2018 – 19
All information in this handbook is correct as of 30 November 2018
Welcome to Kinneff School
We take pride in the fact that this is a happy and industrious school where pupils and staff are valued and treated with respect, and where the individual needs of all pupils are effectively met. Because research shows children learn best when home and school work together, we feel it is important for parents to understand the aims and organisation of the school and also to feel part of the school. We are eager to foster a good relationship between home and school, thereby enabling every child to derive maximum benefit from his/her education.
Our handbook explains what you can expect of the school and what the school expects of you in the way of partnership, help and support. We hope you will find it useful.
We look forward to a long and happy association with you and your child(ren) over the forthcoming years. In the meantime, please do not hesitate to contact us should you have any further questions. We will be extremely happy to help.
Melanie Fowler, Head Teacher
School Contact Details
|Melanie Fowler Telephone: 01569 750234
Kinneff School Email:firstname.lastname@example.org
Kinneff Website: email@example.com
By Montrose Parent Group: firstname.lastname@example.org
Adverse weather and emergency closure
Information Line 0870 050 6222, then 02 2030
(Please do not use this line to leave messages for the school.)
The Context of the School
Kinneff School is a non-denominational school, presently with a role of 15 pupils.
The catchment area is the village of Kinneff and the surrounding rural area. A map showing the school zone/catchment area can be found in the Appendix Section.
Devolved budgets are managed in accordance with authority guidelines in order to support planned improvements in the school.
Staff, pupils and parents at Kinneff School demonstrate a commitment to continual improvement, all of whom respond well to opportunities to reflect on the work of the school and to make suggestions for school improvement. For example, all have recently worked well together to review the school’s vision, motto and values, as well as its approach to improving means of reporting and the quality of learning and teaching. Staff always contribute willingly and effectively in reflective discussions to identify the school’s priorities for improvement.
As a result of this, they have a sound awareness of the school’s priorities for improvement and understand their responsibilities in implementing these priorities effectively. Staff are highly motivated and committed to Career-Long Professional
Learning, (CLPL), to enhance their own practice and maximise impact for learners.
The staff are reflective practitioners and able to identify their professional strengths and identify professional learning needs. They engage well with the General
Teaching Council’s Professional Standards and commit fully to reflective professional dialogue during collegiate discussions and activities.
Parents are very supportive of the school and show a strong commitment to working in partnership with us, for example in running football, badminton and gardening clubs, helping on school trips and assisting in the preparation of resources. We are fortunate to enjoy the support of an active Parent Group.
The School Day
9.00 am – 10.30 am: Class Time
10.30 am – 10.50 am: Morning Break
10.50 am – 12.15 pm: Class Time
12.15 pm – 1.15 pm: Lunch
1.15 pm – 3.15 pm: Class Time
Our Staff Team at Kinneff School
Mrs Melanie Fowler, Head Teacher, Full-Time
Mrs Sarah Phillips, Class Teacher, Primary 1 – 7, Full-Time
Mrs Moira Smith, Core Class Teacher – Wednesdays
Mrs Shona Gray, Additional Support for Learning Teacher – Wednesdays, am
Mrs Moira Begg, Pupil Support Assistant – Mondays, Tuesdays,
Wednesdays & Thursdays
Mrs Karen Taylor, Pupil Support Assistant – Mondays & Wednesdays
Mrs Wendy Dalling, Pupil Support Assistant – Fridays, pm
Mrs Lisa MacLeod, School Administrator – Mondays, Tuesdays, am & Fridays
Mrs Catherine Morrison, Admin Support Assistant – Wednesdays & Thursdays
Ms Sarah Main, School Cleaner
Mr Richard Kalitski, School Janitor, 2 hours per week
Miss Lynne Smith, School Cook
Our School Vision: Working Together, Learning Forever!
At Kinneff School our vision is to work together to be an inclusive and nurturing learning community where we aspire for everyone to be the best they can be. Together, we encourage each other to have a culture where we flourish and grow. This is embodied in our school motto, “Working together, learning forever!
The School Values that Underpin our Work
O wnership of learning
W illingness to succeed
T rusting relationships
H igh expectations
What do we Aim to Achieve for our Pupils?
- to ‘Get it Right for Every Child’ by working in partnership with children, parents/carers, other agencies and our local, national and global community to promote learning in an active, relevant and engaging way.
- to sustain a welcoming, positive ethos which promotes high-quality learning, health, wellbeing and respect for all, where individuals feel secure, nurtured & included and where social & cultural diversity is celebrated.
- to promote our shared vision, values and aims, establishing a culture of self-evaluation where members of our school community, at all levels, are empowered to reflect, ensuring continuous improvement as we strive for excellence.
- to engage pupils and staff in high-quality learning that will enable our pupils to develop confidence, perseverance, resilience, and a growth mind-set, nurturing the emotional, physical and mental health and wellbeing of all.
- to encourage respect for the environment, an understanding of what we can do to protect it and an awareness of sustainability.
- to inspire our learners to be aspirational, to try new things, to challenge themselves, to be innovative and to develop a committed approach to learning where exploration, independence, curiosity, critical thinking and creative thinking is encouraged.
- to be a fully inclusive learning community where all learners are inspired to have high expectations and a desire to be the best they can be, becoming responsible, independent and respectful young people, and developing the skills, knowledge and attributes needed to embrace the world in which we live, thereby becoming responsible citizens, effective contributors, successful learners and confident individuals.
Effective Contributors have:
- an enterprising attitude and can engage with others, using their initiative to create and develop ideas collaboratively.
- resilience and self-reliance and can communicate their ideas and opinions in a range of settings.
Successful Learners have:
- enthusiasm, are motivated to learn and determined to reach high standards of achievement.
- an openness to new thinking and ideas.
Confident Individuals have:
- self-respect and secure values and beliefs
- a sense of physical, mental and emotional well-being, and are confident about tackling new challenges.
The Inclusive and Nurturing Ethos
Supportive, nurturing relationships characterise the school and children benefit from high quality care and support. Children are patient, caring and very good at including one another, reflecting the nurturing approach of all adults in the school. The school has an inclusive culture. It is clearly understood that it is everyone’s right to feel safe, valued and included. In a recent whole-school school survey almost all pupils reported they felt safe and cared for in the school and the playground.
Through working in partnership with parents, the local community and support agencies, we forge positive and trusting relationships and therefore a respectful, safe, happy and nurturing learning context, where our learners are inspired to explore, dream, discover and shine. Our school values also enable us to create a climate conducive to learning and underpin all that we do at Kinneff School, where we believe it is important learners are offered every opportunity to flourish and grow.
Within Kinneff School, we aim to provide a curriculum that is both inclusive and ambitious for all – a curriculum which is both academically challenging and also provides opportunities to develop skills for learning, life and work.
