A Foreword from the Director of Children’s Services

Session 2016-17

This handbook contains a range of information about your child’s school which will be of interest to you and your child. It offers an insight into the life and ethos of the school and also offers advice and assistance which you may find helpful in supporting and getting involved in your child’s education.

Falkirk Council is keen to work with parents, not only to allow you a greater opportunity to contribute to your child’s education, but also to encourage you to play a greater role in the life of the school as a whole. We offer a number of opportunities when you will be able to make your voice heard in relation to your own child’s education, your local school, and Children’s Services as a whole.

Throughout each school year there will be opportunities for you to discuss your child’s progress with his/her teacher. There will also be Council-wide events for parents organised by Children’s Services. These events are spread across the school year and each focuses on a particular theme. The events are open to all parents and they are also attended, wherever possible, by the Education Portfolio Holder as well as members of the Service’s Management Team. Each session offers parents an opportunity to ask questions about aspects of their child’s education. Dates for these events will be issued by your child’s school and we hope you will be able to come along and hear about, and contribute to, our plans for Education in Falkirk.

Parental involvement in the decision making process and performance monitoring are now, more than ever, an integral part of school life and will continue to become even more transparent in future years. We look forward to developing that partnership with your support.

We are pleased to introduce this handbook for session 2016/17 and trust it will provide you with all the s school. If you have any queries regarding s school in the first instance who will be happy to offer any clarification required.

Robert Naylor
Director of Children’s Services
Falkirk Council

Footnote: If you want a printed copy of this handbook, please ask the school.
It may be possible to offer some assistance in helping to translate all or part of this handbook to parents whose first language is not English. Enquiries should be directed in to the Communications s Services (tel: 01324 506602).

The information in this school handbook is considered to be correct at the time of publication (Dec 2015), however, it is possible that there may be some inaccuracy by the start of the school term in August 2016. 



Curriculum for Excellence - Learning to Achieve

Learning Entitlements

In addition to the entitlements of Curriculum for Excellence our education provision will reflect local needs and circumstances. Therefore, at different stages of their education, our learners will have opportunities to:

Link aspects of their learning to the local environment and its heritage
Participate on a residential experience where possible
Participate in arts, sports and cultural events
Participate in environmental projects
Participate in a community project
Participate in outdoor learning experiences
Access appropriate technology
Be consulted on and contribute to the decision making process in school
Experience work based learning
Develop collaborative, social, leadership and other life skills
Access academic and vocational learning experiences
Access learning experiences designed and / or delivered by relevant partners
Reflect upon and be proactive in planning and making choices about their own learning
Engage with learners in other countries and demonstrate knowledge of their culture.

How can you help?
By law, you must make sure your child receives education. As a parent, you can help your child by:

making sure your child goes to school regularly;
encouraging and supporting your child with any homework given;
showing that you are interested in how your child is getting on at school;
encouraging your child to respect the school and the whole school community; and
being involved in the school.

Throughout this handbook the term ‘parent’ has the meaning attributed in the Standards in Scotland's Schools Act 2000 and the Scottish Schools (Parental Involvement) Act 2006. This includes grandparents, carer or anyone else who has parental responsibility for the child.


Welcome from the Head Teacher

Welcome to the Larbert High School Handbook.

This handbook offers an introduction to our school and a general overview of the education your child will be getting at school.

If you have any questions, or would like any further information on any aspect of this handbook or the education of your child, please do not hesitate to contact me.

To make our handbook easy to use I’ve divided the information into five different sections:-


Section One – Practical Information about the School

This section provides you with some background information on our school (and our nursery).   It tells you how our school day and school year are made up and how to contact the school if, for example, your child is ill.

This section deals with the practical aspects of your child’s attendance at our school. It provides details on such things as: 

  • travelling to and from school
  • school meals and milk  
  • financial assistance with school clothing, transport and school meals
  • school closures in an emergency or unexpectedly for any reason
  • general supervision available for your child in the morning and at lunchtime
  • wet weather details
  • how the school communicates with parents
  • how to complain if you are not happy about something.

As with any organisation, to ensure smooth running and appropriate maintenance of standards, a range of procedures and policies have to be implemented within our school.This section gives an overview of the policies the school has in place. If you would like to see a full copy of these policies or to discuss them in more detail, please contact me. Most of these policies are available on the school website – www.larberthigh.com

  • Homework Policy
  • Clothing or uniform (PE Clothing)
  • Health Statement / medicines


Section Two – Parental Involvement in the School

Parental involvement is very important as we know it helps children do better in school.

This section contains information about how parents can be involved in supporting learning at home as part of a home – school partnership.

You can also find out more about the ethos of the school, what our values are and our aspirations for our pupils including how we celebrate pupil success, and links we have with partner organisations and the wider local, national and international community.

Lastly, it includes information on our Parent Council, how to contact them and how parents can get involved in the life and work of the school.


Section Three – School Curriculum

This section describes how the curriculum is planned and delivered in the school including the range of subjects and subject areas your child will be learning. It also includes information on how pupils develop skills for learning, life and work, including literacy, numeracy and health and wellbeing in and out of the classroom.

As well as giving you information about the statutory curriculum requirements we have included details on sports and outdoor activities available to pupils and the range of facilities available within the school.

Details of how parents will be informed about sensitive aspects of learning e.g. relationships, sexual health, parenthood and drugs awareness are included as well as information about religious instruction and observance and arrangements for parents who wish to exercise their right to withdraw their child.

This handbook also tells you how we will report on your child’s progress and what written reports may be sent out to parents.


Section Four – Support for Pupils

This section gives information about how pupils’ additional support needs will be identified and addressed and the types of specialist services provided within our school. This handbook also explains who to contact for more information if you think your child has additional support needs.

This section also gives information about transition – from primary school to secondary school – what the arrangements are and contact details of the catchment high school to which our pupils normally transfer. There are also details about making a placing request to another school.


Section Five – School Improvement

The section gives you an overview of the main achievements of the school within the last 12 months and performance information relating to literacy, numeracy and health and wellbeing.

Whilst Falkirk Council is happy to provide this information we do have some reservations that the publication of raw statistics, without any kind of informed qualification, can be misleading to the reader. In particular, they should not be construed as offering an indication of the quality of education provided in any of our schools.

We have also shown where you can get further information about our plans for the next three years to improve our performance and how the school will involve parents in that improvement.

I hope you find all of the above information helpful and self-explanatory. If you have any queries about any of the information contained in this handbook, or indeed about any aspect of our school, please do not hesitate to contact me.


Jon Reid


Larbert High School


The information in this school handbook is considered to be correct at the time of publication (Dec 2016), however, it is possible that there may be some inaccuracy by the start of the school term in August 2017.


Section 1: Practical Information about the School

Contact Details

Jon Reid, Rector

Larbert High School

Carrongrange Avenue, Stenhousemuir, Larbert FK5 3BL

Tel:       01324 554233

Fax:      01324 503551


Email: larberthighschool@falkirk.gov.uk

Website: www.larberthigh.com

Twitter:  @LarbertHigh

About the School

Larbert High School is a six year, non-denominational comprehensive school, providing the full range of secondary education for both girls and boys.

The school’s associated primaries are: 

  1. Airth
  2. Carron
  3. Carronshore
  4. Kinnaird
  5. Ladeside
  6. Larbert Village
  7. Stenhousemuir

The projected roll of the school for session 2016-2017 totals 1680 pupils distributed as follows:

S1        330                   S4        282

S2        317                   S5        200

S3        261                   S6        208

Information about enrolment is normally channelled through our associated primary schools with whom we have very regular contacts.

Parents of children out with the school catchment area wishing to enrol their child at Larbert High School should, in the first instance, apply to Falkirk Council’s Children’s Services by contacting Jennifer Anderson on 01324 506608 or writing to the address shown below for a placing request form.

The school motto – Optimum sequi (follow the best course in all things) lies at the heart of all that we do and our aims reflect the values and educational philosophy of our school. 

  • Achieving Success: in lessons; in clubs and activities; personally and socially
  • Learning for Life: enjoy learning; keep learning; share learning
  • Fairness & Equality: include everyone; value our differences; opportunities for al
  • Responsible Citizenship: respect ourselves and others; play our part in the community.

What are the names of Years and Houses?

In transferring from primary school, your child will join Larbert High School for the First Year of his/her secondary education and will, therefore, be in S1.

There are three Houses, Lewis, Harris and Skye, each one with a Head of House who is a Principal Teacher of Guidance. Each House has a team of Pupil Support Teachers, and each pupil will be linked to a House and Guidance Teacher for Pastoral Support.


Will my child be allocated to a House?

Each child is allocated to a House and to a Form Class. This allocation will be based on a number of factors, including siblings already at the school and the advice of the primary school. Principal Teachers (Guidance), known as House Teachers have the responsibility for overseeing your child’s personal, pastoral, social and academic progress. House teachers should be contacted to discuss any concerns and are pleased to discuss progress with parents. The Depute Rectors are also linked to Houses. Our Form Classes are Vertical Form Classes, which means that they are composed of pupils in all year groups and it is likely that your child will be in the same class as their sibling(s).


