Tom Reade, S5, Standard Grade Portfolio

ARGYLL AND BUTE COMMUNITY SERVICES

COUNCIL EDUCATION

1
 Quality in Education

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

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

Tobermory High School Aims

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

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

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

2
D ear Parents and Carers

This handbook outlines some of

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

CONTENTS

Argyll & Bute and School Aims Inside Learning Support; 18

Cover Extra-Curricular Activities
Contents 3 Attendance and Registration 19

School Information, Calendar 4 Transport; Placing Requests; 20

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

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

Curriculum for Excellence 8 Discipline; Health and Medical Care 24

Learning and Teaching; Assessment 9 Clothing and Kit 25

Standard Grade Choices 10 The Parent Forum and 26

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

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

School Day Open 8.50 am

Interval 10.45-11.00 am
Lunch 12.50-1.45 pm
Close 3.30 pm
Assemblies are on alternate weeks for S1,2,3 and S4,5,6.
Our School Year 2009-2010
Second Term
Our School Year 2010-2011
Re-open Wed 6 Jan 2010 The 2010-2011 school year Staff Development Days
starts for teachers on (no pupils) Mon 14 Feb 2011
Staff Development Day Tues 17 August 2010 Tues 15 Feb 2011
(no pupils) Fri 12 Feb 2010 for pupils on
Thurs 19 August 2010 Spring Break
Mid Term Break Close Fri 1 April 2011
Mon 15 Feb 2010 First Term
Open Weds 19 August 2010 Third Term
Spring Break Re-open Mon 18 April 2011
Close Thurs 1 April 2010 October Break
Close Thurs 7 Oct 2010 Easter Holiday
Re-open Mon 19 April 2010 Staff Development Day Close Thurs 21 April 2011
(no pupils) Fri 8 Oct 2010 Re-open Tues 26 April 2011
May Day Mon 3 May 2010 Re-open Mon 25 Oct 2010
May Day Mon 2 May 2011
Staff Development Day Christmas Break
(no pupils) Mon 24 May 2010 Close Wed 22 Dec 2010 Staff Development Day
(no pupils) Fri 20 May 2011
Staff Development Day
(no pupils) Fri 4 June 2010 Second Term Close Thurs 30 June 2011
Re-open Thurs 6 Jan 2011
Close Wed 30 June 2010 4