Our curriculum will be based around the four capacities of Curriculum for Excellence – to ensure our pupils are successful learners, confident individuals, effective contributors and responsible citizens. Our curriculum will also reflect the principles of curriculum design to ensure breadth, depth, personalisation & choice, challenge & enjoyment, progression, coherence and relevance. Therefore, we will have a curriculum which we will adapt continuously over time to meet the needs of our pupils.
Following the principles of Curriculum for Excellence, achievement of children and young people is celebrated in its broadest sense. This means looking beyond formally assessed learning, to also recognise activities like volunteering and participation in arts, sports and community-based programmes. This approach complements the nurturing and aspirational outcomes of Getting It Right for Every Child, and our aim in Aberdeenshire to overcome inequality by Raising Attainment for All, promoting Equity and Excellence in schools, and Closing the Gap. Further information on the school’s approach to Curriculum for Excellence including information for parents, can be found on the school website at: email@example.com
Development of Spiritual, Moral, Social and Cultural Values
The Development of Pupils’ Values
In our school we are committed to providing appropriate opportunities for the
development of pupils’ spiritual, moral, social and cultural values through both the
ethos and the curriculum. This will be undertaken in partnership with parents and will
take account of the individual needs of pupils and the views of parents. Our school
welcomes and encourages diversity and individuality, while emphasising our
common commitment to moral values such as honesty, respect for others,
compassion and justice. It is a fundamental principle of our school that all who are
involved in the life of our school has the right to be respected as individuals and carry
the responsibility to act in a considerate and respectful manner towards others.
We implement the Council policy for Equal Opportunities and ensure that all pupils
have access to the full range of educational experiences available within the
resources of the school. We are firmly committed to the elimination of any form of
discrimination on the grounds of age, race, religion, gender, sexuality or disability.
See Aberdeenshire Council Policy at:
Religious and Moral Education
Throughout the school there are opportunities for pupils to learn about aspects of
Christianity, other world faiths and to reflect upon their own moral standpoint in
relation to world issues. During weekly whole-school assemblies, we encourage
awareness of matters of a cultural, social and moral nature.
We aim to develop in our pupils an ethos of tolerance, understanding and respect for
the beliefs and customs of others.
The school is committed to supporting the development of its pupils as whole people
and as a result, wish to encourage their development in moral, social and cultural
The key human aspects of learning are supported by:
- creating an 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
- ensuring staff and adults within the school provide positive models for pupils.
- arranging regular gatherings of the school 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 moral, social
and cultural development.
- providing opportunities within the curriculum to advance personal and social
- 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
- providing a programme of moral education.
- taking every opportunity to acknowledge, value and appreciate the various cultures
and heritage of our pupils and to encourage them to appreciate and value the
cultures and heritage of others including visits by representatives of other beliefs or
Mrs Elaine McKibben, Minister at Catterline Community Church, visits Kinneff School
on a monthly basis and supports us in facilitating the Health and Well-Being
curriculum, as well as Religious and Moral Education.
Parents wishing to exercise their right to withdraw their child from Religious and
Moral Education should contact the Head Teacher so that acceptable alternative
arrangements can be made.
Relationships, Sexual Health & Parenthood
The following Aberdeenshire Council information guidance is followed by the school
in providing appropriate learning experiences with regard to relationships, sexual
health and parenthood. This is part of the health and wellbeing curriculum. Sex
education can be defined as a lifelong process whereby children and young people
acquire knowledge and skills, and develop beliefs, attitudes and values about their
sexuality and relationships within a moral and ethical framework. Children learn
about relationships, sexual health and parenthood from a wide range of sources
including formal education, parents and families, friends and the media.
Key learning themes from Primary 1 through to Primary 7 are as follows:
Primary 1 – Primary 4
Friendships and relationships
Carers and people who look after us
Respect and appropriate behaviour
Similarities and differences
The growing body and body parts, (correct terminology)
Primary 5 – Primary 7
Wide ranging friends and relationships
Health and wellbeing of others
Respect and appropriate behaviour
Puberty and personal hygiene
Looking after a baby
Role of a parent/carer
These areas are not taught in isolation but are included across many areas of the curriculum.
We are fortunate that Kinneff School’s parents/carers are very supportive of the staff and pupils and we have many volunteers eager to help with our extra-curricular activities. We have an active group of parent helpers who assist with a variety of activities, i.e. Catkins Badminton Club, Catkins Football Club, Catkins Running Club, educational trips and our Gardening Club. We encourage all pupils to participate in any of our extra-curricular activities. Please do not hesitate to contact the school should you like any further information. If you wish to become involved in any of the activities or have a talent you can share, please let us know. We are always very appreciative of any help offered.
Please do not hesitate to contact the school should you like any further information. If
you wish to become involved in any of the activities or have a talent you can share, please let us know. We are always very appreciative of any help offered.
The Scottish Government has introduced a policy ‘Language Learning in Scotland: A 1+2 Approach’. Children are growing up in a multilingual world and to allow them to take their place as global citizens, they need to be able to communicate in many settings. This approach entitles every child and young person to learn two languages at school in addition to their mother tongue language.
At Kinneff School the first foreign language will be French. This language will be learned from Primary 1 at Kinneff School through to Secondary 3 at Mackie Academy.
If you would like your child to access Gaelic Medium Education, and they have not yet started to attend a primary school, you can make a request for an assessment of need for Gaelic Medium Primary Education, (GMPE). For more information, please go to:
The parent or carer of any child or young person can make a request for their child to attend to any school which offers GMPE. This will enable your child to be taught by specialist staff. As there are currently no schools in Aberdeenshire which have GME provision learners are transported to school in Aberdeen City.
Further information on the school’s approach to Curriculum for Excellence including information for parents, can be found on the school website at: firstname.lastname@example.org
More general information on Curriculum for Excellence and the new Qualifications can be found by clicking on the hyperlinks below.
Policy for Scottish Education:
Early Learning & Childcare:
Broad General Education (Pre-School – S3):
Senior Phase and beyond (S4 – 16+):
Pupils move through the curriculum at their own pace. A wide range of assessment techniques are used in school depending on what is being assessed and the reason for the assessment e.g.
- Observation of what the pupils “say”, “write” and “do”.
- Self and peer assessments
- Marking of class work and other individual/class assessments
- Ongoing tracking and monitoring procedures in school
- Scottish National Standardised Assessments, (P1, P4, P7 and S3).
Progress will be evidenced using a variety of approaches that best reflect the learning that has taken place and will track the skills that your child or young person is developing.