In which Education Authority is Larbert High School?
Larbert High School falls within Falkirk Council’s Children’s Services.
Director of Children’s Services: Mr Robert Naylor
Authority Address: Children’s Services, Falkirk Council, Sealock House, 2 Inchyra Road, GRANGEMOUTH, FK3 9XB


Organisation of the School Day

  Monday Wednesday Friday   Tuesday  Thursday
08.40 – 09.30 Period 1 Period 1 Period 1 08.40 – 09.30 Period 1 Period 1
09.30 – 10.20 Period 2 Period 2 Period 2 09.30 – 10.20 Period 2 Period 2
10.20 – 10.35 Interval Interval Interval 10.20 – 10.35 Interval Interval
10.35 – 10.45 Form Form Form 10.35 - 11.25 Period 3 Period 3
10.45 – 11.35 Period 3 Period 3 Period 3 11.25 – 12.15 Period 4 Period 4
11.35 – 12.25 Period 4 Period 4 Period 4 12.15 – 13.05 Period 5 Period 5
12.25 – 13.10 Lunch Lunch Lunch 13.05 – 13.50 Lunch Lunch
13.10 – 14.00 Period 5 Period 5 Period 5 13.50 – 14.00  Form Form
14.00 – 14.50 Period 6 Period 6 Period 6 14.00 – 14.50 Period 6 Period 6
        14.50 – 15.40 Period 7 Period 7

Registration and enrolment
The date for registration of new school entrants is advertised in all local nurseries, the local press and on the council’s website www.falkirk.gov.uk. It is normally in January each year. Pupils should be registered in only one school for their catchment area. Parents will be provided with information about the school, when they register their child.

Parents who want to send their child to a school other than the catchment school must make a placing request. Please refer to section four of this handbook for more information on placing requests.

Parents of pupils who have moved into the catchment area or, who wish their child to transfer to the school, should contact the school office for information.


Attendance and Absence
It is the responsibility of parents of a child of school age to make sure that their child is educated. Most do this by sending their child to school regularly. Attendance is recorded twice a day, morning and afternoon.

Absence from school is recorded as authorised, that is approved by the education authority, or as unauthorised, and that is unexplained by the parent (truancy).

Please let the school know by letter or phone if your child is likely to be absent for some time, and give your child a note on his or her return to school, confirming the reason for absence. If there is no explanation from a child’s parents / carers, the absence will be regarded as unauthorised.

Please make every effort to avoid family holidays during term time as this disrupts your child’s education and reduces learning time. The head teacher can approve absence from school for a family holiday in certain extreme situations for example, in traumatic domestic circumstances where the holiday would improve the cohesion and wellbeing of the family. Please discuss your plans with the head teacher before the holiday. If the head teacher does not give permission before the holiday, it will be recorded as unauthorised absence. The head teacher may also exercise discretion when a parent can prove that work commitments make a family holiday impossible during school holiday times. Normally, your employer will need to provide evidence of your work commitments. Absence
approved by the head teacher on this basis is regarded as authorised absence.

Parents from minority ethnic religious communities may request that their children be permitted to be absent from school to celebrate recognised religious events. Absence approved by the head teacher on this basis is regarded as authorised absence. Extended leave can also be granted on request for families returning to their country of origin for cultural or care reasons.

A supportive approach is taken to unexplained absence. However the education authority has legal powers to write to, interview or prosecute parents, or refer pupils to the Reporter to the Children’s Panel, if necessary.

When it is realised that a child is likely to be off school for any length of time, it would be helpful if parents would telephone the school on 01324 554233 to explain this. Should your child fail to arrive at school in the morning you will be notified by text message at around 9.30am by our automated absence alert system. if you do not use a mobile phone, we can contact you with a voice message. However, when parents inform us in advance of an absence, text messages will not be sent.

We continue to highlight the importance of good attendance and for this very reason every year we present gold, silver and bronze certificates for perfect to very good attendance. Year on year, the number of pupils winning an attendance award increases. The more pupils strive for an award, the more convinced we are that we are getting the message across. The more awards there are, the happier everyone is! as well as individual certificates, there are class awards for the best attendance, which stimulates friendly rivalry between classes and Houses.

Lunch Arrangements
Parents should be aware that while pupils are encouraged to stay in the school or its grounds at lunchtime, there is no way of ensuring that they do so. In general, pupils are free to leave the school grounds at lunchtime (except S1 until the October break), and some go along to the village to purchase their lunch or simply to walk around. Others go home for lunch.

Parents who do not wish their children to leave the grounds at lunchtime should ensure that they are given clear instructions to remain in school. This information should also be conveyed to the appropriate Guidance Teacher. While we cannot ensure that pupils will not leave the grounds, we will endeavour to reinforce parents’ wishes.

The dining-hall at Larbert High School is called "The Hub" and is run by Chartwells. There is a good range of snacks and full meals available. We also have a tea/coffee Pod and Pasta Bar which is extremely popular with all year groups. The number of pupils regularly having their lunch in school has trebled since the Hub was opened and the 'swipe card' system is popular and ensures a fast service for pupils.

An area is also set aside for pupils who wish to bring packed lunches.

School helpers are employed to assist with supervision in the dining hall; pupils must obey their instructions. Members of the senior staff, assisted by Senior Leaders, supervise the lunch queues.
Priority for entry is given on a year group rota.


Free School Meals and Clothing Grants
Some families may be eligible to apply to Falkirk Council for free school meals and / or a payment towards the cost of footwear and clothing.

Application Forms for Clothing Grant and Free School Meals including eligibility criteria are available from the school, Falkirk One Stop Shops, Registrars or can be downloaded from the Falkirk Council website – www.falkirk.gov.uk. The forms have to be completed by the parent / carer and evidence of income received may have to be provided. Please note that an application has to be made for each school year.

More information or help with completion of the form can be obtained from the Council’s Advice and Information helpline on 01324 590599.


Travel to and from School
Parents should remind their child(ren) that, in the interests of safety, good behaviour is expected from all pupils travelling on school transport.

Children should be reminded by parents that, wherever possible, they should only cross the road where there is a crossing patrol and should exercise care on walking to and from school.

Parents are requested, when dropping off/collecting children from school that they do not park near the pedestrian exit or in any location which causes an obstruction and they take care not to restrict the view of the school crossing patrol.  


Transport for Primary and Secondary School Children (Excluding Placing Requests)
Free school transport is provided to and from your home address to your child’s catchment school if they are distance entitled. Falkirk Council operate a more generous distance entitlement policy than required by law.

Distance entitled children are:
- All children under 8 years of age who live one mile or over from their catchment school by the nearest available safe walking route.
- All children over 8 years of age who live two miles or over from their catchment school by the nearest available safe walking route.
NOTE: this is currently under consultation and may be subject to change for session 2016/2017.
Concessions, details of times of operation, criteria and application forms are available from the
Transport Planning Unit within Falkirk Council. Tel: 01324 504724 / 504966.

Pickup points
Where home to school transport is provided, some pupils will require to walk a reasonable distance
from home to the transport pick-up point but this should not exceed the authority’s agreed limit of 1
It is the parent's responsibility to make sure that their child arrives at the pickup point on time and
behaves in a safe and acceptable manner while boarding, travelling in and leaving the vehicle.
Children who misbehave can lose their right to home to school transport.


General Supervision
Before school begins supervision is very limited, therefore pupils should not arrive at school until as
near to the school start time as possible.
During intervals school helpers supervise the children. In addition the Head teacher and Janitor are
on call to cope with any difficulties which may arise. There is always access to the building and the
children are made aware of this.


School security
Falkirk Council has introduced procedures to ensure the safety and security of pupils and staff when
attending or working in a school. We use a number of security measures including a visitors’ book,
badges and escorts, while visitors are within the school building. Normally, anyone calling at a school
for any reason will be asked to report to the school office. The school staff then can make the
necessary arrangements for the visit.


Wet Weather Arrangements
In wet weather pupils are allowed into school during breaks and at lunchtime. However, as
supervision during these periods is limited, it is especially important that they exercise good
behaviour. Children having school lunches may remain in school during wet weather but, again
supervision is limited.


Parents Meetings
All of our schools offer opportunities for parents to discuss their child's progress with teachers through
arranged meetings. Although arrangements vary from school to school, all parents will be advised of
at least once per session when these meetings take place. Over and above these set meetings,
parents are welcome to contact the school at any time to ask for information or for an interview.
Please see section two of this handbook for more details on home / school partnership.

Communication with Home
From time to time your child will bring home important and routine communications from the school.
Parents are encouraged to check their child’s schoolbag for these communications. Enquiries of any
kind should be addressed to the Head Teacher in the first instance.


Unexpected Closures
Most closures will be notified to you in writing, in advance, but there are occasions when the children
may be dismissed early without warning, e.g. as a result of power cuts or severe weather. In the
event of an early school closure please ensure that your child knows where to go if you are not
usually at home during the day. To help us keep you informed it is important that you make sure we
have the most up to date emergency contact information for your family. We will keep in touch using
text messaging, via the Falkirk Council website or via information broadcast on Central FM.

If an early closure is required at any time, the school will send a text to parents; update the school
website (www.larberthigh.com) and inform Central FM. Any pupils who are not able to go to their
own home or to the home of a relative or friend according to the emergency arrangements you
have made for them, will be held in school until the end of the school day. Information will also be
relayed via Twitter. You can ‘follow’ Larbert High School on Twitter: @LarbertHigh.

Mobile phones/Other Devices
The use of technology to enhance learning and teaching develops pupils’ skills for learning, life and
work. Technology plays a major role in the lives of our pupils’ social activities and working life.

There is a national expectation that schools will provide “opportunities to apply, reinforce and extend
ICT skills within and across curriculum areas to equip children and young people with the learning and
employability skills required for the 21st century.”
[Curriculum for Excellence, Principles and Practice paper for Technologies]

To support learning anytime and anywhere across the school, all pupils and staff have
access to the school Wi-Fi network. This enables pupils and staff to access the internet on
any Wi-Fi enabled device. In order to give pupils as many opportunities as possible to use
technology, the school allows pupils to use their own personal electronic device
(smartphone, notebook, iPad, etc) within the classroom. This Bring Your Own Device
Policy is intended to support learning anytime, anywhere.

