Parents - Falkirk Council

Falkirk Council Education Services
parenting
handbook
for children aged
5-11 years of age
This Parenting
Handbook
provides advice
and guidance to
the parents of
children between
the ages of 5-11.
September 2011

FOREWORD FROM THE DIRECTOR
I am delighted to introduce our new and expanded
edition of the Parents Handbook.This is aimed at
parents who have children between the ages of five and
eleven.
Our communities of the future are dependent on our
children and young people. Their success as responsible
adults and successful contributors is dependent on how
parents and carers support and nurture their children.
This role is one of the most important and most
challenging roles that any of us can have. Parents and
carers have a significant and lasting impact on learning
and development in the first five years of a child’s life.
The Education Service can support you as a parent or
carer and this handbook is one way in which we
approach this.
We have worked with a number of other agencies such
as Health to cover a wide range of issues to provide you
with helpful information. The handbook includes
practical advice, useful contacts and information about
services for young children and their families. As always,
we welcome your comments and ideas for future
editions of the Handbook.
JULIA SWAN
DIRECTOR OF EDUCATION

Contents page Page Contents page Page
Primary school aged children
Building blocks to encourage good behaviour 6
Children left alone 7
Missing (from home and school) 8
Parents’ Entitlements 8
Education
Admission to school 12
* Advice to Parents 12
Additional Support Needs (ASN) 14
* Individualised Education Plan (IEP) 15
* Co-ordinated Support Plan (CSP) 16
* Getting help and resolving disagreements 17
Attendance at School 19
BATPUSS 20
Behaviour in School 20
Bullying 21
Careers 21
Childcare 22
Choosing a School 25
Clothing and footwear grants 25
Curriculum for Excellence 26
Definitions / Useful Contacts 26
Educational Psychology Service 27
Exclusion 28
Friendships and peer groups 28
Head lice 29
Helping with Homework / Virtual Teacher Centre 30
Infectious diseases 31
Library Services 31
Looked After Children 31
Medicine Administration 32
Parent Forum / Parent Council 32
Parent Teacher Associations (PTA) /
Parents Association (PA) 33
Parental Involvement Team 33
Parents Charter 33
Parents’ and Families Workshop Event 34
Parents Evening / Pupil Report Card 34
Placing requests 35
Primary to secondary transfer 36
School Crossing Patrol 36
School Health Service 37
School meals 37
Text Messaging - Alert System 37
Tips for Parents 38
* Active Learning 38
* Play and Learning 39
* Reading 40
* Early Mathematics 40
Transport to School 41
Truancy 41
Healthy Lifestyles
Good oral health 44
Health and safety inside / outside the home 44
Healthy eating / lifestyle 45
Parents Information
Adult Learning 48
Balancing family and work 48
Benefits 49
* Child Benefit 49
* Tax Credits 49
* Working Tax Credit 50
Domestic abuse / violence by parents 50
Internet safety and responsible use 51
Return to work, Education,Training 52
Separation, divorce, marriage problems 52
Smacking and the Law 53
Stress & anxiety in Children 53
General Information
Child Protection / Responsibilities 56
Children in need 56
Complaints 57
Literacy and numeracy support for adults 57
Talking with your child about growing and changing 57
Useful Contacts / Websites 58
3

Primary
school
aged
children
Your child learns and develops new
things every day as they discover the
world around them. This makes
childhood an exciting time for them.
Parents have an important role in
teaching their children values and
beliefs and if this is started when they
are young, it will carry through into
adulthood.

6
Building blocks to encourage good behaviour
CHILDREN want
to be close to
their parents and
respect their views. It is
important to start this
early as it can sometimes
change when they
become a teenager and
they might rely more on
their friends. One way of
doing this is by using
positive feedback which
helps to build up their self
esteem. Talking to them
about their strengths is
also important as your
opinion of them will
impact greatly on how
they think and feel about
themselves. Being too
critical of their weaknesses
can damage self
confidence.
When your child does
something which is good,
you should encourage and
praise them but also
explain why. For example,
if they tidy their room, you
can say something like
“you’re a good boy for
tidying your room and
helping mum”. This helps
them to see the value of
good behaviour.
Positive behaviour can also
be used if your child is not
behaving so well.
Explaining to them that
you are upset about their
behaviour is better than
telling them they are bad.
For example, you could
say “that wasn’t a nice
thing to do”. This helps
the child to know that
they have the power to
change their behaviour
and not to see themselves
as bad.
Setting rules and
boundaries are important
for children as is
consistency with these.
Rules will work better as
well if your child knows
why they are there. For
example, you could tell
your child not to jump on
their bed as they could
hurt themselves but also
damage their bed and they
won’t have anywhere to
sleep.
Parents normally live very
busy lives and don’t always
have a lot of time to
spend playing with their
child. However, making
time for this and having
fun with them is so
important. Children spend
a great deal of their time
playing and this is
important for many
reasons. They also like to
be close to you and for
you to be part of their
playing.

Children left alone
There is no legal age limit for leaving a child on their
own at home but if leaving a child alone places them at
risk, this is an offence. The National Society for the
Prevention of Cruelty to Children (NSPCC) suggest that
children under the age of 13 should not be left alone as
they are not mature enough to manage this
responsibility. Parents can be prosecuted for neglect if
they leave a child unsupervised in a manner likely to
cause unnecessary suffering or injury to health.
One very important thing to consider is how mature
the child is. For example it might be alright to leave a
very mature 12 year old alone for a day while you are at
work, but it might not be appropriate to leave a 13 year
old who is not mature.
The National Society for the Prevention of Cruelty to
Children (NSPCC) advises that:
children under the age of thirteen are rarely mature
enough to be left alone for a long period of time
children under the age of sixteen should not be left
alone overnight
babies, toddlers and very young children should never
be left alone
Things to remember
If you do leave your child home alone,
you should consider doing the following:
leave a contact phone number for you
which will be answered straightaway
have a list of phone numbers handy
for people you trust, incase your child
can’t get hold of you
talk to your child about staying safe
and not to answer the door to
strangers
ensure dangerous objects are out of
reach, as well as medicines and
dangerous chemicals
leave clear instructions on what to do
in the event of an emergency such as
a fire
let them know what time you will be
back
establish some basic rules on what
they can and cannot do while you are
out
ensure that they are happy to be left
alone. If they aren’t or don’t feel ready
for this, then it would be advisable not
to leave them and to try to source
someone to stay with them or look
after them.
7

8
Missing (from home and
school)
If your child is missing from home or school, the first
thing you should do is contact the police. You should
also contact some of your family, friends or neighbours
to see if they have any information.
Where a pupil leaves a Falkirk school without previous
notification, the school has a number of procedures
which they should follow promptly to establish the
whereabouts of the child. All steps taken to locate a
missing pupil must be recorded. It is very important that
parents keep their child’s school updated with
amendments to contact details and numbers. If
following these checks a pupil continues to be missing,
the designated officer within Sealock House will be
contacted as a matter of urgency. Should a local search
prove to be unsuccessful, Education Services will refer
the case to Children Missing from Education (Scotland).
Useful contacts / websites
Central Scotland Police 01786 456000
Childcare and Welfare Social Work Offices:
Denny 01324 504160
Stenhousemuir 01324 503503
Grangemouth 01324 504343
Grahamston 01324 506595
Camelon 01324 501200
Laurieston 01324 590300
Bo’ness 01506 778668
Social Work Services out of hours (EDT)
0845 277 7000
ChildLine 0800 1111 www.childline.org.uk
Shelterline National Helpline 0808 800 4444
www.housemate.org.uk
Missing Persons Helpline 0500 700 700
www.missingpeople.org.uk
Parents’ entitlements
The range and type of
information and support
required by parents will
change as their child
progresses through
different stages of
education. The following
outlines what parents are
entitled to and what they
can expect from schools
and Education Services. It
is recognised that
individual circumstances
may require different
approaches to be
considered.
Information on their
child's progress in
nursery, primary and
secondary school.
Flexible opportunities to
discuss their child's
progress and
development.
A range of methods of
communication including
written, verbal and
electronic to ensure
accessibility for all
groups.
Opportunities to be
involved in their child's
education, the wider life
of the school and to
work in partnership with
the school.
Access to help and
advice to support their
child's education.
Advice and personal
support for parents from
schools, nurseries and
partner agencies.
Access to advice and
support can be
delivered in a variety of
ways eg through the
website, printed leaflets,
school brochures or face
to face.
Opportunities for
involvement in groups
which represent the
parent community eg
Parent Councils, Parents'
Focus Group, community
groups.
Parents are consulted
on the educational
arrangements for their
children.

...making time for
play and having fun
with them is so
important...
9

education

12
Admission to School
EDUCATION
Services set a date
each year for the
commencement of
children’s attendance at
primary school.This date is
usually in the 2nd or 3rd
week in August and will be
published on the Council’s
website.
When commencing
primary education, your
child will normally attend
the local denominational
or non-denominational
primary school (regardless
of religion) and transfer
from it, after Primary 7, to
its associated secondary
school. Details of the
catchment areas and
boundaries can be
obtained from the
Forward Planning Section,
Education Services – Tel.
01324 506619 / 506608
or the relevant school.
Any movement between
denominational and nondenominational
schools at
year stages other than
Primary 1 and Secondary
1 requires a Placing
Request Form to be
completed.
Enrolment dates are set by
each school and the
enrolment should be
completed in January prior
to the start of term in
August.The school will
place adverts in the local
press and nurseries
advertising the date(s) for
enrolment. Enrolment
Forms should be
completed on enrolment
day at your catchment
school. Parents are asked
to bring the relevant birth
certificate(s) when
enrolling their child(ren).
Children eligible for
enrolment are those whose
5th birthday falls between
1st March and the end of
February the following year.
Requests for enrolment will
only be prioritised if
Education Services receive
more requests for
enrolment than there are
places available at the
school.
An opportunity for the
new intake to visit the
school is normally arranged
in May / June of each year.
While the children are
participating in classroom
Advice for Parents
Starting school for the first time is a big
event for children. If they have attended
a nursery which is attached to the
school, this can often make the transition
easier. Schools will normally provide
opportunities for parents and children to
visit the school before the end of the
summer to familiarise the child with their
new environment.
Starting school for the first time is not
only a big change for the child but also
for the parents. You may feel worried
that your child won’t be happy, may not
make friends or won’t enjoy school. Try
to remember that most children do love
and enjoy their time at school.
Here are some things you can do to help
them settle in:
Help them to develop skills to be
activities and meeting their
class teacher, parents will
have an opportunity to
view the school and are
given a brief explanation of
school life.
You are required to enrol
your child(ren) at your
catchment school whilst
awaiting the outcome of a
Placing Request
Application (even if you
do not wish him / her to
attend that school).
independent eg dressing themselves
and looking after their possessions.
Explain to your child what will happen
on the first day at school.
Talk positively to them about starting
school and listen to and acknowledge
any anxious feelings or fears they might
have.
In the week before starting school try
to get your child used to the times they
will need to get up in the morning.
Advise the school of any special needs
or medical problems your child might
have.
Try to attend as many meetings as you
can both before and after your child
starts school. This will help you to
understand how the school operates
and see how your child is progressing at
school.

...starting school
for the first time
is a big event for
children
13

14
Additional Support Needs
The Education (Additional
Support for Learning)
(Scotland) Act became law
on 14 November 2005
and was revised in 2009.
“The Act aims to ensure
that all children and young
people are provided with
the necessary support to
help them work towards
achieving their full
potential.” (Supporting
Children’s Learning - code
of practice 2005). The Act
introduced the concept of
additional support needs.
What are Additional
Support Needs?
If your child needs extra
help or support in
addition to that which is
normally provided in
school they can be said to
have ‘additional support
needs’. Children may
need additional support
for a short or long period
of time and for a variety of
reasons.The reasons can
include:
Social or emotional
difficulties
Problems at home
Being particularly gifted
A physical disability
A diagnosed syndrome
Significant
developmental delay
Moving house frequently
Behavioural difficulties
Bullying
A sensory impairment
or communication
problem
Being a young carer or
parent
Having English as a
second language
These are some of the
reasons for additional
support. However, there
are many others. It is
important to recognise
that additional support
needs will always depend
on each individual child.
Any number of different
circumstances can affect a
child’s ability to learn.
Support may need to
come from health, social
work the Pre-School
Home Visiting Education
Service or some voluntary
organisations. We will all
work together with
parents to make sure the
support your child needs
is properly planned to help
them to make progress in
their learning.
What is additional support?
Additional support is the
help your child receives to
enable them to meet their
learning targets. It can take
a variety of forms:
Extra time with a
teacher or assistant -
individually or in a group
Help to get to school
Time with a therapist
(eg a speech therapist
or physiotherapist)
Different work or
homework
Someone to help with
writing (a scribe)
Equipment to help with
learning (eg a laptop or
desktop computer)
Time away from the
classroom when your
child needs it
Counselling
A ‘buddy’ (an older pupil
who looks out for your
child in the playground
or helps with study)
More time to complete
work or do exams or
tests
How do I find out if my
child has additional support
needs?
Your child’s school will
monitor the progress and
learning of all its children. If
a teacher has concerns
about an individual child,
steps will be taken to
ensure that any difficulties
are identified and planned
for.
Schools will keep parents
informed about their
child’s progress and of any
difficulties they may be
having.This will be done
through normal home /
school communications
such as parent’s nights. If
necessary schools will
contact parents directly to
let them know of any
issues about their child’s
learning.
If you are concerned or
worried about your child’s
progress you can contact
their school and ask for an
assessment to find out
whether or not your child
has additional support
needs. The Education
Authority will normally
comply with your request
unless it is considered to
be unreasonable. Reasons
for not complying with a
request for assessment
include:
Your child’s progress is
within the range
expected for their age
and stage
An assessment has
recently been carried
out and appropriate
action taken.

