School Handbook 2022-2023

Table of Contents


Contact Details

Mr. Richard LongPicture Handbook

Head Teacher                      

Drumlemble Primary School           




PA28 6PN

Telephone:     01586 810 240                      



School Roll and Stages

Present Roll:   26 pupils in P1-7; 9 pupils in Pre 5 Unit 

Stages: P1-3, P4-7, Pre 5 Unit

Pupils of all denominations are welcome.           

At present there is no Gaelic medium unit.

School Staff

Head Teacher                                   Richard Long

Depute Head Teacher                    Emma Cairns

Depute Head Teacher                    Margaret McSporran

Principal Teacher                            Gillian McAllister

Class Teacher                                  Alix Brown

Class Teacher                                  Jo-Anne Martin  (Maternity leave)

Class Teacher                                  Christine Johnstone

Classroom Assistant                       Hannah McDaniel

ASN Assistant                                  Leona McArthur

Childcare & Education Worker      Joanne Jarvie

Childcare & Education Worker      Natalie Smith  

Classroom Assistant                       Fiona Billing

Classroom Assistant                       Emily Walker

Clerical/Classroom Assistant        Tracy McArthur        

Catering Manager                            Kerry Hopes

Janitor                                                Andrew Black    


School Day

P 1 – 7 School Day

Pre 5 School Day


Open                            8:45am

Open                                      8:50am

Morning Interval       10:30am

Morning Session Closes     11:50am

Lunch                        12:00pm

Afternoon Session               11:50pm

Afternoon Session   12:55pm

Lunch                                    12:00pm

Close                            2:55pm

Close                                        2:50pm

Details of school holidays can be found on page 46.

Early Learning and Childcare Provision

All eligible two, three and four year olds are entitled to 1140 hours (pro rata) of funded Early Learning and Childcare (ELC).  1140 hours ELC is intended to support child development, help close the attainment gap through the provision of high quality services, and support parents to work, train or study.  ELC can be accessed through local authority settings, partner provider nurseries and childminders.  Parents can also choose to have a blended placement using more than one setting and/or childminder.  Further ELC Information for parents is available via and the ELC Information for parents booklet:

Please see or call our Early Years Helpline on 01369 708503 for further information and for details of the nearest establishment/s offering early learning and childcare.  

Information about snack and meal provision within ELC settings can be found later in this document.

Our ELC day starts at 8:50am and finishes at 2:50pm. We have two Childcare and Education Workers and two Classroom Assistants working with our three and four year olds, providing a range of activities within our ELC Unit.

The children in our ELC learn through play, exploring outdoors and having fun indoors.

The inside setting offers a variety of activities including role play, sand and water play, opportunities for exploring literacy and numeracy and investigation zones.

Outdoors the children can use loose parts to build anything from boats to bulldozers!  They have a water wall, mud kitchen and can nurture and grow their own flowers, fruit and vegetables.  The children can take part in a range of physical activities – building dens, climbing, jumping and creating their own obstacle courses. 

The staff are always on hand to support the children in their learning.

Visits of Prospective Parents/Carers

If you would like to visit the school, please contact us via email or telephone to arrange a mutually convenient time.

Once your child has been allocated a place you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child.

Please see for further information.

School Uniform

The Education Committee recommended at its meeting of 21 August 1997 that – ‘the adoption of a distinctive dress code chosen to enhance the ethos of the school should be encouraged in all schools’.  Given that there is substantial parental and public approval of uniform, schools in Argyll and Bute are free to encourage the wearing of school uniform. 

In Drumlemble Primary School, the suggested uniform is as follows:

BOYS: Grey or black trousers or shorts, white or black polo-shirt, school sweatshirt

GIRLS: Grey or black trousers or skirt, white or black polo-shirt, school sweatshirt

Our school sweatshirt is available for purchase from “Wee Toon” Sport shop, Campbeltown.

PE KIT: t-shirt, shorts or jogging bottoms and gym shoes.

Please ensure that these are clearly labelled with your child’s name.

Please note that school uniform is not compulsory and it is not policy to insist on pupils wearing uniform or having specialist items of clothing in order to engage in all of the activities of the curriculum.  As such, pupils will not be deprived of any educational benefit as a result of not wearing uniform. 

However, there are forms of dress which are unacceptable in school, such as items of clothing which:

  • potentially encourage faction (such as football colours);
  • could cause offence (such as anti-religious symbolism or political slogans);
  • could cause health and safety difficulties (such as loose fitting clothing, dangling earrings);
  • are made from a flammable material, for example shell suits in practical classes;
  • could cause damage to flooring;
  • carry advertising, particularly for alcohol or tobacco; and
  • could be used to inflict damage on other pupils or be used by others to do so.

All clothing brought to school should be labelled or marked in some way, as it is difficult for children to distinguish their own clothing from others.

School Clothing Grants

Grants of £100 are available for any child who will attend an Argyll and Bute Council school and whose parent(s) receive:

  • Income Support
  • Income Based Job Seekers Allowance
  • Income related element of employment and Support allowance
  • Council Tax Rebate or Housing Benefit (25% reduction for single occupancy is not included)
  • Child Tax Credit and Working Tax Credit (income should not exceed £7,330)
  • Universal Credit (monthly take home pay for period must be under £610)

Pupils aged between 16 and 18 years who receive any of the above benefits in their own right also qualify. 

To complete an online application form please visit   Alternatively, please contact Customer Services: Education on 01369 708548 or your local benefit enquiry office.

Please note that the above eligibility criteria is correct at time of publishing (September 2021) and may be subject to change by the start of August 2022.  The link above will contain the most up-to-date information.

If you are not eligible for any of the benefits listed above there is a separate application process available and you should contact either 01369 708548 or your local benefit enquiry office for details.

Parental Concerns

If you have a concern about your child’s learning, progress or well-being in school, please do not hesitate to contact your child’s class teacher or the Head Teacher. We can arrange a meeting as soon as possible to discuss concerns and to work together to resolve any difficulties.

Pupil Absence Procedures

Parents are required to contact the school every day for any absence other than holiday. Council policy is that we will contact a parent if a child is absent and no communication has been forthcoming from the parent.  We may do this by phone or text message.

Early Learning and Childcare Attendance

A child’s entitlement to funded ELC will be 1140 hours (pro rata), generally arranged as 5 x 6 hour sessions over 38 weeks within the school year.  However, some standalone units are offering a different pattern of provision.  Information on what nurseries are offering can be obtained from each nursery or school or on the Council website.

Children who attend in a regular pattern settle well into the early learning and childcare routine, have the opportunity to build firm relationships with adults and peers and experience continuity of learning.  During the induction period however, adaptations are made to meet the needs of the individual child.

School Attendance

Parents/carers 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. 

Regular and punctual attendance is linked closely to achievement and school staff wish to work with parents/carers to ensure that children can reach their full potential.  The school is required by law to maintain an accurate record of the attendance and absence of each pupil and parents/carers are requested to assist in this process by keeping the school informed if their child is to be absent for any reason.

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 and safety of the individual child.  In order to avoid causing unnecessary concern for staff and parents/carers, the importance of good communication between home and school cannot be over-emphasised.

Parents/carers are asked to assist school staff in the manner detailed below:

Planned Absence

  • Parents/carers are encouraged not to arrange family holidays during term time but it is realised that, in exceptional circumstances, this is unavoidable. In such cases, parents/carers are asked to seek permission from the Head Teacher and provide information of the dates when the child is to be absent from the school in good time.
  • Except in cases of emergency, planned appointments for children to attend the dentist or doctor should be made outwith the school day.

Unplanned absence

  • In the case of an unplanned absence e.g. illness, it is essential that parents contact the school to let us know that your child will not be in school and the reason for his/her absence. Please telephone the school between 45 and 9.30 am on the morning of the first day of the pupil’s absence and subsequent mornings until your child returns to school. 


Parent / Carer Contact Details

Parents/carers are asked to ensure that telephone contact numbers – home, work and emergency contact(s) are kept up-to-date and are numbers at which a response can be obtained in all normal circumstances.

The Complaints Procedure

A complaint is ‘an expression of dissatisfaction about the Council’s action or lack of action, or about the standard of service provided by or on behalf of the Council’.

Complaints can be notified in person, by phone, by email or in writing to the Head Teacher.  If parents/carers have cause for complaint they should contact the school in the first instance to make an appointment to meet with the Head Teacher or member of the management team.  


Parental Involvement

We communicate regularly to all parents/carers through School Newsletters. For specific activities and events involving groups or classes we issue separate letters. In common with other Argyll and Bute schools we use a communication system called Groupcall / Messenger 5 to communicate with parents/carers by email, letter, app notification or text.