In order for pupils to use the school Wi-Fi network the following guidelines must be
? All pupils must follow Falkirk Council’s ICT Acceptable Use Policy. This was sent to all
parent/carers and copies are available in school and on the website.
? Pupils who do not follow the Acceptable Use Policy will have their access to the school
network removed.

To support learning and teaching, the following procedures will be followed:
? The teacher directs pupils about the use of any electronic device in each lesson. The teacher
will instruct pupils in the following 3 ways for using devices and this will be visibly colour
coded at the front of every classroom:

? ON – devices on and ready on desks for use in the lesson - GREEN
? STAND BY – devices available for use when instructed – AMBER
? OFF – devices off and out of sight, not being used in the lesson – RED

? The use of all electronic devices is subject to the same policies and procedures for behaviour
management across the school. Pupils who do not follow this policy will be disciplined in line
with the school’s positive behaviour/discipline policy.

If a pupil uses their own electronic device in an inappropriate way or does not follow the instruction of
the teacher, the following procedures will apply:

• The member of staff will give 1 reminder to the pupil asking them to follow the school
• If this does not happen, then the electronic device will be confiscated and passed to the
school office for safe keeping. It can be collected by the pupil at the end of the day and a
letter will be sent home.
• If the electronic device is confiscated for a second time, the device will not be returned at the
end of the day. A letter will be sent home asking the parent/carer to come to the school to
collect it from the Depute Head Teacher.

Photographing or recording of sound or images of staff, other pupils or visitors to the school is not allowed
at any time within the school campus or on school transport.

Devices may be confiscated where these rules are broken.

Any recordings made on school premises or school transport found on confiscated phones will have to be
deleted on their return.

Any photographs or recordings of staff in any situation, whether taken on school premises or elsewhere,
found on confiscated phones will have to be deleted from phones on their return.

An increasing range and variety of mobile phones possess the ability to access the Internet and to use
Bluetooth technology to communicate. These technologies provide unparalleled sophistication and
complexity which can provide access to a wealth of online resources and possibilities. Pupils and parents
should be aware that this also leaves pupils open to dangers such as Cyberbullying, grooming and
access to inappropriate material. Reference should be made to Falkirk’s bullying policy for further
guidance in this area.

Staff should not delete photographs or recordings from confiscated mobile phones.

When staff confiscate mobile phones or other devices they should ensure that these are retained in a
safe place that cannot be accessed by others. This may be a lockable drawer or cupboard, a base area
or a delegated area in the school office. Confiscated mobile phones should normally be passed to the
school office or senior member of staff as soon as possible after confiscation.

Legal aspects
? There are a number of aspects of the law that may apply to mobile phone/device misuse and
the responses to that misuse. In the most serious cases there may be a crime involved – an
incident that is being filmed might be an assault or breach of the peace. The misuse of a
mobile phone/device might be an offence under the Communications Act 2003, if it involves
a call or message that is grossly offensive or is of an indecent, obscene or menacing
character; and, the distribution of certain pornography might be an offence under the Civic
Government (Scotland) Act 1982.

? In situations which are so serious that a school might call in the police it is for the police, not
the school, to consider what, if any, criminal offence may apply.
These restrictions on use apply equally during any school activity that takes place off campus.
Pupils breaking the rules will be disciplined in line with the school’s positive behaviour or discipline policy

Mobile devices
Parents provide their children with mobile devices for a variety of reasons, including supporting
learning and for personal safety. It is the right of parents to allow their child to have a personal mobile
device in school. However, if devices are brought to school there must be a clear understanding that
the individual pupil is responsible for the care and usage of their device(s).

Education establishments develop their own mobile device policies in consultation with pupils, parents
and staff. For more information on this topic, please contact your child’s school.

ICT Acceptable Use Policy
Falkirk Council Children’s Services recognises that access to Information and Communications
Technology (ICT) equipment and services helps young people to learn and develop skills that will
prepare them for work, life and citizenship in the 21st Century.

To support this, we provide resources for pupils and staff to use. The Children’s Services ICT
Acceptable Use Policy (AUP) outlines the guidelines and behaviours that pupils are expected to follow
when using school equipment or when using personally-owned mobile devices in Falkirk Council
establishments. The purpose of this is to protect young people online and to protect the Council’s
network and equipment. The ICT Acceptable Use Policy (AUP) will be issued by the school for both
parent(s) and pupil(s) to sign.

The Council is required to work towards advancing equality of opportunity for all people and to foster
good relations between people. The Council is committed to eliminating discrimination on the grounds
of race, sex, disability, sexual orientation, religion/belief, age, marriage or civil partnership,
transgender status or pregnancy/maternity.

Children’s Services has a range of policies and procedures to address equalities issues specific to
education to enable us to fulfil these duties. The Service also supports the MAHRS Strategy and all
education establishments have a responsibility to report incidents of identity-based bullying


English as an Additional Language
The Council provides a support service of teachers of English as an additional language. The
teachers visit schools to work with those bilingual pupils who require assistance in developing English
language skills.


Compliments, Suggestions and Complaints Procedure
Falkirk Council Children’s Services are keen that you should be completely satisfied about your child's
education and we encourage feedback on our services from parents, pupils and members of the
public. We are interested in feedback of all kinds, whether it be compliments, suggestions or
complaints. Compliments and suggestions can be giving to schools by writing, by email, telephone or
in person.

If you have a complaint about the school, please let us know. It is better that concerns are shared
openly and resolved quickly, rather than being allowed to damage the relationship between home and 
school. We will deal with the issue confidentially and as quickly as possible. If we have made a
mistake we will apologise and try to put things right.

There are some things which you should take note of in relation to making a complaint:
? Parents must first consult the school regarding their complaint. Although we try to respond as
quickly as possible, issues can sometimes be complex and the school may need time to
investigate them.
? The Council’s complaints handling procedure sets a time limit for making a complaint of six
months from when the customer first knew of the problem.
? If your complaint has not been satisfactorily resolved by the school, it may be eligible for
consideration at the second stage (by Children’s Services, Sealock House). Complaints will
not be considered by Children’s Services unless they have been thoroughly considered by the
? If you remain dissatisfied after this further investigation, you can raise the matter with the
Scottish Public Services Ombudsman.
? You should also be aware that you have the right to raise concerns with your local Councillor,
MSP or MP.
? You can find out more about the Council’s Complaint Procedure from the Falkirk Council

Other School Policies
Other school policies are available on our website, which is frequently updated.


School Health Service
NHS Forth Valley has a statutory obligation to provide a health service for all school age children in
Falkirk District. The aim of the service is to make sure that all children, throughout their school years,
are in the best possible health to benefit from their education

The Public Health Nursing Team for Schools offer health assessments and reviews, health screening
and deliver school based immunisation programmes. The team comprises of Public Health Nurses
(Specialist Practitioner), Registered Nurses and Healthcare Assistants who are based in a local
Health Centre and work over a number of schools in the area.

Pupils, parents/carers can request a health appointment at any time. Other health professionals and
teaching staff can also request a health appointment for the child or young person with parental and
or young person’s consent.

Health reviews will take place as necessary involving a parent questionnaire, a check of health
records and if required screening of growth and vision.

• Health screening – All children in primary one and at other selected stages will be seen to
have their growth and vision checked
• Immunisations – Secondary school pupils are offered immunisations. At the appropriate time
information booklets and consent forms will be issued.
• Health Education – The Public Health Nursing Team has an important role in encouraging
health lifestyles, working closely with teaching staff, pupils, parents/carers and the

The School Doctor (Community Paediatrician) may also offer appointments to children who have a
significant ongoing medical or developmental condition affecting their education. School staff and
parents can request a consultation with the School Doctor at any time.

The School Health Service can be contacted on – 01786 434059

The Public Dental Service carries out dental inspections in Primary 1 and Primary 7 and can help
access dental services for those children who are not registered with a Dentist.

Infectious Diseases
Colds, flu and gastroenteritis are the most common infections affecting children of school age. It is
important that you keep your child off school in the early stages of flu and while they still have
sickness or diarrhoea.

It is also important that your child understands how to prevent picking up and spreading such
infections. You will be able to get further advice about good health from staff in your Health Centre or
GP Practice.

For advice about early detection and treatment for other infectious diseases eg chickenpox and
mumps, please consult your GP or Nurse.

Head Lice
Head lice are spread through head to head contact at home, while playing or in school.
Regular wet combing of your child’s hair using a head lice detection comb is the best way to catch this
possible problem at an early stage.

The only way to be sure that your child has head lice is to find a live louse. If you find live lice, get the
correct lotion from your doctor, health visitor or pharmacist. Shampoos and other treatments are not

One treatment is two applications of the treatment lotion, seven days apart. If this is not followed then
re-infection is likely.

Advise family members and close friends that your child has head lice and that they should check
their own hair. Only treat if live lice are found. Don’t be shy about advising others of this possible
problem because you would likely tell family and friends about other infections which might affect

Regular wet combing of your child’s hair with the head lice detector comb is the best protection as it
allows you to detect the condition and treat it speedily.

Further advice can be obtained from the Health Board head lice leaflet which is available in all
schools and health centres. Children’s Services leaflet ‘Frequently Asked Questions’, which is also
available in schools.

If you would like to discuss your particular concerns, you could speak to:
Infection Control Service
Forth Valley Royal Hospital
Stirling Road
01324 567490 / 01324 567679


From time to time some children are asked to attend clinics (eye clinics, dentist, doctor, etc). Please
inform the school of these visits and arrange for your child to be collected if he/she must leave school
to attend the clinic.

No child will be allowed away from school during school hours unless accompanied by a responsible
adult or unless written permission to do so has been given by the parent.

Protecting Children and Young People
Children’s Services have an important role in identifying children who have been abused or are at risk
of being abused.