Individualised Educational
Programme (IEP)
An Individualised Educational (IEP)
Programme helps teachers, the
pupil, parents or carers and other
school staff to plan children’s make
sure that they have the help they
need.Teachers should involve pupils
in planning their IEP.
What is an Individualised Educational
Programme?
An Individualised Educational
Programme sets out the learning
targets for a child. In most cases an
IEP. Will be based on Curriculum
for Excellence targets or Getting It
Right For Every Child Health and
Wellbeing indicators.
The IEP contains a very brief profile
of the child detailing strengths and
areas for development detailed
learning targets, showing what will
be achieved and how targets will
only be set in the areas where
support is needed. This means that
if a child is good at maths but needs
help with reading, the IEP targets
will only be set for reading.
Who should have an IEP?
An IEP will be prepared for children
who require:
support for their learning or
behaviour
significant adjustments to be
made to the curriculum
the support of a number of school
staff or professionals.
Will I be involved in the planning for
my child’s IEP?
Yes.You will be consulted about the
targets to be included in the IEP.You
will be given the opportunity to
comment on the targets and to say
how you would like to be involved in
helping your child achieve their targets.
The most successful Individualised
Educational Programmes are
characterised by a very real and
practical involvement of parents or
carers in helping to achieve the
objectives set.
Who else is involved?
Your child’s Head Teacher has
responsibility for establishing an IEP.
In many cases the responsibility is
delegated to the class teacher and
the Support for Learning Teacher
who will contribute to the drafting
of the IEP.They will consult with any
other people who work with your
child.This can include colleagues and
other agencies like NHS Forth
Valley, Social Work and the
Educational Psychology Service.
When will the IEP be reviewed?
A date is set for the review of the
Individualised Educational
Programme when it is devised,
based on the overall urgency of the
child’s needs.
Everyone involved is invited to
attend a review and planning
meeting to participate in setting the
targets for the new school year.
15

16
What if I don’t agree with
the targets being set?
If you feel that the IEP for
your child is not
appropriate or has set the
wrong targets you should
discuss this with the
school.The school may
wish to take advice from a
member of the Additional
Support for Learning Team
or an Educational
Psychologist. If necessary
a meeting can be held to
consider your concerns
and make any agreed
adjustments to the IEP.
If a difficulty about an IEP
cannot be resolved with
your child’s school you can
involve other professionals
associated with the school
– for example, the
Additional Support for
Learning Adviser or the
Quality Improvement
Officer.
If your concern is still not
resolved there are a
variety of other avenues,
including mediation.These
can be found on page 17.
Who can I contact if I want
to know more?
If you need more
information or would like
to talk about your child’s
needs you should contact
their school (or nursery). If
you have any further
questions or would like
more information please
contact:
Additional Support for
Learning Manager,
Education Services,
Sealock House.
Tel: 01324 506649
E-mail:
additionalsupport@falkirk.g
ov.uk
www.falkirk.gov.uk
Co-ordinated
Support Plan (CSP)
What is a Co-ordinated
Support Plan?
In order to benefit from
school education some
children who have
additional support needs
will need support from
school and from other
services like Social Work
and the NHS.
A Co-ordinated Support
Plan helps to make sure
that all the services work
together to meet your
child’s learning needs.
A Co-ordinated Support
Plan helps to make sure
that all the services work
together to meet your
child’s learning needs. It is
important to note that
Co-ordinated Support
Plan cannot bring support
to your child other than
that already agreed by
external agencies such as
Social Work or the
National Health Service –
it simply ensures that the
people working around
your child share common
aims and methods.
How do I know if my child
should be considered for a
Co-ordinated Support Plan?
The law says a Co-ordinated
Support Plan must be
established for a child who
has additional support
needs if all the following
conditions apply:
a child’s additional
support needs arise
from complex or
multiple factors,
the additional support
needs are likely to last
for more than one year,
and
he or she requires a
high level of support
from education and at
least one other agency
in order to meet his or
her learning targets.
Complex factors are those
which have a significant
adverse effect on learning.
Multiple factors are not by
themselves complex but
taken together they have a
significant adverse effect
on learning.
Support from other
agencies
Consideration will be given
to how often your child
needs support, who is
involved and whether this
support is required in order
to make sure the agreed
learning targets are met.
Your Rights
You have the right to ask
Education Services to
establish whether your
child should be considered
for a Co-ordinated
Support Plan. A young
person aged 16 or over
can make the request
themselves.
You can also ask for a
specific type of assessment
to help decide if a Coordinated
Support Plan is
needed. However, you
can’t ask for a particular
person or organisation to
make the assessment.
What is in a Co-ordinated
Support Plan?
The plan will contain
information about:
Your child’s skills and
capabilities;
Your child’s additional
support needs;
Your child’s educational
objectives;

The support your child
needs and who will
provide it (the plan does
not name staff as they
may change);
The person responsible
for co-ordinating the
plan.
How often is a Co-ordinated
Support Plan reviewed?
The school will review the
plan at least once a year. If
you are concerned about
progress or you think
changes are needed you
can ask for an early review.
Are parents involved?
Parents are crucial in the
partnership process
undertaken when a
Co-ordinated Support
Plan is being considered or
is being drawn up. Parents
have a key role to play,
both in drafting a Coordinated
Support Plan
and in participating in its
implementation through
the planning and review
processes.
You will be consulted as
the plan is developed and
your views on its contents
will be sought at each
stage. Your child’s views
will also be sought
whenever possible.
Co-ordinated Support
Plan details the support
that a pupil needs at
school to make sure that
all the people who
support them know
exactly what is going on
and can work together.
Getting Help and
Resolving
Disagreements
The Education (Additional
Support for Learning) Act
2004 was amended in
2009.The Act places
duties on local authorities
to meet the needs of
children and young people
who have additional
support needs.The Act
also aims to ensure that all
children and young people
are provided with the
necessary support to help
them work towards
achieving their full
potential. It promotes
collaborative working
among all those
supporting children and
young people and sets out
the rights of parents /
carers and young people.
The needs of children and
young people are best met
when schools and
nurseries work together
with parents and families
in partnerships. Parents
and carers need to be fully
involved in discussions
about a child or young
person’s additional
support needs, and if
necessary, given support
to take part in meetings
and discussions.
The amended Act serves
to promote further the
involvement of children
and young people and
their parents in decision
making by strengthening
their rights.These rights
include:
having the views of the
child or young person
sought and taken
account of
receiving information or
advice about how the
Education Authority
provides additional
support
being involved in
planning how to meet
the child’s educational
objectives
requesting a specific
type of assessment at
any time when the
Authority is considering
whether the child has
additional support
needs or may require a
Co-ordinated Support
Plan
having a supporter or
advocate present at any
meetings
having access to free
mediation and dispute
resolution services,
completely independent
of the Authority
in the case of Coordinated
Support Plans,
placing requests or postschool
transitions, access
to the Additional
Support Needs Tribunal
system
Falkirk Council is
committed to working in
partnership with parents
and most situations can be
addressed through school
and other education staff
and parents / carers
working together.
However, there may be
times when parents feel
the need for further
support. There are a
number of ways parents
can get help.
Independent Advice
Supporters
Advocates
Mediation
Independent
Adjudication
Independent Advice
Parents / carers and
children with additional
support needs can also
seek independent advice
and support through:
Enquire
www.enquire.org.uk
Tel: 0845 123 2303
Scottish Independent
Advocacy Alliance
www.siaa.org.uk
Tel: 0131 260 5380
National Advocacy Service
for Additional Support
Needs (Barnardos in
association with the
Scottish Child Law
Centre)
www.sclc.org.uk
Tel: 0131 667 6633
Advocacy
Parents and young people
have the right to have a
supporter or advocate to
help them understand
their rights, prepare for
and contribute effectively
in meetings and to have
their voices heard.
Supporters
A supporter can be
anyone the parent or
young person wants to
nominate.They could be a
relative, friend, befriender
17

18
or voluntary organisation
worker.The supporter
could also be a
professional working with
the family provided there
is no conflict of interest
with that professional’s
duty under the Act or his /
her responsibilities as an
employee.
The supporter may assist
in a number of different
ways, including:
acting as a sounding
board for the parent in
preparing for the
meeting
taking notes so that the
parent or young person
can participate more
fully in the discussions
suggesting points for
further clarification,
questions to ask or
giving advice to the
parent during the
meeting.
Advocates
Parents or a young person
can appoint a person to
conduct all or part of any
discussion with the
Education Authority or to
write to the Authority on
their behalf.This person is
known as an Advocate and
can come from a range of
backgrounds, including:
someone who has
acted, or is already
acting, as a supporter to
the parent or young
person – the parent or
young person may wish
the supporter to speak
on his or her behalf
a person not trained in
advocacy but who is
aware of education and
other legislation and / or
the needs of the child or
young person who has
additional support
needs
a voluntary organisation
which need not be an
advocacy organization
a formal advocacy
service or agency, with
trained advocates
Mediation
Mediation is a way of
resolving disagreements at
an early stage to prevent
them escalating. It helps
parents and young people,
nurseries and schools to
come to an agreement on
how to resolve the
problem themselves. It can
also help families and the
Education Authority build
or rebuild positive
relationships. Mediation
can be used more than
once and at any time
during a disagreement.
Also, the use of mediation
services does not affect
the right of the family to
refer any matters to other
formal routes.
Independent Adjudication
This is a more formal
route and applications are
made to the Scottish
Ministers who will then
refer it to the appropriate
Education Authority. An
independent adjudicator is
appointed and they will
look at the disagreement
from both sides and make
recommendations for
both parties on the best
way forward. The process
should take no more than
60 working days.
Disagreements may be
about:
whether or not a child
has additional support
needs
if a child has additional
support needs, the
accuracy of the
description of these
needs
the refusal of the
Education Authority to
establish whether a
child has additional
support needs when
requested to do so by
the parents
the refusal of the
Education Authority to
respond to a request for
an assessment
the person carrying out
an assessment or the
method of carrying it out
the failure of the
Education Authority to
provide or make
provision of additional
support
the failure of the
Education Authority to
request help from an
appropriate agency
All referrals should be
made in writing and sent
to the Scottish Ministers
at:
Support for Learning
(Section 70),
Area 2C South,
Victoria Quay,
Edinburgh,
EH6 6QQ.
Useful contacts / websites
Contact a Family – Tel:
0808 808 3555,
www.cafamily.org.uk
Children with Disabilities
Team 01324 504343
Forth Valley Disability
Sports 01786 432323
www.scottishdisabilitysport.
com
The Princess Royal Trust
Carers Centre
01324 611510
Public Health Nurse
01324 554136
www.youngcarers.net
Transition stages for
children with Additional
Support Needs
If your child has additional
support needs it is very
important that each
transition is as smooth as
possible and that
communications between
everyone involved are as
effective as possible. At
each stage of the
transition process you will
be fully consulted about
your child’s needs and
involved in the planning for
them. Information will be
gathered from all the
professionals who are
involved to enable detailed
planning to take place.
From Pre-school to Primary
School
Planning for transition will
begin at least 6 months
before the move to
primary school takes place.
The Additional Support
for Learning Co-ordinator
for the sending school will
ensure that information is
collated and preparations
are made to ensure that
your child’s learning
continues to be
appropriately supported.
Transition meetings will be
held to co-ordinate the
process.These will usually
be chaired by the manager
of the nursery.You will be
involved in all the meetings
and consulted on the plans
for your child.
From Primary School to
Secondary School
At least 12 months before
your child moves from
primary to secondary
school the information
gathering process will
begin. The Head Teacher
of your child’s primary
school is responsible for
ensuring that the process
is effectively carried out.
As with the previous
transition stages the
priority is to ensure
transition to the new
school is properly planned
and your child’s learning
continues to be
supported.
Who can I contact if I want
to know more?
If you have any further
questions or would like
more information please
contact:
Additional Support for
Learning Manager,
Education Services,
Sealock House.
Tel: 01324 506649
E-mail: additionalsupport@
falkirk.gov.uk
www.falkirk.gov.uk

Attendance
at school
It is the duty of parents, by
law, to make sure that
their children attend
school regularly and
punctually.
If your child is late for
school on occasion, please
send a note of explanation
with your child.
Whenever your child is
absent from school, you
should contact the school
as soon as possible
(preferably before 9.45 am
in primary schools and
before 10.00 am in
secondary schools /
additional support needs
schools) on the first day of
absence to let them know.
If the absence is three days
or longer parents are
required to notify the
school, either by note or
telephone, reporting the
reason for absence.
When a child has an
afternoon absence, having
been present in the
morning, parents must
inform the school
immediately for safety
purposes.
Please note that family
holidays should be taken
during the recognised
school holidays and not
during term time. This is
in line with the Scottish
Governemnt legislation.
Other than in exceptional
circumstances, which
should always be discussed
and agreed in advance
with the Head Teacher, all
family holidays taken
during term time will be
recorded as ‘unauthorised
absence’ on the part of
the pupil(s) concerned.
Furthermore, if family
holidays are arranged
during term time, parents
should be aware that the
school is not obliged to
make special arrangements
to help pupils catch up
with any missed school
work.
Schools are obliged to
report persistent pupil
absences to Education
Services. Attendance
panels will then consider
the attendance and where
there is no improvement
after an Attendance Panel
Hearing, the matter may
be referred on to the
Attendance Committee.
...ensure that
your child’s
learning
continues to be
supported...
19

20
BATPUSS - Bilingual and Traveller Pupil
Support Service
This Service is based at
Camelon Education
Centre and is for bilingual
pupils. They may be
beginners in English or
pupils who speak English
more fluently but who are
not achieving their full
potential. The service is
also for Gypsy / Traveller
pupils who may have
experienced interrupted
schooling.
In the Falkirk Council area,
there are two full time and
three part-time peripatetic
teachers of English as an
Additional Language.
These teachers also work
with Gypsy / Traveller
pupils.
In addition there are two
Bilingual Home-School
Liaison Workers who are
speakers of Cantonese,
Hakka, Punjabi and Urdu.
The availability of support
will be determined by the
priorities of the service.
Timetable commitments
of teachers and bilingual
staff are based on pupil
need and are subject to
change.
In addition to direct
teaching support,
BATPUSS offers:
Help with enrolment
and advice about new
arrivals
Home-school links
Advice on culture and
language
Dual-language materials
and resources
Advice on the use of
interpreters and
translator services
Collaboration with
school staff to ensure
continuity and pupil
progress
Staff development
Multi-agency liaison
Further information is
available in “The Bilingual
and Traveller Pupil Support
Service Guidelines”. A
copy of this is available in
all educational
establishments or by
telephoning
01324 501978.
Behaviour in
School
Children attending Falkirk
Council schools are
generally well behaved and
the schools they attend
are orderly, allowing
teachers to teach and
pupils to learn.Where
there are difficulties over
pupil behaviour, Falkirk
Council schools have well
developed systems to
promote positive
behaviour and to respond,
as necessary, to
unacceptable behaviour.
For those pupils for whom
additional support is
required Falkirk Council
provides a range of
additional facilities, within
schools and in specialist
units outwith schools,
where individual needs can
be successfully addressed.

