Our catchment area is large and comprises of several crofting townships and isolated dwellings. Over 70% of the pupils rely on school transport.  Free school travel is available to those pupils living outwith a three-mile limit.  Pupils are required to behave in a sensible manner on school transport.  School transport contracts are drawn up between the Authority (not the school) and the operator(s).  Transport is also available on Tuesday, Wednesday and Thursday at 5pm to assist pupils from outlying areas to attend the Study Clubs and other activities.

School Minibus

The school minibus is used regularly to support a wide range of activities including, football, rugby, art, outdoor courses, S1 Nethybridge trip and Duke of Edinburgh’s Award.  We also make it available for trips in the community that involve groups of school pupils, primary or secondary.

*  All new pupils will be provided with a tie.  Replacements are available from the School Office for purchase in the event of loss.  As a mark of status, S6 prefects have their own distinctive navy/white tie.

Girls   
Skirt or Trousers: black or navy
Blouse or shirt:  white
Cardigan or Pullover: black or navy
Tie:  navy/emerald school tie*
Optional but encouraged:  Blazer, black
Optional:  School Sweatshirt
Footwear:  black flat heeled shoes
PE Kit:  white T-shirt** and navy shorts

Boys
Trousers: black or navy
Shirt:  White
Pullover: black or navy
Tie:  navy/emerald school tie*
Optional but encouraged: Blazer, black
Optional:  School sweatshirt
Footwear: black flat heeled shoes
PE Kit:  white T-shirt** and navy shorts

** Navy/white polo shirts with the school logo are also available.
Only ‘school’ sweatshirts are acceptable.
No other logo or badge on clothes is accepted.

Uniform can be ordered through the school office.

Mr Chimtali, Headteacher of Mlozi School, wearing his Gairloch High Prefect tie

S6 leavers on their last day  wearing specially commissioned hoodies

In the event of a major crisis affecting the school and requiring the evacuation of the building, the school has a plan for occasions when it is not possible for the building to be re-entered. Pupils and staff will be moved to the Community Hall or, if this not be possible, to the Myrtle Bank Hotel. Decisions on the dispersal of pupils from the assembly point will be made in conjunction with the police once everyone has been accounted for.

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Accidents in School
When a pupil has an accident it is school policy to call in the Doctor, contact the parents, and report the incident to the Education Authority. There are occasions when pupils have to go to the hospital in Inverness, and every effort is made to enable the parent(s) to accompany their child.

Support for Learning Department (SfL)

This is a team of nine full and part time staff.  Our main responsibilities lie with pupils who have Additional Support Needs (ASN).  A very wide range of factors may lead to pupils having a need for additional support.  These factors fall broadly into four overlapping themes: learning environment, family circumstances, disability or health need, and social and emotional factors.

We provide Additional Support for Learning in many ways including:

In-class support – we work with subject teachers to ensure that any pupils requiring additional support receive the right kind of help.

Tutorial support – in discussion with the pupils themselves and their parents we may decide that it is appropriate for them to receive 1:1 or small group support.  The support we provide includes: consolidation of and/or completion of class work; help with homework; preparation for assessments; specific programme to help improve reading, spelling, comprehension and/or handwriting; literacy skills; numeracy skills; life skills; and time out and time to talk.

Transition – some pupils require extra support to cope with the changes and choices during the move from primary to secondary school and from secondary school to a positive destination beyond, such as college or a workplace.  At these times we liaise with the pupils and their parents, Pupil Support and other professionals from outwith the school (e.g. primary school teachers and Skills Development Scotland) at transition meetings, to ensure that transition is a well-planned, positive experience for that pupil.

Pupil Profiles – these confidential documents are written following P7 transition meetings and distributed to subject staff.  Each profile outlines both the strengths and difficulties experienced by an individual pupil.  It also lists strategies to ensure that appropriate support is provided to increase access to the curriculum for that pupil.

Child Plans – to ensure that the support pupils receive is specific, measurable, attainable, relevant and time bound we may decide in discussion with a pupil, their parents, other members of staff and other professionals that a Childs Plan is needed.  A solution-focused meeting is held for all those involved and an action plan is drawn up.  This is then reviewed and updated at regular intervals for as long as is appropriate.

Monitoring – pupils can require Additional Support for Learning at any time and there is a ‘staged approach’ in education, which is a pathway for assessing learning needs and accessing additional services to support pupils within school. It emphasizes early intervention to identify, record and assess pupils with Additional Support Needs and necessitates a co-operative approach between SfL staff, Pupil Support staff, outside agencies, including Careers, and parents in line with GIRFEC (Getting it Right for Every Child).

Alternative Assessment Arrangements (AAA) – pupils can access support from SfL staff with assessments such as reading and scribing, once evidence indicates that they would be at a substantial disadvantage without this.

Paired Reading – is a scheme that involves pairing younger pupils (who need to develop their confidence in reading) with sixth year pupils and together they read every week.  This is coordinated with the School Buddy system.