Falkirk Council has clear procedures for all staff to follow. Head teachers or designated member of
staff are instructed to notify Falkirk Council and Social Work Services when a member of staff has a
suspicion that a child might have been abused or be at risk of abuse.

Social Work Services will make a decision on whether or not an investigation is necessary and will
advise accordingly.


Medicine administration
The administration of medicines prescribed by a family doctor is undertaken at the discretion of the
Head teacher but schools are generally happy to co-operate with parents in doing so. In order to
safeguard the health and safety of children, procedures are drawn up by Falkirk Council Children’s

When a child is prescribed medication by a doctor or a dentist and parents require the school to
administer this, the relevant request Form should be completed. The MED 1 Form requires parents to
deliver the medication to schools for administration by school staff. MED 4 Form permits pupils to
carry and administer medication themselves eg inhalers. Prescribed medication should be clearly
marked with your child’s name, the date prescribed, how often it has to be taken and for how long.
Falkirk Council liability insurance does not provide indemnity to employees for administering nonprescribed

For medical appointments during school hours, please notify the school by letter and collect your child
from the school.


Illness or accidents during school
Any pupil who feels unwell during the school day may be sent by the class teacher to the medical
auxiliary. If it is necessary, the medical auxiliary will contact the parent to arrange for the child to be
taken home. No pupil will be sent home without prior contact with the home. It is essential for parents
or guardians to give the school up-to-date information on additional contact numbers, should an
emergency arise.

Information about medical conditions of which parents would like staff to be informed should be
passed to the child’s Guidance teacher, in the first instance.

Approved medical or dental appointments must be notified to the medical auxiliary at least one day
before the appointment.

Insurance Cover for School Children

Public Liability
Personal Injury
Falkirk Council has in force a Public Liability policy which operates in respect of claims for injury to
any school child whilst in the control of the Council or employees, but the onus is on the claimant to
prove that the Council have been negligent.

Pupil’s Property
Each session, unfortunately but inevitably, pupil’s property is lost, damaged or stolen from school.
Parents are therefore discouraged from allowing their children to carry expensive items of personal
belongings to the school and are reminded that a standard household policy can be extended to
provide a degree of cover for personal items taken away from the home.

Any claim made for loss or damage to the property left in the care of the school will have to be
submitted, in the first instance to Children’s Services, and the claim will only be settled if it is shown
that the Council can be held legally liable for the loss.

Personal Accident Cover – Educational Excursions
The Council has in force personal accident cover for the school children under which the
compensation is payable in the circumstances below, irrespective of legal liability.
1. Death £20,000
2. Permanent Total/Partial Disablement up to £20,000

The insurance applies to any activities involving a journey outside the premises of the School – both
in the UK and overseas – organised by the school/Council.

Care of property, valuables and books
Personal Property:
Large sums of money and expensive items should NOT be brought to school. On no account should
money or valuables be left unattended. Items of this nature are the responsibility of the pupil. Pupils
finding or losing property should report this to the Site Superintendent or the School Office

School Property:
Pupils are expected to
? take an interest in maintaining the environment of the school;
? take a pride in the appearance of the school;
? place litter in the bins provided.

There is zero tolerance of vandalism in Larbert High School. The parents of anyone who causes
damage to the fabric of the school will be contacted and an arrangement made to pay for the damage.
All textbooks and jotters should be covered and kept free of graffiti. Pupils will require to pay the cost
of any books lost, damaged or destroyed. Textbooks are becoming increasingly costly items and
parents should ensure that pupils treat them with care, carrying them in a strong, waterproof bag.

Equipment for school
The school will provide each pupil with the necessary exercise books and textbooks. However, it is
expected that each child will bring the following items of equipment to school each day:
? A school bag;
? A pen, pencil, rubber, ruler, geometry equipment, coloured pencils;
? A calculator of a type recommended by the school;
? PE kit (as necessary)


Section 2: Parental Involvement in the School

Parents Welcome
All Falkirk Council schools welcome parental involvement as research has shown that when parents
are involved children do better in school.

As a matter of course, parents will receive the following communications throughout the session:
a. calendar of key dates and events
b. termly newsletter from the Rector
c. tracking & monitoring reports
d. various Parent information Evenings during the course of the year

There will be a range of other communications dealing with particular issues as they arise, whether of
a curricular, extra-curricular or emergency nature. For example:
- Standards and Quality Report
- Subject Workshop Evening
- Access to the Internet: Acceptable Use Policy requiring pupils and parents to agree to follow
the rules on responsible use of this resource. Parents have the right to refuse Internet access
in school for their child.

We are anxious at all times to maintain good links with parents. Some communications will have an
acknowledgement slip for parents to complete and it is requested that parents sign these and return
them to the school.

Website & Emails
Larbert High School has a website which contains useful information about the school and is updated
several times a week. School newsletters are also published on the website.

The website address is: www.larberthigh.com

Increasingly so, all letters and communications are sent to parents via email – it is therefore essential
we have an up to date email address for you.

Parent Councils
Parents are welcomed to be:
- involved with their child’s education and learning;
- be active participants in the life of the school; and
- express their views on school education generally and work in partnership with the school.

All parents / carers are automatically members of the Parent Forum at this school. As a member of
the Parent Forum all parents can expect to –
- receive information about the school and its activities;
- hear about what partnership with parents means in our school;
- be invited to be involved in ways and times that suit you;
- identify issues you want the Parent Council to work on with the school;
- be asked your opinion by the Parent Council on issues relating to the school and the
education it provides;
- work in partnership with staff; and
-  enjoy taking part in the life of the school in whatever way possible.

Parent Councils are the formal representative body for parents / carers with children attending school. Parent Councils are different in each school to enable them to meet the needs of parents / carers locally.

The Parent Forum decides how their representatives on the Parent Council are chosen and how the
Parent Council operates. Parents / carers are encouraged to volunteer or put themselves forward to
be chosen as representatives of the Parent Council if they wish.

The main aims of the Parent Council are:
- To support the school in its work with pupils
- To represent the views of parents
- To promote contact between the school, parents, pupils, providers of nursery education and
the community
- To report to the Parent Forum
- To be involved in the appointment of senior promoted staff.
- To raise funds for the school for the benefit of pupils (in some schools the PTA/PA fulfils this

For more information on parental involvement or to find out about parents as partners in their
children’s learning, please contact the school or visit the Parentzone website
at www.parentzonescotland.gov.uk

Pupil Council
There are three House Councils and an overall School Senate with representatives from each of the
three councils plus the Rector. The Councils have an advisory and consultative responsibility, which is
extremely valuable; most of all in helping to develop the awareness of pupils that the school is a cooperative

School Ethos
Our school policy is to promote belief and respect for the values of others, together with an
appreciation of cultures within our society. This will encourage equality of opportunity and the
elimination of discrimination on the grounds of race, gender, class, religion, disability and sexual

We do this via the school curriculum by rejecting racism, sexism and other discrimination and by
developing a welcoming and understanding climate in classrooms, where learning is not inhibited by
antagonism or disrespect for anyone’s background. We ensure that all pupils have access to a
variety of materials and that they are aware of the needs of individuals and groups.

In the informal curriculum, the school has an ethos in which all people are encouraged to develop
positive attitudes and are given a definite sense of self-identity and self-respect. We are a community
which promotes acceptance of others and rejects prejudice. The atmosphere in the school
encourages everyone to have an empathy with individuals’ disabilities or weaknesses. Our school is
multicultural – both in character and philosophy. To access our Anti Bullying Policy please visit the
school website.

All pupils are encouraged to take a balanced view of life, to be able to weigh up opposing arguments
and make decisions based on fact and respect, rather than prejudice.

Detention system
Although we find that by focusing on the promotion of positive behaviour, detentions are issued
infrequently. As part of the school’s behaviour policy, pupils can be placed on detention as a strategy
for addressing and reprimanding unacceptable behaviour or a consistent lack of effort in the learning.
Detentions are normal carried out by the Depute Rector after school on a Monday.

After school detentions would be completed by 3.30pm at the latest. If your child is placed on afterschool
detention you will be notified in advance by email /letter.

School Chaplaincy
We have a team of Chaplains who support the school in a variety of different ways:
- Assemblies;
- Work with pupils and staff;
- Church services;
- Prizegiving etc.

The Chaplains, along with some members of staff form the Chaplaincy Group, which meets on a
bimonthly basis in the school to plan ahead for Pastoral-based activities throughout the school session.
We also enjoy the services of Youth Workers, Mike Glass and Jack Thomson, who are employed by the
local churches and based in Larbert High School. Mike and Jack work with small groups within the
school, contribute to PSD lessons run the Scripture Union and visit our cluster primary schools, where
they deliver the ‘Bible Alive’ programme and lead assemblies. They are available throughout the week
to speak to pupils on a confidential basis. Pupils attend Church services at the end of each term and
these are held in one of our local churches, led by members of the Chaplaincy Team.

Any parents who wish to withdraw their child from attendance on the grounds of conscience should
provide a note explaining this and arrangements will then be made for supervision.

Our school Chaplains are:
- Rev K Bleakley Larbert Baptist
- Rev M Crosthwaite Larbert East
- Rev D Randall Free Church of Scotland
- Rev A Moore Bothkennar & Carronshore
- Pastor M Rollo Larbert Pentecostal
- Rev R Randall Larbert Grace Church
- M Glass Youth Worker
- J Thomson Youth Worker (Part Time)

Development of Pupils' Spiritual, Moral, Cultural and Social Values
The school is committed to supporting the development of its pupils as whole people and as a result,
wishes to encourage their development in spiritual, moral, social and cultural terms.