We now have an established Facebook page in which we share information about school events and learning activities and celebrate school achievements.

Our school website provides up-to-date information about the school.

When covid restrictions allow, we hold termly Parent / Teacher appointment sessions to give parents/carers the opportunity to meet their child’s teacher and to see their child’s work. When covid restrictions have not allowed parents to attend the school premises, we have held telephone Parent / Teacher appointment conversations instead.

During the 2021-22 session we have started to use the Seesaw website and app to share children’s learning with all parents on a regular basis to keep them up to date on their child’s progress.

In years where school activities are not restricted as they have been by covid-19, we aim to invite parents to visit the school for events such as our Christmas Concert, end of term services and annual Prize-giving and other events such as our Burns Afternoon.

Argyll & Bute’s Parental Engagement Strategy may be viewed at:


A range of activities are posted by teachers on Google Classroom and Education City, which children can access at any time. These activities support learning in Literacy, Maths and other curricular areas.

Reading homework is set on a weekly basis.

Becoming Involved in School

The school values the important part that parents/carers play in their children’s education and sees partnership with parents/carers as an effective way of enhancing children’s achievements and promoting better school ethos and communication.

The school values the important part that parents/carers play in their children’s education and sees partnership with parents/carers as an effective way of enhancing children’s achievements and promoting better school ethos and communication.

Opportunities for Parental Involvement

Examples of opportunities for parental involvement, when covid restrictions allow, are as follows:

During the school day:

  • Sharing knowledge and expertise in some aspect of the curriculum (e.g. topic talk), history, science, health
  • Support groups of children in their learning in the classroom
  • Supporting educational visits/trips

Outwith the school day:

  • Fundraising events
  • Supporting wider-curricular activities, e.g. sports clubs

If you wish to be a regular parent helper, PVG (Protecting Vulnerable Groups) checks must be completed.  Please discuss this with staff.

Parent Councils

Parent Councils are now established in all Argyll & Bute primary and secondary schools.  The Scottish Schools (Parental Involvement) Act 2006 recognises the vital role that parents/carers play in supporting their children’s learning.

The basic principle underpinning the Act is the desire to have children become more ‘confident learners’ through closer working between each family and school.  It is anticipated that this can be done in three ways.  These are: –

  1. Learning at Home: direct parental involvement in the child’s learning at home and in the community.
  2. Home/School Partnership: closer working partnerships between parents/carers and the school – such partnerships being essential to ensure that the child gets maximum benefit from their school experiences.
  3. Parental Representation: Parent Councils will be parent/carer led and school supported, with all parents/carers being automatic members of the ‘Parent Forum’ and the Parent Council representing their views.

You can find out more about your Parent Council by contacting the Head Teacher.

Parentzone Scotland

Read, Write, Count

The Read, Write, Count programme aims to support parental engagement in literacy and numeracy.  Gift bags are distributed annually to all P2 and P3 pupils in Scotland by Scottish Book Trust.  The gift bags contain essential literacy and numeracy materials to support children’s learning, as well as advice and support to parents.

Studies show a direct link between a strong family learning environment and progress in reading, writing and counting. In addition to the parent guide included in the gift bags, the Parent Club website offers a range of hints, tips and advice to help parents engage in their child’s learning

First Minister’s Reading Challenge

The First Minister’s Reading Challenge is an inclusive, exciting programme for all children – fostering a love of reading for pleasure.  Research shows that reading for pleasure is crucially important for children’s development.

The Challenge is open to all local authority and independent primary and secondary schools across Scotland, as well as libraries and community groups.  You can find out more information on the Challenge and also how schools can register to take part at

A reading app called Bookzilla, aimed at S1-S3 pupils, helps them find and recommend books and to set themselves reading challenges.

School Ethos

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/carers and will take account of the individual needs of pupils and the views of parents/carers.

Our Vision, Values and Aims set out the key aspects of our ethos and approach to school life and have been created with our pupils.

Our vision is:

To create a safe, welcoming and nurturing environment which enables children to develop academically, socially and emotionally, and to reach their full potential as individuals.

Our values are:

  • Kindness
  • Respect
  • Tolerance
  • Inclusion
  • Endeavour
  • Perseverance

Our aims are:

  • To provide the children with a sound educational base on which to build.
  • To encourage children to have awareness of the importance of a healthy body and mind.
  • To embed a positive ethos in which children are caring and responsible towards each other and the environment.

Our school welcomes and encourages diversity and individuality, while emphasizing our common commitment to moral values such as honesty, respect for others, compassion and justice.  Fundamental principles of our school are that all who are involved in the life of our school have the right to be respected as individuals and carry the responsibility to act in a considerate and respectful manner towards others.  We are firmly committed to the elimination of any form of discrimination on the grounds of race, religion, gender or disability.

We are keen that our pupils play an active role in school, local and national life. Examples of their involvement in positive citizenship roles in recent years have included:

  • Active Schools Young Leaders Training sessions.
  • Wear Red ‘Show Racism the Red Card’ Day
  • NSPCC Wear Something Sparkly Day
  • Burns Presentation to parents
  • Coffee Afternoon organised by a pupil to raise funds for MacMillan Cancer and the school’s Digital Pupil Committee.
  • Sponsored Race for Life Walk, organised by our Citizenship Pupil Committee
  • An active role in developing ideas for improving the school playing field.

During the 21/22 session pupils have been involved in:

  • Jean for Genes fundraising event
  • Anti-bullying week
  • Save the Children’s Christmas Jumper fundraising
  • Our current Pupil Committees in which children can contribute ideas for developing different aspects of school life.

School and Community Links

We are linked to local schools Castlehill Primary and Carradale Primary through our shared Head Teacher arrangement. This leadership structure involves the Head Teacher and a Depute Head Teacher working across the three schools. We are continuing to develop the links and sharing of expertise across the schools, while fostering the unique identity of each school.

The school plays an important part in the local community maintaining links with individuals and agencies such as health, police, voluntary organisations and the church, in an effort to enrich the children’s experience and maintain a community partnership. 

The school benefits greatly from the support of Laggan Community Council and the wider community.

We are very grateful to everyone who contributes to and supports all the worthwhile projects taking place in the school.

Promoting Positive Behaviour

Good behaviour is essential to good learning.  The general aim of the school is to provide an atmosphere of mutual respect and collective responsibility.  Pupils, parents/carers and staff all have an important part to play in producing and sustaining this positive ethos.  The rules of the school are of a common sense nature, bearing in mind the interest and safety of all concerned.

These expectations cover all aspects of school life including journeys to and from school as well as break times.

Our school rules are represented in our School Charter which the pupils fully contributed their ideas to:

We have the right to:

  • Be safe
  • Play
  • Learn

We have the responsibility to:

  • Be kind to others.
  • Include other people.
  • Listen carefully.
  • Work hard.
  • Play fairly.
  • Follow instructions.
  • Keep our hands and our feet to ourselves.

We value good behaviour and regularly praise and reward students for good behaviour, positive social skills, commitment to the school community, and progress and attainment throughout the school day in a variety of ways. The school is often congratulated on the way our students behave, especially on trips and educational visits. We have many different ways of rewarding our students:

  • Verbal Praise
  • Special privileges.
  • Positions of responsibility.
  • Displays of pupils good work
  • Each class has their own individual system that can recognise academic and social achievements


The use of sanctions at Drumlemble Primary School are characterised by certain features:

  • It must be made clear why the sanction is being applied.
  • It must be made clear what changes in behaviour are required to avoid future sanctions.
  • There is a clear, well understood, distinction between minor and major offences.
  • It is the behaviour rather than the person that is sanctioned.

Parents / Carers will be informed if a student’s behaviour is a cause for concern. Sanctions may include one or more of the following:

  • Verbal reprimand
  • Loss of privilege
  • Meeting with Head Teacher
  • Individual behaviour plan


Argyll and Bute’s Anti-Bullying Policy may be viewed at:

We follow Argyll and Bute’s policy in all respects and recognise that the impact of bullying is on a person’s capacity to feel in control of themselves. We work with all pupils to help them understand their actions and their impact on others, and to prevent bullying behaviours. Our school Anti-bullying Policy is available from the school office or on our website.

Celebrating Achievement

Children work hardest when they know their work will be appreciated and praised.  All staff encourage pupils at all times and in all activities to give their best.  Their effort may be rewarded verbally by praise, or non-verbally by a smiley face or sticker.

The whole school celebrates achievement by giving certificates to award pupils for good work, effort or kindness shown to others.

We use Messenger 5 to email certificates home.

Wider-Curricular Activities

A variety of extra-curricular activities can take place depending on the expertise and availability of staff. Clubs in recent years have included multi-sports, football, netball, badminton, fit kids, music and arts clubs. Parents and carers are very welcome to help and support the running of clubs.