Bullying
Bullying is someone being
deliberately hurtful to
others over a period of
time either physically,
verbally or indirectly such
as ignoring them. It is an
abuse of power or
strength and can happen
anywhere, to anyone
regardless of age or
gender.
Bullying works through fear
and manipulation. A child
or young person can be
intimidated or threatened
to keep quiet about what is
happening. It is important
therefore that all parents
and staff in schools be on
the lookout for signs of
bullying. Children and
young people who are
being bullied should be
encouraged to report
these incidents.
Sending abusive or bullying
text messages and e-mails
are new versions of
bullying. They can replace
or simply add to other
forms of bullying such as
scribbled notes, graffiti on
walls, abusive telephone
calls, name calling, physical
violence, ignoring, stealing
or damaging belongings,
demanding money or
possessions.
All parents want to
protect their children from
bullying no matter
whether their child is the
victim or the person
displaying bullying
behaviour.
Things to look out for:
Obvious physical signs
of being hurt
Damage to personal
belongings
Unwillingness to go to
school / absence from
school
Changes in behaviour,
mood or attitude
towards learning
Child or young person
being more “clingy” or
emotional than normal
Changes in eating or
sleeping patterns
Signs of stress, anxiety,
nervousness
Pretending to be ill or
becoming ill
Bed wetting
Self harm
Change in normal
behaviour to fit in with
others
Advice for parents
On learning that your child
or young person is being
bullied, you will
immediately want to
protect them and then
confront the bully. Feelings
of embarrassment,
helplessness or wanting
your child or young
person to be tougher and
fight back are also
common.Whilst none of
these responses will really
help the situation, there
are several steps you can
take.
Avoid blaming anyone,
be patient, make time
to listen.
Ask questions sensitively
without interrogating.
Show your child that you
care but avoid making
them feel more anxious
or isolated.
Do not make promises
that you cannot keep,
for example promising
confidentiality.
Discuss alternative ways
to respond to bullying
such as being assertive,
not reacting, getting help
if pursued, agreeing with
the bully, saying “You’re
right” and walk away.
Raise your concerns with
the school giving as
much information as
possible including dates,
places and where
possible names of
children involved.
Work with the school to
find a resolution.
Let your child know
what is happening. Any
outcome should involve
their agreement.
If a child or young person
is in serious danger, then
you have a responsibility
to act even if they do not
want you to.
Make sure you do
something as bullying can
cause serious damage to a
child or young person’s
educational and personal
development if allowed to
continue for a long period.
Let your child or young
person know that they
have done the right thing
by talking about what has
happened and that bullying
is wrong.
Remember you have a
legal responsibility to
ensure your child’s
attendance at school.
You can also talk to
people in the wider
community – such as
friends, neighbours, family
support workers, social
workers, health workers,
youth workers, community
police, community
workers eg church leaders,
guides / scout leaders,
Childline, Kidscape etc.
Further information is
available in Falkirk Council
Education Services
Information for Parents
leaflet ‘Together we can
stop bullying’.
Useful websites
www.kidshealth.org
www.parentzonescotland.gov.uk
www.anti-bullyingalliance.org
www.childrenslegalcentre.com
www.bullying.co.uk
www.respectme.org.uk
www.antibullying.net
www.bbclic.com
www.britkid.org
www.dfes.gov.uk
www.kidscape.org.uk
www.safechild.org
www.schoolethos.net
www.scre.ac.uk
www.handsonscotland.co.uk
www.digizen.org
www.childnet.org.uk
www.stoptextbully.com
www.ceop.gov.uk
www.unicef.org.uk
www.sccyp.org.uk
Useful contacts
Beat bullying
www.beatbullying.org
02087 713377
Parentline Scotland
www.children1st.org.uk/pa
rentline
0808 800 2222
Childline
www.childline.org.uk
0800 44 1111
Children’s Rights Officer
01324 692029
Careers
Internet
There is a range of
activities and information
to help you with your
child’s progression which
can be found on the
Careers Scotland website
which is www.careersscotland.org.uk,
then
choose ‘Helping your
children with their career’.
Contact
Should you wish to speak
to an Adviser you can call
the national contact centre
on 0845 8502 502 who
can provide guidance and
information.
21

22
Childcare
Choosing the right
childcare to suit both your
needs and your child’s, is
an important decision for
parents. The Social Care
and Social Work
Improvement Scotland
(SCSWIS), registers and
inspects all childcare
providers using the
National Care Standards
Early Education and
Childcare up to the age of
16. This can be
downloaded from the
Scottish Government
website.
Inspections are carried out
regularly and each
childcare provider should
be happy to show you
their registration certificate
and a copy of their most
recent inspection report.
Social Care and Social
Work Improvement
Scotland (SCSWIS) no
longer inspect or regulate
on any fire safety matters.
This is now carried out by
the Scottish Fire and
Rescue Service who in
turn inform Social Care
and Social Work
Improvement Scotland of
any formal or informal
enforcement notices or
alteration to prohibition
notices.
The people who work in
childcare services, either
voluntary or paid, are all
subject to rigorous
background checks
through an enhanced
disclosure. Disclosure
Scotland is the
organisation that provides
employers with any
criminal history
information on individuals
applying for posts.
Protecting Vulnerable Groups
(PVG)
In 2010, the Scottish
Government introduced a
new membership scheme
that replaces and will
improve upon the current
disclosure arrangements
for people who work with
vulnerable groups. The
Protecting Vulnerable
Groups (PVG) Scheme
will:
help ensure that those
who have regular
contact with children
and protected adults
through paid and
unpaid work do not
have a known history
of harmful behaviour
be quick and easy to
use, reducing the need
for PVG Scheme
members to complete
a detailed application
form every time a
disclosure check is
required
find a balance between
proportionate
protection and robust
regulation and make it
easier for employers to
determine who they
should check to
protect their client
group.
The PVG Scheme is
Scotland’s response to the
principal recommendation
in the Bichard Inquiry
Report which was
undertaken following the
tragic murders in Soham in
2002. This
recommendation called
for a registration system
for all those who work
with children and
vulnerable adults in the UK
that would confirm that
there is no known reason
why an individual should
not work with these client
groups. The PVG Scheme
is managed and delivered
by Disclosure Scotland.
The PVG Scheme affects a
wide and diverse range of
organisations and groups
across the statutory,
voluntary and private
sectors that provide
services, activities and
amenities for children and
protected adults.
Further information is
available for schools and
establishments on the
Disclosure Scotland
website at
http://www.disclosurescotl
and.co.uk/pvg/pvg_index.ht
ml
Scottish Social Services
Council (SSSC)
The Scottish Social
Services Council (SSSC) is
responsible for registering
people who work in social
services and regulating
their education and
training. All staff must be
qualified, or working
towards a qualification, and
register with SSSC or
another appropriate body
(eg General Teaching
Council Scotland –
GTCS).
Top tips and things to look
for
Try to visit at least two
or three places to meet
the carers and compare
services
Don’t leave it until the
last minute. Even if you
are not ready for
childcare, give yourself
as much time as you
can to make your choice
Research the options.
Make a note of basic
requirements eg
opening hours, costs,
locations and make
those your first
questions
Check to see if the
premises are clean, light,
safe and that the
equipment, toys and
furniture are well kept.
Check to see if the
other children are
enjoying activities,
looking happy and
purposeful
Look to see if staff are
responding to children’s
needs, listening to them
and answering carefully
Be aware that childcare
providers are not
allowed to discriminate
in any way.
Other things to look out for
– does the service:
include fees, deposit,
costs, hours, sick /
holiday pay, late pick-up
/ drop-off within the
contract?
Provide meals, snacks,
nappies etc. or will you
need to provide them?
Have sleep / rest area
for children?
Offer pick-ups and dropoffs
to local providers,
services, schools?
Operate a waiting list?
Go out on trips and if so
where to?
Additional Support Needs &
disabilities
If you or your child has an
additional support need
and / or disability, please
share this information with
your childcare provider.
Needs
You know your child best
so remember to inform
staff of all elements of
their needs such as:
Behaviour
Personal & intimate
care
Communication
Physical assistance
Dietary needs
Routines
Health / medical care
Sensory needs

There are lots of differences between the types of care, the table below shows typical services available.
CHILD
CARE
Childminder
Creche
Day Nurseries
and Nursery
Schools *
Nursery Class
Family Centre
Out of School
Care
Parent & Toddler
(not registered)
Playgroup
Private Nursery
**
flexible hours & adaptable routine
wide age range catered for
family environment
SERVICE AGE HOURS OPEN
supervised childcare for occasional limited periods of
time
enables parents / carers to participate in adult education
courses or training
may provide a mobile service
full day and part time care
pre-school education
may provide places from 6 weeks to school age
open during school term times
provide pre-school education
attached to primary schools
open all year
range of services that promote child development and
foster parenting skills
develop services in response to the needs of their local
communities
open before and after school, often during school
holidays
provide stimulating experiences for children of school
age
collect children from school
usually situated in a community setting
operated by a voluntary group of parents / carers
allows children to interact before pre-school and
primary school
parental participation
early interaction with other children
limited to 2 to 2½ hours per session
full day and part time care
generally from 6 weeks to school age
may be in partnership with Falkirk Council to supply
pre-school education
Birth to 5 years
* Falkirk Council providers offer extended hours.
** Most costs are age related.
Childcare Agencies supply or introduce to parents a child-carer
who looks after a child or young person up to the age of 16 eg
Nanny, Home-based childcare.
Birth to 16
years
Birth to 12
years
Birth to 5
years
3 years to 5
years
8am to 6pm All Year
9am to 4pm All Year
8am to
5.30pm
9am to
11.30am
12.30pm to
3pm
All Year
Term Time
Varies Varies All Year
5 years to
16 years
Birth to 5
years
2½ years to
5 years
Birth to 5
years
8am to 9am
2.45pm to
6pm
9.15am to
11.30am
9.15am to
11.30am
12.30pm to
3pm
All Year
Term Time
Term Time
8am to 6pm All Year
Useful contacts / websites
To find out more information on questions to ask or about local
childcare providers in your area, contact:
Falkirk Childcare Information Services
Tel: 01324 506632 E-mail: childcare@falkirk.gov.uk
www.scottishchildcare.gov.uk
www.scswis.com
www.childminding.org – Scottish childminding association
www.soscn.org – Scottish out of school care network
www.sppa.org.uk – Scottish pre-school play association
23

24
Out of school Care
Out of school care services
are registered with the
Social Care and Social
Work Improvement
Scotland (SCSWIS) and
inspected on a regular basis
to ensure national standards
are being met. Each Service
graded between 1 and 6
with 6 being the highest.
The Benefits
Children can relax and have
fun with their friends before
or after school. Play is the
main ethos of the services,
so children will be outdoors,
get messy with paint or
gunge. Children will develop
decision making skills as they
are consulted on snacks,
activities, likes etc. It is all
about them.
When does the service
operate?
Some services open at
Breakfast Time between
7am and 9am.
Children are provided with
a light nutritious breakfast,
then escorted to school. All
Services open After School
from 2.45pm to 6.30pm.
Children are escorted from
school and given a light
snack before getting down
to the business of playing.
Some services provide
Holiday Care Provision from
around 7am to 6.30pm.
Children have a wider range
of play opportunities and
often meet new friends as
services come together in
different areas.The holidays
give more options for being
out and about and
exploring as well as finding
open space to enjoy. More
detailed art projects can be
undertaken or even drama
and dance. More time
means more fun.
How do I know my child will
be safe and secure?
As well as being inspected
by Social Care and Social
Work Improvement
Scotland (SCSWIS) to
ensure national standards
are being met, all staff have
to be registered with
Scottish Social Services
Council (SSSC) and either
be qualified or working
towards a qualification.This
registration ensures that all
relevant background checks
are done on staff and there
are appropriate adults to
work with children.
Services will have policy
manuals covering all the
Health, Security and Safety
procedures they have in
place together with things
like anti-bullying, healthy
eating, positive behaviour
policies.
How many children will
attend?
The number of children
varies between 16 and 56
per day, per site. Some
providers cover more than
one school.The ratio of staff
to children is never less than
1:10.
What is the age range?
Children must be of school
age to access the service ie
4½-16 years. Some services
may provide wrap around
care for pre-school children.
Can I have a part-time place?
Providers do offer part-time
places ie 2 days per week.
Some clubs may offer
flexible places to shift
workers all of these
individual needs should be
discussed with the provider.
Useful contacts / websites
To find out more
information on questions to
ask or about local childcare
providers in your area,
contact:
Falkirk Childcare
Information Services
Tel: 01324 506632
E-mail:
childcare@falkirk.gov.uk,
www.scottishchildcare.gov.uk
www.scswis.com
www.soscn.org – Scottish out
of school care network

Choosing a
school
Falkirk Council schools are
divided into 8 clusters.
Each cluster has a
catchment secondary
school. The primary
schools then feed into the
secondary school.
If you are not sure about
which cluster your address
falls within, you can
contact the Forward
Planning Section on 01324
506608. Or alternatively,
catchment maps are
available on Falkirk
Council’s website under
the Education pages.
Should you wish to
choose a school other
than your catchment
school, then you will
require to submit a Placing
Request. Further
information on this can be
found under the Placing
Request section of this
handbook.
Clothing and footwear grants
Who can get a clothing and footwear
grant?
Parents of pupils who are entitled to free
school meals may also be entitled to get
a grant payment for clothing and
footwear.
Grants may also be paid to parents who
get Child Benefit and Child Tax Credit
(depending on annual income).
How much is the clothing grant and how
will it be paid?
The clothing and footwear grant is
normally £50 for each child who
qualifies. You can choose either payment
by crossed cheque (this cannot be
cashed at any Falkirk Council office) or
you can be paid by BACS direct to your
bank account.
How do I apply and when?
Application forms are usually available
online, in schools and one stop shops
and you can get help with filling out your
form. You should take evidence of your
income eg proof of Income Support,
Child Tax Credit (current award notice),
Child Benefit (Child Benefit letter) along
with you.
Which office will deal with my claim?
If you have more than one child at
school, please look for the school that
your oldest child goes to. You can also
take your completed form back to any
Falkirk Council One Stop Shop or refer
to the contact details on the application
form.
25

26
Curriculum for Excellence
Curriculum for Excellence
aims to achieve a
transformation in
education in Scotland by
providing a coherent,
more flexible and enriched
curriculum from 3-18.
Falkirk Council schools are
working towards the
values, purposes and
principles which underpin
Curriculum for Excellence.
The values of wisdom,
compassion, justice and
integrity are well
established within our
schools’ aims. The
application of the
principles of breadth,
relevance, coherence,
progression, depth,
challenge and enjoyment
will contribute to the
development of a
curriculum designed to
increase attainment and
achievement for all
children and young people
including those who need
additional support with
their learning.
The purposes of the
curriculum are firmly
based on the needs of the
child and young person
and are designed to
enable them to develop
the four capacities:
Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
Thus the young people of
Scotland will be helped to
take their place in a
modern society and
economy.
Definitions / useful contacts
Buddy – an older pupil who helps at
school and will be there if a pupil needs
to talk to someone. Secondary schools
may have buddies for S1 pupils to help
them settle in.
Careers Advisor – helps pupils to think
about what they want to do when they
leave school.
Class or subject teacher –You can talk to
your child’s class or subject teacher about
any problems or worries you may have.
Educational Psychologist – helps decide
what pupils need to help them learn and
might be involved in deciding if they
need extra support at school.
Pastoral Care teacher – secondary
schools have a teacher who is there for
your child to go to if they are having
problems or are worried about anything.
School nurse or doctor – carries out
medical checks on P1 pupils for Health
Screening and can carry out health
interviews and assessments as requested
by parents / carers, pupils.
Specialist teachers – give extra help with
something specific such as English, sign
language and expressive arts.
Support for Learning Assistant – helps the
teacher and pupils in the classroom or
playground.
Support for Learning Teacher – helps
pupils to learn and make the most out
of being at school and helps make
decisions about any extra support your
child may need.