Senior Leadership Team
Ms Jenny Des-Fountain
Head Teacher and
Teacher of English
Mr William Baird
Secondary Depute Head
Teacher and teacher of P.E.
Mrs Janice Mitchell
Secondary Depute Head
Teacher and Teacher of
P.E.
Senior Leadership Team’s
Remits
Ms Des-Fountain’s areas of
responsibility include:
staffing
finance
curriculum overview
links with parents
links with primary schools
communications
Mr Baird’s areas of
responsibility include:
timetable and options
curriculum development
ICT overview
health and safety
S4, S5, S6 overview
Mrs Mitchell’s areas of
responsibility include:
integrated pupil support
exam arrangements
staff absence cover
pupil transport
staff development
school events and journeys
S1, S2, S3 overview
Total Staff fte (full time
equivalent): 19.63
KEY
PT = Principal Teacher
T = Teacher
fte = full time equivalent
Staff
Teaching Staff Area Network Support Team
Ms Sarah Anderson Miss Tricia Evans
T, Gaelic Coordinator
Mr John Archbold Mrs Susie Carmichael
T, Art & Design T, Sec Learning Support (0.2fte)
Mr Colin Buchanan Mrs Ishbel MacKinnon
T, Business Studies and ICT Teacher (0.8 fte)
Mrs Shelley Carmichael Mrs Aileen Thomson
PT Humanities (English) Teacher (0.7fte)
Mr John Coyle Mrs Caroline Wood
PT, Technological Activities Teacher (0.4fte)
Faculty (Technical)
Mr Graham Davidson Support Staff
T, Biology and Science
Mr Donald Holmes Miss Ruth Anderson
T, Physics and Science Clerical Assistant (part time)
Ms Lynne Horn Mr Chris Baker
PT, Languages Faculty (French) Technician (0.5 fte)
Mr Gordon John Mrs Heather Beckett
T, History (0.63 fte) ASN Assistant (part time)
Ms Anne Lawson Mr Jeff Cooper
PT Enterprise (Geography) ICT Technician
Mrs Rebecca MacDonald Miss Laura Dennett
T, Mathematics Clerical Assistant (part time)
Mrs Anne Maclean Mrs Louise Dyer
T, Chemistry and Science Technician (0.5 fte)
(0.6 fte) Mrs Mairi Hargreaves
Ms Anne McNaughton Gaelic Auxiliary (12.5hrs)
PT, Creative Arts Faculty (P.E.) Mrs Lucie Howard
Mrs Margaret MacNeilage Classroom Assistant (part time)
T, English/Religious and Moral Mrs Marilyn MacLean
Education Catering Supervisor
Mr Neil McHaffie Ms Yvonne Marjot
PT, Pupil Support (Technical) Clerical Assistant (part time)
Mr Alan Makeham Mr Angus Milne
PT, Sciences and Maths Janitor
Faculty (Maths) Mr Colin Newton
Mr Peter Maries AFA
T, Music Mr Andrew Penny
Janitor
Mrs Sue Penny
Librarian
Mrs Karen Watt
Classroom Assistant (part time)
Teachers work in 5 faculties:
• Creative Arts
• Humanities
• Languages
• Sciences and Mathematics
• Technological Activities
5
 Working with Associated Primary Schools
Tobermory High School is a member of Tobermory High School Ulva Primary School
the Mull and Iona Co-operative, working Primary Department Head Teacher:
with primary colleagues to ensure that we Mr Richard Gawthrope Mrs H Waller
build on primary school achievements Depute Head Teacher: Tel: 01688 500246
when pupils join us in secondary school. Tel: 01688 301000
Lochdonhead Primary
We Dervaig Primary School School
• work together planning the new Head Teacher: Head Teacher:
“Curriculum for Excellence” Mrs J Hogg Mrs A Hickson
• communicate regularly with primary Tel:01688 400227 Tel: 01680 812473
colleagues, including feedback on pupils’
progress in S1 and in national Salen Primary School
qualifications Head Teacher:
• visit associated primary schools Miss M Maclean
• share some Staff Development days Tel: 01680 300348
• plan a week’s induction programme in
June, designed to help pupils to get to Summary of Contact with
know each other and to get to know their Parents and Carers
new school.
Tobermory High School making a phone call to a
aims to develop a genuine particular parent or carer
partnership in education, on a particular matter
Enrolment School Board and Parent
Council working closely We will keep in contact by
Parents and carers offered or seeking a with parents and carers to inviting parents and
•
place in the school are welcome to visit provide all children with thecarers to meetings with
the Head Teacher at any time. Each best possible opportunities. Year Heads, Pupil
year pupils who are transferring from Support or teaching staff
Primary 7 to S1 visit the school in June. Parents and carers are if particular concerns
They start the week by climbing Ben invited to contact the arise,
More as a team building exercise. Then school at any time to • inviting all parents and
they spend three days getting to know arrange meetings or for carers to parents’
each other and getting to know their new discussions with the Head meetings twice each
school. Parents and carers are invited Teacher or other members year,
to visit the school in the morning of of staff. • inviting all parents and
Friday 18th June, when their children will carers to workshops and
show them round the school and they We will keep in contact other sessions on issues
will be able to meet teachers. through notes in the of common interest, e.g.
Student Planner, writing a options in S3 and in S5.
letter, text messaging or • through our newsletter,

Community Links
We welcome involvement in the school from
parents and members of the wider community.
Each year:
• our S4 pupils have a week’s work
experience with local businesses.
• visiting speakers from the island community
enrich pupils’ learning,.local business
people offer our pupils help with interview
techniques.
• adult learners are welcome to join classes -
for example, Higher English. Ben Reade, S5, Standard Grade Portfolio
6

