents will have a say in • contact the school or Mrs Mary Macgregor
selecting the Parent Council Community Services: Mrs Sue Penny
(the representative body) who Education Mrs Andi Stevens (Chair)
will work on behalf of all (01369 708 526) Mr Andrew Stevens
parents at the school. or Mrs Janet Stevens (Treasurer)
• visit the Parent zone
The role of the Parent Council website on
is to : In June 2009, the Parent
• support the school in its www.parentzonescotland.gov.uk Council raised £1700 to
work with pupils support school trips, through
• represent the views of all the Summer Fair.
parents
• encourage links between the
school, parents, pupils,
pre school groups and the
wider community.
• report back to the Parent
Forum.

S3 visited the Tobermory War Memorial on Armistice Day 2009


26
What is the Internet?
The Internet is a huge network Educational benefits of the learning and research skills.
of computers making a world- Internet. • Improved vocational training.
wide community, with millions of • Development of network
members, providing a vast Information and literacy (i.e. the capacity to use
amount of information with great Communications Technology electronic networks to access
possibilities for education. All (ICT) projects run by Argyll and resources, create resources
schools in Argyll and Bute will Bute Education Service have and communicate with others)
offer pupils supervised and shown that the use of ICT in • Social development.
controlled access to the internet. schools provides a number of
learning benefits, including: Learners have always needed to
The internet offers a range of be able to find relevant and
facilities, allowing users to • Improved subject learning reliable information quickly and
obtain information and across a wide range of easily and to select, interpret
resources, to communicate with curriculum areas as well as and evaluate what they find.
each other and to publish independent study and cross- Searching for information on the
information. curricular project work. Web can help to develop these
• Improved motivation and information skills.
attitudes to learning.
• Development of independent

S2 trip to Loch Eil Outward Bound Centre

Child Protection
All children and young people in place to ensure the best care, A member of the senior
Scotland have the right to be welfare and protection of our management team has been
cared for and protected from pupils. The school actively appointed as the child
harm and to grow up in a safe promotes good relationships protection co-ordinator and staff
environment in which their rights between staff and pupils and have opportunities to undertake
and needs are respected. The encourages pupils to show additional training in child
welfare of children is concern and understanding for protection each session. The
paramount. others. school has excellent and
strengthening links with other
Child protection is both a To ensure that our child agencies such as social work,
professional duty and a core protection procedures are health and police.
responsibility for all staff in effective, every member of staff
Tobermory High School. As a follows guidelines prescribed by
school, we subscribe to the the education authority. Staff
authority vision, values and are updated on these guidelines
aims on child protection and are at the beginning of every
committed to making sure that session.
effective procedures are in 27
Mobile Phones in School
Concern has grown over mobile can undermine classroom Inappropriate use of a mobile
phones misuse including text discipline; phone in school will result in the
bullying, filming violent phone being confiscated until
incidents, downloading Mobile phones with integrated the end of the school day when
inappropriate material and cameras could lead to child the pupil may retrieve it from the
harassment. There is a broad protection and data protection school office. If another offence
consensus that this needs to be issues with regard to is committed by the same pupil
tackled in schools with Scottish inappropriate capture, use or then the phone will be
Government and local authority distribution of images. confiscated and only returned to
support. It is timely to introduce that pupil’s parent or guardian in
a culture of appropriate and While accepting the value of person.
responsible use. mobile phone technology, it is
essential that pupil use of Continued inappropriate use
Imposing an outright ban on mobile phones does not impede may result in parents/ guardians
bringing mobile phones into teaching, learning and good being informed that their son or
schools would not be order in classrooms. For this daughter will no longer be
appropriate. The authority reason the following guidance permitted to take a phone to
acknowledges that mobile will be incorporated into school school for a specific period to be
phones have a part to play in policies on the use of mobile determined by the Head
securing pupils’ personal safety phones in schools. teacher.
before and after school and on
journeys to and from school. Mobile phones are not to be Emergency contact to and from
Moreover, a ban would be used within the school building, parents/guardians must always
difficult to enforce and would not i.e., they are to be switched off be made through the school
be consistent with the aim of as soon as the pupil enters the office.
developing a culture of school building and may only be
responsible mobile phone use switched on when leaving. This
by pupils. means that pupils can only use
mobile phones outside the
However, mobile phones school at break and lunchtimes.
present a number of problems: The only exception to this would
be in an emergency with the
They are valuable items that approval of a member of school
may be stolen; staff. Head teachers may, at
their discretion, allow any
Their use can render pupils member of staff to approve such
subject to potential bullying; requests or may nominate a
specific person to consider such
Even when in silent mode texts requests.

Employment of Young People 13-16

Regulations operate under the Children and Young Persons Act


and Regional Bye-Laws. These control the hours which may be
worked and the working conditions with regard to Health and
Safety and Welfare. A permit authorising employment is issued
by the District Office, Tobermory, and completed by employers
and parents.