These key human aspects of learning are supported through the following arrangements by:-
• Creating a school ethos which, in every way possible, gives value to these aspects of
development, especially by providing an overall atmosphere that is both caring and
challenging and which provides opportunities for the development of personal responsibility.
• Promoting social and moral learning through the way in which disciplinary issues are handled.
• Ensuring that staff and adults within the school provide positive models for pupils.
• Arranging regular gatherings of the school as a community and using such occasions to
encourage and reinforce the values on which the school is based.
• Enriching the curriculum in all appropriate areas with an emphasis on spiritual, moral, social
and cultural development.
• Providing opportunities within the curriculum to advance personal and social development.
• Providing a programme of religious education in which consideration will be given to
responses to basic questions relating to the meaning, value and purpose of human life.
• Providing a programme of moral education.
• Taking every appropriate opportunity to acknowledge value and appreciate the various
cultures and heritage of the pupils and to encourage them to appreciate and value the
cultures and heritage of others.

Pupil Conduct
A partnership between the school and parents is necessary in order to ensure the best possible
standards of pupil conduct.

Pupils are expected to set themselves high standards in appearance and behaviour. School rules are
devised to encourage the maximum amount of self-discipline. The rules make clear what is expected
of pupils, and how they are required to behave. The general aim is to produce an atmosphere of
friendly co-operation, encouraging respect and consideration for other persons and for property. A
behavioural agreement is included in the School Enrolment Form that parents complete when
enrolling their child(ren).

Promoting positive behaviour and raising expectations
We recognise that effective learning and teaching can take place only if pupils are able to enjoy a
secure and orderly environment and, in general, the conduct of our pupils at Larbert High is very good
– serious incidents of misbehaviour are very rare. The school’s policy on promoting good behaviour
places strong emphasis on the development of a positive ethos and the setting of high expectations.

This positive ethos is characterised by good relationships between pupils and between staff and

Our School and Class Code of Conduct are embedded in the life of the school. TALENT allows each
pupil the opportunity to realise their full potential and aims to prevent misconduct from getting in the
way of learning. These standards and expectations are displayed in every teaching area and around
the school and they are regularly explained to our pupils.

Treat people & your school with respect
Attendance & punctuality are important
Learning is your top priority
Ensure you are ready to work & have all necessary equipment
Nurture your potential through hard work
Try your best at all times

The vast majority of our pupils exceed the TALENT expectations. However, should a pupil choose to
ignore them then this is entered onto our computerised system, known as OTB. This may result in a
referral to the Principal Teacher (Subject) or House Teacher, but should the problem persist, it will
eventually lead to the appropriate Depute Rector. The system is supported by a series of sanctions
such as time out, reflective exercises or class exclusion. Parents will be informed if such a sanction is
imposed on a pupil.

In any case, parents will be involved at a very early stage if it appears that a problem is developing.
Experience has shown that a joint, co-operative approach, at an early stage, between the home and
the school is the most effective way to resolve any issues.

Larbert High School is a Restorative Approaches school, where we promote positive relationships
through an agreed set of values. Differences are solved through discussion and where someone has
caused hurt, they take responsibility for their actions and undertake to make amends. All staff and
pupils know about this approach and a group of staff have had further, specialised training. This
enables them to facilitate ‘restorative conversations’ to resolve conflict. In addition, a group of pupils
have been trained in peer mediation and they too will be working to promote positive relationships
within the school.

In particularly complex situations the school is proactive in securing the support of our own Integrated
Pupil Support faculty and appropriate outside agencies such as Social Services, Psychological
Services and the Education Authority.

If a particularly serious incident of misbehaviour takes place, the Rector has the power to exclude a pupil from

Visitors to our school regularly comment on the welcoming, friendly atmosphere of the school. By and large,
pupils are friendly to one another and show respect to teachers and other staff whom they recognise as working
hard to provide them with the best learning opportunities.

Restorative Approach to Bullying Behaviour
Whilst many believe that children who display bullying behaviour should be punished, it is widely
accepted that this type of response can at times be ineffective, and make the situation worse.
The adoption of restorative approaches is a more effective response than traditional punishments.
Pupils are given the opportunity to accept responsibility for their actions, recognise the harm done and
are supported to find restorative responses to the harm they have caused.

There are times sanctions are appropriate; exclusion is seen as a last resort and carried out when
incidents fall within the legislation criteria.

Falkirk Council has a responsibility to provide an education for all pupils and to challenge and address
bullying behaviour. Whilst appropriate action will be taken by the school, it is also important that all
parents involved, work with the school to resolve any issues in the best interests of their child or
young person.

Anti-Bullying Policy
The school is committed to its anti-bullying strategy, a copy of which is in every pupil's diary.
Bullying is a matter of particular concern to parents of new S1 pupils as they pass from a small
primary school to a very large secondary school. Only a small number of cases of bullying come to
light in Larbert High School but I must reassure parents that cases of bullying which are reported are
always followed up.


Health Education
The Health Education Programme is part of the wider Health & Well Being area of the curriculum. It
aims to assist pupils in making informed decisions and choices about the inter-related aspects of
physical, social and mental health.

The main aims of the programme are to develop the pupil’s health knowledge through relevant, up-todate
information on aspects of health; allow them to explore and understand feelings, attitudes and
values related to their own and others’ health; and to develop personal and interpersonal skills so that
they can make informed decisions and take positive control of their own health.

It is hoped by following these aims the pupils will also develop their self-image and self-esteem in a
positive way.

Pastoral Care
Questions about the relationships between parents and teachers; the job of the Guidance Teacher
(House Teacher); how to meet the teachers; communications between the school and home.

The House Teams
The pastoral structure is based around 3 Houses Lewis; Harris; Skye. Pupils are divided into these 3
Houses. Pupils register in Form classes but teaching sections are different. It has the advantage for
parents of being involved with the same House team for all members of their family throughout their
secondary school career. It is intended to be helpful in extending pupils’ loyalty to their House and, in
turn, to the school itself.

The Guidance Teacher is a very important person in a secondary pupil’s life and represents the main
link between the school and the home. It is the Guidance teacher who monitors attendance and timekeeping
with the assistance of Form teachers, who scrutinises reports and monitors pupil progress,
who liaises with outside bodies and who assists in writing reports for prospective employers. The
school, as a whole, has a responsibility to promote the social, personal and intellectual development
of all pupils. Within this requirement there is the necessity to organise a systematic care provision to
help cater for the needs of the individual pupil. Within this overall requirement the objectives in
Pastoral Care vary with each year. In S1, Pastoral Care is all about helping the pupils to settle in and
to begin to feel a sense of belonging to their new school community. There is a key theme in each
year thereafter. Parents are kept informed of these matters and we place a high value on parental cooperation.

The House staff are pleased to meet parents to discuss any aspect of what is a shared
responsibility - the progress of your child and our pupil. It is best if parents write or telephone to make
an appointment, in view of the fact that all House staff have a teaching commitment. The Rector, and
Depute Rectors are all closely involved in the House structure but those most closely identified with
Pastoral Care are our Guidance TeachersThrough contacts with staff, pupils and parents, the
respective House teams come to know their pupils well enough to be in a favourable position to offer
advice on any problems encountered in school and to assist when important decisions have to be

Health & Well Being
All pupils in Larbert High School undertake Health & Well Being as part of their core curriculum in
recognition of the importance of the development of the pupil as a person and as a member of
society. Health & Well Being, therefore, focuses on fostering self-awareness as well as awareness of
and respect for others.

The day-to-day life of the school, it’s positive ethos and the ‘hidden’ curriculum of school clubs and
activities contribute to personal and social development, as does each subject in its own way through
the content of the course and how it is taught.

Within Curriculum for Excellence there is a focus on Health & Wellbeing. The main “organisers” for
this are:
- Mental, emotional and social wellbeing
- Planning for choices and changes
- Physical Activity and Sport
- Food & Health
- Substance Misuse
- Sexual Relationships, sexual health & parenthood

While aspects of this are taught through PE, FCT and PSE, other curricular areas make contributions
to the programme.

This involves providing a range of opportunities, where, through discussion, group work role play or
visiting speakers, the appropriate skills can be developed and practised.

The programme, therefore, aims to nurture the development of those skills and qualities, which will
enable young people to make their own informed decisions.


Child Protection
Given public concern on the subject of child abuse and changes in the law, schools, in line with
Falkirk Council procedures, are now required to have a Child Protection Policy in place. It is the
school’s responsibility to report concerns if they think any child has come to harm as a consequence
of possible abuse or if they think a child may be at risk in any way.

Each school now has a designated officer appointed to be responsible for child protection matters and
is specially trained for the task. The designated officer for Larbert High School is Mrs Susan Orr,
Depute Rector.

Where there is suspicion that a child could be at risk of abuse or neglect, the school is required to
refer that concern to Social Work and, under these circumstances, the parents would not normally be
consulted beforehand.

Should you wish to talk further about child protection and the safety of children please feel free to
contact the Rector.

To access the Child Protection Policy, please visit the school’s website.

Section 3: School Curriculum

Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence has now been introduced across Scotland for all 3-18 year olds – wherever
they learn. It aims to raise standards, prepare our children for a future they do not yet know and
equip them for jobs of tomorrow in a fast changing world. Curriculum for excellence will be fully
implemented by 2016.

Glow, Scotland’s unique, world leading, online network supports learners and teachers and plans are
already in place for parents across the country to have access to Glow. Parents should ask the school
how to arrange access to Glow and a user name and password will be issued.

Teachers and practitioners will share information to plan a child’s ‘learning journey’ from 3-18, helping
their progression from nursery to primary, primary to secondary and beyond, ensuring each transition
is smooth. They’ll ensure children continue to work at a pace they can cope with and with challenge
they can thrive on.

Curriculum for Excellence balances the importance of knowledge and skills.

Every child is entitled to a broad and deep general education, whatever their level and ability. Every
single teacher and practitioner will be responsible for the development of literacy and numeracy and
health and wellbeing from Early Level through to Senior Phase.