...the values
of wisdom,
compassion,
justice and
integrity are
well
established...
Educational Psychology Service
The Educational Psychology Service aims to improve
lifelong outcomes for children, young people and
families by applying psychology to educational contexts.
Falkirk Council Educational Psychology Service is part
of Education Services.The Educational Psychology
Service provides consultation and advice, mainly about
school or education based issues, concerning children
and young people in the age range 0-24 years.
Educational psychologists work mostly through schools,
with each school and nursery school having a link
educational psychologist.
When there are concerns about a pupil’s learning or
behaviour a school may request parents/carers
permission to invite the school link educational
psychologist to join a review or planning meeting for
the pupil.
Educational psychologists only become involved with
parents / carers agreement when working with pupils
under 16.They will keep parents / carers advised of
what they plan to do. Educational psychologists will
seek to ensure that the views of the young person are
taken into account.
Parents / carers and young people can request the
involvement of an educational psychologist - through
direct contact with the Service or through discussion
with the school / nursery.
When Falkirk Council Educational Psychology Service
has agreed to become involved and consent of the
parent, young person or child is given, there will be a
confidential record kept of any work done. Parents and
young people (over 16) may request access to this
record and we will disclose all information we have
generated. If we hold information from any other
agencies we will disclose this only with agreement from
the agency concerned. All records that Falkirk Council
Educational Psychology Service keep are open to
inspection by Education Scotland (formerly HMIe).
On becoming involved, the Educational Psychologist
may consult with staff, parents / carers, observe in class
and, where appropriate, talk with the pupil.
Using their knowledge of child development and
learning, Educational Psychologists help identify
educational needs, give advice to teachers and
parents / carers, and contribute to planning to support
a pupil’s learning.
An Educational Psychologist contributes to the
assessment process in response to the concerns and
issues identified by those who are already involved with
a pupil.The assessment process informs future teaching
and support measures which promote a pupil’s
progress and general well being.
Examples of when an educational psychologist might
become involved include:
when a primary 7 pupil requires extra planning in the
transition to secondary school
when schools are devising strategies to support pupils
when a pupil in secondary school requires extra
planning in the transition to college or employment
when schools request support with staff development
on additional support needs issues
Through involvement in training, research and project
work, Educational Psychologists contribute to
developments in schools which support the learning
and progress of all pupils, including those with
additional support needs.
Further information can be obtained from, Educational
Psychology Service, Sealock House.
Tel: 01324 590340 or E-mail educationalpsychology
service@falkirk.gov.uk
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Exclusion
There are two grounds on
which a pupil can be
excluded from school.
These are:
1. The education authority
is of the opinion that
the parent refuses to
comply, or to allow the
pupil to comply with the
rules, regulations, or
disciplinary
requirements of the
school.
2. The education authority
considers that in all the
circumstances to allow
the pupil to continue his
attendance at school
would be likely to be
seriously detrimental to
order and discipline in
the school or the
educational well being
of other pupils.
The authority to exclude a
pupil from school lies with
the Director of Education
but this authority has been
delegated to the
Headteacher or Depute.
The decision to
permanently exclude a
pupil lies with the Director
of Education and not with
the school.
Procedures for Exclusion
Exclusion should be seen
as a last resort, and must
only be used where other
responses are not
appropriate. At the point
where exclusion is being
considered, the pupil
should be interviewed and
their version of events
heard and recorded.
Where a child is looked
after or looked after and
accommodated the
allocated social worker
should be contacted and
the concerns discussed
before any final decision is
made to exclude the child.
Where there is voluntary
social work involvement
the allocated social worker
should be involved in
discussions before any
decision is made to
exclude.
The parent / carer must
be contacted on the day
the decision is made to
exclude and be advised of:
1. the details of the
incident(s)
2. specific reasons for the
exclusion
3. the time and date for a
meeting to resolve the
exclusion, which must be
within 7 calendar days
Work should be provided
for a pupil during the time
that he / she has been
excluded from school.
Parents of a school age
child have a duty to
provide an education for
their child.
They continue to be
subject to this duty even
when their child is
excluded and parents
should co-operate with
the school or Local
Authority to make any
alternative provision
necessary, including any
special arrangements.
Alternative education
should be provide as soon
as practicable and without
undue delay for any pupil
who has been excluded.
Friendships and peer groups
Outside of the family,
children spend a lot of
their daily life with friends
and peers. These social
interactions are an
important part of
children’s development
and they provide
opportunities to learn
social skills which continue
throughout life. The skills
required to initiate and
maintain social
relationships along with
the ability to resolve social
conflicts, communication,
compromise and
diplomacy. Friendships
also provide children a
chance to build their sense
of social self confidence.
Parents can help their
children build on
friendships with their peer
group by:
inviting some friends
back to your home
remembering that even
generally positive
relationships can have
problems at times.
Allow them the chance
to work out any
disagreements before
intervening.
Encouraging your child
to develop interests like
music or sport which will
provide access to
natural interaction with
other children
remembering that some
children are happy with
only a few friends
giving children the
chance to speak to you
about concerns over
their peer group or
friends
trying not to create
pressures on their
children about their
friendships or that they
should be liked by
everyone all of the time
Having friends during
primary school can help
children during the
transition to secondary
school. This will assist
them to settle into their
new school environment
which can be unsettling
and help them become
more independent. Being
part of a group during
these first few days can
help boost a child’s
confidence amongst their
new peers. A stable base
of friendships can also help
them to make more
friends.

Head lice
Head lice are spread
through head to head
contact at home, while
playing or in school.
Regular wet combing of
your child’s hair using a head
lice detection comb is the
best way to catch this
possible problem at an early
stage.
The only way to be sure
that your child has head lice
is to find a live louse. If you
find live lice, get the correct
lotion from your doctor,
health visitor or pharmacist.
Shampoos and other
treatments are not effective.
One treatment is two
applications of the treatment
lotion, seven days apart. If
this is not followed correctly
then re-infection is likely.
Advise family members and
close friends that your child
has head lice and that they
should check their own hair.
Only treat if live lice are
found. Don’t be shy about
advising others of this
possible problem because
you would likely tell family
and friends about other
infections which might affect
them.
Regular wet combing of
your child’s hair with the
head lice detector comb is
the best protection as it
allows you to detect the
condition and then treat it
speedily.
Further advice can be
obtained from the Health
Board head lice leaflet
which is available in all
schools and health centres.
Education Services leaflet
“Frequently Asked
Questions”, which is also
available in schools.
If you would like to discuss
your particular concerns,
you could contact the
Infection Control Division,
Primary Care Operating
Division, Room 1,
Microbiology Lab, Falkirk
Community Hospital,
Westburn Avenue, Falkirk,
FK1 5QE on
Tel: 01324 614687.
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30
Helping with homework
Schools have a clearly
defined policy on
homework, a copy of
which can be obtained
from the Head Teacher.
Pupils are regularly given
homework to support
their learning and to
encourage them to
become more organised
and self-supporting in their
learning. Homework tasks
will be given where a
teacher feels a particular
child or group of children
may benefit from it. The
homework will be
organised according to the
stage and ability of the
child, it can arise from all
curricular areas, and it may
include written, oral or
practical activities. The
tasks set will be interesting,
worthwhile and
challenging for the child.
Parents are encouraged to
help pupils with their
homework as a means of
keeping them up to date
with the work of the class
and the child’s progress
and to promote
partnership between the
school and parents.
Homework provides an
opportunity to consolidate
what has been learned in
class, and makes you
aware of what your child is
learning and provides you
with a useful discussion
starter. Homework is also
an integral part of school
work and, as such, your
interest and co-operation
in ensuring homework is
undertaken is appreciated
and the school encourages
you to sign each
homework task.
Practical ways to help
1. Provide a quiet
environment
Provide a quiet, well lit
study area. Avoid
distractions such as the
television and loud music.
Encourage other family
members to be quiet,
especially youngsters.
2. Have a regular
homework routine
Obviously household
routines differ. Late at
night is rarely a good time
to study, as children are
tired. You may need to be
flexible if your child
attends outside activities.
Try to get a balance but
homework is a priority. If
it is being rushed then
consider reducing other
commitments or television
viewing. Having a routine
helps to avoid excuses
such as “I’ll do it after that
programme” or “I forgot”.
It is important that a child
learns to take
responsibility rather than
having to rely on
reminders. Also do not
expect your child to work
on an empty stomach.
No-one works well when
they are hungry.
3. Praise, effort and
achievement
It is vital to praise a child
for his or her efforts and
achievements. Positive
comments are more
effective than critical ones.
A child can become
disaffected if continually
reminded of shortcomings.
Building self-esteem is very
important.
4. Show an interest
Make time to talk about
school in daily
conversations. Take your
child to the library if he or
she needs to access
reference materials such as
books and CD Roms.
Librarians can also guide
your child where to look
for information. You can
give your child a good
start if you read with your
child and discuss current
reading books, at least up
to the age of 11.
5. Provide equipment
Ensure your child has basic
equipment such as pens,
pencils, a rubber, ruler etc.
Homework bags are a
good idea because books
can be kept together and
carried to and from school
safely.
6. Set a good example
Children’s attitudes to
homework are mainly
influenced by their parents’
guidance and examples.
They are more likely to
want to study if they see
you reading and writing.
Remember that
educational visits can also
support learning.
7. Checking homework
It is a good idea to check
homework over and to
remember that the
homework is not yours
but your child’s. If you do
their homework for them
it is not helping them to
become an independent
learner.
Virtual Teacher
Centre
The Falkirk Council Virtual
Teacher Centre is a
curriculum website for
staff and pupils in the
Falkirk area.This can be
accessed at
http://www.falkirkvtc.org.uk
There is now a growing
number of internet
websites containing a
wealth of material for
education. By promoting
this material on the
internet, it is available to all
people with access to the
World Wide Web. It can
be accessed in schools,
homes, libraries and other
centres. The World Wide
Web is an ideal medium
for promoting the sharing
of resources and good
practice.
There are areas for Early
Years, Primary and
Secondary and each area
has links to websites used
by Falkirk Teachers. This
enables staff in schools to
give pupils very quick
access to sites that have
been recommended by
Falkirk Teachers and will be
limited to fit into their
programmes of study.
Home Education
Every child has a right to
an education, and it is the
duty of the parent of
every school age child /
young person to provide
that education. This can
be done by sending the
child or young person to a
Falkirk Council School, a
Private School or by other
means eg Home
Education. Home
Education is a key aspect
of parental choice, and is
an equally valid choice
alongside the option to
send a child to school.
Parents of children who
have started to attend a
local authority school must
seek the Authority’s
consent before
withdrawing their child
from school to educate
them at home. No
resources or teaching is
provided other than
access to the School
Library Service. If you
wish to discuss Home
Education please contact
Education Services.
Useful contacts /
websites
The Scottish Government
publishes guidance for
parents and Local
Authorities on home
education. This is available
on their website at:
http://www.scotland.gov.uk
/publications/2007/12/171
33313/0
Schoolhouse Home
Education Association
PO Box 18044
Glenrothes Fife
KY7 9AD
Tel. No. 01307 463120
E-mail:
info@schoolhouse.org.uk
Website:
www.schoolhouse.org.uk

Infectious
diseases
Colds, flu and gastroenteritis
are the most
common infections
affecting children of school
age. It is important that
you keep your child off
school in the early stages
of flu and while they still
have diarrhea. It is also
important that your child
understands how to
prevent picking up and
spreading such infections.
Further advice about good
health will be available in
your local Health Centre,
GP Practice or from the
school nurse.
For advice about early
detection and treatment
for other infectious
diseases eg chickenpox
and mumps, please consult
your GP or Nurse.
Looked after children
The term “looked after”
includes children looked
after at home i.e. subject
to a supervision order
from a Children’s Hearing
but living at home with
their birth parent(s) or
with other family
members. The term also
encompasses children
looked after away from
home ie who live with
foster or kinship carers, in
residential care homes,
residential schools or
secure units.
Education Services will
ensure that all looked after
children have the same
opportunities, as their
peers who are not looked
after, to benefit from high
quality full time education
through Curriculum for
Excellence, including
progressing to further and
higher education.
Education Services will be
proactive in addressing any
inequalities.
All staff in Education have
an important role as
corporate parents and a
unique opportunity to
support and guide looked
after children, young
people and care leavers
through their everyday
interactions.
Each school has a
designated manager
whose task is to ensure all
looked after children’s
educational needs are met.
They have a key role to
play in promoting effective
partnership working with
parents, carers and all
agencies involved in
supporting the child.
Education Services
Additional Support for
Learning Team oversee
school’s educational
planning and delivery of
educational provision for
looked after children.
Further information can
be obtained by contacting
the designated manager
within your child’s school
or the Additional Support
for Learning Manager,
Education Services,
Sealock House.
Useful contacts / websites
Education Services, ASN
Office
Tel: 01324 506627
Falkirk Children’s Rights Officer
Tel: 01324 692029
Laerning and Teaching Scotland
http://www.ltscotland.org.uk/lo
okedafterchildren/
Who Cares? Scotland
http://www.whocaresscotland.org.
Tel: 0141 226 4441
Library
services
Falkirk Council Library
Service has eight static
libraries and one mobile
library.There is also a
service for homebound
users who cannot easily
reach a static or mobile
library.
What the library service
offers
Anyone who lives, works
or studies in the Falkirk
area may join the library.
Books, music, DVDs and
other items are available
for loan. Every library also
provides free high speed
internet access and has a
wireless computer
network.
Online library services
Users can join the library
online, and use the online
library service to search
the library catalogue, and
renew or reserve
books. Hints and tips on
how to search the online
catalogue can be found on
the ‘Using the online
library catalogue’ page.
Library Support to Schools
The Library Service
provides advisory
information and resources
support to Education
Services within Falkirk
Council.
Library Services’
commitment to Education
Services is to support and
enhance the curriculum
and to enrich the learning
experiences of all pupils.
Teachers working in the
Falkirk Council area are
able to access the
resources and services
offered.
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32
Medicine administration
The administration of medicines prescribed by a family
doctor is undertaken at the discretion of the Head
Teacher but schools are generally happy to co-operate
with parents in doing so. In order to safeguard the
health and safety of children, procedures are drawn up
by Falkirk Council Education Services.
When a child is prescribed medication by a doctor or a
dentist and parents require the school to administer this,
the relevant request Form should be completed.The
MED 1 Form requires parents to deliver the medication
to schools for administration by school staff. The MED 4
form permits pupils to carry and administer medication
themselves eg inhalers. Prescribed medication should be
clearly marked with your child’s name, the date
prescribed, how often it has to be taken and for how
long.
Falkirk Council liability insurance does not provide
indemnity to employees for administering nonprescribed
medicines.
The school nurse provides advice to schools and
parents / carers on the administration of medicines
within schools. They also provide training for school staff
in relation to specific requirements such as the
administration of epipen.
For medical appointments during school hours, please
notify the school by letter and collect your child from
school.
Parent Forum /
Parent Council
All parents / carers are
automatically members of
the Parent Forum at their
child’s school. All members
of the Parent Forum
receive information from
their child’s school about
their child’s education and
ways they can get involved
in the life of the school
including events and
activities they can take
part in.
Parent Council are the
formal representative
body for parents / carers
with children attending
school. The Parent Forum
decides if they want a
Parent Council, how their
representatives on the
Parent Council are chosen
and how the Parent
Council operates. Parent
Councils are different in
each school to enable
them to be flexible and
meet the needs of parents
/ carers locally.
The main aims / roles of all
Parent Councils are:
To support the school in
its work with pupils
To represent the views
of parents
To promote contact
between the school,
parents, pupils, providers
of nursery education
and the wider, local
community
To report to the Parent
Forum
To get involved in the
appointment of senior
school staff
To raise funds for the
school for the benefit of
pupils (in some schools
the PTA / PA fulfils this
role).
In most cases, parents /
carers can simply
volunteer to be on the
Parent Council in their
child’s school. Please
contact the Head Teacher
or Chair of the Parent
Council for details on how
to get involved.