Assessment is ongoing throughout the Broad General phase and is a continuous process which influences the goals set for your child. As part of assessment, each year children and young people in Primary 1, Primary 4, Primary 7 and Secondary 3 will participate in the Scottish National Standardised Assessments (SNSA). These national assessments are completed online and provide teachers with immediate feedback on each child or young person’s progress in literacy and numeracy. Children and young people do not have to prepare or revise for the assessments, which take place as part of normal learning and teaching. The assessments do not have any pass/fail mark and the results are used to help teachers plan the next steps in learning for each child/young person. Further information on SNSA is available at
The results of children’s achievements are discussed with them regularly so that they are involved in taking responsibility for their own learning. This may take the form of oral discussion and/or written comment. In this way, it is hoped to assist the pupil identify what has been learned and the next steps to their learning. Children regularly set targets in their work.
Parents will be informed of progress through:
- through pupil profiles/learning logs
- through parent consultation evenings and other meetings
- through curriculum/learning events/parent workshops
- through open afternoons/evenings
- Spring, Summer and Autumn pupil progress reports
- Individual Education Plans and associated documents.
Parents and carers are encouraged to contact the school at other times throughout the year to discuss their child’s progress.
Secondary schools: Assessment & Reporting in the Senior Phase (S4-S6)
In the Senior Phase pupils embark on the National Qualifications.
As pupils enter this phase, they are set an aspirational target grade for each subject they are studying. This forms the basis for learning conversations between staff and pupils to discuss progress and identify next steps. This is shared with parents/carers through TRACKING Reports.
Further Information on Assessment, Reporting & Profiling can be found on Parentzone:
We understand that transitions at Primary 1 and Secondary 1 stages can be anxious
times for parents and pupils. At Kinneff School we have arrangements in place to
support transitions and these are outlined below.
Transfer to Primary 1
In order to support and ease transition into Primary 1, we arrange a series of
induction events/meetings for you and your child. These events are planned to allow
you and your child to become familiar with the school building, to meet staff, to meet
with the other children, including your child’s buddy, and to find out about life in
school and what you can do to support your child’s transition into Primary 1. The
induction process starts in your child’s pre-school year, with Primary 1 staff arranging
to visit your child in their pre-school setting wherever possible in order to begin to get
to know your child. Induction meetings are arranged for parents in May and June in
order to share information about starting school and how you can help your child at
home. This is also an opportunity for parents to meet their child’s teacher and to ask
any questions or share any information. At these induction meetings, parents are
issued with a range of materials designed to support children’s learning at home and
parents are asked to complete a range of forms to gather information about, for
example, your child’s medical needs, contact addresses, additional support needs.
Parents are also invited to join their Primary 1 child for a school lunch. Information
communicating details of Primary 1 induction arrangements along with dates will be
communicated directly to the parents of Prospective Primary 1 pupils around April.
Transfer to Secondary Education
Most children from Kinneff School attend Mackie Academy in Stonehaven.
(Telephone Number 01569 762071).
Kinneff School is part of the Stonehaven Community Schools’ Network. An induction
programme for Primary 7 pupils is in place to help ease the transition
into Secondary 1. Primary 7 pupils spend three days at Mackie Academy towards
the end of the summer term. Further information is communicated to parents about
the induction calendar for secondary school in January. Parents also have the
opportunity to visit Mackie Academy where information will be shared and questions
can be asked.
Liaison between Kinneff School and Mackie Academy is very good. During the
Primary 7 year, pupils have many opportunities to join with Primary 7 pupils from the
other Stonehaven schools. Transition art projects, sports festivals, trips, invites to the
academy pantomime and other ad hoc activities are arranged for Primary 7 pupils to
get together. Information about our Primary 7 pupils is shared with guidance staff at
the academy to help support appropriate continuity of education. Parents are
welcome to attend these information sharing meetings, especially when additional
support has been provided previously. Mackie Academy staff also visit our pupils in
Kinneff School where information is shared and questions can be asked. Where
parents opt to send their child to any other secondary school, (following the granting
of placing requests), Aberdeenshire School supports any alternative transition
arrangements wherever possible. Please note, placing request forms are available
from the school.
Please be assured there are always opportunities for parents to meet their child’s
teacher(s) and the Head Teacher, and to ask any questions or share any information
about your child’s needs which will help support them through any transition.
Visit Parentzone for more information about transitions:
All parents should submit an application form for their child, to the nursery of their choice during the admissions period. The application form can be found here:
New entrants to Primary 1 are enrolled early in the calendar year for entry to school in August. This is for children who will be five on or before the school start date in August. Those that have their fifth birthday between the August start date each year and the end of February the following year, may also be admitted. Go to:
For all advice and information on placing requests and guidance on school catchment/zones go to:
Your child would normally attend a school within the school catchment area (zone) close to where you live. However, you can request that your child attends a school in another zone (out of zone). Please follow the links for more info:
As part of the curriculum, pupils will develop skills for learning, life and work. More detail about these key skills can be found using the link below:
Throughout their time in school, from Early Years onwards, all pupils will have an opportunity to engage with employers, through experiences like workplace visits, career talks, employability events and courses, work experience and curriculum- based activities. They will also have the opportunity to learn about further and higher education, and the work done by training providers, as well as different career pathways into employment.
In Secondary 4 – 6, pupils will be given the opportunity to study for vocational qualifications alongside the more traditional qualifications.
Further information for parents can be found on the Aberdeenshire DYW website:
Getting It Right for Every Child (GIRFEC) is the national policy approach in Scotland which aims to support the wellbeing of all children and young people, by offering the right help, at the right time, from the right people. Certain aspects of this policy have been placed in law by the Children and Young People (Scotland) Act 2014.
Wellbeing of children and young people sits at the heart of the Getting it Right for Every Child approach. Eight Wellbeing Indicators shown below, outline the aspirations for all Scotland’s children and young people.
The Getting It Right approach means services will work in partnership with children, young people and their parent/carer(s) and we want every child at Kinneff School to feel happy, safe and supported to fulfil their potential.
At times, children who need additional help may be experiencing difficult conditions. This may relate to their health, their progress at school or what is happening in their family or community. A resilience-based approach fits closely with the aim of GIRFEC – to build on the strengths in the child’s whole world, always drawing on what the family, community and universal services can offer. At Catterline School, like all Aberdeenshire Schools, we use key questions in Child Protection and GIRFEC to help us obtain the right support at the right time. Further information about Aberdeenshire Council’s approach to GIRFEC can be accessed at, http://www.girfec-aberdeenshire.org
Prevention and early-intervention are seen as key to the Getting It Right approach in achieving positive outcomes for children and young people. By providing support at an early stage, most difficulties can be prevented from escalating.