Reports on pupils’ progress are
an important form of
communication between home
and school.
Parents and carers receive
written reports twice during the Meetings
school year.
In the first term, the interim
report provides a brief review of subject teachers, twice each
pupils’ progress. Pupils’
personal targets for
improvement are discussed with Parents and carers are invited to documents must be sent to all
teachers throughout the year
and recorded in jotters or
planners.
Home learning is an important
part of the school work at
Tobermory High School. All
pupils have been issued with a
student planner in which to
record home learning.
Teachers help pupils learn how
to learn. Quality home learning
tasks support this.
Learning is a life-long skill. It is
essential that students learn
how to plan independent study.
Kelly Gibbons, S5, Standard Grade Portfolio
Reports to Parents and Carers
The achievement report is much and our newsletter “THS Press”
fuller. Teachers comment on prints a reminder of important
progress and achievement in all dates.
the important areas of study
covered by the subject. In addition to the above, the
standard in Scotland’s Schools,
etc. Act (2000) requires schools
Parents and carers are invited to to produce annual development
to come to school to discuss plans and standards and quality
reports and progress with reports. These reports must be
made available to persons
year. wishing to see them and, in
addition, summaries of both
these meetings by letters sent parents and carers.
home with pupils. An annual
calendar of these meetings is
published early in the session,
Home Learning or Homework?
Home learning can take many As pupils approach Standard
forms Grade examinations, it is
• revision: preparing for an expected that they will take
exam increasing responsibility for their
• written exercises: set by own programme of work.
teacher
• project work: part of long term The most important thing
work parents and carers can do is
• reading: continuing a text simply to take an interest in your
started at school or purely for child’s work. The school
pleasure recognises that for some pupils,
• research: where information long journeys create a
requires to be gathered lengthened school day and we
• practising practical skills rely on parents to let us know
• finishing off or extending work (through planners) if their
started in class. children face an over-heavy
burden of home learning.
Student Planners
Student planners are
provided to help pupils to
plan their study time and to
allow parents/carers and
teachers to monitor work.
Teachers check planners
each week. We would
appreciate it if parents/carers
could discuss and sign them
on the agreed evening each
week.
7
 Curriculum for Excellence
Bringing learning to life and life to learning
Curriculum for Excellence is now Curriculum for Excellence potential. There will be new
being introduced across balances the importance of qualifications for
Scotland for all 3-18 year olds, knowledge and skills. literacy and numeracy and from
wherever they learn. It aims to 2010-2013, new National 4 and
raise standards, prepare our Every child is entitled to a broad 5 qualifications from 2013/14.
children for a future they do not and deep general education, Our well regarded Access,
yet know and equip them for whatever their level and ability. Highers and Advance Highers
jobs of tomorrow in a fast Every single teacher and will be updated to take account
changing world. practitioner will be responsible of and support the new
for literacy and numeracy - the approaches to learning and
Curriculum for Excellence language and numbers skills teaching.
enables professionals to teach that unlock other subjects and
subjects creatively, to work are vital to everyday life. There is personal support to
together across the school and help young people fulfil their
with other schools, to share best It develops skills for potential and make the most of
practice and explore learning learning, life and work to help their opportunities with
together. Glow, Scotland’s young people go on to further additional support wherever
unique, world-leading, online study, secure work and navigate that is needed. There will be a
network supports learners and life. It brings real life into the new emphasis by all staff on
teachers in this and plans are classroom, making learning looking after our children’s
already in place for parents relevant and helps young people health and wellbeing - to
across the country to have apply lessons to their life beyond ensure that the school is a place
access to Glow. the classroom. It links where children feel safe and
knowledge in one subject area secure.
Teachers and practitioners will to another, helping children
share information to plan a understand the world and make Ultimately, Curriculum for
child’s “learning journey” from connections.. It develops skills Excellence aims to improve our
3-18, helping their progression so that children can think for children’s life chances, to
from nursery to primary, primary themselves, make sound nurture successful learners,
to secondary and beyond, judgments, challenge, enquire confident individuals, effective
ensuring the change is smooth. and find solutions. contributors and responsible
They will ensure children citizens, building on Scotland’s
continue to work at a pace they There will be new ways of reputation for great education.
can cope with, and with assessing progress and
challenge they can thrive on. ensuring children achieve their