ParentTeacher
Associations
(PTAs) /
Parents
Association
(PA)
Many schools have a PTA
or PA which is separate
from the Parent Council.
PTAs and PAs are usually
the main fundraising body
within schools, arranging
fun events and activities
for parents and families.
Support from parents
and volunteers to help
organise events are
always welcomed. Please
contact the Head Teacher
or Chair of the PTA / PA
for details on how to get
involved.
Parental involvement team
The Parental Involvement Team
comprises of a team of staff, namely the
Parents Officer, Parents Development
Officer and the Communications Officer.
The role of the team is to:
promote parental involvement
promote good practice across the
authority
improve public and partner agency
awareness of Education Service's
standards and parents' ability to
access services where possible
organise parents activities
support Parent Councils
create opportunities for parental
views to be heard eg through the
Parents Focus Group, Parents
Meetings / Parents’ and Families
Workshop Event.
make parents aware of the
educational opportunities of GLOW
promote information and
opportunities for parents to find out
how they can help their child
develop learning / study skills and
establish communication links to help
schools and partners find out about
opportunities
provide information on the Council's
website
providing leaflets and information
where appropriate
provide advice and support for
parents of children or young people
with Additional Support Needs in
accordance with the Additional
Support for Learning (Scotland) Acts
2004 and 2009.
Parents
charter
Education Services are
legally required to ensure
that parents of all Primary
7 pupils in our area have
access to comparative
information about our
secondary schools.This
information gives parents
good statistical information
about secondary schools’
standards and
performance when they
are thinking about their
child’s educational future.
The Parents Charter is
produced in February of
each year and includes:
Attendance rate and
rates of authorised and
unauthorised absence
School costs
Examination results
School Leaver
destinations
Any parents that are
interested in these
statistics, or indeed any
other aspect of their child’s
education should arrange
to meet the Head Teacher.
They will be pleased to
discuss any aspect of the
quality of education in
their school and give a
wider picture of other
achievements and activities
that the school provides.
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34
Parents’ and
Families
Workshop
Event
One way that Education
Services staff can meet
with parents is at the
annual Parents’ and
Families Workshop Event.
At this event, parents and
carers of children of all
ages (nursery to
secondary) can find out
about aspects of the
education their children
are getting. The topic
changes every year and is
chosen by the Parents
Focus Group. Previous
topics have included
health, bullying, helping
your child to learn and
giving your children skills
for life. Lunch and crèche
facilities are provided.
As well as parents and
carers finding out about
good practice in our
schools/nurseries, they can
also ask questions and
express their opinions
about education in the
Falkirk Council area.
Further information can
be obtained from the
Parental Involvement Team
at Education Services. Tel:
01324 506600.
Parents evening / pupil report card
Parents have the
opportunity to discuss
their child’s progress with
class teachers on Parents’
Evenings. Pupil Summary
Reports are sent home to
parents once a year and
parents can comment on
these.
In addition to this, parents
are welcome to contact
the school at any time to
ask for information on
their child or to make an
appointment to meet with
the Head Teacher or class
teacher.

Placing requests
As a parent, you have the
right to make a Placing
Request for your
child(ren) to be educated
in a school other than the
local school. In December
each year, the authority
will advertise its
arrangements in
connection with Placing
Requests.
Every effort will be made
to try to meet parental
wishes, but you should
note that it is not always
possible to grant every
Placing Request to a
particular school.You
should also note that a
successful Placing Request
for one child does not
guarantee a successful one
for another child. It may
be, therefore, that a parent
could end up with children
at different schools.
Applications for Primary 1
and Secondary 1 Placing
Requests to commence
school in August will only
be accepted following the
publication of an advert in
the local press inviting
applications in early
December.
Primary 1 children must
also be enrolled at the
catchment area school on
the appropriate Enrolment
Form whilst awaiting the
outcome of their Placing
Request Application. If the
Placing Request is granted,
the child’s enrolment at
the catchment school will
automatically be
withdrawn by Education
Services.
Placing Requests can only
be approved when there
are sufficient places
remaining in the class after
all catchment area children
have enrolled and if
staffing and
accommodation at the
school are able to meet
the number of Placing
Requests at that school.
Education Services can
also reserve places in a
class for future catchment
pupils they expect to
move into the area in the
following school year and
also for future years.
If more Placing Requests
are made for admission to
a particular school than
there are places available,
these Requests will be
prioritised according to
Falkirk Council’s
Admissions Policy and
requests accepted and
refused accordingly.
If you wish to make a
Placing Request, you
should complete the
appropriate application
form (one for each child
involved) and return it to
Forward Planning Section,
Education Services,
Sealock House. This Form
must be completed by the
child’s Parent / Legal
Guardian. Placing Requests
for the next school session
must be made by the 15th
of March each year for
consideration and a
response issued no later
than the 30th April.
Your Placing Request will
be considered against a set
of criteria which is set out
in the Council’s priorities
for admission.
Any Placing Requests
received after the 15th
March for Primary 1 and
Secondary 1 will not be
considered in the first
round of Placing Requests.
Parents / Legal Guardians
will be notified of the
outcome of their request
within 8 weeks of receipt.
As soon as a decision has
been made, you will be
notified of the result. If
your Placing Request is
successful, you will be
asked to contact the
school to establish
arrangements for
enrolment.
Placing Request Forms are
available from the Forward
Planning Section,
Education Services at
Sealock House, all schools,
Libraries, One-Stop Shops
and on the Falkirk Council
website.
Mid Session Transfers
You may make a Placing
Request at any time during
a school session. If your
child is experiencing
problems at school, you
are advised to discuss the
matter with the Head
Teacher prior to making a
Placing Request.
Completing the
Application Form does not
guarantee a place for your
child at your chosen
school.Your Placing
Request will only be
granted if there are surplus
places available at the
school.
Transport for Placing
Requests
If a Placing Request is
successful, parents will be
responsible for the safety
and transportation costs
of their child to and from
their chosen school.
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36
School crossing patrol
It is often assumed that the
provision of school crossing patrols
is a legal requirement, when in fact it
is a service provided by Councils
(including Falkirk Council). Falkirk
Council takes the safety of children
going to and from school very
seriously and will, wherever possible
provide patrols at locations where
the criteria for the provision of a
patrol are met and where suitable
personnel can be recruited for
vacancies. Patrols are not provided
as a speed reduction measure or to
replace parental responsibility for
the safety of a child / children going
to or from school. The legal
responsibility for the safety of a child
going to and from school is that of
the parent / guardian.
School crossing patrol sites in the
Falkirk Council area are assessed on
a regular basis.This is the best way
to establish whether patrol sites
continue to meet the required
criteria for the provision of a patrol.
There is a national criterion for the
provision of patrols. Falkirk Council’s
criteria for the introduction and
retention of patrol points are more
generous than that nationally
Primary to secondary transfer
Primary Schools will forward information
to the relevant secondary school on
each child’s progress to date. This assists
teachers in the secondary school to
ensure as smooth a transition as possible
for children.
Visits to secondary schools are organised
before the summer holidays and children
from other catchment schools who will
be attending the same secondary school
will have the opportunity to meet and
get to know each other and their
teachers.
In addition to this, some teachers from
the secondary school will visit each of
the cluster primary schools to help get
to know the children.
If you wish your child to attend a
secondary school other than the
recommended. Patrol points in
Falkirk Council area are established
at half the recommended national
criteria (manpower permitting).
Falkirk Council does not normally
provide patrols for children
embarking / disembarking from
buses nor are they provided for
High School children. Any member
of the public can make use of an
existing patrol facility when it is in
operation including High School
children. When located close to a
school, patrols often build up a
relationship with that school. Patrols
are not however specifically assigned
to a particular school, but to safely
cross all primary school children
who require to cross roads that
meet the criteria for the provision of
a patrol, regardless of what school
they attend. Crossing patrols are
connected to a school for
administration purposes only.
There are 68 patrol points in the
Falkirk Council Area.When it is not
possible to cover a patrol site owing
to lack of interest from the public in
becoming patrols, schools will
normally be given two days notice
to advise parents (in order for them
catchment denominational or nondenominational
secondary school for
your home address, you will be required
to make a Placing Request as detailed in
the Placing Request section.
You do not need to submit a Placing
Request if you want your child to
transfer from a non-denominational
primary school to a denominational
secondary school or vice-versa at the
primary to secondary transfer stage, as
long as the intended secondary school is
still the catchment school for your home
address. Parents of children who are
planning to change from denominational
to non-denominational or vice-versa
between primary and secondary school
should ensure that both the primary
school and the intended secondary
school know what is to happen.
to make alternative arrangements
for their child / children’s journey to
school) until such time as suitable
personnel can be recruited for a
vacant site, or an absent patrol is fit
to resume work, the patrol point will
be unstaffed.
Patrols are normally recruited from
within the local community. Anyone
interested in patrol work should
contact the school crossing patrol
supervisors on Tel: 01324 504971.

School health service
Forth Valley NHS Board
has a statutory obligation
to provide a health service
for all school-age children
in the Falkirk District. The
aim of the service is to
make sure that all children
are in the best possible
health to benefit from their
education and to provide
the Education Authority
with advice about the
spread of infections and
the promotion of good
health.
The Public Health Nursing
team for schools
comprises of Public Health
Nurses (Specialist
Practitioner), Registered
nurses and Health Care
Assistants.The Public
Health Nursing service
offer health education,
health screening and health
interviews.The named
nurse for your child’s
school is based in a local
health centre and works in
schools within the locality.
The nurse works in
partnership with parents /
carers, teachers, health
professionals and other
agencies.The nurse may be
involved in providing
support and advice for
children and young people
who have additional
support needs.The nurse
or school Doctor
(Community Paediatrician)
will see children with
significant ongoing medical
or developmental
conditions affecting their
education.The named
nurse for your child’s
school is available for
confidential discussion with
you and / or your child.
This can take place within
school, at a local health
centre or in your own
home. School staff and
parents can request a
consultation with the
school Doctor or Nurse at
any time.
Text Messaging - Alert System
The text messaging system
allows schools to send
text messages to the
mobile phones of parents,
staff, other school contacts,
to landlines, mobile
phones or emails. This
system ensures parents
are kept informed if their
child is absent from school
and is flexible enough to
allow staff to design
tailored messages like
warning of school closures
due to bad weather and
even reminders about
parents’ evenings.
Schools have the option
when they send a standard
text message to send a
duplicate email message, if
the school’s management
information system holds
parents’ email addresses.
Parents replying to the
school’s email message will
do so automatically to the
school’s email address.
Additionally, schools can
use the email facility for
routine communication,
sending messages in either
plain text or HTML format
and can also attach files,
such as school newsletters,
general letters etc.
If a pupil is absent without
explanation or prior
notification, schools must
seek to contact the
parents by telephone
through the Text
Messaging system. The
school must contact the
parents as soon as
practicable and this is
School meals
Falkirk Council is committed to the continued
development of the Hungry for Success initiative. This is
to ensure that every school meal in Falkirk is a healthy
option, low in fat, sugar and salt. It is also to encourage
pupils to make school meals their first choice at every
break time.
Pupils have the daily option of a two course meal or
choosing from the Pic n Mix menu. Both menus offer
healthy and tasty meal options while reflecting the
Scottish Government’s food and drink legal
requirements. Fresh bread and 3 salad choices are
provided free of charge with every school meal.
Free School Meals
School meals are free to pupils whose parents / carers
get Child Benefit, and either Income Support, Job
Seekers Allowance (Income Based) or in some cases
Child Tax Credit (depending on annual income).
Application Forms must be completed for each school
session and are available from the School or the local
Registrar’s Office. They should be completed by the
parent / carer and returned to the address on the form.
Should you require help to fill out the form or need
more information on school meals / grants, please
contact the Registrar’s Office (See clothing and footwear
grants for contact numbers) or the Council’s Advice &
Information helpline on 01324 590599.
normally by 9.45 am in
primary schools and
additional support needs
schools and by 10.00 am
in secondary schools.
If a pupil has been in
attendance in the morning
but fails to return to
school for the afternoon
session, schools may also
seek to contact parents
through text message
within 30 minutes of the
afternoon session starting.
If contact cannot be made
with the parents, then
emergency contacts will
be approached and help
sought in establishing the
safety and wellbeing of the
pupil.
37

38
Tips for parents
Active Learning
Active learning is an
approach to learning and
teaching which is an
appropriate way for
children to develop vital
skills, knowledge and a
positive attitude to
learning. Learning which
engages and challenges
children’s thinking using
real life and imaginary
situations (SEED 2007).
Active learning is one way
that schools are taking
forward Curriculum for
Excellence. In line with
Falkirk Council’s ‘Learning
to Achieve’ Strategy,
teachers will deliver
Curriculum for Excellence
by using Active Learning
approaches to support
learners in their
development of creative
and critical thinking
strategies.
Within Curriculum for
Excellence there are four
aspirations for every child
aged 3 to 18, that they
become:
Successful Learners -
Developing skills like
literacy and numeracy
through exploration
and investigation.
Confident Individuals -
Satisfaction, resilience
and dealing safely with
risks.
Responsible Citizens -
Sharing, giving, respect
and decision making.
Effective Contributors -
Problem solving,
communicating,
sustained talking and
thinking.
From: Building the
Curriculum 2:2007
Active learning recognises
the importance of play as
one of its elements. It
allows children to develop
positive attitudes to
learning by using different
learning strategies as they
gain knowledge,
conceptual understandings
and skills.
Active learning involves
three modes of learning:
Child initiated
learning - This involves
the provision of learning
opportunities which
young learners engage
in independently and
that have meaning and
purpose for them. It is
here that they
consolidate learning and
previously learned skills,
often learning new
things spontaneously.
Teacher initiated
learning - This is
planned by the teacher
with open-ended
outcomes to allow every
young learner to
respond individually and
independently. It is here
that they can
consolidate skills and
knowledge and transfer
their learning to wider
applications. It provides
them with opportunities
to develop theories and
conceptual. Peer
learning is encouraged.
Teacher directed
learning - This involves
teacher intensive
activities arising from
the planning of clear
learning intentions. It is
more directed and is the
focus of teacher time. It
is here that new,
planned learning is
introduced and tried out
for the first time.Adultchild
interactions are of
prime importance.
Throughout the year the
balance between the three
modes will alter as young
learners become more
confident and competent.
There will also be times of
the year when curricular
content, the development
of skills and the knowledge
and understanding being
taught will require a
different balance.
Teachers support the
learning by:
Providing space,
resources and time
Participating in learning
Gathering evidence of
development and
learning by observing,
analysing and evaluating
learning and teaching
Challenging and
encouraging learners.
Active Learning requires
that:
Children are motivated
and fully engaged in
their learning
Play and learning are
not separate
Imaginative contexts
motivate learning across
the curriculum
High quality, interesting
resources encourage
curiosity, challenge,
investigation and
creativity
Opportunities are
provided for children to
develop a wide range of
skills and knowledge
through well planned,
purposeful play
There is an ethos of
high aspirations, fun and
enjoyment!