28
School Lets and Addresses
School lets are available Quality Standards Manager District Councillors
through the Christopher Shirley Ms Mary Jean Devon
Area Administrative and Argyll House Wellbank Cottage
Finance Officer: Alexandra Parade Victoria Street
Mrs Fiona Graham Dunoon Tobermory
Area Office Argyll Isle of Mull
Breadalbane Street PA23 8AJ Tel: 01688 302792
Tobermory 01369 708 528 marydevon@tiscali.co.uk
Isle of Mull
Tel 01688 302051 Head of Planning & Mr Roderick.McCuish
Performance 20B Dalintart Drive,
A range of groups use school Donald McVicar Oban,
facilities in the evening, for 01546 604364 PA34 4EE
example, SWRI Tel: 01631 567142
roderick.mccuish@argyll-bute.gov.uk
Athletics Club Head of Community
Adult Education classes Regeneration Mr Gordon Chalmers
Malcolm Macfadyen Brockville,
Addresses 01546 604412 Raeric Road,
Chief Executive Isle of Mull,
Mrs Sally Reid Head of Children & Families PA75 6RS
Argyll & Bute Council Dougie Dunlop Tel: 01688 302689
Kilmory 01546 604256 Mobile: 07796 322021
Lochgilphead Argyll & Bute Council Gordon.Chalmers@argyll-bute.gov.uk
Argyll Kilmory
PA31 8RT Lochgilphead Mr Donald McIntosh
01546 604244 Argyll 11F Colonsay Terrace
PA31 8RT Soroba
Director of Community Oban
Services Careers Scotland Advisor PA34 4YN
Mr D Hendry Margaret Bennett Tel: 01631 563337
Argyll & Bute Council Career Scotland Centre Mobile: 07788882200
Kilmory Albany Street donald.mcintosh@argyll-bute.gov.uk
Lochgilphead Oban
Argyll PA34 4AG
PA31 8RT 01631 564697 Data Protection Act 1998
01546 604244
Community Learning Manager Information on pupils, parents
Head of Service Ms J Hollis and guardians is stored on a
Robert Grant Lorn Community Learning computer system and may be
Secondary Education & Pupil Centre used for teaching, registration,
Support MacCalls Terrace assessment and other
Argyll House Oban administrative duties.
Alexandra Parade PA34 4JF
Dunoon 01631 562466 The information is protected by
Argyll the Data Protection Act 1998
PA23 8DT Area Corporate Services and may only be disclosed in
01369 708 527 Manager accordance with the Codes of
Ken McDonald Practice. For further
Head of Service Argyll and Bute Council information please contact the
Carol Walker Lorn House, school.
Pre 5 and Primary Education Albany Street
Oban Education Offices Oban Although this information is
Dalintart Drive Argyll believed correct at time of
Oban PA34 4HW printing, there could be changes
Argyll 01546 604 558 affecting any of the matters
PA34 4EF dealt with in the document.
01631 564 908 29
Some Highlights of 2009

S3 spent a week in Paris and Northern France in


June. They visited the World War One
battlefields, where they held a ceremony of
remembrance. On 11th November they
contributed to a moving school assembly for
Armistice Day.

Paris and Ypres

S 2 pupils spent a week at the Outward


Bound centre in Loch Eil learning
self-reliance and teamwork skills. They were
challenged to become more confident and
independent.

In September, Health Day involved all pupils in


workshops and activities. These included Yoga, Safe
Choices, First Aid, Art Therapy, Juicing for Health and
Skipping to Fitness.

Health Day Activities

30
More Highlights

Obanmory under-15s (combined Tobermory


and Oban High School) rugby team made it
to the final of the Scottish Bowl, the best
result an Argyll team have ever had.

T he Parent Council summer fair in June


raised £1700 for school funds.

E uropean Day of Languages was as popular as


ever, with S5/6 Passport to the World pupils
giving their fellow students a taste of many languages,
along with a taste of the foods of each country.
T he newly formed Duke of Edinburgh
Bronze Award group had their first
exercise in November. Pupils from S3 to
This year, Passport to the World pupils also hosted a
language breakfast for primary pupils, with a range of
S6 are eligible to take part.
foods and phrases from France, Japan, Germany and
Italy.

Duke of Edinburgh bronze award trainees

European Day of Languages


31
More Highlights

I n June 2009, eighteen members of S6


accompanied by Miss Lawson and Mr Maries
went on a whirlwind tour of the University Cities of
Scotland. They compared the different campuses
and learned about possible career paths as well.

A fter consultation with pupils and


parents, Tobermory High School
introduced a school hoodie in two
colours, navy and grey. This garment
has proved very popular. School ties are
also available.

O ur guest of honour at the Celebration


of Achievement in June was former
pupils Alasdair James MacLeod, who
spoke of his experiences as the
photographer for 40 Commando Unit
in Afghanistan.