Juicing for health, Health Day, September 2009

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

Assessment In S1 and S2, pupils study

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

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

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

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

(Example) S3 OPTION SHEET

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

NAME_________________________________________________

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

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

Please return this form to your register teacher

Parent’s signature ___________________________Pupils___________________________

10

Courses and qualifications in S5
and S6 aim to:
• improve opportunities for all
pupils
• help pupils achieve more skills
and qualifications
• develop skills for work and
further education that are
useful throughout life
• provide different types and
levels of qualifications suitable
for students with special
educational needs as well as
those preparing for university.
Pupils who achieve Credit
passes at Standard Grade
(Example) S5/6 OPTION SHEET
Tobermory High School
Name
1 2
English Maths
Creating a Hospitality
Business
Please indicate your choice of subject from each column in the boxes below.
1 2
Courses in S5 and S6
usually continue to take Higher
Level courses, but there are Parents and carers are invited
also Intermediate Level courses to attend meetings, usually in
for pupils who achieve General March, to discuss option
or Foundation passes at choices for S5 and S6.
Standard Grade. These
“pathways” allow some pupils to
achieve Higher over two years
or go on to progress from
Intermediate level at college.
When HMI inspected the
school in 2005, they
Enterprise courses such as judged the
“creating a business” aim to provision for curricular and
provide a more vocational vocational guidance to be
approach for pupils of all excellent.
abilities in S5/6.
S5/6 Option Form
Class
3 4 5
Biology Geography PE
Physics History Music
Practical Chemistry Gaidhlig
Craft
Gaelic Art French
Admin Graph. Com
Enterprise Hospitality
3 4 5
11
 School Leaver Destinations 2008-09
No of leavers in % Full-time % Full-time % Training %Employment %Other %Not Known
2008/2009 Higher Further
Education Education
TOBERMORY HIGH 40 16 0 36 8 0
(25)
ARGYLL AND BUTE 39 21 3 24 12 0
(972)
NATIONAL DATA 35 27 5 19 13 1
(53532)

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

S3 Andy Goldsworthy art project, July 2009

Estimated S5 January roll as a percentage of the S4 roll

in September of the previous session

2006-07 2007-08 2008-09

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

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

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

Public Examination Results: Analysis

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Scottish Islands Peaks Race, May 2009

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

When does bullying happen?

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

What do we do about it?

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

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

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

What will happen?

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

1. Your teacher can help you work out how to

defend yourself against bullying; what to say and do.

OR

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

OR

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

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

Argyll and Bute 73 79

Consortium* 67 **

Writing School 90 84

Argyll and Bute 60 58

Consortium* 54 **

Mathematics School 76 90

Argyll and Bute 69 64

Consortium* 63 **

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

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

Tobermory High School

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

MINIMISING ABSENCE
Absence recorded Absence recorded
(2007/2008) (2008/2009)
Average number of half days Average number of half days
absence per pupil absence per pupil
TOBERMORY HIGH 25.1 23.8
ARGYLL AND BUTE 29.9 29.0
SCOTLAND 34.9 34.2
17