Effective learning and teaching demands that a range of methods, materials and approaches are employed to successfully cater for the wide variety of needs amongst our pupils. The aim of SfL is to ensure that our pupils are given their best chance of achieving personal success.

Each May our new S1 group visits Nethybridge Outdoor Centre, near Aviemore, for their first residential stay where, among other activities, they take part in hill walking, mountain biking, kayaking and other activities.  These trips are considered an integral part of the personal and social development of the child, hence their priority status.  Click here to view photos from Nethybridge trips over the last few years.

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We record success in Bronze and Silver Award by a presentation at School Assembly.  Names of successful pupils are highlighted on a noticeboard in the multi-purpose hall.  Pupils who achieve Gold are presented at Holyrood by special invitation.  Once the young person has received a gold award at Holyrood their name is added to an honour board in the school.

Click here to visit our DofE photo gallery.

Silver Assessment Group completes tough expedition.

In June 2010 Gairloch High School was invited to take part in a Scottish Parliamentary Reception at Holyrood in Edinburgh.  The school is recognised nationally for its contribution to the Award Scheme for pupils.

The award work is split into 4 sections:

Physical – Pupils take part in a physical activity under guidance of an assessor e.g. rugby, hockey, athletics, football, badminton etc.

Skills – Pupils learn a new skill or develop an existing one e.g. music, art, drama etc.

Service – Pupils provide a service to the community e.g. helping at the old folk’s home or nursery, fundraising, helping coaching or training at a club.

Expedition – Pupils are given navigation and camping skills training and they do practice expeditions before their final assessed expedition.

After completion of the Bronze award, pupils can then enrol for Silver. There is the opportunity for some pupils to undergo training to do their expedition by kayak or mountain bike.

There is also progression to Gold, which includes a residential project. This involves staying away from home with a group of new people.

Pupils train for their Gold expedition.  They have chosen to attempt a kayaking trip.

To complement the Pupils’ Bill of Rights and help ensure, in the interests of all pupils, that the School provides a pleasant and orderly atmosphere and is a safe and well-run campus in which to be educated, the following applies;

1. Pupils are responsible for the safe custody of their belongings.  Money or any article of value should never be left unattended but may be kept in the pupil’s locker, handed to a teacher or to the office staff for safe-keeping.  Neither the Highland Council nor the School accepts liability for lost articles. Coats and all other articles should be clearly marked with the owner’s name.
2. Parents and pupils are asked to support the School’s and Parent Council’s policy on school uniform.
3. Pupils are expected to bring PE kit as required.  Any pupil unable to bring kit or take PE is required to being an explanatory note from home on the day in question.  In interests of personal hygiene as well as the preservation of specialist floor, training shoes that are used for everyday use must not be used in the Gym.
4. Pupils are expected to take care of all jotters, folders, books, instruments etc., with which they are issued and bring them to the class when required.  Loss of, or damage to, such items must be replaced or paid for.
5. Movement in corridors, should be orderly, keeping to the left and with safety of others a priority
6. Damage caused by carelessness or vandalism must be made good.
7. Pupils are asked to use the bins provided and not to drop litter inside the school or in the playground.
8. Pupils arriving after registration, for whatever reason, are required to report to the school office immediately and sign the ‘latecomers’ book.
9. Any pupil returning to school after an absence (no matter how short) is required to bring an Absence Note giving the reason for absence and signed by the parent or guardian.  This is a Scottish Government requirement.
10. In the interests of safety, S1 -4 pupils should not be off the school premises during school hours without the Rector’s or Depute Rector’s permission, and S5/6 without their knowledge.  This is a privilege conferred to seniors on the understanding it is not abused.  In the event of an accident or fire, it is vital that the school knows who is where.
11. Pupils should behave in an orderly manner on the way to and from school, especially on buses.  School transport is a privilege, subject to satisfactory conduct. Misconduct on a bus can easily distract the driver and could cause an accident.
12. Courtesy and good manners will be expected at all times between pupils and to teachers, office staff, janitorial and dining hall staff, as well as visitors to the school.

The School is keen to assist parents by giving support to the home in any way it can.  In return we seek the wholehearted co-operation of all parents in the matter of school discipline, which is essential for the welfare of all, in the maintenance of high standards of pupil dress and appearance, and in the establishment of regular attendance, punctuality and attention to homework.

The positive aspects of the behaviour and work of pupils will be emphasised, praised and, where appropriate, rewarded.  A pupil Credit scheme supports the House system and Pupil Council allow pupils to influence decision-making through the school.  Pupils should be fully aware that help and advice is available from each member of staff.

To promote positive patterns of behaviour and attendance, Gairloch High School has developed, in consultation with pupils, an additional code of behaviour that outlines both the rights and responsibilities of pupils.  This constitutes the Gairloch High School Bill of Rights as set out here.

Firm and fair action should be taken by staff where there is evidence of inappropriate behaviour.  Within the classroom the Bill of Rights translates into a set of quite specific classroom expectations that are listed in every classroom along side the Bill of Rights.

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