Pupil Council

Drumlemble Primary School respects the opinions and views of all pupils and as such all children from P1-P7 are involved in the pupil council. 

Our Pupil Committees are led by different members of staff. All pupils are able to contribute to discussions and plans relevant to school improvement. Committees in recent years have focused on Sports, Sustainability, Citizenship, Digital Literacy and on developing our outdoor area. Our current committees are:

  • Investors in Pupils – enabling pupils to be involved in planning whole school activities.
  • Digging Deep – helping children to use and develop our new garden area.
  • Look to the Future – focusing on digital literacy.
  • Make a Difference – in which children can contribute to fundraising plans and to planning and taking part in sports activities.


Curriculum For Excellence (CfE)

Curriculum for Excellence (CfE) is the Scottish National Curriculum which applies to all children and young people aged 3-18, wherever they are learning.  It aims to raise achievement for all, enabling children and young people to develop the skills, knowledge and understanding they need to succeed in learning, life and work.

The Four Capacities – the curriculum aims for all children to become:

  • Successful Learners
  • Confident Individuals
  • Responsible Citizens
  • Effective Contributors

The Eight Curriculum areas are:

  • Expressive Arts – including art and design, dance, drama and music
  • Health and Wellbeing – mental, emotional, social and physical wellbeing; PE; food and health; substance misuse; and relationships, sexual health and parenthood
  • Languages – listening and talking, reading and writing in English and modern languages, plus classical languages and literacy, and Gaidhlig/Gaelic learners (where available)
  • Mathematics – including analysing information, solving problems and assessing risk
  • Religious and Moral Education (denominational and non-denominational) – learning about Christianity, other world religions, and developing values and beliefs
  • Sciences – understanding important scientific concepts across planet Earth, forces, electricity and waves, biological systems, materials and topical science
  • Social Studies – understanding people, place and society in the past and present including history, geography, modern studies and business education
  • Technologies – including computing science, food, textiles, craft, design, engineering, graphics and applied technologies

Additional important themes across the curriculum are creativity, enterprise and global citizenship, which include sustainable development, international education and citizenship.

Learning Opportunities

Your child will learn in a variety of different contexts and groups including ability, co-operative and social.

Curriculum Levels

There are national levels to describe different stages of learning and progress.  For most children the expectation is:

  • Early Level – early learning and childcare to the end of P1
  • First Level – to the end of P4
  • Second Level – to the end of P7
  • Third and Fourth Levels – S1 to S3, with the fourth level broadly equivalent to SCQF level 4
  • Senior Phase – S4-S6, and equivalents in other settings, where pupils/students can continue to develop the four capacities and achieve qualifications

The Senior Phase

The Broad General Education in secondary schools continues from S1 to S3.  All children will develop an S3 profile that describes their learning and achievement from S1 to S3.  During S3 (normally January or February), pupils will be asked to choose the courses that they will follow in S4.  It is these S4 choices that lead to national qualifications.

Each school will design a senior phase that best meets learners’ needs, whether that is continuing in school, learning full or part time in college, community learning or work-based learning or a combination of these.  For example, it may be possible to pick up specialist subjects and work placements that can help young people get real experience of the industry or sector that interests them.

Each young person will, in practice, have discussions with teachers and parents/carers to discuss and decide the subject choices that best suit them for the Senior Phase.

Skills for Learning, Life and Work

The development of the skills for learning, life and work are the responsibility of all practitioners and include literacy, numeracy and associated thinking skills; health and wellbeing, including personal learning planning, career management skills, working with others, leadership and physical co-ordination and movement skills; and skills for enterprise and employability.

Through Curriculum for Excellence children and young people are entitled to a continuous focus on literacy, numeracy and health and wellbeing.  These skills are essential if children and young people are to gain access to continuous learning, to succeed in life and to pursue a healthy and active lifestyle.  The use of ICT underpins these overlapping and mutually supportive skills sets; ICT skills will continue to be developed in a variety of contexts and settings throughout the learner’s journey.

All children and young people are entitled to opportunities for developing skills for learning, life and work.  These skills are relevant from the early years right through to the senior phase of learning and beyond.

16+ Learning Choices

16+ Learning Choices is a guaranteed offer of a place in post-16 learning for every young person who wants it. This is the Scottish Government’s model for helping young people to stay in learning after the age of 16.

16+ Learning Choices looks to help reduce youth unemployment in Scotland and to contribute towards economic growth. 16+ Learning Choices seeks to equip all young people in Scotland with the skills and knowledge they need post-school to achieve their full potential and find a positive destination in further education, training or employment. 16+ Learning Choices is seen as an integral part of Curriculum for Excellence.

The Pupils’ and Parents’ Voice

Personalisation and choice is one of the seven principles of curriculum design and children and young people throughout their education will have the opportunity to discuss with their teacher the context in which they learn and how they will approach the learning.  Staff will discuss new learning with the children at the beginning of a new topic and plan together the areas of specific focus, e.g. World War 2 – The Battle of Britain.  This will be shared with parents/carers through the homework diary and parents/carers will be invited to support the learning by sharing resources from home, e.g. a ration book, or by visiting the school to deliver a talk.

Parents/carers will be invited to share comment regarding the planned work for their child at various points throughout the year and are encouraged to feedback comment at any time through their child’s homework diary.

The Curriculum at School, Local and National Level

At the beginning of each term we issue details to parents of the curriculum areas and topics that will be covered in the term.

When covid restrictions allow, we also provide information sessions for P1 parents about what they need to know about the curriculum for their child starting school. We provide online meetings when parents are not permitted to attend the school premises.

We use two online platforms, Seesaw and Google Classroom that can provide additional information for parents about the learning their child is involved in.

  • Seesaw enables teachers to share work a child has completed at school and provide regular updates on their learning.
  • Google Classroom enables teachers to set home learning or post class learning for children to revisit at home. Children can actively share their learning with their parents.

We also use Facebook to let all parents know about whole class or school activities.

Information can also be found on Argyll and Bute website and Education Scotland website. Please see appendixes for e-mail addresses.

Careers Information Advice and Guidance

Through partnership working, schools plan with a variety of organisations to ensure that career information, advice and guidance are an integral part of the curriculum.  This provides children and young people with real and relevant learning opportunities that can be applied both in and beyond the classroom.

Financial Guidance

Through Maths and through enterprise topics, pupil committee projects and real life experiences pupils are taught about profit and loss, savings and banking.

Sexual Health and Relationships Education

Sexual Health and Relationships Education is part of Health and Wellbeing.  The main areas covered are:

  • Respecting themselves and others
  • Respecting individual differences
  • Ways of expressing and dealing with feelings and emotions
  • Ways of keeping safe
  • Positive and supportive relationships

These areas are recommended by Scottish Government and are age and stage appropriate.

An effective programme of education about Sexual Health and Relationships is best built on parents/carers and schools working in partnership and assuming shared responsibilities.  We aim to keep parents/carers informed about the nature and purpose of the learning programme their children will follow, and to seek parents’/carers’ views at appropriate times.  Any parents/carers who do have any questions or concerns should contact the Head Teacher directly.

Drugs Education

In accordance with the Scottish Government guidelines and Argyll & Bute Council Education Department policy and practice, and in common with all Argyll & Bute schools, this school has in place procedures for dealing safely and effectively with drug-related incidents.

The aims of drugs education at Drumlemble are the prevention of drug misuse, the promotion of healthy lifestyles, and the development of the knowledge, skills and values to help young people make responsible health choices.

At the early stages existing programmes of study ask pupils to investigate what keeps them healthy and to choose between given alternatives in situations that could affect their health. As the children progress through the school work focuses on the impact of harmful substances on the body and encouraging pupils to demonstrate simple decision making strategies in relation to keeping healthy and safe.   The school is supported by outside agencies in the management of drug education.

Further information can be obtained by contacting the Head Teacher or via


Religious and Moral Education

The programme for Religious Education in our school aims to help pupils learn about Christianity and other major world religions and to recognise religion as an important part of human experience.  Pupils will also be encouraged to learn from religions and helped to develop their own beliefs, attitudes, moral values and practices through a process of personal search, discovery and critical evaluation.

Please note that parents/carers have the right to withdraw from religious observance / education. If a parent /carer wishes to withdraw their child from Religious and Moral Education classes or attendance at school assembly or church services they should contact the school and discuss their concerns with the Head Teacher.



Assessment is crucial to tracking progress, planning next steps, reporting, and involving parents/carers and learners in learning.  Evidence of progress can be gathered by learners themselves and by fellow pupils (peers), parents/carers, teachers and other professionals.