Any pupil may experience
difficulties in some context, at
some time in their education.
Some pupils have special
educational needs, which may
include a range of physical and
sensory disabilities, intellectual
impairment or a combination of
these. Pupils who are
exceptionally able also have
special educational needs.
In line with the policy document
“Every Child is Special”, we aim
to ensure that:
“all children have access to the
widest possible educational and
social opportunities. In
considering appropriate
provision, attention should be
given to access to as normal an teaching situations in the
environment as possible. Also,
children have a right to provision teacher;
and resources necessary to
make their experiences
appropriate, educationally and
socially.
Extra Curricular Activities
And Clubs
Teachers, staff and local
volunteers and organisations
work with pupils at lunchtime
and after school activities.
Details are publicised on the
pupil noticeboard.
In 2009, clubs at lunchtimes
included:
Badminton
Basketball
Chess
Choir
Cross Country
Dance
Fitness
Library
Music
Netball
News
Physics
Support for Learning
Learning Support Teachers from
the Area Network Support Team
work with school management
and staff to meet the needs of
all pupils. The team supports
the school by:
• helping subject teachers to
match the curriculum to the
pupils’ learning needs;
• offering
advice to subject
teachers and management on
programmes of work,
assessing pupils’ needs and
suggesting strategies to
support pupils;
• supporting pupils with learning
difficulties individually, in small
groups, or in cooperative
classroom with the subject
• raising self esteem of pupils;
• working with parents and
After school clubs included:
Badminton
Basketball
Dance
Drama
Football
Netball
Physics
Rugby
Trampolining
Pupils are also encouraged to
participate in sport, concerts
and performances within the
wider community, eg: rugby,
golf, athletics, sailing, music
and drama.
carers on individual
educational programmes for
pupils with special education
needs, and giving regular
feedback on pupils’ progress;
• working collaboratively with
subject teachers and
management and outside
agencies which serve the
school, e.g. the educational
psychologist, the speech
therapist and hearing
impairment specialist.
Obanmory U-15 rugby team at
the Scottish Bowl final
Home and Away
Competitive games of rugby
and other team games are
arranged as often as possible
with other school teams. Each
year, pupils are encouraged to
participate in the Sports Hall
athletics competition organised
by the Mid Argyll Athletics club,
which creates an opportunity to
complete to UK national level.
18

Section 30 of the 1980
Education Act lays a duty on
every parent of a child of “school
age” to ensure that their child
attends school regularly.
Attendance must be recorded
twice a day, morning and
afternoon.
Regulation 7 of the Education
(School and Placing
Information) (Scotland)
Amendment, etc, Regulations
1993 requires each child’s
absence from school to be
recorded in the school register
as authorised, that is approved
by the Authority, or
unauthorised, that is
unexplained by the parent
(truancy) or temporarily
excluded from school.
Every effort should be made to
avoid family holidays during
term time as this both disrupts
the child’s education and
reduces learning time. Family
holidays during term time are
now categorised as
unauthorised absence. In very
exceptional circumstances a
family holiday may be
categorised as authorised if it is
Secondary School Attendance and Absence
School Year 2008-2009
Stage Total number Authorised Absence %
possible
attendance (pupil
half days) Tobermory Argyll Scotland Tobermory Argyll Scotland
High
S1 10893 4.9
S2 11101 4.3
S3 10938 5.3
S4 9724 5.5
S5 11637 6.9
S1-5 54293 5.4
Attendance and Registration
judged to be important to the
well-being and cohesion of the
family, following serious or
terminal illness, bereavement or
other traumatic events.
Parents and carers may
request that their children be
Family
permitted to be absent from holidays percentages based on a number
school to make an extended
during term time of pupils under any particular
visit to relatives. are now
Only written requests detailing
categorized as
the destination, the duration and inserted in place of the figures.
the provision thatunauthorized
will be made
for their continuing education
absence.
will be granted and the pupil
noted as an authorised
absentee in the register.
Clearly, with no explanation
from the parent, the absence is
unauthorised.
Please do phone us or send a
note if your child is likely to be
absent for some time and give
him/her a note on his/her return
to school confirming the
absence.
S5/6 students must complete a
“self-certified absence form”
unless they prefer to bring a
note from their parents to
explain any absences.
and Bute High and Bute
5.3 5.6
6.1 6.5
7.0 7.5
7.6 7.3
7.5 6.6
6.7 6.7
Absence rates are calculated as
a percentage of the total
number of possible attendances
for all pupils of the school in the
stage shown, each morning and
afternoon of each school day
being a separate possible
attendance. Where figures or
heading is between 1 and 4 no
information is given and *** is
Adults attending day school
classes are excluded.
The Authority’s and Scotland’s
figures include all education
authority and grant-aided
secondary schools, but exclude
all special schools.
In an Emergency
When a pupil has to be taken or
sent home for medical reasons
during school hours, or in an
emergency has to be taken for
X-ray or examination by a
doctor, parents will receive an
explanatory note with a tear-off
slip to send in when the pupil
returns to school.
Unauthorised Absence %
0.5 0.4 1.2
0.5 0.7 1.7
2.7 0.9 2.4
0.5 1.0 2.8
0.2 1.0 2.3
0.9 0.8 2.1
19