One way the Scottish Government has decided this should be taken forward, is by making a Named Person available to every child and young person in Scotland. The Education Service provides the Named Person Service for all children on entry to Primary One, until aged 18 (or beyond where a young person remains at secondary school). In Aberdeenshire the Named Person will be either the Primary Head Teacher or Deputy Head Teacher and in Secondary School, the Named Person will be that young person’s allocated Principal Teacher of Guidance (with a few exceptional circumstances).
The purpose of the Named Person role is to make sure children, young people and parents have confidence that they can access help or support no matter where they live or what age the child is. Acting as a central point of contact, the Named Person can help children, young people or parents/carers get the support they need, if and when they need it.
The Named Person can help by:
- Providing advice, information or support
- Helping a child, young person, or to access a service or support
- Discussing or raising a wellbeing concern about a child or young person.
There is no obligation for children and young people or parents to accept any offer of advice or support from the Named Person. Non-engagement with a Named Person is not in itself a cause for concern.
For more information you can contact your child or young person’s Named person directly, or go to:
Here at Kinneff School, the Named Person for your child/young person is:
Mrs Melanie Fowler.
The Educational Psychology Service, (EPS), provides a service across Aberdeenshire from pre-birth to 24 years old. We work with children, young people, families, educational staff, local authority colleagues and a wide range of other professionals including health professions, social work, early years partner providers and post school training and education providers.
When there are concerns about a child or young person’s learning or wellbeing, an Educational Psychologist can support others to problem solve their way through potentially difficult and complex situations. Consultation with people who know the child best forms the basis of Educational Psychology assessment. Its purpose is to explore and understand the concern and support people to come up with solutions that will work in that particular context.
The EPS also offers a range of services that help improve learning and wellbeing for all children and young people. We do this through action research, development work with schools, training, and contributing to strategic developments.
Aberdeenshire Council is committed to supporting children and young children to be educated in local schools through providing the right support in the right place at the right time. By enhanced provision we mean that a local primary and secondary school has an enhanced level of resources, such as access to a sensory room and life skills area; and support for learning staff who have an enhanced level of expertise to meet a range of needs.
Further enhancement is available through the community resource hub, for a small minority of children with severe and complex needs, who regardless of chronological age are making very small steps in learning and are at the early levels of learning. The enhanced provision centres and community resource hubs can offer outreach support to mainstream schools, short term assessment placements, flexibility (e.g. blended places) and access to a variety of therapies.
For more information on all of our resources and policies go to:
At times in their lives all children may require support for learning for a range of reasons. Some children may need a lot of support all the way through school. Others may need only a small amount for a short time.
A child is said to have additional support needs if they need more, or different, support to what is normally provided in schools or pre-schools to children of the same age. Reasons for requiring support might include:
- Missing school because of an illness or long-term condition
- Having a physical disability
- Being a young carer
- Communication difficulties
- Being particularly able
- Changing school often
- Being looked after or in care
- Difficulty in controlling behaviour
- Having a difficult family situation
- Suffering a bereavement
- Being bullied.
Each school cluster has an allocation of Teachers of Additional Support for Learning, (ASfL), who are employed to support pupils with additional support needs. They work across each cluster in primary and secondary. In partnership with school staff, parents and other professionals (if appropriate), they identify barriers to learning, assess children’s needs and support learning and teaching through a relevant curriculum.
Pupil Support Assistants, (PSAs), assist teachers in promoting achievement and raising the standards of pupil attainment. They provide general support in relation to the needs of the class and individuals’ care, health and wellbeing and safety and to ensure a secure and safe environment.
The Getting It Right approach makes sure children and young people are provided with a range of support, which is proportionate and put in place to meet assessed need. This is reflected in Aberdeenshire’s staged approach to assessment and planning for individual children and young people, shown below.
For a small minority of children or young people, there might be higher levels of need or risk identified. These children may require a level of targeted support, coordinated on a single or multi-agency basis through a Child’s Plan.
Where a child or young person needs one or more targeted interventions, the benefit of a Child’s Plan will be discussed with them and their parents/carers. An assessment would identify any affected wellbeing indictors (Safe, Healthy, Active, Nurtured, Achieving, Resected, Responsible, Included), looking at both strengths and pressures in the child’s situation, and fully involving the family in discussions.
The Child’s Plan will outline what action will be taken by the child, their family and professionals, and detail how these supports aim to help improve the child or young person’s Wellbeing and overcome any difficulties.
A Lead Professional will help to co-ordinate and manage any Child’s Plan.
Information is available on the Aberdeenshire Getting It Right Website:
Child protection is the responsibility of all who work with children and families regardless of whether or not they come into direct contact with children. All workers must be fully informed of their responsibilities in respect of keeping children safe. All services working with children, young people and families are expected to identify and consider the wellbeing of children and to share concerns appropriately.
Within Kinneff School we have a designated member of staff appointed to be responsible for Child Protection matters. If there is the possibility that a child could be at risk, the school is required to follow the Child Protection Procedures laid out for Education.
This may mean that the child is referred to Social Work, the Police or the Children’s Reporter. Here at Kinneff School the designated officer is Melanie Fowler.
Remember – if you suspect a child is at risk, do not rely on someone else to notice.
If you would like to speak to someone, seek help or pass on information or concerns:
Social Work Monday to Friday during office hours contact your Children & Families local Social Work Office
Evenings & Weekends call the Out of Hours Service on 03456 08 12 06
Police Emergency 999, Non-Emergency 101
Signs of abuse can range from poor personal hygiene and hunger to unexplained injuries or self-harm.
If a young person tells you that they are being abused:
- stay calm and listen to them
- never promise to keep it a secret – tell them you must let someone else know
- remind them that they are not to blame and are doing the right thing
- report it, but leave any investigation to child protection agencies
Protecting Aberdeenshire’s children and young people is everyone’s business, go to:
The following websites may be useful:
Getting It Right for Every Child (GIRFEC)
Support for All
At Kinneff School we recognise that parents are the single most important influence on their children’s development, learning and achievement. The involvement and engagement of parents in their children’s learning is recognised as a key element in raising attainment, through support, help and encouragement given at home and whilst at school.
Parental involvement describes the ways in which parents can get involved in the life and work of the school. Parental involvement includes parental representation in the development of policies, improvement plans and key decisions. It can include involvement in the life and work of the school. Parental involvement can also include help with homework and on-going, two-way communication between home and school.
Parental engagement is about parents’ and families’ interaction with their child’s learning. It can take place in the home, at school or in the community: where it takes place is not important. The important thing is the quality of the parent’s engagement with their child’s learning, the positive impact that it can have and the interaction and mutual development that can occur as a result of that interaction.
- The school uses a range of approaches to share information about your child’s learning and progress. These include:
- Use of Groupcall to text and email
- Sharing of pupil work, particularly Literacy and Numeracy
- School Website: email@example.com
- Open days/mornings/afternoons
- Pupil progress reports.