A t Equal Futures Conference pupils and staff,


working together, took part in an exciting range of
workshops from The Story of how Scotland became to
Islamophobia to Super Jam.
32
Complaints Framework
Argyll and Bute Council • All
complaints are logged and • Response as quickly as
recognises the value of having a monitored possible where this is
well defined complaints appropriate.
procedure which operates • Cleartimescales for dealing
throughout the Education with complaints as publicised. •A more detailed response
Service. An effective procedure within two working weeks.
provides an opportunity to • Local remedy is priority
resolve the areas of All complaints should, in the
dissatisfaction with the service • Regular analysis at first instance, go to the head
on offer and can lead to an establishment and authority teacher or the officer in charge
improvement in its good level is undertaken. of the establishment. Local
running. remedy is the foundation of a
• The procedure will be adapted well founded system as it is
The key factors of the procedure in the light of analysis. faster and more likely to be
are: effective. If dissatisfaction
• Clear written guidelines on how In operating the framework remains after having local
to register a complaint. targets for responses are: contact, staff in the education
office will be happy to assist.
• Designated staff to handle • Acknowledgement of any
complaints. complaint within three working
days of receipt.

Glossary of Terms Used in Handbook

S1 1st Year Secondary Class Comprehensive School Intermediate, Higher and


S2 2nd Year Secondary Class A school that takes all pupils in Advanced Higher
its area regardless of ability. Qualifications gained through
S3 3rd Year Secondary Class courses taken usually in S5/6.
S4 4th Year Secondary Class Standard or ‘S’ Grade SQA
S5 and S6 Students who have The National Award organised The Scottish Qualifications
reached the school leaving age by the Scottish Qualifications Authority arranges awards for
of 16 and who have returned to Authority (SQA) for pupils certificate courses
continue their education and following courses in S3 and S4
improve their qualifications. up to the leaving age. Syllabus
The course content in a subject.
Assessment Criteria
The evaluation of a pupil’s The levels of award in the new Learning Support
progress, for example, essays, examination are to be Special teaching and materials
homework assignments and determined by use of nationally given to pupils to help them
examinations. agreed “criteria” - standards of learn and achieve their full
judgment. You may hear these potential.
Associated Primary Schools referred to as GRC’s or Grade-
Primary schools which send Related Criteria.
pupils to Tobermory High School
in S1.

Please Note
Although this information is believed correct at time of going to printing, there could be changes
affecting any of the matters dealt with in the document -
1. before the commencement or during the course of the school year in question.
2. in relation to subsequent school years.
33
School Handbook Insert from the Scottish Exchange of Educational Data (ScotXed).
Transferring Educational Data About Pupils

Education authorities and Scottish Government have collected data about pupils on paper forms for
many years. We now work together with schools to transfer data electronically through the ScotXed
programme. Thus Scottish Government has two functions: acting as a ‘hub’ for supporting data
exchange within the education system in Scotland and the analysis of data for statistical purposes
within Scottish Government itself.

Why do we need your data?

In order to make the best decisions about how to improve our education service, Scottish
Government, education authorities and other partners such as the SQA and Careers Scotland need
accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects
of school life and achieve better examination results. Accurate and up-to-date data allows us to:

• plan and deliver better policies for the benefit of all pupils,
• plan and deliver better policies for the benefit of specific groups of pupils,
• better understand some of the factors which influence pupil attainment and achievement,
• share good practice,
• target resources better.

Data policy

The ScotXed programme aims to support schools and Local Authorities by supporting the collection,
processing and dissemination of statistical information required for planning, management and
monitoring of Scottish education services.

A subset of this information is passed to Scottish Government for research and National Statistics
publications. Education data within Scottish Government is managed effectively by secure systems
and is exploited as a valuable corporate resource, subject to confidentiality restraints. As part of its
data policy, Scottish Government will not publish or make publicly available any information that
allows individual pupils to be identified, nor will data be used by Scottish Government to take any
actions in respect of individuals. Data is held securely and no information on individual pupils can or
would be published by Scottish Government.

The individual data collected by Scottish Government is used for statistical and research purposes
only. We hope that the explanations contained on the ScotXed website will help you understand the
importance of providing the information.

Your data protection rights

The collection, transfer, processing and sharing of ScotXed data is done in accordance with the
Data Protection Act (1998). We also comply with the National Statistics Code of Practice
requirements and other legislation related to safeguarding the confidentiality of data. The Data
Protection Act gives you the right to know how we will use your data. This message can give only a
brief description of how we use data. Fuller details of the uses of pupil data can be found on the
ScotXed website (www.scotxed.net).

Scottish Government works with a range of partners including HM Inspectorate of Education and the
SQA. On occasion, we will make individual data available to partners and also academic institutions
to carry out research and statistical analysis. In addition, we will provide our partners with
information they need in order to fulfil their official responsibilities. Any sharing of data will be done
under the strict control of Scottish Government, which will ensure that no individual level data will be
made public as a result of the data sharing and that these data will not be used to take any actions
in respect of an individual. Decisions on the sharing of data will be taken in consultation with
colleagues within and outwith Scottish Government. 34
Concerns

If you have any concerns about the ScotXed data collections you can email the Senior Statistician,
Peter Whitehouse, at Peter.Whitehouse@scotland.gsi.gov.uk or write to The ScotXed Support
Office, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this page are available, on
request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.

Want more information?

Further details about ScotXed are available on the ScotXed website, www.scotxed.net., which
contains a section on ‘frequently asked questions’ at https://www.scotxed.net/jahia/Jahia/lang/en/
pid/220

Lydia Geall, S5,


Standard Grade
Portfolio

School Plan

35