The Education Authority has a
policy of providing free transport
to secondary pupils who live
more than three miles from their
local school by the recognised
shortest walking route. Parents
and carers who consider they
are eligible should obtain an
application form from the school
or Education Office. These
Transport
forms should be completed and
returned before the end of
February for those pupils
beginning school in August to
enable the appropriate
arrangements to be made.
Applications may be submitted
at any time throughout the year
but may be subject to delay
whilst arrangements are made.
The appropriate Head of Service
has discretion in special
circumstances to grant
permission for pupils to travel in
transport provided by the
Authority where spare places
are available and no additional
costs are incurred.

Pick-up Points Placing Request

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

Secondary School Running Costs 2008- 2009

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

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

AVERAGE

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

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

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

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

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

School’s Catering Service

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

FILLED ROLLS AND SANDWICHES

A selection of fresh filled rolls and sandwiches from £1.00

TOASTED SANDWICHES
A variety of toasted sandwiches £1.00

SALAD DISH 1.40p

SNACKS
A variety of freshly prepared snacks from 90p

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

THE TRADITIONAL MEAL

A freshly prepared traditional main course £1.40p

Soup and crusty roll 65p

Vegetables 12p

Potato 15p

A hot or cold dessert 45p

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

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

Religious and Moral Education

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

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

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

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

Tobermory High School

Code of Conduct

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

Use school time to learn how to work with others.

Remember that smiles are infectious. Bring a positive

attitude with you to school.

C lean! Use litter bins.

Look after your school resources: Tobermory High School is

an EcoSchool: “Growing our future”.

H appy! Feel confident to ask questions.

Talk to someone if you feel unhappy or under pressure.

Make sure everyone has fun by keeping your behaviour

under control.

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

Bring the equipment you need to learn.

Take responsibility for your own belongings.

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

Aim high for yourself.

Respect other people’s rights to be themselves.

L earning! Concentrate on your work in class.

Follow up lessons with personal study.

Use breaks to socialise and remember your friends are there

to learn in lessons.

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

Teambuilding on Health Day

Medical and Health Care

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

The main aims of the Act are to :

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

Parent Forum Parent Council

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

S3 visited the Tobermory War Memorial on Armistice Day 2009

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

S2 trip to Loch Eil Outward Bound Centre

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

Employment of Young People 13-16

Regulations operate under the Children and Young Persons Act

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

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

S3 spent a week in Paris and Northern France in

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

Paris and Ypres

S 2 pupils spent a week at the Outward

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

In September, Health Day involved all pupils in

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

Health Day Activities

30
 More Highlights

Obanmory under-15s (combined Tobermory

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

T he Parent Council summer fair in June

raised £1700 for school funds.

E uropean Day of Languages was as popular as

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

Duke of Edinburgh bronze award trainees

European Day of Languages

31
 More Highlights

I n June 2009, eighteen members of S6

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

A fter consultation with pupils and

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

O ur guest of honour at the Celebration

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

A t Equal Futures Conference pupils and staff,

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

Glossary of Terms Used in Handbook

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

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

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

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

Why do we need your data?

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

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

Data policy

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

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

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

Your data protection rights

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

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

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

Want more information?

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

Lydia Geall, S5,

Standard Grade
Portfolio

School Plan

35