...take time
to talk to
your child
about what
they were
doing at
school...
Play & Learning
Learning can be fun and takes place
everywhere. Parents do make a
difference to their children’s
learning! You are never too old or
too young to learn.
Children learn through play and
playful experiences. Often the
simplest of every day tasks at
home, family events and outings
can provide rich possibilities for
your child’s learning in a fun and
meaningful way for them.
The best learning play happens
when you support your child in
helping them to predict, explore,
talk, imagine and practise skills.
Help your child to take time before
playful activities to get ready to
learn by discussing what it is that
they are going to find out about or
enjoy.
Support the play by making sure
that space, time and appropriate
resources / materials / toys are
available for your child.
After play, at a time when it is right
for you and your child - this might
be before bedtime or after / over a
mealtime etc take time to talk to
your child about what they were
doing, what they enjoyed and what
they had found out. Your home
can be a great resource for
learning.
Children will use sight, hearing and
movement to learn about
themselves and their world. Think
about what you have at home in
each room that will help children
use their senses to learn. Are there
spaces where your child can put up
a poster of something they like or a
drawing they are proud to have
done? Is there time and space for
your child to help with baking and
cooking, measuring in jugs, counting
spoonfuls etc?
At family meal times is there a
chance to talk about what your
child has been doing that day?
Can you make bath time a chance
for chat and for scientific
exploration? Encourage your child
to find out what floats and sinks or
play pouring and squirting games
safely in the bath!
In the garden, let your child have
his/her own bit of garden for
growing things. If you don’t have a
garden, help them plant some
seeds for window boxes or small
window sill herb gardens.
Make the most of TV by watching
programmes with your child, then
talk about what you have seen.
Follow up an interest by referring
to books or toys that link to the
programme. Discuss rules about TV
times and when the TV should be
off or on! Use the TV guide to plan
with your child what to watch.
Remember that mirroring the
playfulness of your child can really
help them to make sense of the
world especially when you can
share your knowledge and skills
and offer your guidance and advice
through play experiences.
39

40
Reading
Reading for pleasure and
enjoyment
The most important thing is
that children from the very
earliest age regard reading as
a pleasurable and enjoyable
activity.You don’t have to buy
lots of books.You can take
your child to join your local
library from the day they are
born! Bookbug Bags are
given to your child by your
Health Visitor as a way of
starting off reading together
at an early stage.
Reading for information
From very early on, children
begin to understand that
reading is a way of getting
information. Help your child
by reading signs in the
environment. Let them see
you using maps, directories,
shopping lists etc.
Early Mathematics
Maths for pleasure and
enjoyment
Mathematics very often can
be the subject from school
that is remembered with
dread as an adult. Children
from the very earliest age
should be encouraged to
have fun with numbers,
shapes and measurement.
Talking to your child using
mathematical language is not
as difficult as it sounds! Use
everyday activities as ways to
discuss in simple words the
concepts of bigger, smaller,
more than, half full, empty and
so on.
Some early mathematical
concepts that you can
support through every day
activities include:
Shape
Notice and study shapes
from the environment. Use
everyday words to describe
shape such as ‘a raindrop’,‘egg
shape’,‘curved’ and ‘round’.
Over time, introduce words
such as ‘triangle’,‘square’ and
‘circle’ when talking about
shapes in the environment.
Position and Direction
Play positional games with
your child eg hide and seek
Cultural considerations
In written English, the
convention is that we read
from the front of the book
to the back and from top to
bottom of each page and
from left to right.We must
recognise that in other
languages this might not be
the case. Bilingual or multilingual
children will quickly
understand the different
conventions.There are lots
of books with Scottish
contexts that young children
can enjoy.Your local library
will give you advice about
appropriate books for the
age of your child and their
interests.
Reading and ICT
It is important to remember
that much of children’s
reading is not contained in
printed texts and often
include electronic digitally
generated scripts.When
type games using clue words
such as behind, in front, under,
above, upside down and next
to.
Play games about going
places to develop the
concept of direction eg
‘follow my leader’ and
‘treasure trails’ type games.
Measurement
Speak to your child about
objects that are high and low,
big and little / small and heavy
and light.Talk about
containers being full, half full,
and empty. Speak of events
happening earlier and later.
Over time, introduce the
names of standard measures
such as centimetre,
kilogramme, litre, degree,
hour and minute etc. to make
comparisons and use them in
every day activities.
Grouping and matching
Involve your child in lots of
spontaneous sorting
opportunities eg when we
unpack the shopping, we sort
things as we put them away.
Early on, children sort by
what is ‘the same’ and ‘what is
different’.They may start by
sorting colour and end up
sorting by size. Later, children
keep using the same sorting
system (classification) and can
tell you how they sorted.
children are very young it is
important that they
experience ICT in the
company of others. Any
technology needs to be
designed and physically
positioned correctly for their
particular seating heights and
angles of vision.
Writing and reading
When young children start to
make marks with writing tools
it is important to help them
develop the idea that writing is
for reading. Early connections
between writing and reading
help children value the writing
activity.You can help by
involving children in your own
writing activities eg letters, lists.
A shared experience
Take the chance, whenever you
can, to share reading
experiences with your children.
Share a book, and at an early
stage try to select books that
Play matching one to one
games eg setting the table.
How many plates do we
need? Do we have enough?
Help children to share out by
saying ‘One for you’ and ‘One
for you’ until nothing is left.
Encourage them to use the
same language.
Counting and number patterns
Use patterns in the way we
say numbers to help your
child to remember their
order eg 1,2,3,4,5…Help
your child to learn the order
of the early number names
by saying number rhymes and
imitating the order they hear.
When the numbers begin to
be repeated (21, 22, 23, 24
etc.), help him / her to notice
the pattern of the numbers
to work out what number
comes next.
Play ‘what comes next’ and
‘what comes before’ games.
When using number order to
count objects help your child
to know that the last number
tells them how many.
Fractions
Use words like ‘half’ or
‘quarter’ in every day
experiences. Provide lots of
experiences with splitting
things into equal amounts.
are of interest to the child and
can involve them in joining in
with rhymes, noises and
gestures.Arrange a
comfortable place where you
and your child can read
together. Remember that
when children are becoming
readers themselves they rely
on many different clues such
as pictures, shape of words,
colour, and repetition.You
have an important role to play
in helping them through the
process by showing them
what a reader does and how
enjoyable reading can be.
This will help your child
understand fractions later.
Area
When you talk about ‘edge’,
‘top’ and ‘bottom’, you are
helping your child to learn
about area. Helping children
pay attention to it helps them
later on when they will
measure these surfaces and
make comparisons.
When your child is very
young, he / she will probably
use their own marks and
symbols to represent
numbers.This is a natural and
resourceful way of them
representing a number and
should be allowed and
understood. Later on the
conventional form of
numbers and letters will
become of interest and your
child will recognise them in
the environment and begin to
learn to use the conventional
forms. Pressuring them into
writing and using numerals
too early can stifle their
actual understanding of the
concepts that the symbol
represents, so have patience
and enjoy the creative
‘meaning making’ that your
child is showing you!

Transport to
school
Free school transport is
provided to and from your
home address to your
child’s catchment school if
they are distance entitled.
Falkirk Council operates a
more generous distance
entitlement policy than
required by law.
Distance entitled children
will be:
All children under 8 years
of age who live one mile
or over from their
catchment school.
All children over 8 years
of age who live two miles
or over from their
catchment school.
Details of the times of
operation, criteria and
application forms are
available from Falkirk
Council’s Transport Planning
Unit. Tel: 01324 504724 /
504966 or from Falkirk
Council’s website at
www.falkirk.gov.uk following
the links to School
Transport.
If appropriate, schools could
give details of where the
school bus operates.
Travel to and from School
All pupils are encouraged
to walk to school where
possible as there are many
benefits in doing so.
Children should be
reminded by parents that,
wherever possible, they
should only cross the road
where there is a crossing
patrol and should exercise
care on walking to and
from school.
Where pupils do travel on
school transport, parents
should remind their
child(ren) that, in the
interests of safety, good
behaviour is expected from
pupils at all times.
Parents are responsible for
the behaviour of their
children whilst travelling on
school transport.
Misbehaviour on school
transport can cause a risk
to the safety of passengers,
other road users and
pedestrians. CCTV is fitted
to a large number of school
buses in order to help
promote a safer travelling
environment and help
combat bad behaviour. In
the event of misbehaviour,
pupils may be banned from
school transport and
parents will be responsible
Truancy
The Education (Scotland) Act 1980,
Section 30, states that parents have a
duty to provide efficient education for
their school age children which is suited
to their age, ability and aptitude. They
may do this by ensuring that their child
attends a local authority school regularly,
or by other means, including the
provision of education at home.
Children who receive education at home
under Section 30 do so as a result of
parental choice and are distinct from
those who due to illness or exceptional
circumstances are unable to attend
school. (See information on Home
Education for more details).
Failure to attend school regularly
‘without reasonable excuse’ is a ground
for referral to the Children’s Reporter
under the terms of the Children
(Scotland) Act 1995 Section 52 (2)(h).
Employees of the Education Authority
have a duty to refer a child to the
Children’s Reporter in relation to the
child’s unauthorised absences or truancy,
if they consider the child may need
compulsory measures of supervision.
Role of the Children’s reporter
Children’s Reporters are employed by
the Scottish Children’s Reporter
Administration (SCRA). Children are
referred to children’s hearings through
the Reporter, if the discharge of his / her
investigative powers leads the Reporter
to conclude that a child is in need of
compulsory measures of supervision.
The Reporter draws up the grounds for
referral and leads evidence in the Sheriff
Court in relation to grounds not
accepted at the hearing. The Reporter
also conducts proceedings in the Court
in relation to an appeal from a hearing
decision.
for getting their child to and
from school.
Parents are requested when
dropping off / collecting
children from school, not to
park in designated bus
areas, on street corners,
near pedestrian exits, on
double yellow lines or
across residents driveways.
They should also take care
not to restrict the view of
the school crossing patrol
or let children out of cars
onto the road side.
Education Liaison Officer
The role of the Education Liaison Officer
to the Children’s Reporter co-ordinates
services for young people at risk of
criminality, social exclusion and
educational underachievement. This role
also provides support and challenge to
education staff, young people, parents
and other agencies to ensure a common
focus on the best possible outcomes for
the child.
Attendance Committee
In particular circumstances where the
concerns over a child’s non-attendance
or truancy from school continues,
parents can be referred to a Local
Authority Attendance Panel. In the
event that attendance doesn’t improve, a
referral could be made to the
Attendance Committee.The Attendance
Committee has the power to:
Issue a warning that the case will be
reviewed in 6 weeks at which point a
decision will be made on whether or
not to prosecute
Refer the child to the Children’s
Reporter as they may be in need of
compulsory measures of supervision
Issue an attendance order, naming the
school which the child must attend
Require that the parent / carer give
permission for the child to be
examined by a Community
paediatrician
Authorise the Director of Law and
Administration Services to prosecute
the parent / carer
41

healthy
lifestyles

44
Good oral
health
Helping your child to learn
proper oral care at a
young age is very
important. One way you
can help is to set an
example by taking good
care of your own teeth.
Allowing your child to
choose their own
toothbrush will encourage
them to look after their
teeth.
Some simple steps to
ensuring good healthy
teeth:
Brushing twice a day
with a pea-sized
amount of fluoride
toothpaste
Regular checkups at the
dentist as preventative
care can help to stop
little problems from
becoming major ones
After a child’s second
teeth have come
through, dentists can
coat these with a fissure
sealant which helps to
keep them clean and
reduce the risk of decay
Eat a well-balanced diet
which limits starchy or
sugary foods. If you do
eat these foods, try to
eat them with your
meal rather than as a
snack in between meals.
As well as vitamins and
minerals, a child’s diet
should include plenty of
calcium
Supervise your child
until they are able to
clean their teeth
themselves
(approximately age 7)
Health & safety inside / outside the home
Burns and Scalds
A child’s skin is more sensitive than an
adult’s. Hot drinks can still scald a child
even 15 minutes after being made.
Some prevention suggestions:
Don’t hold a child and a hot drink at
the same time
Put hot drinks well out of a child’s
reach and away from the edge of a
table / workshop
Don’t leave young children alone in the
bathroom
Keep young children out of the kitchen
whenever possible
Turn the cold water on first and test
the water temperature with your elbow
when running a bath or before letting a
child into a shower
Use the hotplates at the rear of a
cooker and turn the pan handles away
from the front of the cooker
Put hot irons, hair straighteners, curling
tongs out of reach when switched on
and also when cooling down
Choking
Children tend to put a lot of things in
their mouths which they can end up
swallowing, inhaling or choking on.
Parents should:
Keep small objects such as marbles /
small toys out of children’s reach
Choose toys which are appropriate for
the age of the child
Keep the pull chords on curtains and
blinds short and out of reach
Drowning
Children can drown very easily (less than
3cm of water) and should be under
constant supervision when they are near
any form of water. To prevent drowing,
parents should:
Not leave children in the bath
unsupervised
Never leave bowls or buckets of water
around
Empty paddling pools and store them
away safely
Take care if visiting other homes or
places where there might be a pond or
other forms of water
Falls
Children are prone to falling. Some
general advice on how to prevent them
from falling is to:
Supervise children at all times
Keep floors free from obstructions and
toys which children can trip over
Inspect potential play areas regularly
both at home and when you are out
Use a securely fitted safety harness
when the child is in their pram,
pushchair or highchair
Don’t leave babies unattended on
raised surfaces
Don’t place baby bouncers on raised
surfaces