It develops skills for learning, life and work, bringing real life into the classroom, making learning
relevant and helping young people apply lessons to their life beyond the classroom. It links
knowledge in one subject area to another helping make connections in their learning. It develops
skills which can enable children to think for themselves, make sound judgements, challenge, enquire
and find solutions.

There will be new ways of assessing progress and ensuring children achieve their potential. New
qualifications at National 4 and 5 will be available from 2013/14. Our well regarded New Highers
2014-15 and New Highers 2015-16, Highers and Advanced Highers will be updated to take account of
and support the new approaches to learning and teaching.

There is an entitlement to personal support to help young people fulfil their potential and make the
most of their opportunities with additional support wherever that’s needed. There will be a new
emphasis by all staff on looking after our children’s health and wellbeing – to ensure that the school
is a place where children feel safe and secure.

Ultimately, Curriculum for Excellence aims to improve our children’s life chances, to nurture
successful learners, confident individuals, effective contributors, and responsible citizens, building
on Scotland’s reputation for great education.

We have revised Learning to Achieve – our core educational policy. Learning to Achieve describes
in detail how Curriculum for Excellence will be delivered in our educational establishments. We will
use Learning to Achieve to monitor, develop and improve outcomes for children and young people.
Please contact the headteacher if you would like any further information about the curriculum within
our school.

How are First Year classes organised?
First year classes are organised on a mixed ability basis, except in Mathematics where the classes
are set based on information from the associated primaries.

This means, with the exception of Mathematics, all classes contain the full range of ability and no
class is better than any other. Teaching mixed ability classes is a very demanding task for any
teacher. However, it is part of the school’s learning and teaching policy to ensure that each child is set
tasks in keeping with her/his ability.

A number of factors are taken into consideration when classes are being made up. For example, care
is taken to ensure that a pupil is placed in a class where he/she knows someone. This is particularly
important for pupils coming from small primary schools. However, it is not possible to ensure that
every pupil is placed with her/his best friend.

Care is also taken to ensure there is a genuine mix of ability in each class. Advice is obtained from
primary teachers and learning support staff to ensure that the best balance is achieved.

All first year pupils follow what is called the common course, which means that they all study the same

What will my child study?

First Year
2010 was a pinnacle year within Scottish Education as following several years in the making,
Curriculum for Excellence was finally implemented in all schools.

Quite simply, Curriculum for Excellence is about three things:

- raising the bar;
- closing the gap;
- ensuring our young people are ready for the wider world.

The curricular areas which contribute to the S1 experience are detailed below. In addition, all pupils
will have the opportunity to participate in a variety of extra-curricular activities and wider achievement

Curricular Area Contributing ‘subjects’ in S1
Expressive & Creative Arts - Art, Drama and Music
Health and Wellbeing - Food & Consumer Technology, PE and PSE
Languages - English, Literacy and Modern Languages
Mathematics - Mathematics and Numeracy
Sciences - Biology, Chemistry and Physics
Humanities - Geography, History, Modern Studies and RMPS
Technologies - Business & Information Technology and CDT

Second/Third Year
As our S1 pupils move into S2 we feel it appropriate that they are offered the opportunity, in some
curricular areas, to ‘specialise’ and further develop their skills and knowledge. We will do this through
a ‘curriculum review’. In summary:
- all pupils will study English, Mathematics and a Modern Language, HWB, RMPS:
- pupils will then be offered the opportunity to specialise in five ‘subjects’. They will have a freechoice
of subjects from those detailed within each of the curricular areas. Pupils will choose a
particular focus within each curriculum area.

It is important to assure you that all of our courses and experiences – whatever title they take – have
been appropriately planned around the expectations of a Curriculum for Excellence. All curricular
areas will continue to ensure that pupils are actively engaged in their learning and that the
fundamental skills of literacy; numeracy and ICT are addressed. The ‘core’ inserts of PE, PSE and
RMPS will ensure that the health & well-being agenda remains a high priority.

Senior Phase (S4, 5 & 6)
Our Senior Phase is organised as an integrated experience across S4, S5 and S6. Young people will
have the opportunity to study a range of courses including 2-year Higher courses, 1-year National 4
and National 5 courses, and 2-year National 5 courses. In addition, a range of opportunities exist for
pupils to develop skills with partner agencies such as Forth Valley College and local businesses.

In summary, all pupils study:
• The S4 curriculum consists of 6 subjects (5 periods) of their choice (English is compulsory),
and Health and Wellbeing (2 periods)
• The S5 curriculum consists of 5 subjects (5 periods), Health and Wellbeing (3 periods), a
Tutorial class (2 periods), and a Wider Achievement Opportunity (2 periods)
• The S6 curriculum consists of at least 4 subjects (subject to curriculum criteria), Health and
Wellbeing (2 periods), a Tutorial class (1 period), a Wider Achievement Opportunity (2
periods), and a Positive Transitions class (1 period) with the Guidance Teacher, including an
S6 volunteering programme.

Pupils select the subjects that are most appropriate to their intended career pathway and destination,
along with those which they most enjoy and in which they are most successful.

Active Learning
Curriculum for Excellence emphasises the value of an active learning approach. Active learning is an
engagement of the brain whilst partly in the early years, children will have a range of learning
experiences that include planned and purposeful play and stimulating learning which engages and
challenges children’s thinking using real life and imaginary situations. as children progress through
school they continue to be involved in active learning experiences which give them ownership of their
own learning, encourage co-operative working and utilise skills required for learning, life and work.

Planning Children’s and Young People’s Learning
Teachers in nursery, primary and secondary schools share their learning intentions with pupils,
parents and carers. This takes place on a day-to-day basis, by agreeing the aims of an individual
piece of work.
Longer-term planning also takes place in a variety of forms. Pupils in primary schools negotiate with
their teachers their aims for the next block of learning. At the end of the block progress against these
aims is assessed by the teacher and pupil, and, new targets are set for the following block of learning.
In secondary schools, pupils review progress against targets and negotiate new ones with their
pastoral teacher.

In order to encourage pupils to take responsibility for their learning, a growing number of primary
schools use Learning Logs in which pupils plan their programme for completing homework
assessments. In secondary schools, homework diaries serve a similar purpose. These diaries are
also used for pupils to record their long-term targets.

Schools should include information about how pupils will be given choices in what they learn, how
they are involved in planning what they learn, and how parents are consulted. If relevant, information
about staying on at schools, going to college or university, work based learning, community based
learning, volunteering etc.

Careers information
Larbert High School’s partnership agreement with Skills Development Scotland (SDS) is reviewed
annually to provide a relevant and interesting programme, which meets the needs of the pupils at
each stage. As well as the vocational lessons embedded in the S1-S6 HWB Programme, Careers
Education is also delivered by the Careers Adviser who meets year groups at appropriate times, for
example in the build-up to course choice. A special programme operates to help pupils prepare for
leaving both in June for S4 and December for S5 (Christmas Leavers) and the Careers Adviser is
available during selected Parents’ Evenings. The school also has a well-stocked careers section in
the library and all pupils have access to online careers information via programmes such as Kudos,
PlanIT Plus, Careers Match and My World of Work.

There are opportunities to visit careers events at different venues such as in November when seniors
can benefit from the College 4U Event at Forth Valley College run in partnership with SDS. In June,
S5 travel to Heriot Watt University for an induction day and S6 have the chance to find out about all
the Scottish universities and colleges at a Higher Education Convention. Finally, pupils are given the
chance to find out about specific career areas when visiting employers give presentations.

Originally organised through SDS, but now facilitated by the school, an enthusiastic team of business
mentors, from a wide range of employment backgrounds, offers extra support and encouragement to
some of our pupils, ensuring that they are on course to achieving their potential and are well prepared
for the transition from school community to the world of work.

Work Experience
Groups of pupils are offered the chance to gain valuable experience in the world of work. Selected
S4 pupils who are summer leavers and S5 pupils who are Christmas leavers will have the opportunity
to spend one week in a work placement, developing important employment skills before leaving
school. In addition S4 and S5 pupils may opt for work experience through the Wider Achievement
Opportunity built into the Senior Phase curriculum.

The school has a clearly defined policy on homework, a copy of which can be obtained from the Head
Teacher or from the school website – www.larberthigh.com

Pupils are regularly given homework to support their learning and to encourage them to become more
organised and self-supporting in their learning. Homework tasks will be given where a teacher feels a
particular child or group of children may benefit from it.

The homework will be organised according to the stage and ability of the child, it can arise from all
curricular areas, and it may include written, oral or practical activities. The tasks set will be
interesting, worthwhile and challenging for the child.

Parents are encouraged to help pupils with their homework as a means of keeping them up to date
with the work of the class and the child’s progress and to promote partnership between the school
and parents. Homework provides an opportunity to consolidate what has been learned in class, and
makes you aware of what your child is learning and provides you with a useful discussion starter.
Homework is also an integral part of school work. Parental interest and co-operation in ensuring
homework is undertaken is appreciated. The school encourages parents to sign each homework task.

Care of Books / Materials
To enable us to provide the best possible education for your child, every care should be taken to look
after the school’s resources and facilities. Parents are asked to remind their child(ren) that all school
equipment and fitments should be used with care.

Books and learning resources which are lost or destroyed must be paid for, either wholly or in part,
depending on the age of the book. Any loss of school or Council property should be reported
immediately to the school.

Sensitive Aspects of Learning
Sex education is not only informative and an essential part of each child’s education, but it is taught
with sensitivity and understanding throughout the school in a co-ordinated programme of Health &
Well Being.

Religious Instruction and Observance
Parents who wish to exercise their right to withdraw their child from religious instruction and / or
observance should contact the head teacher, in writing, and alternative arrangements will be made for
your child.