A number of approaches are employed including the following:

  • Self-assessment – learners will be encouraged and supported to look at and revisit their own work to develop a better understanding of what they have learned and what they need to work on
  • Peer assessment – learners will be encouraged and supported to work together to help others assess what is good about their work and what needs to be worked on
  • Personal learning planning – children, teachers and parents/carers will work together to develop planning for next steps in learning
  • Profiles – a statement of achievements both within and out with school, to be introduced at P7 and S3.

Your child’s progress is not only based on ‘tests’ but on the learning that takes place within the classroom and in different settings out with the classroom.

Evidence of children and young people’s progress and achievements will come from day to day learning and through the things they may write, say, make or do.  For example, evidence may emerge as a result of children and young people taking part in a presentation, discussion, performance, or practical investigation.  Evidence may be captured as a photograph, video or audio clip as part of a particular learning experience.

Assessment takes place as part of ongoing learning and teaching, periodically and at key transitions.

The Scottish National Standardised Assessments (SNSA)

From August 2017 the Scottish Government has introduced a single, nationally developed set of standardised assessments, designed to reflect the way we deliver education in Scotland, through Curriculum for Excellence.  These assessments are expected to replace the variety of existing standardised assessments that local authorities and schools use at the moment.

Ongoing and informal assessment is, and will continue to be, a central part of everyday assessment.  Teachers will continue to draw on all of the assessment information available to them, when considering children’s progress and planning the next steps in their learning.

SNSA focus on aspects of reading, writing and numeracy and children in P1, P4, P7 and S3 will be assessed.  P1 children will take two SNSA assessments: one in literacy and one in numeracy.  P4 children will take three SNSA assessments: one in reading, one in writing and one in numeracy.  P7 children will take three SNSA assessments: one in reading, one in writing and one in numeracy.  S3 young people will take three SNSA assessments: one in reading, one in writing and one in numeracy.  Please note that some pupils will not access SNSA due to their specific additional support needs. 

The online assessment system will produce feedback information about where your child did well and where further support is required.  Your child’s teacher will use this feedback to help plan next steps and provide further support as appropriate.  Providing the right support at the right time will help to ensure your child can reach his or her potential.



Reporting informs parents/carers of progress in learning and achievement.  This will be through a range of approaches including meetings at parents’ evenings or in written form.

We have three Parent Teacher Appointment Meetings throughout the school year, with an end of term report sent home in June.

If we have any concerns regarding a child, we will contact you immediately and discuss these with you.

Parents will get regular information about their children’s strengths, progress and achievements.  This will take account of their achievements in key areas of learning such as literacy and numeracy and in different contexts and settings including across curriculum areas, the life and ethos of the school, and learning outwith the school, including the wider community.  At key points this will include information on the curriculum level children are working within and progress towards qualifications in the senior phase.  Parents will be informed of what their children need to do to continue making progress and ways that they can help.

At P7 and S3, teachers will work with children and young people to prepare profiles which will highlight their achievements over a period of time and summarise their learning journey at key points of transition.



Transitions are the moves children and young people make from home to nursery, from nursery to primary, from primary to secondary, from secondary to further education and beyond.

Starting Early Learning and Childcare

Once your child has been allocated a place in the early learning and childcare class you will be invited along to meet the staff and children, to find out more about the curriculum and to share information about your child.  Your child will be invited to join the early learning and childcare class with your support as necessary until they have fully settled.

Deferring Entry to Primary One

Argyll and Bute Council is currently part of a National pilot project which automatically grants an additional year of ELC funding, should it be decided that it is in your child’s best interests to defer entry to P1.  This pilot comes ahead of a national entitlement for all parents to this additionally funded ELC place, planned for August 2023.  As such, if you feel that your child would benefit from a further year within an ELC environment, before beginning their P1 journey, this additional year can now be fully funded.

The decision whether to send your child to school or defer is individual to each child, and in keeping with GIRFEC policy principles staff within your child’s ELC and prospective school will support you in making this decision.

If you are considering a possible deferred entry into P1 for your child, please speak to your child’s Key Worker within their ELC to advise them of this, and contact for advice and details of how to apply.  Please note, you should still register your child for school during the registration window in January and, if you decide to defer entry, the Early Years team will work in collaboration with your child’s ELC and yourself to support you in making your decision.

Starting Primary One

Children in Scotland who reach the age of five years between 1st March 2022 and 28th February 2023 should start school in August 2022.  This generally means that children start school when they are aged between four-and-a-half and five-and-a-half.  For academic session 2022/2023 online registration will begin mid-January 2022; further information will be available on the council website and in the local press.

To help your child prepare for a good start you can:

  • Listen and talk to your child about this change in their lives
  • Involve your child in getting ready for school by helping choose the things they will need, e.g. their uniform, lunchbox, school bag
  • Keep in touch with the school about anything which may affect your child’s learning
  • Attend induction events or introductory sessions

Transfer to Secondary School

Primary school pupils normally transfer to their catchment area secondary school in August following completion of their P7 year.  Secondary staff visit P7 pupils to discuss aspects of their transfer with them and in June the pupils will spend an agreed length of time at their prospective secondary school.

The catchment area secondary school for Drumlemble Primary School is:

Campbeltown Grammar School

Hutcheon Road,



PA28 6JS

phone number 01586 553 773

You will be contacted by letter and offered a place for your child at Campbeltown Grammar School, which you may either accept or decline.  Secondary schools have their own arrangements for meetings with prospective parents/carers, and you will be given details of these meetings.

Should you prefer your child to attend a school other than the designated catchment area school then a Placing Request must be made.  Forms are available from the Head Teacher, or by contacting School Support by email to or by ‘phoning 01369 704000.

Moving from Stage to Stage

Your child will be involved in an induction programme every year in school. Prior to the summer holiday your child will meet their teacher/s for the following session and visit their new classroom/s.  Teachers work closely and share information about your child’s learning and achievements.  Staff will also share other information which will help the teacher support your child’s learning, e.g. friendship groups, preferred ways of working, etc.

Moving Between Schools

When a child moves to a new school their class teacher will normally telephone the new school to share information on academic achievement and personal likes/dislikes with their new teacher.  Parents/carers are encouraged to organise a visit to the new school (if possible) in advance to support the child feel secure in the move.

It should be noted that opportunities for enhanced transitions are available for children as required.

Liaison with Local Schools

Our school maintains close links with Campbeltown Grammar School.

and other primary schools within the local area.  Our teachers, and in some cases our pupils, visit other schools and establishments and other teachers and pupils visit us.  This process is important for the professional development of staff, reciprocal understanding and the establishment of curricular consistency.

Leaving School

The first eligible school leaving date for most young people is 31 May at the end of S4.  This applies to young people whose fifth birthday fell between 1 March and 30 September in the year they entered P1.  Younger pupils in a year group are required to stay on until December in S5.  Older pupils are eligible to leave as early as December in S4.

Opportunities for All is the Scottish Government’s commitment to offer all 16-19 year olds a place in education, training, employment or other planned learning from when they leave school up to their 20th birthday.  All young people should receive the right amount rather than the same amount of information, advice and support in order to help them enter and sustain a positive destination.  For young people who do not immediately enter a positive destination on leaving school, support will continue until they find a suitable opportunity.

Transitions are particularly critical for young people with additional support needs and require additional preparation and planning.  Whenever a young person with additional support needs is approaching a transition, other agencies are involved in transition planning, the young person’s views are sought and parents/carers will be part of the planning process.  In all cases, early consultation will take place with the post-school learning provider to ensure that any support necessary is in place.



Support Arrangements for All Pupils

Providing personal support for learners 3-18 is the responsibility of all staff.  In the early learning and childcare and primary setting the early years practitioner or class teacher is the key adult who knows every child or young person in their care well, taking an avid interest in their welfare and progress.

In the secondary setting it is Guidance staff who play an active role in promoting learners’ personal, social and academic welfare; this is supported by Pupil Care and Support staff who offer help, support and advice as required, safeguarding the health and wellbeing of learners.

Identifying and Addressing Additional Support Needs

The Argyll & Bute Staged Intervention Framework is used to identify and meet pupils’ needs and to manage and review provision.  This follows the Getting it right for every child (GIRFEC) practice model.   GIRFEC is a national framework to help all children and young people grow, develop and reach their full potential.  Its focus is to improve outcomes for children and their families based on a shared understanding of their wellbeing.

Every child in school will have a Named Person.  In primary school this will usually be the head teacher and usually a principal teacher of pupil support or depute head teacher in a secondary school.  The Named Person will usually be the first point of contact for parents if they have any concerns about their child at school.  The Named Person will work with parents to provide support to meet a child’s needs or resolve concerns.  If there is a need to involve more than one agency to work together to provide support then a Lead Professional will be appointed to coordinate that support.