Fires
Fire is one of the greatest
risks to children. Some
simple steps is to:
Keep lighters and
matches both out of
sight and reach of
children
Extinguish of cigarettes
properly
Fit a smoke alarm and
check it regularly
Advise children what to
do and who to call if a
fire should break out
Help them to learn their
address so that they
could inform the
emergency services
Medicines / Chemicals
All medicines and
chemicals should be kept
out of reach and out of
sight from children. If
possible, try to purchase
products in child resistant
containers. Dispose of any
unwanted medicines and
chemicals in a safe manner.
Try to avoid buying plants
with poisonous leaves or
berries.
Stairs / windows
Children like to explore
the environment round
about them. You can help
them to do so safely by:
Fitting a safety gate at
the top and bottom of
the stairs
Replacing any damaged
or worn carpet
Fitting child resistant
window locks (ensure
you can get out easily in
the event of an
emergency)
Don’t put anything
under a window that
children can climb on
Furniture and kitchen
appliances which could
be pulled over should be
securely fixed to the
wall
Healthy eating / lifestyle
Children can benefit greatly
from a well balanced, varied
and mixed diet which is low in
fat, salt and added sugars.
They should also be
encouraged to drink plenty of
water and limit the amount of
fruit juices, squash or fizzy
drinks as they can be high in
sugar, sweetners, additives and
caffeine. Eating 5 portions of
varied fruit and vegetables
every day could be a receipe
for good health. Fresh, frozen,
canned or dried fruit /
vegetables will all count
towards the 5 portions per
day. Healthy eating should
also be balanced with regular
physical activity.
...healthy eating should
also be balanced with
regular physical activity...
Useful contacts / websites
www.nutrition.org.uk
www.raisingkids.co.uk
www.parentzonescotland.gov.uk
www.sportscotland.org.uk
www.channel4.co.uk
www.bhf.org.uk/hearthealth
www.youngminds.org.uk
www.kidscape.org.uk
www.nhsdirect.nhs.uk
45

parents
information

48
Adult learning
Falkirk Council’s Community Learning and Development
runs a range of free adult learning courses.The following
courses are examples of programmes that have been
tailored to suit the needs of learners. Courses are locally
based and arranged at times to suit the learner with free
crèche available, where appropriate. Most programmes
run for two hours a week within school times although
evening provision can also be arranged. All our courses
and programmes are delivered in a relaxed, non formal
atmosphere making it fun to learn.
Personal Development
This course provides an opportunity to take time out
from your every day routine to look at who you are and
where you would like to be in the future.
Health Issues in the Community
This course is ideal for anyone interested in finding out
more about the ways in which everyday issues such as
housing, money, unemployment and so on can affect our
health and the health of our community.
You andYour Money
A short money management course which helps you
plan your finances and gives you tips on how to get out
of debt and stay debt free.
Healthy Cooking
Can’t cook? Won’t cook? This course provides
participants with an opportunity to learn about nutrition
and to experiment with cooking a variety of low budget
healthy meals for the family.
Tales for Tots
Especially designed for parents and / or carers with
toddlers, this course helps parents learn new skills in
creating children’s stories.
Time Out for Parents
A chance to share the joys and challenges of being a
parent,Time Out for Parents is for those who have
never had any training for what could be the most
important and challenging job they may ever have to do.
Easy PC
There is a range of beginner computing classes across
the Falkirk area including basic computing and internet
and email.
At the end of each course or programme you will be able
to get advice on further learning or training opportunities.
If you are interested in any of the above programmes or
are looking for something that isn’t listed please telephone
01324 503670 and ask to speak to a local community
education worker in your area.
Balancing
family and work
RETURNING to
work and looking
after your family and
a home can be exciting
but challenging. It requires
careful planning ahead
every day.
Here are some tips which
might help working
parents:
Where possible,
preparing the night
before for the events of
the next day
Set out the breakfast
dishes before going to
bed
Establishing a routine in
the morning for showers
/ baths
Try to be as organized
as possible
Encourage children to
be as independent as
possible when they are
able
Prepare meals in
advance if possible to
help with dinner during
the week
Involve family members
in preparing meals,
tidying up and with the
chores
Use mealtimes as
family times to sit down
together and talk about
the events of the day
Set time aside for your
spouse / partner
Make sure you allow
time to have plenty of
fun and playtimes with
your family
Try to ensure that your
time together with the
family in the evenings or
at weekends are quality
times
Don’t hesitate to ask for
help from family and
friends
Discuss options of
flexible working
arrangements with your
employer
Remember that
tomorrow is another day
and some things will just
have to wait

Benefits
Child benefit
Child Benefit is a tax-free
payment that you can
claim for your child. It is
usually paid every four
weeks but in some cases
can be paid weekly, and
there are separate rates
for each child. The
payment can be claimed
by anyone who qualifies,
whatever their income or
savings.
Who can get Child Benefit?
You may be able to claim
Child Benefit if any of the
following applies:
your child is under 16
your child is over 16 and
in relevant education or
training
your child is 16 or 17,
has left relevant
education or training
and is registered for
work, education or
training with an
approved body
You can claim Child
Benefit even if your child
doesn’t live with you.
However, if the child lives
with someone else, you
can only claim Child
Benefit if:
you pay towards the
upkeep of your child
what you pay is at least
the same as the
amount of Child Benefit
you get for your child
the person bringing up
your child is not claiming
Child Benefit for them
You can also claim Child
Benefit for a child even if
you are not the parent, but
you have to be responsible
for the child to qualify.
Tax credits
Tax credits are payments
from the government. If
you are responsible for at
least one child or young
person who normally lives
with you, you may qualify
for Child Tax Credit. If you
work, but earn low wages,
you may qualify for
Working Tax Credit.
Who can get tax credits?
You don’t need to have
children to qualify.You may
also qualify if you are
working and earning low
pay.
...encourage
children to be
as independant
as possible...
How much do you get?
The amount of tax credits
you get depends on things
like:
how many children you
have living with you
whether you work - and
how many hours you
work
if you pay for childcare
if you or any child living
with you has a disability
if you are aged 50 plus
and are coming off
benefits
Your payments also
depend on your income.
The lower your income,
the more tax credit you
can get.
How tax credits work
If you are married or living
with a partner you will
need to make a joint claim
for tax credits. You can
only make a single claim if
you don’t have a partner.
HM Customs & Excise pay
tax credits directly into
your Bank, Building Society,
Post Office or National
Savings account if it
accepts Direct Payment -
either weekly or every
four weeks.
Who gets the payments?
If you are both working
and both qualify for
Working Tax Credit, you
can decide who’ll get the
payments.
If you are claiming Child
Tax Credit and are in a
couple, you need to
decide which one of you is
the child’s main carer as
the money will be paid to
the main carer.
How tax credits payments
work
The tax credits payments
you receive are based on
your current personal
circumstances and your
income from the tax year
that ended on the 5 April
each year.
If you are making a new
claim for tax credits your
payments will usually run
from the date of your
claim to the end of the tax
year. Each year during
April, May and June HM
Customs & Excise will
write to you asking you to:
check the information
we have about your
personal circumstances
confirm the income you
received in the year that
has just ended
renew your claim
Changes at home and work
If your circumstances
change it can affect the
amount of money you
should be getting.You
should contact HM
Customs & Excise on Tel:
0845 300 3900 to inform
them immediately of any
changes.
49

50
Working tax credit
Working Tax Credit is for people who are employed or
self-employed, and who:
usually work 16 hours or more a week
are paid for that work, and
expect to find work for at least 4 weeks
and who are:
aged 16 or over and
responsible for at least one child, or
aged 16 or over and disabled, or
aged 25 or over and usually work at least 30 hours a
week
As part of Working Tax Credit you may qualify for help
towards the costs of childcare. If you receive the
childcare element of Working Tax Credit, this will
always be paid direct to the person who is mainly
responsible for caring for the child or children,
alongside payments of Child Tax Credit.
If you are entitled you must use registered childcare
providers and money will be paid by automatic credit
transfer to your bank account, order book, giro cheque
or in your wages.
Domestic abuse / violence by parents
In reducing harm
associated with domestic
abuse, it is essential that
the needs of children and
young people are reflected
in the activities which are
developed to help them.
In order to reduce the
stigma surrounding
domestic abuse, Education
Services in partnership
with Women’s Aid, the
Falkirk Multi-Agency
Domestic Abuse Forum,
Central Scotland Police
and the Child Protection
Committee supported by
the Scottish Government
Domestic Abuse
Pathfinders Project, have
developed the Domestic
Abuse Curriculum
Support Pack ‘Safe as
Houses’.
The pack aims to raise
awareness of the issue of
domestic abuse among
children and young people
and those working with
them. Through challenging
attitudes and beliefs
around domestic abuse
the pack supports the
development of skills to
empower children and
young people. It also helps
those working with
children and young people
to raise the issues around
domestic abuse. The
Larbert Integrated
Learning Community (ILC)
have piloted the project
which will be evaluated
and rolled out to all
establishments in due
course.

Internet safety and responsible use
A survey undertaken with
our pupils from Primary 5
upwards has highlighted
some interesting statistics:
85% of pupils have a
computer at home with
Internet access
84% of them have a
mobile phone and 47%
of those pupils have one
with Internet access
45% of pupils have a
games console with
Internet access
There is no doubt that our
pupils are “digital natives” –
quite comfortable roaming
the world of cyberspace
through whatever
mechanism available to
them.The internet is an
amazing resource which
has opened up a world of
opportunities for the
evolving teaching and
learning styles of today.
However, there are hidden
dangers lurking there for
the unsuspecting as has
been highlighted by the
recent study
commissioned by the
government into child
safety.The report, whilst a
long one, points out that
many of the problems that
children face in the real
world (such as bullying)
can be magnified further
through the virtual world.
This is because the
internet seems to be
everywhere, it allows
people to remain
anonymous and perhaps
behave in ways in which
they would not normally
do. People may seem to
alter their moral code and
get away with it because
they do not get the visual
clues from others
regarding appropriate and
inappropriate behaviour -
as they would if they had
face-to-face contact.
This can be confusing for
children who are still
trying to develop their
own understanding of
right and wrong and who
might not be able to
decipher the signals
correctly. However, there
are things children can do
to help them stay safe and
ways in which parents /
carers can help too.
How to stay safe on the
Internet
Stay Smart Online
www.kidsmart.org.uk
S Keep SAFE by being
careful not to give out
personal information
M MEETING someone you
have contacted online
can be dangerous.
Speak with your
parent / carer about
this. Make sure they
are present if you do
decide to meet up
A ACCEPTING e-mails, IM
messages, opening files,
pictures or texts from
people you don’t’ know
or trust can lead to
problems – they may
contain viruses or nasty
messages
R How RELIABLE is the
information you are
receiving? Someone
online may be lying
about who they are
T TELL your parent / carer
or a trusted adult if
someone or something
makes you feel
uncomfortable or
worried. You can report
online abuse to the
police at:
www.thinkuknow.co.uk
Advice for Parents / Carers
There are certain steps
that parents / carers can
take to help keep their
children safe:
Share time with your
child on the Internet
Get to know who your
child is contacting
Make sure everyone in
your family knows not to
share personal or
financial information
...you can
help them
get more
from
school...
Encourage your child to
let you know of any
worrying material they
come across
Parents can register with
‘Think u Know’ to receive
monthly updates.This will
give you the latest
information on internet
safety and how to keep your
child safe online.
All schools in Falkirk
Council have been given
support materials which
follow the latest national
guidance. Additionally,
leaflets for parents / carers
on mobile phone safety
are available online at:
www.falkirk.gov.uk/services
/education/policies_and_le
aflets_for_parents/leaflets/
mobile_phones.pdf.
Useful contacts /
websites
www.thinkuknow.co.uk.
www.ceop.gov.uk
www.kidsmart.org.uk
www.iwf.org.uk
www.education.gov.uk/pub
lications/standard/publicati
ondetail/page1/DCSF-
00334-2008
www.websafecrackerz.com
51

52
Return to work, education, training
The Government is
encouraging employers to
offer a range of policies to
help parents balance the
demands of their job with
bringing up children.
Employers who provide
family friendly
arrangements to help their
employees could gain
from:more
loyal staff who
don’t need to take
unauthorised leave
an increase in the
number of staff who
return to work after
maternity leave
experienced and skilled
staff staying on after
they have children
good returns on
investment in training
staff
high levels of staff
productivity
better public image
Help for employees
Your employer could
benefit from getting
involved in childcare by
providing information on
childcare,Working Families
Tax Credit, Disabled
Person’s Tax Credit and
childcare allowances.
Employers could also get
involved with the local
Childcare Partnership.
Further information can
be obtained from the
Direct Gov website at
www.direct.gov.uk.
Childare Vouchers
Many employees now
provide childcare
vouchers. Parents / Carers
should check with their
employer to see if this is a
benefit they provide.
Flexible Work Options
Sometimes you may need
to fit your job around the
demands of your family,
especially while your
children are young, when
they are coping with new
circumstances or if you
have a child with
disabilities or particular
needs. Here are some
options to discuss with
your employer:-
Working part-time or
reduced hours
Job sharing
Term-time working
Flexi time - allowing you
to choose your hours
within set limits
Career breaks - unpaid
time away from your job
Sabbatical - paid time
away from your job
Teleworking - working
from home
If you have a child under
16 years of age, or a
disabled child under 18
years of age, you have the
right to request to work
flexibly. Requests should
normally be in writing to
your manager and / or
your Human Resources
Team.Your employer must
consider your application
and give you a written
response of their decision.
Options for flexible
working may include some
of the above.
Help for Lone Parents on
Income Support
If you are a lone parent
(starting work, looking for
work or claiming benefits)
bringing up a child under
the age of 16 you could
join New Deal for Lone
Parents.
Once you join the
programme, you will be
offered:-
Advice on jobs, training
and benefits
Help with working out
how much you need to
earn to be better off
Help finding out about
childcare
Help with childcare
costs while you train or
attend job interviews
To find out more about
New Deal for Lone
Parents, contact your local
JobCentrePlus, Social
Security or New Deal
Information line.
Tel: 0800 917 4164
Help for Students
If you are a parent who
wants to study or train,
you may be able to get
help paying for childcare
while you study. Increased
funding to contribute to
the childcare costs of
more students and
trainees has been made
available from the
Government. Ask your
student welfare advisor or
tutor for information
about childcare while you
study or train.
Separation,
divorce,
marriage
problems
Separated or divorced?
Problems in your
relationship?
Relationships Scotland
can provide details of
local confidential
relationship counselling
and family mediation
services throughout
Scotland. Family
mediation can help you
make arrangements for
your children’s future, and
relationship advice
includes face to face or
phone counselling.
Tel: 0845 119 2020
enquiries@relationshipsscotland.org.ukwww.relationshipsscotland.org.uk
Scottish Marriage Care –
www.scottishmarriage
care.org
Tel: 0141 222 2166