Extra-Curricular Activities
Every school is encouraged to offer as wide a range of sporting and cultural activities as possible. In
this context, the Authority provides a degree of financial and administrative support for leagues,
competitions, festivals and similar events but it is recognised that, again, the help of parents and the
community is irreplaceable. Quite separately, the Council and / or Falkirk Community Trust and other
partner organisations also undertake to organise and administer certain events and many schools
take part in these.

There is a range of extra-curricular activities available for pupils during lunchtime and after school.
Parents will be informed about these by the school. In addition to in-school activities, classes also
make regular educational visits and field studies. Wherever possible, these visits are linked to pupils’
class work.

All activities are supervised by members of staff, and many schools have a study support co-ordinator
whose job it is to plan and oversee the extra-curricular programme of activities. Where participation
involves children travelling or staying late after school, written permission for children taking part is
required from parents.

Larbert High School is the focal point of the Tryst Community Sports Club (TCSC). TCSC is a
partnership between Larbert High School, Stenhousemuir Football Club and The Falkirk Community
Trust. The TCSC is repeatedly highlighted by sportscotland as an outstanding example of sports
provision, not only in Falkirk but in Scotland. In short this means that we offer 70+ Extra-Curricular
Clubs (sporting and non-sporting) including 20 Junior sports clubs (delivered by the best coaches and
clubs from the local area) and 9 adult activities meaning our programme operates from 730am to
8pm, 5 days a week and on a Saturday morning. TCSC also has a brand new cardio suite (26 pieces
of aerobic exercise equipment), Group Indoor Cycling room (25 indoor bikes) and a state of the art
purpose built Larbert Legacy Cycling track. We strongly believe that there is an option for everyone –
sport, creative, linguistic and technological. Full details are on the website; www.trystsportsclub.com.

There is also an opportunity for pupils aged 14+ to participate in the Duke of Edinburgh Award

In addition, opportunities arise throughout the year, for example
-  Chemistry Quiz
-  Mathematics Challenge Competition
-  The National Bar Mock Trial (this is a competition for senior pupils interested in Law and

There is also –
-  S3-S6 Supported Study
-  Geography Worldwise Quiz Team
-  Charities Committee
-  Eco-Schools Committee
-  Rights Respecting School (UNICEF)
-  Health Promoting Schools – Breakfast Club
-  School Show – an annual event

New S1 pupils should check the many school notice boards and plasma screens for information on
clubs and other activities.

Facilities for Physical Education and Outdoor Activities
The gym hall has a variety of apparatus for physical education within the school. As part of the
school’s physical education programme, pupils may also use the facilities of the local sports complex,
swimming pool or athletics stadium.

Active Schools
Active Schools are now part of Falkirk Community Trust.

The fundamental aim of Active Schools is to give school-aged children the tools, motivation and the
opportunities to be more active throughout their school years and into adulthood. These opportunities
are available before, during and after school, as well as in the wider community. For further
information contact the Active Schools Team on 01324 590952 or visit our
website www.falkirkcommunitytrust.org/sport/active-schools

Assessment and Reporting
Parents have the opportunity to find out about their child’s learning through a range of means –
• Parent Information Evenings
• On-going discussion with Guidance teachers
• Open evenings
• Meet the Year Head events
• Folio work
• Pupil Profiles

Pupil reports are sent home to parents, who have an opportunity to comment on these. In addition, of
course, parents are welcome to contact the school at any time to ask for information or for an
appointment to consult with the Guidance teacher or Year Head.

How will my child’s work be assessed and reported?
The school has a policy on assessment and reporting which reflects the principles of assessment in
line with Curriculum for Excellence and stresses the close relationship between assessment and
effective learning and teaching. The policy also emphasises the importance of reporting information in
a way which enables it to be acted on by pupils, staff and parents.

In the Broad General Education (S1 – S3), work is assessed in line with Curriculum for Excellence
levels and is judged as being bronze, silver or gold within each of the levels. Each assessment
judgment is used to give an overview of a pupil’s performance in the key skills within each of the
curriculum areas and subjects. Reports are issued to parents four times throughout the academic year
and give an overview of performance in each of the key skills, as well as comments on a pupil’s
progress and attitude to learning. In the final report, there is also a detailed comment about literacy,
numeracy and health and wellbeing. Each year group has one parents’ evening where appointments
can be made via an online appointment system.

In the Senior Phase (S4 – S6), four reports are issued at key points in the academic year which give
an overview of targets in each subject, information about progress and attitude to learning, as well as
performance in assessments throughout the year. Pupils regularly discuss their progress with their
teacher and record their discussion in a subject profile. They then reflect on their progress during their
time in health and wellbeing. Each year group has two parents’ evenings where appointments can be
made via an online appointment system.

There are also a series of Information Evenings at key points in the school year where senior staff will
be on hand to explain issues relation to particular year groups of the school as a whole.

Section 4: Support for Pupils

Getting It Right for Every Child (GIRFEC)
Taking care of our children's well-being and making sure they are alright - even before they are born -
helps us ensure the most positive outcomes for them later in life. It gives them the potential to grow up
ready to succeed and play their part in society. Getting it Right for Every Children (GIRFEC) is the
Scottish Government’s approach to improve children’s services. The wellbeing of all children and
young people is at the heart of GIRFEC. Services must work together with children, young people and
their families to provide quick and effective support when it is needed The children and Young People
Act (Scotland) 2014 will mean key parts of GIRFEC become law in 2016.

The Getting it Right approach looks at eight areas of 'well-being'. These are recognised as areas in
which children and young people need to progress in order to do well now and in the future. They
allow those responsible for the care and support of children - including members of their own families
- to look at a situation in a structured way that will help them identify any needs and concerns and
plan with the child and family any action they need to take. The eight well-being indicators are:


The approach gives them a common language and a way to gather information about a child's world,
making sure the child is growing and developing, and has everything they need from the people who
look after them both at home and in the wider community. It also encourages practitioners to think
about who else might need to be involved (for example a teacher might need to contact other
professionals to make sure that an education improvement plan with the child and family was meeting
all the child's needs).

Named Person
Every child and young person will have a Named Person to make sure their wellbeing is promoted
The role of the Named Person in health or education, depending on the age of the child, is to act as
the first point of contact for children and families. Through children and families knowing who to
contact, their access to help is made easier.

Who is my named person?
Your named person can help if you are a child or young person worried about your wellbeing, or a
parent worried about your children/young person’s wellbeing
Stage of child/young person Named Person

Pre-birth – 10 days old Midwife
10 days old – starting school or 5 years old Health Visitor
Primary or Secondary aged Primary – Headteacher or Depute
Secondary – Principal teacher (pastoral)/Pastoral Depute Headteacher

The GIRFEC web pages - http://www.falkirk.gov.uk/services/children-families/policiesstrategies/girfec.aspx- link you to many sources of information relevant to children, young people,
parents, families and practitioners which we hope will allow you to find what you are looking for.
Falkirk Council and its partners are currently working together to embed the role of the named person.
You will be given the name of your child’s named person in due course.

Family Support Service
The Family Support Service is one of the services working to support children and families in Falkirk.
They are based in different areas across Falkirk and linked to localities in each area.

The main aim of the service is to increase the wellbeing of young people and their families. Support is
offered to meet the needs of the young person. The support can be individually with the young
person, with others in the family or in groups.

The pupil, family member, or someone within the school can make a request for assistance and a visit
takes place to discuss the support needed. Thereafter, progress is evaluated regularly with all those

Support is also offered to pupils who may be anxious about moving on to the next stage e.g. pre-five
to primary or primary to secondary. The Family Support Service works with the pupil, parents and
school to ease the anxiety and make the transition more relaxed.

The Family Support service is non-statutory and works in partnership with the family and other
agencies to support young people’s wellbeing when they need the support.

Protecting Children and Young People
All children have a right to be protected from harm, abuse and neglect. The vision of the Forth Valley
Child Protection Committee is that “It’s everyone's job to make sure that children in the Forth Valley
are safe."

Children’s Services have an important role in identifying children who have been abused or are at risk
of being abused.

Falkirk Council has clear procedures for all staff to follow. Headteachers or designated member of
staff are instructed to notify Falkirk Council and Social Work Services when a member of staff has a
suspicion that a child might have been abused or be at risk of abuse.

Social Work Services will make a decision on whether or not an investigation is necessary and will
advise accordingly. In every situation, the welfare of the child overrides other considerations.

Additional Support Needs
As with all local authority schools in Scotland, this school operates under the terms of the Additional
Support for Learning Act (2009) and its accompanying Code of Practice. Further details of the policies
and procedures can be found on the Falkirk Council website:

These procedures have been strengthened through the Children and Young People Act (2104).
Working with other agencies and professionals – for example, Social Work Services, Educational
Psychology Service, National Health Service and parents – decisions are made jointly with parents,
children and young people with regards to the best possible education to meet the needs of the child
within the resources available.

Support for Pupils
Pupils’ additional support needs will be identified and addressed through the Getting It Right For
Every Child processes. This involves close co-operation between the parent or carer, the child and
the staff in school – they are the core part of the Team Around the Child. Others involved in your
child’s education and well-being will also be part of the Team, and will help to complete a rounded
picture of assessment where appropriate. The Team will also draw up and review plans to meet the
needs identified. Their activities are co-ordinated by the Named Person, who is responsible for
ensuring plans are implemented and has an overall picture of the pupil’s progress. You will be told
who the Named Person is for your child when they start school. If you believe your child may have
unrecognised additional support needs, your first point of contact should be the child’s class teacher
or form tutor.