The school calendar highlights planned opportunities where we welcome you into school for events, and opportunities to talk about your child’s progress, wellbeing and behaviour.
Learning at home is the learning which happens in the home, outdoors or in the community. Your home is a great place to support learning. Your child can try out new activities or practice familiar learning, at home and in their wider community.
At Kinneff School we provide materials for you to work with your child to develop key skills at home.
The Parent Forum is a collective name for all parents, carers or guardians in the school.
The Kinneff Parent Group is a group of parents selected by the Parent Forum to represent the views of all parents, carers and guardians in the school. The Parent Council works with the school to support learning and teaching, school improvement and parental and community engagement.
Please contact the Parent Council Chairperson, Mrs Angela Williamson, or the Head Teacher for more information about getting involved in the Parent Council. Both can be contacted via email. Mrs Williamson: firstname.lastname@example.org and Mrs Fowler: email@example.com
Kinneff School has a range of priorities that we work on each year which are explained in our School Improvement Plan, (SIP). Parents often have helpful and creative ideas about how to improve their child’s school and what can be done to improve the quality of children’s learning. At Kinneff School we will consult with parents in a number of ways. These may include:
- working groups/focus groups which any interested parent is invited to be part of questionnaires and surveys
- consultation with the Parent Council.
There are many opportunities for you to support learning in school. These may include:
- volunteering to share the skills and knowledge you have
- supporting children and young people in the classroom
- supporting or lead extra-curricular activities
- directly supporting with specific skills (paired reading for example)
More detail about this can be found using the link below:
http://jobs.aberdeenshire.gov.uk/volunteer-with-us/ or contact your Head teacher.
Kinneff School work with many local organisations, community groups and businesses to ensure our children and young people benefit from further resources, experiences and opportunities. If you are interested in working with the school, please contact the Head Teacher.
School policies such as the Numeracy Policy and the Child Protection Policy will be published on the school website and will be found by clicking the parents tab at the top. Please go to: kinneff.aberdeenshire.sch.uk
All Aberdeenshire Council Education policies can be found here:
Pupil Attendance and Pupil Absence Procedures
In recent years increasing attention has been paid to the issue of child protection and
safety due to reported occasions where children have been seriously or fatally injured
because of the inappropriate or criminal actions of adults. It is important that staff and
parents continue to work together to develop and improve arrangements for
monitoring the care and welfare of all children and young people.
With that specific aim in mind, Aberdeenshire Education & Children’s Services has
asked all schools to implement a series of standard procedures to monitor pupil
attendance and absence from school and to invite the co-operation of parents in
making these changes work. All parents are asked to assist the staff in the schools
which their children attend in the manner described below.
Attendance and Absence Procedures
Parents are responsible for ensuring that their children attend school regularly and
arrive on time. They are also responsible for ensuring the safety of their children on
their journeys to and from school except whilst on school transport where
Aberdeenshire Council has clear guidelines about pupil safety. Absence of pupils
travelling on school transport must also be communicated to the bus company or,
where known, the bus driver.
Regular and punctual attendance is linked closely to achievement and school staff
would wish to work with parents to ensure that children can achieve fully. The school
is required by law to maintain an accurate record of the attendance and absence of
each pupil, and parents are requested to assist in this process by keeping the school
informed if their child is to be absent for any reason.
As part of Government regulations, we are required to record all absences as
“authorised” or “unauthorised”. Authorised absences are due to illness or family
bereavement and can also include time off to attend, i.e. sporting events or music
- Under normal circumstances we do not send work home in the case of absence
- For medical or dental appointments, the teacher should be informed beforehand in
writing. Children should always be collected and returned by an adult on these
occasions. As far as possible, such appointments should take place outwith the
It is important to note that if a child does not arrive at school, and there is no
reasonable explanation provided for his/her absence, then members of staff will be
required to ascertain the whereabouts for the safety of the individual child. This will
involve a phone call to the parent soon after 9:30 am. Repeated calls will be made
until the child’s whereabouts have been confirmed. If contact cannot be made, the
situation will be assessed, and it may be thought necessary to inform the local social
work department. In order to avoid causing unnecessary concern for staff and
parents the importance of good communication between home and school cannot be
Parents are asked to assist school staff in the manner detailed below:
- If your child is unable to attend school through illness/other reason please
telephone the school between 8:30 am and 9:30 am on each day of his/her
absence, or send a signed note via a brother or sister where applicable.
- If your child is home for lunch and becomes unwell at lunchtime, making them
unable to return to school in the afternoon, please telephone the school before the
beginning of the afternoon session to inform a member of staff.
- When you contact the school, it would be helpful if an indication could be given as
to your child’s expected length of absence from school.
- On your child’s return to school a note should be provided explaining the reason for
absence and confirming the periods of absence from the school. The note should
be signed and dated.
Becoming Unwell at School:
When a pupil feels ill at school, he/she should tell his/her class teacher and ask
permission to report to the school office. If appropriate, office staff will arrange for the
pupil’s parents or his/her named emergency contact to collect him/her from school.
What parents needs to know:
The school follows the Aberdeenshire Attendance Policy:
Procedures for following up on pupil absence are based on the Education (Scotland) Act 1980 which requires by law that parents/carers ensure that children attend school regularly. The Home/School Liaison Officer has a key role to play, providing a vital link.
The Scottish Government has deemed that holidays taken during term time should be recorded as unauthorised absence unless there are special, exceptional circumstances. Should you wish to remove your child from school to attend a family holiday you must inform the Head Teacher. This will be recorded as unauthorised absence though there may at times be exceptional family circumstances previously discussed with the Head Teacher. Parents are advised to limit the number of holidays taken during term time, to minimise disruption to a child’s education. For annual holiday dates for Aberdeenshire schools please see the section at the back of this book, contact the school office or go to:
Pupils at Kinneff School are expected to wear the following items to school:
Girls: Black or grey skirt/pinafore
Royal blue school sweatshirt or cardigan, or grey jumper or cardigan
White blouse or white or royal blue polo shirt.
Boys: Grey or black trousers
Royal blue school sweatshirt or grey jumper
White shirt or royal blue or white polo shirt.
School sweatshirts, P.E. T-shirts, polo shirts and cardigans are available for purchase from Woodview Embroidery and Print Services, Stonehaven. Please also feel free to contact the school should you require any further information.
Pupils are expected to come to school with a jacket, preferably one with a hood, all
year round. In cold weather pupils should wear warm, waterproof outdoor clothes
including gloves, scarves and appropriate headwear for outdoor learning
experiences/activities and for interval times.