Where support is being provided by a single agency then a Planning meeting may be held and a Child’s Plan opened.  Where two or more agencies are involved in supporting a child’s needs, then a Child’s Plan will definitely be opened.  The Plan will include an assessment of the child’s needs using the My World Triangle assessment tool and a note of the agreed outcomes based on that assessment recorded on the Well Being App within SEEMIS.  Parents are an integral part of this meeting and the Plan includes an opportunity to have their views recorded within it.  Plans will be reviewed at appropriate intervals, again with parents as full partners in these meetings.  

More information on GIRFEC in Argyll and Bute can be found at

Staged Intervention

The key principles underpinning Staged Intervention, as outlined in the Education Scotland website ( are as follows:

What is staged intervention?

  • Staged intervention is used as a means of identification, assessment, planning, recording and review to meet the learning needs of children and young people.


  • It provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention. The process involves the child, parents/carers, school staff and, at some levels, other professionals, working in partnership to get it right for every child.


  • Staged intervention is designed to be flexible and allows for movement between stages depending on progress.

Argyll and Bute Staged Intervention: The Stages at a Glance

Universal Support Entitlements: All learners have an entitlement to support.  All children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor, helping them to set appropriate goals for the next stages in learning.  Young people themselves should be at the centre of this planning, as active participants in their learning and development.  Robust systems for assessing, monitoring and tracking are key within this stage.

Stage 1 – In-class or in-group.

The class teacher or key worker (Early Years) identifies a need for some additional support.  The Named Person is notified and the teacher /key worker makes some changes to the normal routine or gives some extra attention so that the child can get the best out of the work of the group or class.

Stage 2 –Targeted intervention.

There is an identified need for targeted planning and intervention to address additional support needs.

A Child’s Plan may be in place outlining the specific targeted interventions required and detailing long- and short-term outcomes and timescales. Timescales for review of the interventions will be built in to the plan. There are likely to be termly reviews of short-term targets and annual reviews of long-term targets.

Additional support at this level may include (in addition to supports available at Stage 1):

  • new resources being accessed for use by the whole class/group;
  • small groups being created for additional tuition;
  • an individual programme of work being introduced;
  • a short term programme of individual support being put in place.

Classroom or Pupil Support Assistants may be deployed to help deliver these supports.

Stage 3 – Specialist input.

There is an identified need for more targeted intervention and/or specialist provision and interventions including:

  • a high degree of individualisation of learning and/or
  • access to a different learning environment
  • substantial adaptation to the curriculum and/or
  • substantial adaptation to the learning environment.

A Universal Child’s Plan will be in place outlining the specific targeted interventions required and detailing long- and short-term outcomes and timescales.  Where there is multi-agency involvement, a Lead Professional will co-ordinate this support. There may also be a Co-ordinated Support Plan in place.


Further Information about Additional Support Needs

Local, direct support is usually the best way to meet pupils’ needs.  If parents/carers have any questions about their child’s progress or well-being at school, they should discuss these first with child’s class teacher or the Head Teacher. Please contact the school office to arrange an appointment.

We believe in working closely with parents and carers.  We hold regular meetings with parents to coordinate additional support for pupils and to ensure appropriate agencies are involved.

This school values partnership working with parents/carers and will do everything possible to help resolve concerns or differences of opinion at an early stage.  If you have any queries about your child’s additional needs, or about the support being provided to meet those needs, please contact the Head teacher.

Parents/carers and young people have the right to ask the Education Authority to establish if a pupil has Additional Support Needs (ASN) and consider if a Co-ordinated Support Plan (CSP) is needed.  This should be raised with school staff in the first instance or can be sent in writing by emailing the Educational Psychology Service to describing the type of assessment and why it may be necessary.  Alternatively, please call 01369 708537 for more information.  Requests are acknowledged promptly and usually agreed unless the request is considered to be ‘unreasonable’.

Parents/carers can also arrange an assessment privately and ask the Education Authority to take the assessment report into account.

Parents/carers and young people have the right to:

  • Independent Mediation Services
    This service is free and involves an independent third party who helps to resolve disagreements between the Education Authority and parents/carers or young people.
  • Independent Advocacy
    Take Note is the National Advocacy Service for Additional Support Needs, established by the Scottish Government and provided jointly by Barnardo’s Scotland and the Scottish Child Law Centre. It offers independent professional or legal advocacy to families and young people who have grounds to make a referral to the Additional Support Needs Tribunal Scotland.  More information is available by telephoning 0131 667 6333 or by email to
  • Free Dispute Resolution
    Some disagreements, such as about the assessment of additional support needs or the level of support, can be referred for written review by an adjudicator independent of the council. Requests for Dispute Resolution should be made to Louise Connor, Head of Learning and Teaching/Chief Education Officer via  If you do not have access to email, please contact Louise Connor by phone on 01631 569196.
  • Referral to the Additional Support Needs Tribunal Scotland (ASNTS)
    Parents/carers and young people can appeal to the ASNTS about decisions involving a Co-ordinated Support Plan (CSP) (0845 120 2906).

A new national advocacy service provides advice to parents/carers and young people about grounds for a referral. Contact Barnardo’s, 235 Corstorphine Rd, Edinburgh EH12 7AR

Independent advice and information is available from Enquire, the Scottish Advice Service for ASL (0845 123 2303).

The Govan Law Centre Education Law Unit works in partnership to support pupils’ and parents’/carers’ rights in education.  Contact Govan Law Centre, 47 Burleigh Street, Govan, Glasgow G51 3LB. 0141 445 1955

The Scottish Independent Advocacy Alliance safeguards people who are vulnerable.  Contact Melrose House, 69a George Street, Edinburgh, EH2 2JG. 0131 260 5380


Main Achievements

Our full Standards and Quality Report for 20/21 is available from the school office. Our achievements in relation to our School Improvement Plan priorities for 20/21 were as follows:

Digital Literacy

Online learning

The staff and pupils had to adapt to using digital technology in new and innovative ways as the periods of home learning evolved during the Covid pandemic. Staff explored new ways of teaching using Google Classroom and accessed a wide range of online teaching resources. The children adapted to taking more responsibility for leading their learning, taking new and creative approaches to presenting their work. This has led to an increased use of digital technology within school, with staff and pupils using interactive smartboards, laptops and Chromebooks, supported by other digital devices.

Prowise Interactive Screens

New interactive screens were purchased to enable greater and improved access to online, sound and visual resources. One example of the use of the new, working screens was a Virtual Visit from Zoolab as an extension for their Victorian’s project where they had been investigating the life of Charles Darwin. The use of technology allowed Zoolab to show the children a variety of creatures and talk about evolutionary changes. The children could ask and answer questions as part of the session.

Apps and Resources

Staff trialled and developed the use of new resources to extend pupils’ learning opportunities, examples being Pro document cameras and an iPad Speech to text app. The Speech to text app is used to remove barriers to physical writing. The Pro document camera enables pupils work to be presented to the class.

Shared learning with Carradale Primary

Teachers from Drumlemble and Carradale planned digital literacy tasks that pupils from both schools could take part in. A live lesson took place involving the use of Jamboards.


Seesaw was used successfully to share pupils’ learning with parents. Our ELC also used the app to share work on a regular basis. Further consolidation of the format can follow, possibly with more involvement of pupils in the posting of their work.


The increased use of the school Facebook page allowed the school to build a large community following, offering opportunities to share our successes and to use it as a forum to promote the wide range of learning experiences offered at the school.

Health and Wellbeing

Growth Mindset

‘Austin’s Butterfly’ clip was a useful way to introduce Growth Mindset to children of all ages. All children engaged with this task and the school staff often refer back to this task when they are trying to improve the standard of work throughout all curricular areas.

‘Giraffe’s Can’t Dance’ has been a useful tool to support children when they are finding new skills difficult. Children in Primary 1 – 3 often refer back to this when someone in the class refers to something being “too difficult”. This has been a positive method for encouraging children to see how their skills build year on year and day by day.

Daily check-ins

All children in the ELC and school are using the ‘Check-in’ on a daily basis. This has been beneficial for staff as it has enabled an easier way to monitor and support children’s emotional health.

School Values

All pupils were involved in the discussion of what our school values should be. The Primary 4-7 pupils then had to use a diamond 9 activity to rank the values in order of importance. From their discussion the current school values were selected: Kindness, Inclusion, Endeavour, Perseverance, Respect and Tolerance.


Children throughout the school have responded well to Mindfulness activities. Primary 1 – 3 incorporated short Mindfulness sessions into their Health and Wellbeing lessons on Friday afternoons.