Smacking
and the law
The law regarding physical
punishment changed on
the 27th October 2003.
Since that date, parents
and carers are not allowed
to use specific types of
physical punishment.
These include:
Hitting a child on the
head
Shaking a child
Using an implement
such as a belt, slipper or
wooden spoon
The UN Convention on
the Rights of the Child
states that children must
be kept safe from
violence.
Stress & anxiety in children
Adults can tend to view childhood as a
happy carefree time for children but
often they can experience stress for a
variety of reasons. Examples of how
children can experience stress could be:
about the demands placed on them
and their ability to meet these
expectations
pressures from outside sources such as
family, friends, school
pressures children place on themselves
to do well academically
social pressures, trying to fit in
bullying going on at school
too many after school activities which
can cause stress and frustration if the
load is too much and they haven’t
enough time to play and relax
hearing parents talk about trouble in
the family, at work, someone being ill,
financial worries at home
seeing disturbing media images or
hearing about natural disasters, war
Recognising stress in children
Recognising when children are stressed
isn’t always easy. Examples of some signs
to be aware of are:
short term behaviour changes
physical symptoms
developing new habits
telling lies
having nightmares
overreactions in minor issues
huge changes in achieving at school
Reducing Stress
There are different ways that parents can
help their children in such circumstances.
These include:
being sensitive to any changes in your
child’s behaviour and responding
appropriately to them
talking to your child and establishing
the problems, strategies to help them
or reduce the causes of stress
Ensure that they get plenty of rest and
nutritious food
Physical exercise and sports help to
reduce stress
Spend quality time with your children
each day and make sure you are
available for them to talk to if they
want
Keeping a journal
Talking with teachers
Books are a good way to let children
identify with characters who are in
stressful situations and allows them to
see how they coped
Being a good example in
demonstrating self control and coping
skills in stressful situation
Laughter will not only help to reduce
stress but will help build family
relationships
53

general
information

56
Child protection / responsibilities
In December 2010, the
Scottish Government
published ‘The National
Guidance for Child
Protection in Scotland’.
This guidance includes a
full revision of the
previous national guidance,
it incorporates previous
Child Protection
Committee Guidance and
takes account of all major
child protection policy
developments and / or
legislative developments
since 1998. The new
Guidance can be found on
the Scottish Government
website at:
http://www.scotland.gov.uk
/Publications/2010/12/091
34441/0
Everyone needs to be
alert to issues related to
the protection of children,
whether we work directly
or indirectly with children,
whether we are
community members or
family members or friends.
Many myths exist
regarding child protection
policy and procedures and
there have been a lot of
negative reports in the
media. Reporting concerns
rarely results in a child
being removed from
home.This should only
happen in circumstances
where there is evidence to
show that the child is at
serious and immediate
risk.
There has also been
considerable change in
Social Work practice and
the emphasis is much
more about working in
partnership with families
when there are concerns
to make sure support is
provided before things
reach a crisis.
The Children (Scotland)
Act 1995 places a duty on
Social Workers and the
Police to investigate
concerns about children at
risk or who may be in
need of protection. In
order to fulfill this task it is
necessary to gather
information to obtain as
full a picture as possible of
the child’s situation.
If you are concerned
about a child, you could
hold information that
helps to form this bigger
picture and enables
services to offer support,
before a situation
becomes far worse.
Any information you give
will be treated with care.
Any details, including your
name will not be shared
unless the child’s safety
requires it.To report
concerns you should
contact the Social Work
office in the area in which
the child lives or you could
ask to speak to the Child
Protection Co-ordinator
at the school or nursery
attended by the child.
Even if you don’t give your
name, enquiries can still be
made into the child’s
welfare, although limited
information may make it
more difficult for the
services to respond to
concerns. Further
information on what to do
if you have any concerns,
can be found on Falkirk
Council’s website at:
http://www.falkirk.gov.uk/se
rvices/social_work/children
_and_family_services/child
_protection/child_protecti
on.aspx
School Responsibilities
All school staff are trained
in Falkirk Council Child
Protection guidelines.
There is also a range of
policies and support
systems in place that help
children stay safe and well.
The school ensures
learning opportunities that
enable children to develop
the skills to protect
themselves and make
positive and safe choices in
their lives.
The school works in
partnership to ensure the
best support possible
Children in need
The Statutory definition of
children “in need” from
Section 93(4)(a) of the
Children (Scotland) Act
1995 is as follows:
“A child being ‘in need’ is
to his being in need of
care and attention
because:
i) he is unlikely to achieve
or maintain, or to have
the opportunity of
achieving or maintaining,
a reasonable standard
of health or
development unless
they are provided for
him, under or by virtue
of this part, services by
a local authority;
ii) his health or
development is likely
significantly to be
impaired, or further
impaired, unless such
services are so provided;
iii) he is disabled; or
iv) he is affected adversely
by the disability of any
other person in his
family.”
Some examples of this are
children or young people:
with disability or
affected by disability;
who have a care
responsibility;
who are affected by
HIV / Aids;
who are suffering from,
or affected by, chronic
illnesses and life
threatening condition;
who live in poverty;
who live in families with
complex or multiple
problems including drugs,
alcohol, domestic abuse
and mental illness;
who misuse
substances / alcohol;
who are from travelling
communities;
who are from asylum
and refugee families;
who are leaving or have
left care;
who are homeless or at
risk of homelessness or
who live in poor quality
housing;
who have been adopted
(or are in the adoption
process);
who have emotional,
behavioural or mental
health problems;
who are in conflict with
the law because of
offending.

Complaints
Falkirk Council Education
Service is keen that you
should be completely
satisfied about your child’s
education.
Should you have any
concerns about your
child’s education, or indeed
any reason to complain
about the service
provided by your child’s
school, please report this
to the Head Teacher in the
first instance.
In most cases problems
can be dealt with quickly.
However, should you feel
that the matter has not
been resolved satisfactorily
by the Head Teacher you
can make your complaint
in person, by phone or in
Literacy and
numeracy
support for
adults
One in 5 adults in Scotland
struggle to perform the day
to day tasks involving literacy
and numeracy which most
of us take for granted. In the
Falkirk Council area,
between 18,000 and 20,000
adults have difficulty with
spelling, form filling, reading
and counting.
The Adult Literacies
Partnership have worked
with more than 1000
learners in developing their
skills, abilities and confidence
as well as their job
prospects, supporting their
children’s learning and
opening up new
opportunities in their
personal, family, community
and working life.
Free help is available in a
small group setting at a
variety of locations across
Falkirk Council and learning
is tailored to personal needs.
Further information can be
obtained by calling
Tel: 01324 503676.
writing to the Complaints
Officer for Education
Services
Tel: 01324 506694 or email:
complaints.educ@falkirk.go
v.uk
Talking with your child about growing and
changing
Growing and Changing is
Lifelong
Sex education is a
personal thing which is
part of our learning for life
and sometimes not easy
to talk about. It is about
relationships, body changes
and helping our children
to have a vision of what
life might hold.
Children are bombarded
with sexual messages from
TV, song lyrics, magazines
and billboards. If we don’t
begin to speak with our
children when they are
young, they may not find it
easy to turn to us for
advice or guidance when
they are teenagers.
Looking at books and
websites together can
help; giving plain, truthful
answers to their questions;
looking with interest at
what they are learning in
sex education and
checking over their
understanding; and being
aware that the issues are
the childrens’ own, not the
adults’ issues.
Do remember that if you
have any concerns of any
kind, you can contact your
child’s school or Health
Visitor.
The main areas to cover:
Respecting themselves
and others
Respecting individual
differences
Ways to express and
deal with feelings and
emotions
Ways to keep safe
Positive and supportive
relationships
The EarlyYears
Topics as recommended
by the Scottish
Government:
Awareness of the way
bodies grow and change
Uniqueness of their
body
Where living things
come from
Family and other special
people who care for
them
What should you do?
Use the proper names
for the parts of the body
Use pictures, games,
books, songs to
encourage talking about
relationships, feelings
and emotions
Use simple language
Be honest
Middle Stage of Primary
School
Topics as recommended
by the Scottish
Government:
Exploring changes in
the body
Menstruation / periods
How human life begins
Intimate and personal
hygiene
What can I do?
Encourage your child to
continue to take
responsibility for their
personal hygiene
Talk to your child about
changing feelings and
emotions
Discuss ways of keeping
safe eg risks and
dangers
Encourage questions
and answer honestly
Talk to your child in an
age appropriate way
Listen and encourage
them to share their
feelings
Be open and honest
Build on their self
esteem
Keep it simple
Upper Stage of Primary
School
Topics as recommended
by the Scottish
Government:
Physical and emotional
changes at puberty
Body image and self
worth
Dealing with sexual
feelings
Menstruation, pregnancy
and birth
What can I do?
Keep talking to your
child about changing
feelings and emotions
Discuss the links
between periods,
pregnancy and birth
Encourage your child to
recognise the influence
of peers and the media
and to develop ways of
dealing with them
Re-inforce the
importance of personal
safety
57

58
Useful contacts/websites
HELPFUL LOCAL
ORGANISATIONS
Childcare - Looked After
Children
British Association of
Adoption and Fostering
(BAAF)
0131 220 4749
www. baaf.org.uk
Childcare and Welfare
Social Work Offices:
Denny
01324 504160
Stenhousemuir
01324 503503
Grangemouth
01324 504343
Grahamston
01324 506595
Camelon
01324 501200
Laurieston
01324 590300
Bo’ness
01506 778668
Child Care Information
Service
01324 506632
Children with Disabilities
Team
01324 504343
Falkirk Children’s Rights
Officer
01324 692029
Family Support Coordinators
01324 503800
Home Start
01324 829444
Leaving Care Team
01324 501050
NCH Family Support
Service
01324 633722
www.nch.org.uk
Out-of-hours Emergency
Duty Team
0845 277 7000
Police Family Unit
01324 678884
Scottish Children’s
Reporter Administration
01324 626996
Street Talk Detached
Youth Work team
01324 504460
streettalk@falkirk.gov.uk
The Fostering Network
0141 204 1400
www.fostering.net/scotland
The Princess Royal Trust
Carers Centre
http://www.carers.org/local
-centre/falkirk
01324 611510
Welfare Benefits
Helpline
01324 501404
Well Chosen Services
01786 479555
Who Cares? Scotland
0141 226 4441
www.whocaresscotland.
org
Youth Learning Team
01324 504460
Substance Misuse
Alcohol Link
01259 726632
Alcohol Support and
Counselling
01786 450721
Community Alcohol and
Drugs service
01786 483131
Connect Services for
Young People and
parents / carers
01324 501060
Drug Education Officer
Dunblane Police Station
01786 456000
Freagarroch Falkirk
Substance Misuse
Service for persistent
young offenders 12-18
years
01324 718277
Go Forth Employment
Service
01324 579648
Grangemouth Family
Substance Abuse
Support Group
01324 504589
Progress 2 Work
Employment Service
01786 430494
Signpost Forth Valley
01259 726602
Stop Smoking Service
01786 43331123/125
General
Careers Scotland
01324 620311
08458 502 502
Falkirk Council
Community Services
Employment and
Training Unit
01324 504400
Falkirk Council
Community Advice
Service (Benefits and
Debt)
01324 501400
New Deal
0845 606 2626
www.jobcentreplus.gov.uk/J
CP/Customers/New_Deal/
Health
Caledonia Youth
01324 617161
Dental Helpline
0845 063 1188
Falkirk Pregnancy Crisis
Helpline
0800 028 2228
Forth Valley Royal
Hospital
01324 566000
NHS 24
08454 24 24 24
www.nhs24.com
Stirling Royal Infirmary
01786 434000
Support services
Central Scotland Rape
Crisis & Sexual Abuse
Centre
01786 471771
Couple Counselling
Central
01324 670067
www.couplecounsellingcen
tral.com
Falkirk and District
Women’s Aid
01324 635661
Falkirk District
Association for Mental
Health
01324 671600
www.fdamh.org.uk
Family Mediation
01786 472984
www.couplecounselling
central.com
Open Secret
01324 630100
www.opensecret.org
Samaritans Falkirk
08457 90 90 90
Victim Support
01324 633433
www.victimsupportfalkirk.
org.uk
Council Services
www.falkirk.gov.uk
(comprehensive info on all
council services)
www.falkirkonline.net
Community Services
01324 590900
Corporate and
Commercial services
01324 506070
Development Services
01324 504950
Education Services
01324 506600

Finance Services
01324 506070
Law and Administration
Services
01324 506070
HELPFUL
NATIONAL
ORGANISATIONS
Alcohol Focus Group
0141 572 6700
www.alcohol-focusscotland-org.uk
Beating Eating Disorders
0845 634 1414
www.b-eat.co.uk
Benefits Helpline
0800 882200
Brook Advisory Centres
0800 018 5023
www.brook.org.uk
British Pregnancy
Advisory Service (BPAS)
0845 730 4030
www.bpas.org.uk
Bullying UK
www.bullying.co.uk
Citizens Advice Scotland
www.cas.org.uk
Child Exploitation and
Online Protection
Centre
0870 000 3344
www.ceop.gov.uk
ChildLine
0800 44 1111
www.childline.org.uk
Child Protection
Information Line
0800 022 3222
Education Action
Challenging
Homophobia (EACH)
0808 1000 143 (helpline)
www.eachaction.org.uk
Enable Scotland
0141 226 4541
Epilepsy Connections
0141 248 4125
www.epilespsyconnections
.org.uk
Family Mediation
Service Scotland
0845 119 2020
www.familymediationscotl
and.org.uk
Internet Watch
Foundation
www.iwg.org.uk
Law Society for Scotland
(Children’s Law)
0131 225 2934
Learning Teaching
Scotland (now part of
Education Scotland)
http://www.ltscotland.org.uk
Mental Health
Foundation Scotland
0141 572 0125
Mental Health Helpline
0845 766 0163
info@mind.org.uk,
www.mind.org.uk
Message Home
For a young person to get
a message to their parents
0800 700 740
Missing from Care
Services
0208 392 4527
Missing Persons Helpline
0500 700 700 (24 hours)
www.missingpeople.org.uk
National Autistic Society
020 7833 2299
www.nas.org.uk
National Domestic
Violence Helpline
0808 200 0247
www.womensaid.uk
www.refuge.org.uk
National Drugs Helpline
(FRANK)
0800 77 66 00 (24 hour
free advice)
www.talktofrank.com
NSPCC
0808 800 5000
www.nspcc.org.uk
One Parent Families /
Gingerbread
0800 018 5026
www.oneparentfamilies.
org
One Parent Families
Scotland
01382 501972
One Scotland
0131 244 0095
Parentline Scotland
0808 800 2222
www.children1st.org.uk/pa
rentline
Positive Parenting
01324 877276
www.parenting.org.uk
Relationships Scotland
0845 119 2020
enquiries@relationshipsscotland.org.ukwww.relationshipsscotland.org.uk
Samaritans
08457 90 90 90
www.samaritans.org.uk
Sexwise Helpline
0800 28 29 30
www.ruthinking.co.uk
Scotland’s Commissioner
for Children and young
People
0131 558 3733
www.sccyp.org.uk
Scottish Child Law
Centre
0131 667 6333
www.sclc.org.uk
Scottish Childminding
Association
01786 445337
Scottish Association of
Mental Health
0141 568 7000
Scottish Society for
Autism
0845 3009277
www.autism-inscotland.org.uk
Scottish Marriage Care
www.scottishmarriagecar
e.org
0141 222 2166
Young Minds Parents
Information
0800 018 2138
www.youngminds.org.uk
59

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