P.E. kit consists of well-fitting gym shoes, T-shirt and shorts. Jogging bottoms and
sweatshirts are also permitted and many pupils opt to wear these for P.E. lessons
during colder weather. Please consider the changeable nature of weather conditions
and provide your child with appropriate outerwear and footwear to suit.
For safety reasons pupils are not allowed to wear jewellery during the P.E. lesson. If
your child has pierced ears, please ensure he/she can remove and replace earrings
by themselves. Any child wearing earrings, who is unable to do this, will be expected
to put surgical tape over the earrings during P.E. lessons. Parents should provide a
roll of surgical tape, marked with your child’s name, for this purpose. Strappy tops are
not permitted, due to health and safety reasons, as they can catch on apparatus.
Pupils with long hair are expected to tie this back for P.E. lessons. The school
requests that football team tops and designer garments are kept for home use as
these can cause disagreements amongst the pupils.
For safety reasons pupils are not allowed to wear jewellery during the P.E. lesson. If your child has pierced ears, please ensure he/she can remove and replace earrings by themselves. Any child wearing earrings, who is unable to do this, will be expected to put surgical tape over the earrings during P.E. lessons. Parents should provide a roll of surgical tape, marked with your child’s name, for this purpose. Strappy tops are not permitted, due to health and safety reasons, as they can catch on apparatus.
Pupils with long hair are expected to tie this back for P.E. lessons. The school requests that football team tops and designer garments are kept for home use as these can cause disagreements amongst the pupils. After each lesson pupils are expected to change out of their kit. We would ask you to provide a drawstring gym bag for your child to keep his/her kit in. This should be clearly labelled with your child’s name. Gym bags will be kept on pupils’ pegs for easy access. Pupils should keep their gym shoes & gym kit in school throughout the week and take it home on Friday afternoons, so it can be washed and returned to school on Monday mornings. Parents should note their responsibility to ensure all clothing and belongings brought to school should be named or marked in some way, as it is difficult for children to distinguish their own clothing from that of others.
Some families may be entitled to a school clothing grant of £100 per year. More information about this can be found at:
In order to qualify for free Home-to-School Transport, Primary school pupils must reside more than 2 miles from and attend their zoned school whilst Secondary school pupils must reside more than 3 miles from and attend their zoned school.
These distances are the shortest available route from the pupil’s house to the school gate and can take into account main roads (including dual carriageways), tracks and paths. Application forms for free transport, Form PTU100 can be obtained from the school office.
Transport provision is also made available for pupils who are not entitled to free transport. Privilege transport is provided on school transport services subject to spare seating capacity, at a fixed annual charge. Discounts are available for pupils in receipt of the clothing grant, and to families with 3 or more children travelling to the same school.
As School Transport routes are determined by the pick-up locations required for pupils who are entitled to free school transport, Privilege Pupils are required to meet the bus on the existing bus route. For further information and application forms, see the Council website.
Alternatively, copies of Privilege forms or further information can be requested by emailing: firstname.lastname@example.org
Transport to early years settings will not be provided by Aberdeenshire Council, unless there are relevant exceptional circumstances. Where there are significant additional support needs, transport may be provided. In such instances this requirement should be discussed with the Head Teacher in conjunction with the Early Years’ Quality Improvement Manager.
Aberdeenshire Council may provide free transport where necessary for pupils who attend a school with enhanced provision proposed by the Authority. In certain cases, pupils may be encouraged to make their own way to school by public transport, and where this is authorised, bus passes are issued. Where a pupil’s address falls in the delineated area of a resourced school, and is within reasonable walking distance, the Authority will take advice from the Community Child Health Service before deciding if free transport should be provided
Head Teachers decide if and when schools should close due to bad weather or another emergency. In bad weather they will decide this after receiving information about local weather conditions. This decision can be made during any time, day or night. These guidelines outline the procedures for dealing with school closures during bad weather or other emergencies.
If children are at school…
School transport contractors have been told not to allow children to walk home alone from drop-off points under any circumstances during extreme weather conditions. If you can’t meet or arrange for your child to be met, the school transport will return them to a designated location.
Public service vehicles – drivers of these vehicles follow a specified route and keep to timetables – they cannot make special arrangements.
If your child attends a Nursery, Primary or Special School, which is to close early, the school will contact you by telephone. If this is not possible the school will contact your named ‘emergency contact’. No child will be released from school without contact being made. It is important contact details are current and the people named are available – particularly during bad weather.
If your child attends a Secondary School, because of the large number of pupils in Secondary Schools, parents will be contacted via text/email to inform them of closure.
If you are concerned about local weather conditions, please contact the school. You may wish to collect your child yourself and are free to do so provided you make arrangements with the school.
Before the start of the school day…
During bad weather some staff may not be able to get to school or bus routes may not be safe to travel on – so the school may have to close. Headteachers will advise parents and carers using the following communication tools:
Outwith school hours, your local radio station is a good place to find out information on school closures. The following radio stations receive updated information every 30 mins from our website:
MW 1035 kHz
BBC Radio Scotland
FM 92.4 – 94.7MW 810 kHz
Moray Firth Radio
FM 97.4 MW 1107 kHz
Original 106 FM
Aberdeenshire Council Website
You also have the option to sign up to receive email alerts when your school(s) updates their closure status:
School Information Line
Tel: 0870 050 6222, then 02 2030 If you cannot get through first time, please do not put this number on redial. This will only lead to the line being busier.
When there has been severe snow storm during the day it may be prudent for pupils who live some distance from the normal bus routes not to attempt to reach their homes but to spend the night in alternative accommodation nearer school. It is the parents responsibility to inform school about any pupils who may be at risk in such situations and to provide the name and address of a relative or friend who is willing to provide overnight accommodation.
To enable us to make easy contact with parents, the school would appreciate if any changes of address, telephone number of circumstances is notified in writing to the School Office. It is also important that the school has details of an Emergency Contact should it prove impossible to get in touch with parents in the event of an emergency.
What is Bullying?
Aberdeenshire Council Education and Children’s Services define bullying as the following:
Bullying takes place when the actions of an individual or group of people cause harm to someone by taking advantage of an imbalance of power within a relationship (whether perceived or real). Bullying behaviour can be persistent and/or intentional, but often it is neither.
Bullying can be verbal, physical, mental/emotional or cyber and is behaviour and impact. It can be intentional or unintentional, direct or indirect, persistent, or a one-off incident. The impact is on a person’s ability to feel in control of themselves.
What will the school do about it?
Schools should promote consistency of response to instances of bullying behaviour using a 6-step approach. They will:
- Record the Incident
- Speak to the individuals involved having frank and honest dialogue
- Speak to parents
- Utilise Restorative approaches
- Monitor the situation
- Review and increase response accordingly
More information can be found in Kinneff School’s anti-bullying guidance at
Copies of this school guidance can also be accessed via the School Office.