Outdoor Learning

The main focus of the outdoor learning improvement was the planning and development of outdoor learning zones (challenge areas). Progress was as follows:

  • Children identified and recorded challenge areas. The Garden area and Nature area, Sports and Construction areas were all identified as main priorities.
  • P4-7 presented ideas to P1-3 and all children voted for their top choices. The Sports Area and Garden and Nature Area were identified as the first to be developed.
  • Children made a 3D plan of Gardening area for submission to a landscape architect.
  • The school successfully sought funding from Tesco Bags of Help and Laggan Community Fund. Local contractors donated materials and garden stores have helped with costs for the purchase of plants.
  • The Garden and Nature Areas were completed.

The creation of the Garden and Nature Areas has enriched the school playground area, and added to pupils’ learning opportunities. The pupils have responded positively to the challenge of being involved and enjoyed the outcome of the project.

Our Standards and Quality Report for 20/21 also provides information on how the school engaged with, and empowered stakeholders.

Engagement with Stakeholders


We involved pupils in activities that involved partner organisations and enhanced pupils’ life skills:

  • The P5-7 children took part in Bikeability Level 1 and 2 sessions.
  • The leaders from Scout Adventures in Lochgoilhead visited the school and led two very exciting sessions for the children, developing their skills in communication and cooperation through orienteering, fire building and team games. The children were very positive about this experience and felt it gave them opportunities to work together in new ways.

Through charity fundraising activities, parents and pupils contributed to those in need in the wider society:

  • Red Nose Day, Jeans for Genes and Save the Children’s Christmas Jumper Day gave the children opportunity to raise money for worthwhile causes and reflect upon the issues that children may face in their daily lives.

Through our outdoor learning project we involved the community with a high level of contact and communication with various local businesses, former pupils and community members who donated labour and material.

Pupils were heavily involved in the creation of our School Charter and of a new set of school values.

Through our use and development of Google Classroom as a learning and teaching, and feedback and communication, forum, and of Seesaw as a means of sharing learning and maintaining dialogue with parents, we enabled and encouraged an ongoing involvement in learning for both pupils and parents.

Our Parent Council was involved in regular discussion about the events of the school year including the new school meals menu and applying for grants for the development of the outdoor area.

Empowerment of Stakeholders


The children had the opportunity to develop their own ideas for the outdoor zones as part of our School Improvement Plan. They used a democratic voting system to shortlist the zones and finally prioritise the first and second zones to be developed. Each child produced a plan and the best ideas from all were selected by the children and made into a 3D model and finally a plan produced by a Landscape Architect. This approach meant that the children had full ownership of the design of the garden and nature zones and experienced following a plan through from initial stages to fruition.

The children designed and displayed posters for key events such as Red Nose Day and have responsibility for making choices about how to raise the money.

The P4-7 pupils planned, organised and carried out a sponsored walk to raise money for additional items for the nature area. They selected a range of items they would like, then negotiated their final list keeping within budget.

The P4-7 children were trained as playground buddies and lead sessions at lunchtime breaks giving them the chance to enhance their leadership skills.

Improving Standards

The session 20/21 had a variety of phases for the school: whole school operating within covid restrictions, whole school closure and operation of a school Hub, the return of P1-3 on site and P4-7 continued remote learning, and the whole school return operating under further covid restrictions. Throughout the phases our aim was to prioritise consistency and continuity in the teaching of Literacy, Maths and Health and Wellbeing and to provide opportunities for learning across that would stimulate and enrich children’s learning.

Our School Improvement priorities, Digital Literacy, Health and Wellbeing and Outdoor Learning, were the essential priorities during the covid-affected year. By developing those areas, we could adapt to the new demands of teaching and learning and maintain high expectations in learning and teaching in the areas of key skills of Literacy and Maths.

Our focus during the year was to ensure our planning maintained the progression in learning for pupils through online and in-class phases, to continue to track progress and attainment on a termly basis and to provide personalised learning support for individuals with additional support needs.

Our assessment of pupil progress by the end of the Summer Term indicated that good progress was made in Literacy and Maths. Our end of year data indicated that our P7 cohort of pupils reached good standards prior to their transition to secondary school. Further detail is shown in our Standards and Quality Report for 20/21.

School Improvement Plan

1 Learning and teaching

Build on existing practice to develop a learning and teaching framework that ensures consistency of approach and also enables curriculum development through professional development, with a particular focus on raising attainment in literacy and numeracy.

2 Health and wellbeing

Refresh and highlight whole school approaches to anti-bullying, behaviour and related areas (ASN/Inclusion), involving all stakeholders.

Explore opportunities to extend pastoral support provision.

3 Outdoor Learning

Build on progress in 2020/21 to develop both the school’s outdoor learning environment and the outdoor learning curriculum, involving stakeholders and partners.

Attendance and Exclusion

Attendance for the last five years has been as follows:













In the past 5 years, no children have been excluded from school.



Early Learning and Childcare Meals

Health and Wellbeing is a large part of the ELC experience, and includes access to milk, a healthy snack and meal time provision.  We are committed to providing healthy, nutritious, good value meal options to children in our Early Learning and Childcare Settings.  If your child is in ELC for more than four hours and over a lunch period they are entitled to a funded nursery lunch.

Our ELC lunch offer is a two course menu with a main meal, and will be either a starter and a main course, or a main course and a dessert.  The menu runs on a four week cycle so that there is plenty of choice for children.

Our ELC menus comply with the Scottish Government’s guidance, Setting the Table.  In this document there is guidance on healthy snack options, meal planners and foods that are not acceptable for inclusion in provision, as well as other helpful guidance.  The link to this document is:

Scottish Milk and Healthy Snack Scheme (SMHSS)

The SMHSS funds a daily portion of plain fresh cow’s milk (or specified alternative) and a healthy snack (fruit or vegetables) for all pre-school children spending two hours or more in the care of a regulated day care provider and/or childminders that have registered for the SMHSS.  SMHSS will replace the current UK Nursery Milk Scheme from 1 August 2021.

The link to this guidance is:

Milk and Healthy Snack Scheme (Scotland) Regulations 2021: children’s rights and wellbeing impact assessment – (

School Meals

Argyll and Bute Council is committed to providing healthy, nutritious, good value meal options to pupils in our primary and secondary schools and a school meal is available in almost all of our schools, with the exception of Iona and Ulva primaries.  We encourage healthy eating and school lunches are planned so that children can choose a well-balanced meal and a good selection of bread, vegetables, fresh fruit, fruit juice and milk are available daily.  All of our menus comply with the Scottish Government’s Schools (Health Promotion and Nutrition) (Scotland) Act 2007 and with Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2008

As part of Scottish Government legislation, from January 2022 all pupils in P1-P5 will be entitled to a free school meal.  Parents do not have to register for this; all pupils will receive this meal automatically.  Please see the section on free school meals for information for pupils from P6 and beyond.

Allergy information for our school menus is available online and in each school kitchen. You can find out the allergens contained in every dish, and by clicking on the links for each meal you can also find out the recipe used, full ingredients and nutritional information. These are available via If your child has a food allergy, please contact the school office in the first instance so that any necessary arrangements can be put in place.

A vegetarian meal option is available every day, and many dishes can be altered to accommodate other special diets where this is required.  Where possible, other non-medical special diets may be accommodated; please contact the Food and Nutrition Officer for more information.

We use Argyll and Bute’s cashless catering payment option to give you more choice on how to pay for school dinners.  The system can be accessed at . Please contact our school office for more information and to receive your online cashless catering reference. 

You are also able to pay for school meals via cash or cheque paid directly to the school.

Primary Schools:

Our primary school lunch offer is a two course menu with a choice of main meal, and will be either a starter and a main course, or a main course and a dessert. The menu runs on a four week cycle so that there is plenty of choice for pupils.  The cost for a primary school meal is £2.30.  Water, and a selection of bread and salad, are provided every day and fruit and yoghurt will be available daily as a dessert option.  Some larger schools may also have baked potatoes available every day.  Milk is available to purchase at 10p for 200ml.

The primary school menu is revised twice per year, typically in October and in March. You can view our current primary school lunch menu at

Packed Lunches

Some pupils prefer a packed lunch and it is the Authority’s policy to provide facilities for the consumption of packed lunches in all schools where these are required. We believe a well-balanced packed lunch with a tasty alternative to chocolate biscuits and sweets is very important, although one small treat per day does no harm!  Dates, raisins, sultanas, carrot sticks, cherry tomatoes and seasonal fruit could provide healthy alternatives.  Unflavoured milk and water are the ideal drinks for teeth and a pure fruit drink or mineral water is better than drinks with high sugar content.