The school makes provision for pupils with additional support needs throughout their education:
- each teacher differentiates the Curriculum for Excellence within their class to provide
educational targets and objectives suited to their age and stage of development
- the school has an experienced Support for Learning Teacher to co-ordinate and organise
support for children
- the school can call on the time of a Support for Learning Assistant for exceptional cases

“In addition, the authority maintains other specialist provision to meet the needs of children
experiencing severe and complex disabilities, sensory impairments, significant and those with
complex social, emotional and behavioural difficulties. This includes some provisions based in
mainstream schools, and there is also a specialist team supporting bilingual and travelling pupils,
those with long-term illnesses, and other children with significant additional support needs.”

Disputes and Resolution in Additional Support Needs
Schools and Early Years facilities do their best to support pupils, and are responsive to the needs of
parents, carers and pupils. Nevertheless, problems may arise, and it is important to deal with these as
soon as possible.

In the first instant it is usually wise to contact the school or nursery directly, and if the matter cannot
be satisfactorily resolved, they may call on the services of some of centrally-based staff – the
Additional Support for Learning Adviser, the Educational Psychologist or the school’s attached Team
Manager. Children’s Services also commission independent mediation through Children in Scotland.
Their services, called Resolve, may be arranged by the Additional Support for Learning Adviser, or
accessed directly by parents on 0131-222-2456.

Parents, carers and children with additional support needs can also seek independent advice and
support through:
- Enquire – the Scottish advice and information Service for additional support for
learning: www.enquire.org.uk, 0345 123 2303
- Scottish Independent Advocacy Alliance; www.siaa.org.uk, 0131-260-5380
- Take Note: National Advocacy Service for Additional Support Needs (Barnados in association
with the Scottish Child Law Centre) www.sclc.org.uk, 0131-667-6633.
- Let’s Talk ASN, c/o Govan Law Centre, letstalkasn@edlaw-org.uk, 0141-445-1955.

Pupil Support Base (PSB)
PSB staff, through multi-disciplinary working with in-school Integrated Team members and external
agencies, seek to develop effective strategies to meet the social/emotional/behavioural needs of
pupils. Support teachers are involved in assisting pupils to access and participate in the curriculum
whilst inter-acting appropriately with their peers and teachers. In-class behaviour support, one-to-one
and small group teaching/support are all features of the PSB. Assistance and support is available for
a variety of reasons. Namely, negative attitudes, lack of motivation, learning difficulties and/or
attention difficulties, disruptive behaviour, disaffection and withdrawal from learning, poor social skills,
loss/bereavement issues, return to school after illness/absences, etc.

Disputes and Resolution
Schools and Early Years facilities do their best to support pupils, and are responsive to the needs of
parents, carers and pupils. Nevertheless, problems may arise, and it is important to deal with these as
soon as possible.

In the first instant it is usually wise to contact the school or nursery directly, and if the matter cannot
be satisfactorily resolved, they may call on the services of some of centrally-based staff – the
Additional Support for Learning Adviser, the Educational Psychologist or the school’s attached Quality
Improvement Officer. Children’s Services also commission independent mediation through Children in
Scotland. Their services, called Resolve, may be arranged by the Additional Support for Learning
Adviser, or accessed directly by parents on 0131-222-2456.

Parents, carers and children with additional support needs can also seek independent advice and
support through:
- Enquire – the Scottish advice and information Service for additional support for
learning: www.enquire.org.uk, 0845 123 2303
- Scottish Independent Advocacy Alliance; www.siaa.org.uk, 0131-260-5380
- Take Note: National Advocacy Service for Additional Support Needs (Barnados in association
with the Scottish Child Law Centre) www.sclc.org.uk, 0131-667-6633.

Educational Psychology Service
Educational Psychologists work in collaboration with teachers, parents and other professionals to
support children and young people with their learning and general development, and to make the
most of their lives, particularly in educational settings.

Every school and pre-five establishment has a link Educational Psychologist who provides
consultation, assessment intervention, training and project work.

The school must obtain the agreement of parents and, where appropriate, the pupil before involving
the Educational Psychology Service.

Placing Requests
As a parent, you have the right to make a Placing Request for your child(ren) to be educated in a
school other than the local school. Applications for Primary 1 and Secondary 1 Placing Requests to
commence school in August will only be accepted following the publication of an advert in the local
press inviting applications in early December.

Every effort will be made to try to meet parental wishes, but you should note that it is not always
possible to grant every Placing Request to a particular school. You should also note that a successful
Placing Request for one child does not guarantee a successful one for another child. A parent could,
therefore, end up with children attending different schools.

Primary 1 children must also be enrolled at the catchment area school on the appropriate Enrolment
Form whilst awaiting the outcome of their Placing Request Application. If the Placing Request is
granted, the child’s enrolment at the catchment school will automatically be withdrawn by Children’s

Placing Requests can only be approved when there are sufficient places remaining in the class after
all catchment area children have enrolled and if staffing and accommodation at the school are able to
meet the numbers of Placing Requests at that school. Children’s Services will also reserve places in a
class for future catchment pupils they expect to move into the area in the following school year.
If more Placing Requests are made for admission to a particular school than places available, these
Requests will be prioritised according to Falkirk Council’s Admissions Policy and requests accepted
and refused accordingly.

If you wish to make a Placing Request, you should complete the appropriate application form (one for
each child involved) and return it to Forward Planning Section, Children’s Services, Sealock House, 2
Inchrya Road, Grangemouth, FK3 9XB. This Form must be completed by the child’s Parent/carer.
Placing Requests for Primary 1 and Secondary 1, commencing in the next school session should be
made by the 15th of March each year for consideration. Responses will be issued no later than 30th

Your Placing Request will be considered against a set of criteria which is set out in the Council’s
priorities for admission.

Any Placing Requests received after the 15th March for Primary 1 and Secondary 1 will not be
considered in the first round of Placing Requests. Parents / Carers will be notified of the outcome of
their request within 8 weeks of receipt.

As soon as a decision has been made, you will be notified of the result. If your Placing Request is
successful, you will be asked to contact the school to establish arrangements for enrolment.
Placing Request Forms are available from the Forward Planning Section, Children’s Services at
Sealock House, all schools, Libraries, One-Stop Shops and on the Falkirk Council website.


Mid-Session Transfers
You may make a Placing Request at any time during a school session. If your child is experiencing
problems at school, you are advised to discuss the matter with the Head Teacher prior to making a
Placing Request. Completing the Application Form does not guarantee a place for your child at your
chosen school. Your Placing Request will only be granted if there are surplus places available at the

Transport for Placing Requests
If a Placing Request is successful, parents will be responsible for the safety and transportation costs
of their child to and from their chosen school.

Section 5: School Improvement

Raising Attainment
Monitoring performance and using the resulting information to secure improvement is an important
part of the work of head teachers, school staff and officers within Children’s Services. Head Teachers
regularly track pupils’ progress at meetings with each teacher to ensure that progress is maintained
and to identify effective strategies progress when necessary.

Standards and Quality Report
Every year each school publishes a Standards and Quality report which highlights the school’s major
achievements and this is available for download on our school website www.larberthigh.com

School Improvement Plan
Again this document is available for download on our school website www.larberthigh.com

Transferring Educational Data About Pupils
Education authorities and the Scottish Government 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 the 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 the Scottish Government itself.

What pupil data is collected and transferred?
Data on each pupil is collected by schools, local authorities and the Scottish Government.
The data collected and transferred covers areas such as date of birth, Scottish Candidate Number
(SCN), postcode, registration for free-school meals, whether a pupil is looked after by his/her local
authority, additional support needs including disability and English as an Additional Language (EAL),
and attendance, absence and exclusions from school. The SCN acts as the unique pupil identifier.

Pupil names and addresses are not passed to the Scottish Government. Your postcode is the only
part of your address that is transferred for statistical purposes, and postcodes are grouped to identify
‘localities’ rather than specific addresses. Data is held securely and no information on individual pupils
can or would be published by the Scottish Government.

Providing national identity and ethnic background data is entirely voluntary. You can choose the ‘not
disclosed’ option if you do not want to provide this data. However, we hope that the explanations
contained in this message and on the ScotXed website will help you understand the importance of
providing the data.

Why do we need your data?
In order to make the best decisions about how to improve our education service, the Scottish
Government, education authorities and other partners such as the Scottish Qualifications Authority
and Skills Development Scotland need accurate, up-to-date data about our pupils. We are keen to
help all our pupils do well in all aspects of school life and achieve better examination results.
Accurate and up-to-date data allows us to:
- plan and deliver better policies for the benefit of all pupils
- plan and deliver better policies for the benefit of specific groups of pupils
- better understand some of the factors which influence pupil attainment and achievement
- share good practice
- target resources better.

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 use of pupil data can be found on the ScotXed
website www.gov.scot/topics/statistics/scotxed

The Scottish Government works with a range of partners including Education Scotland 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 the 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 the Scottish Government.

If you have any concerns about the ScotXed data collections you can email the Senior Statistician,
scotxed@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.

Section 6: Larbert High School Staff

In September 2015, there were 141 FTE members of teaching staff.

Our Teaching Staff & Leadership Structure (at December 2015)


Jon Reid


Senior Leadership Team (SLT)


Depute Rector


Depute Rector


Depute Rector


Depute Rector


Depute Rector


Resource Manager

Leadership Team 
Chris Mutch
Ashifa Naseer
& Paul Rodger
Teaching Team
L Auchinvole
M Buchanan
M Duthie
D Easton
B Hames
R Hamilton
W Henderson
M McAinsh
A McClean
S Rennie
S Stafford
E Wardrop 
A Atkinson
R Breach
A Clayton
L Connelly
D Cornwall
A Denny
C McCusker
H McLaughlin
B McMullen
K Miller
M Morrison
D Smith
E Stewart 
                All Support
Library Staff
SfLA (Core)
SfLA (Adv)