The document above has been updated in line with “Respect for All: The National Approach to Anti-bullying for Scotland’s Children and Young People”.
It is Aberdeenshire Council policy to provide meals and facilities for the consumption of packed lunches in all schools where these are required.
Primary 1 – 3 pupils are provided with school meals free of charge.
Primary 4 – S6 pupils are currently charged £2.30 for a school meal unless they qualify for Free School Meals.
For more information and how to apply for Free School Meals, go to:
For information about school meals and menus go to:
Aberdeenshire Council provides an online payment service to pay for school meals.
To register for online payments, you will be provided with a reference number by your school for each child. Parents and carers of pupils who qualify for Free School Meals are encouraged to create an account to see meal selection histories and to pay for non-food items such as school trips and activities when that option becomes available.
The first step in accessing the online payment service is to visit Pay facility located on the Aberdeenshire Council web site home page. Alternatively, you can register by following the link:
Parents should be aware that they can request a special diet for their children if there are medical or religious reasons for doing so. Children who require medically prescribed or modified diets should be identified during the admission process. Parents and Carers are advised to complete Admission Form D which is available from the school administration office.
Every child’s health and welfare is very important to the school. Parents who have any concerns should let school know by telephoning or writing in. Alternatively parents can inform the Health Visitor or their own GP. Parents are requested to let the school know of any hospital appointments.
Parents/carers are requested to keep children at home for 24 – 48 hours if the child has diarrhoea, flu-like symptoms or is clearly unwell.
Always seeks a GP’s advice before sending a child back to school. Please remember that other children can be vulnerable to infection.
The school is fortunate to have a school nurse available to us and the other schools in the Stonehaven network to undertake health Interviews and provide advice on health matters for pupils. The school doctor will play a vital role in monitoring a child’s health and well-being.
Although our medical staff provide help and advice as appropriate, all pupils must be registered with a doctor in general practice who should be consulted about health matters as they arise. Parents should provide us with the name and telephone number of their child’s doctor and an up-to-date emergency contact for themselves in case it becomes necessary for a child to be sent home during school hours because of illness.
Aberdeenshire Community Dental Service inspect Primary 1 and Primary 7 children in schools as part of the National Dental Inspection Programme. Written parental consent is not required for dental inspections, but parents will be informed in writing approximately one week before the inspection date.
Most pupils will at some time have a medical condition that may affect their participation in school activities. For many this will be short term; perhaps finishing a course of medication to combat an infection.
Other pupils have medical conditions that, if not properly managed, could limit their access to education. Such pupils are regarded as having health care needs. Most children with health care needs are able to attend school regularly and, with some support from the school can access most school activities. However, school staff may need to take extra care in supervising some activities to ensure that pupils are not put at risk.
Planning formats may include either:
- Individual Pupil Protocol, (IPP) (Med form 7).
- Health Care Plan written by Health professionals for very specific medical needs.
A risk assessment should also be completed.
The above can help schools to identify the necessary safety measures to support pupils with medical needs and ensure that they and others are not put at risk.
Please find our Medication Policy here:
Sunscreen – As children are outdoors for learning and for play, parents should apply this prior to sending children to school or nursery. School staff do not supply, nor do they apply, sunscreen creams.
If your child has long term medical conditions such as asthma or diabetes, which may require on-going support, this should be fully discussed with the school. In certain cases specific training of staff about a child’s treatment may need to be given. In addition, some children have conditions which may require occasional staff intervention e.g. severe allergic conditions such as anaphylaxis.
Where pupils who repeatedly display behaviours which compromise the good order of the school i.e. disruption of learning and teaching, unsafe practices, bullying and other forms of abuse and where other forms of support and sanctions have proved unsuccessful, the Authority exclusion policy will apply. For further information on exclusions contact the school or go to:
We offer various educational visits during the course of the school year. We believe that ‘hands on’ experiences greatly enhance a child’s education, while also helping to make the necessary links between learning in school and life outwith school. Staff members and parent volunteers provide supervision to standards laid down by Aberdeenshire Education & Children’s Services. We give parents as much notification as possible with regard to visits their children will participate in.
From Primary 4 onwards, tuition is available for a range of musical instruments. All disciplines are taught in the secondary schools however not all disciplines are available in primary schools due to limited resources. Orchestral string instruments are not normally available to beginners at secondary level. Tuition is subject to availability. For further information please go to: http://aberdeenshire.gov.uk/schools/ims/
To reflect our commitment to working with you, it is imperative that if you have any concerns these are shared and discussed with us as a school. We work hard to make sure you feel listened to as parents or carers, and find many difficulties can be easily resolved through the opportunity for direct discussion. However if you are dissatisfied about our action or lack of action, or about the standard of service provided by us, you can submit a complaint.
To explain our complaints service and how the process works please go to:
Where complainants continue to be dissatisfied with a stage 2 response, complaints can be referred to the Scottish Public Services Ombudsman. Further information and guidance can be found at:
For more information on Support and Advocacy contact:
Enquire, Princess House
5 Shandwick Place
Edinburgh EH2 4RG
Helpline: 0845 123 23 03
For local advocacy contact:
Advocacy North East
Thainstone Business Centre
Tel: 01467 622674
Scottish Independent Advocacy Alliance can be reached at:
Additionally, information for the Scottish Child Law Centre can be found at:
Aberdeenshire Council holds third party liability insurance, which indemnifies the Council against claims from third parties, e.g. parents on behalf of pupils who have suffered injury, illness, loss or damage arising from the negligence of the Council or its employees. In these circumstances all claims are handled on behalf of the Council by external Insurers and Claims Handling Agents and compensation is dealt with on a strict legal liability basis. This means that there is no automatic compensation, the Council has to be found negligent in order for any compensation to be offered by our Insurers and / or Claims Handling Agents.
Aberdeenshire Council has in place a School Excursion Insurance policy, whereby both pupils and teachers are covered for offsite activities / trips both within the UK and abroad, (offsite meaning off the school premises). The policy covers medical expenses, loss of baggage, cancellation, (as specified in the policy), curtailment and change of itinerary, (along with other sundry benefits), etc. for worldwide trips and adventurous activities, (including winter sports), subject to policy terms and conditions being met.
If personal items such as jewellery, phones/tablets, watches etc. are taken on a school trip then these are taken at an individual’s own risk and are not covered under the policy, unless damage or loss is caused by an Aberdeenshire Council employee. Should a parent or carer want such items to be covered then this would need to be arranged by parents/carers independently of the school.
Parents may wish to consider their own insurance arrangements in terms of appropriate extensions to their household insurance or arranging their own separate covers. Personal / individual cover is seen as a parental responsibility and it is your decision as to whether you feel it is appropriate to obtain this.