Sandwiches often form a major part of a packed lunch.  Fillings for sandwiches should be chosen with care because the packed lunch will be stored in a warm classroom for a number of hours.  It is therefore advisable to use a cool bag and ice pack and choose fillings that are less likely to be affected, e.g. cheese and tomato, salad, egg and tomato.  An alternative to sandwiches could be cooked pasta with a variety of fruit or vegetables and a suitable dressing.  Occasionally a piece of quiche or pizza could be included.

The school aims to encourage children to enjoy food which is both attractive to them and nutritionally sound, whether this is a school meal, a packed lunch or a snack.  We would appreciate your support in achieving this aim.

Free School Meals

From January 2022, all pupils in P1-P5 are entitled to a free school meal. Parents do not have to register for this; all pupils will receive this meal automatically

Free school meals are also available, via an application process, to pupils from P6 and beyond whose parents or carers receive any of the following:

  • Income Support
  • Income based Job Seekers Allowance
  • Income related element of employment and Support allowance
  • Child Tax credit but not Working Tax Credit (income should not exceed £16,105)
  • Child Tax Credit and Working Tax Credit (income should not exceed £7,330)
  • Support under Part V1 of the Immigration and Asylum Act 1999
  • Universal Credit (monthly take home pay for period must be under £610)

A free school lunch will also be available to children who attend nursery and receive their free early learning and childcare over lunchtime if parents receive one of the benefits listed above.  In addition, pupils aged between 16 and 18 years who receive any of the above benefits in their own right also qualify. 

To complete an online application form please visit  Alternatively, please contact Customer Services: Education on 01369 708548 or your local benefit enquiry office.

If your child is eligible for free school meals, we ensure that this is dealt with discretely.

Please note that the above eligibility criteria is correct at time of publishing (September 2021) and may be subject to change by the start of August 2022.  The link above will contain the most up-to-date information.

If you are not eligible for any of the benefits listed above there is a separate application process available and you should contact either 01369 708548 or your local benefit enquiry office for details.

Special Dietary Requirements

Health Care

You can contact your school health staff at: –

Children and Families Health Team

Argyll and Bute Health and Social Care Partnership Health Centre

Stewart Road Ralston Road PA28 6AL TEL: 01586 865813

Administration of Medicines

Many pupils will, at some time in their school careers, need to take medication.  For the vast majority this will be a short-term requirement, with pupils simply finishing a course of medication which has been prescribed for them by their family doctor.  Wherever possible, parents/carers are requested to ask for GP prescriptions which can be administered outwith the school day, i.e. in the morning and evening.

However, pupils may have medical conditions such as asthma or diabetes which may require long-term support and, if their conditions are not properly managed by taking regular medication in school, their access to education could be limited.  In addition, some children have conditions which may require occasional staff intervention, e.g. severe allergic conditions such as anaphylaxis.  Pupils with such conditions are regarded as having health care needs but, notwithstanding these, the vast majority of children with such needs are able to attend school regularly and, with some support from the school staff, are able to take part in most normal school activities.

In any of these circumstances parents/carers (or young people themselves if they are over the age of 16) should discuss the matter with school staff and agree the arrangements which will be made to provide support for the pupil.  A written request form must be completed in advance when any medication is to be administered or taken in school.

Skin Protection

Your child’s skin may be affected by exposure to the sun, especially over the lunchtime period and other outdoor activities.  It is a good idea for your child to wear a sun hat.  If they have one, please put it in their school bag. 

You should ensure your child has sunblock applied prior to arriving at school in periods of hot weather and if you wish them to have further applications at lunchtime then you should send in sun-cream/block and we can help your child apply it.

Face painting is occasionally carried out within schools.  Parents will be informed when this activity is being planned.


Transport to and from school is available for pupils who live more than:-

  • 2 miles away from their catchment primary School
  • 3 miles away from their catchment secondary School

Pupils may still be required to walk to a school transport pick up point.  Primary school pupils will not be required to walk more than two miles and secondary pupils will not be required to walk more than three miles from their home to the pick-up point.

Pupils will not be picked up or dropped off at any point other than the designated location without written authorisation from a parent or carer.

Please see for further information on school transport.

Exceptional Requests

Consideration will be given in exceptional circumstances for school transportation where your child attends their catchment school but would not normally be entitled to transport.

Where parents/carers believe that there may be grounds for an exceptional transport request, an application form should be completed and submitted to the Integrated Transport Section.  Applications will then be referred for further assessment as appropriate.

Exceptional transport requests can be made when:-

  • Your child has been recommended on health grounds by a designated medical officer.
  • Your child has requirements based on educational grounds / additional educational needs.
  • Your child has to walk a route which, after an assessment, is considered to be unsafe for children even when accompanied by a responsible adult.

Application forms are available from the school office or you may apply on-line on the Council website at


Free Bus Travel Scheme

A national new free bus travel scheme for children and young people aged from 5 to under 22 will start from 31st January 2022.  Further information can found on the Transport Scotland website: and parents will receive further information in due course from Education.

Education Maintenance Allowance (EMA)


EMA is a weekly payment of £30, paid fortnightly in arrears, for eligible students aged 16 to 19 who are continuing in post-compulsory education.  The allowance is means-tested based on household income and is payable fortnightly in arrears during term time.  Payments will be made direct to the student’s own bank account.

Further information and full eligibility criteria can be found at or by emailing or telephoning 01369 708548. 


The Authority insures against its legal liability for:-

  1. accidental personal injury and,
  2. accidental damage to property not belonging to the school or Council.

This means that if an injury is sustained or personal property is damaged/broken/lost due to negligence or omission on the part of the school or its staff, claim costs will be met by the Council’s public liability policy.  There is no automatic right to compensation.  It is the responsibility of the person making the claim to prove that the Council has been negligent in their actions leading to the loss.


Parents/carers may wish to consider their own insurance arrangements in terms of appropriate extensions to their household insurance or arranging their own separate covers.

Music Services

Chanter tuition is available from Primary 5 onwards.


Parental Access to Records

The School Pupil Records (Scotland) Regulations 1990

Details of the regulations and process for obtaining information specific to pupils are available by contacting the school directly.   See management circular 3.11

Subject Access Requests

GDPR legislation includes the right to request information we hold about you.  If you wish to receive a copy of the personal information we hold about you, this is known as a Subject Access Request.  Further information and a Subject Access Request form may be accessed via:

Child Protection

Given on-going public concern on the subject of child abuse, and recent changes in the law, schools are now required to report if they think any child may have come to harm as a consequence of possible abuse.

A member of staff in each school has been appointed to be responsible for Child Protection matters and special training has been given to these people.  Should you wish further advice about Child Protection and the safety of children, please feel free to contact the school.

The school has good liaison contact with the School Medical Officers, Social Workers, and the Police, any or all of whom may become involved if abuse is suspected.

Please see for more information on child protection.

Weapons Incidents in Educational Establishments


A joint protocol has been agreed between Police Scotland, Argyll and Bute Council and West Dunbartonshire Council for dealing with any weapons incidents in schools.  It is therefore important to make parents aware of rules and expectations in relation to weapons and the response to allegations of weapons possession.  Weapons must in no circumstances be brought to school and pupils will be encouraged to share any knowledge of weapons with teaching staff.

The purpose of the protocol is to maximise the safety of children and young people and to safeguard the welfare of all persons involved in any weapons-related incident, including any alleged perpetrator, through an effective multi-agency response.  All incidents involving weapons at any educational establishment where a person under the age of 18 is educated, and any incident involving a child less than 18 years being in possession of a weapon, will trigger the operational response summarised below.  Every incident will be thoroughly investigated and recorded.

  • In response to an incident involving possession, or suspected possession, of a weapon in an educational establishment, the Senior Management Team will react with a proportionate response.  Police Scotland will be contacted immediately and will coordinate any emergency response. In the event of a serious incident, appropriate medical attention will be sought and designated First Aiders at the establishment will treat those affected as far as their training and experience allows, provided it is safe to do so.  The emotional needs of those involved in, or witnessing, the incident will also be considered. 
  • If any person who is a pupil or a student in an educational establishment in Argyll and Bute is found in possession of a weapon out-with an educational establishment, Police Scotland will alert the authority of the incident.
  • No release to the media regarding a weapons-related incident will be made without consultation with the Communications departments of both Police Scotland and Argyll and Bute Council.

Please contact the school if you require a copy of the full weapons protocol document, which includes a summary of police powers and duties of search in relation to weapons. Please note that that unless parents/guardians contact the school to indicate a concern, they are giving their implied consent to the policy. 

Acceptable Use of Personal Internet Enabled Devices / Using the Internet, Email and Glow

All children and young people will have access to various forms of technology and will use the internet, email (secondary pupils) and Glow.  When accessing the Internet in school pupils must abide by the following rules:

All users should:

  • access Internet pages which are directly related to the current task as identified by the member of staff in charge;
  • save/download information related to the current task as identified by the member of staff in charge;
  • report instances of misuse to the member of staff in charge;
  • report suspicious sites or emails to the member of staff in charge;
  • choose a strong password – preferably a phrase that you can easily remember;
  • ‘logout’ at the end of each Internet or Glow session;
  • treat all equipment and other users with respect.

Users should not:

  • tell anyone their login ID or password;
  • use portable storage devices brought from out with the school;
  • attempt to circumvent the IT security systems and antivirus;
  • send illegal or defamatory material; receive illegal material or material which is offensive or defamatory without informing the member of staff in charge;
  • read emails intended for others;
  • create rude or abusive emails about other people.

Personal safety

  • Never tell anyone you meet on the Internet your home address or your telephone number.
  • Never tell anyone you meet on the Internet your school’s name or phone number, unless your teacher specifically gives you permission.
  • Never send anyone your picture, credit card or bank details.
  • Never give your password to anyone – even a best friend.
  • Never arrange by email to meet anyone you don’t know in person.
  • Never respond to nasty, suggestive or rude emails.
  • Always tell a member of staff in charge if you see bad language or distasteful pictures while you are online.
  • Always be yourself and do not pretend to be anyone or anything you are not.
  • Always remember if someone makes you an offer that seems too good to be true, it probably is.
  • Always delete attachments from strangers without opening them; they may contain viruses that can damage your machine.
  • Never open an email if you are suspicious of its source or content – and report these to a member of staff.
  • Never click on links in emails unless you are certain they are safe (hover over the link to see what it really connects to)

Please note:

Email access only applies to secondary students. Privacy of electronic mail (email) is guaranteed.  However, those who administer the system on behalf of the education service have access to all mail messages and have the right under legislation to investigate any user activities where suspicious use of the system is identified.


Glow is Scotland’s nationally available digital environment and can support learning across the whole curriculum. Glow is not just one place or platform, instead it offers a username and password that gives access to a number of different web services.

Funded by the Scottish Government and managed by Education Scotland, Glow provides a safe, online environment for educators, learners and parents to communicate and collaborate using services such as Glow Blogs, Microsoft Office 365, G Suite, Glow RM Unify Launch Pad and Glow Meet.

General Data Protection Regulations (GDPR)


Updated legislation introduced in May 2018 and requires all businesses to protect and properly manage all customers’ privacy data – this includes Local Authorities.  The main changes under GDPR are:

  • GDPR give people more rights to know how their personal data is being used.
  • It gives them the right to be ‘forgotten’ and their personal data deleted if they wish.
  • It enables people to see what personal data is being held about them and to make sure their personal data is correct.
  • It gives increased importance for the protection of children
  • It creates increased importance for not allowing people without permission to see or use others’ personal data
  • If someone’s personal data has been used by people without permission, they have to be told what happened.

The full detail of the new legislation can be found at    

A link to the general privacy notice for education can be found at   This privacy notice outlines the information that we require to provide Education for Children and Young People, who we will share that information with, why we need the information, what we will do with the information and how long we will keep the information.

General information:


Pupil’s work on display

Children’s work is often displayed in the classroom and school corridors.  In addition, work is often displayed in other Council buildings as part of exhibitions. This may include their name.


Short Visits

During the pupil’s school life, teachers may organise some activities which will take pupils out of school for up to an hour at short notice.  These visits will be very local to the school (in general no greater than half a mile).  Pupils will be supervised by their class teacher during these visits. 

For any longer, pre-arranged school trips and all trips that require transport, official permission will be sought and Management Circular 3.25 will be adhered to –     

If you have any concerns regarding any of the above you should contact your school directly to discuss individual circumstances. 

Emergency Closures

In the event of the school having to close due to an emergency, e.g. adverse weather conditions putting pupils at risk, heating failure, etc., the procedure is as follows: –

In the event of an emergency closure outwith school hours updated postings will be made on  You can also keep up to date with the latest information by calling 01369 704000.

In case of an emergency, if effective arrangements are to be made, it is essential that the school has up-to-date information from parents/carers regarding such things as changes in employer, telephone number, new emergency contact, etc.  Where possible, a text messaging system alerting parents/carers to arrangements will be used if mobile phone numbers have been submitted.

In whole school emergency situations, updated information will be posted on our own school website and/or website or the use of text messaging may be utilised.


School holidays for all areas of Argyll and Bute – August 2022 to July 2023:


Dates of attendance


Start of term


Thursday 11 & Friday 12 August 2022 – Teacher in-service days


Monday 15 August 2022

Pupils return



Friday 7 October 2022


Monday 24 October 2022



Friday 25 November 2022

Monday 28 November 2022 – Teacher in-service day


Tuesday 29 November 2022



Thursday 22 December 2022


Monday 9 January 2023

February week


Friday 3 February 2023

Monday 13 February 2023 – Teacher in-service day


Tuesday 14 February 2023



Friday 31 March 2023


Monday 17 April 2023



Thursday 25 May 2023

Friday 26 May 2023 – Teacher in-service day


Tuesday 30 May 2023



Friday 30 June 2023

Holiday dates for subsequent years, where already set, may be found via



The following hyperlinks are correct as at 17 September 2021:


Contact details for all Argyll and Bute Schools –

Choosing a School: A Guide for Parents – information on choosing a school and the placing request system –

A guide for parents/carers about school attendance explains parental responsibilities with regard to children’s attendance at school –

The Scottish Government guide Principles of Inclusive Communications provides information on communications and a self-assessment tool for public authorities –

Parental Involvement


Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others –

Parentzone provide information and resource for parents/carers and Parent Councils –

Education Scotland’s toolkit for parental engagement and family learning –



School Ethos

Supporting Learners – guidance on the identification, planning and provision of support –   

Developing a positive whole school ethos and culture–

Health and wellbeing guidance on healthy living for local authorities and schools –

Building Curriculum for Excellence through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support –

Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the teaching and learning of Catholic religious education –


Information about Curriculum for Excellence –


Information on assessment –

Broad General Education (general) – 


Broad General Education in the Secondary School –

Information on the Senior Phase –

Information on Skills for learning, life and work –

Information around the Scottish Government’s ‘Opportunities for All’ programme –,Opportunities%20for%20All%20by%20phoning%200800%20917%208000.

Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services –

The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning –




Assessment and Reporting

Building the Curriculum 5: a framework for assessment provides guidance around the assessment framework –

Information about how progress is assessed –,%20and%20when%20and%20how%20does%20it%20take%20place  

Curriculum for Excellence factfile – Assessment and qualifications –

Information on assessment and achievement –



Curriculum for Excellence factfile – 3-18 Transitions – provides information on the transitions children and young people will face throughout their education and beyond –

Career Information, Advice and Guidance in Scotland – A Framework for Service Redesign and Improvement provides guidance on career information, advice and guidance strategy –,young%20people%E2%80%99s%20skills%20for%20learning%2C%20life%20and%20work.

Choices and Changes provides information about choices made at various stages of learning –

Supporting Children’s Learning Code of Practice includes specific requirements on education authorities and others under the new legislation in relation to transition –


Support for Pupils


The Additional support for learning page provides links to relevant legislation and guidance, including the arrangements that should be in place to support pupils with additional support needs –

Enquire is the Scottish advice service for additional support for learning –

Parenting across Scotland offers support to children and families in Scotland –

Equality and Inclusion –,or%20young%20person%20needs%20support%20for%20whatever%20reason.

Supporting Children’s Learning Code of Practice (Revised edition) – provides Statutory guidance relating to the Education (Additional Support for Learning) (Scotland) Act 2004 as amended –

Getting It Right For Every Child and Young Person, is essential reading for anyone involved or working with children and young people, including practitioners working in adult services with parents and carers –


School Improvement

Education Scotland’s Inspection and review page provides information on the inspection process –

The Scottish Survey of Literacy and Numeracy (SSLN) is an annual sample survey which will monitor national performance in literacy and numeracy –

Scottish Credit and Qualifications Framework (SCQF) –

Scottish Qualifications Authority provides information for teachers, parents/carers, employers and young people on qualifications –

Amazing Things – information about youth awards in Scotland –

Information on how to access statistics relating to School Education –

School education statistics – (


School Policies and Practical Information

National policies, information and guidance can be accessed through the following sites:

Children (Scotland) Act 1995 –

Standards in Scotland’s Schools (Scotland) Act 2000 –






















 01369 704000