Please be advised, however, that the Duty of Care aspect below is not insurance related:
Duty of Care
The Authority has a duty of care in respect of pupils in its charge during school hours and as such has to take reasonable steps to ensure the safety of all primary and secondary pupils.
It may be necessary to provide supervision for primary children on school premises before or after normal school hours if their early arrival or late departure is due to the timing of official school transport. This general duty of care continues if the children go home by way of school transport and ends when the child gets off the bus, at which point the parents then become responsible.
As you are aware the new General Data Protection Regulations (GDPR (EU) 2016/769 came into force on Friday 25th May, 2018. This change to the law gives parents/carers and young people greater control regarding how their personal data is used.
Aberdeenshire Council is committed to full compliance with these regulations. When you are asked for information by Education & Children’s Services, we will tell you why we are collecting the information, how long we will hold it and the legal basis for gathering this information. A Privacy Notice has been issued to all schools relating to the information we hold on yourself and your child/ward.
Aberdeenshire Council collects personal data and information about your child in order to provide your child with a school education.
We will normally only share information (other than in child protection situations) in order to provide services for your child as part of his/her school education. We collect special category data about your child and process this because it is in the substantial public interest.
The information held by Aberdeenshire Council is used to assess, plan, coordinate, deliver and quality assure the education services to your child. The Council does not use an automated process for making decisions about your child or the services required; decisions are made with you. We will keep this information for a period of 5 years from the maximum school leaving age of your child, as required to by The Pupils’ Educational Records (Scotland) Regulations 2003, unless we have a legal responsibility to keep the information for a longer period of time.
You have legal rights about the way the Council handles and uses your data. More information about all of the rights you have is available on our website at: https://www.aberdeenshire.gov.uk/online/legal-notices/. Alternatively you can contact the Council’s Data Protection Officer by emailing DataProtection@aberdeenshire.gov.uk or in writing at: The Data Protection Officer, Town House, 34 Low Street, Banff, AB45 1AY.
You also have the right to make a complaint to the Information Commissioner’s Office, (www.ico.org.uk). They are the body responsible for making sure organisations like the Council handle your data lawfully.
The Council, as an Education Authority, is legally required to deliver an education to your child under the terms of the Education (Scotland) Act 1980 as amended.
Access Requests are the formal process by which individuals can seek information held about them (or their children) by the council. The requests can be broad, in terms of everything that is held, or quite specific – everything held by a specific department, establishment, team or individual. We have a legal requirement to provide the information under the Data Protection Act 2018. An Access Request is wider than an Educational Record in that it will include all personal data held about a child not just their educational record. Further information can be found at:
The Pupils’ Educational Records (Scotland) Regulations 2003 means that you can get access to your child’s records. Details of the regulations and process for obtaining information specific to pupils are available by contacting the school directly or can be found at:
If you have any concerns about the national ScotXed data collections you can email the Head of Schools Analysis, Mick Wilson, at email@example.com or write to The ScotXed Support Office, Area 2D, 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.
In terms of effective communication, including sharing relevant and proportionate information, where appropriate, Aberdeenshire Council in accordance with the Data Protection Act 2018 and Human Rights Act 1998 adheres to this as part of our current routine practice.
This Standards and Quality Report and Improvement Plan is influenced by both
Aberdeenshire and National priorities. These can be summarised as follows:
- To develop excellence and equity
- To embed the principles of GIRFEC (Getting it Right for Every Child)
- To provide support in developing inclusive, vibrant and healthy communities.
National Improvement Framework Priorities:
- Improvement in attainment, particularly in literacy and numeracy
- Closing the attainment gap between the most and least disadvantaged children
- Improvement in children and young people’s health and wellbeing
- Improvement in employability skills and sustained, positive school leaver destinations for all young people.
National Improvement Framework Drivers:
- School leadership
- Teacher professionalism
- Parental engagement
- Assessment of children’s progress
- School improvement
- Performance information.
This session our Improvement Priorities are:
- Visible Learning
- Standardised Assessment
- Further Embedding the 1 + 2 Approach to Modern Languages
- Building the Curriculum
- Tracking Wider Learner Achievement
Please contact the school if you would like a copy of our School Improvement Plan.
Mrs Angela Williamson – Chairperson & Treasurer
Mrs Karen Smith – Secretary
Information regarding attainment at Kinneff School, can be accessed at the following
Kinneff School’s Holiday Dates 2018/2019
In-Service Day 1 Monday 20th August 2018
Pupils Begin Tuesday 21st August 2018
End of Term1 Friday 12th October 2018
Pupils Begin Monday 29th October 2018
In-Service Day 2 Monday 12th November 2018
In-Service Day 3 Tuesday 13th November 2018
School Christmas Show Wednesday 12th December 2018
School Christmas Lunch Thursday 13th December 2018
KSPG Christmas Coffee Saturday 15th December 2018
School Christmas Party Wednesday 19th December 2018
School Christmas Service Thursday 20th December 2018
End of Term 2 Friday 21st December 2018
Pupils Begin Monday 7th January 2019
Occasional Holiday 1 Thursday 7th February 2019
Occasional Holiday 2 Friday 8th February 2019
Mid Term Holiday Monday 11th February 2019
In-Service Day 4 Tuesday 12th February 2019
In-Service Day 5 Wednesday 13th February 2019
End of Term 3 Friday 29th March 2019
Pupils Begin Monday 15th April 2019
Good Friday Holiday Friday 19th April 2019
May Day Holiday Monday 6th May 2019
End of Term 4 Friday 5th July 2019
Please also find a link to the annual holiday calendar:
The Scottish Government is introducing national standardised assessments in aspects of reading, writing and numeracy, for all children in Primaries 1, 4, and 7.
The results from the standardised assessments will provide an additional source of nationally consistent information to inform teachers’ professional judgement, both when planning next steps and when considering whether Curriculum for Excellence levels have been achieved. The national standardised assessments will provide an additional too for teachers to use when assessing children’s progress, alongside their own professional judgement. It is important to recognise, however, that ongoing assessment is, and will continue to be, central part of everyday learning. teachers will continue to draw on the full range of assessment activity when considering children’s progress and planning the next steps in their learning. Please see below for the standardised assessment calendar in place across Aberdeenshire schools this session.
|Stage||Assessment Window for SNSA Assessments|
|Secondary 3||October – December|
|Primary 7||January – February|
|Primary 4||February – March|
|Primary 1||April – May|
Planning of Learning
For information regarding programmes of learning implemented at Kinneff School,
please see our school website or contact the school and talk to your child’s Class
Teacher or the Head Teacher. We will be delighted to hear from you.
The catchment area is the village of Kinneff and the surrounding rural area. A map showing the school zone/catchment area is below.