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STRANRAER ACADEMY

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Policies

We believe that all pupils, regardless of age, special needs or disability, racial/cultural heritage, religious belief, and sexual orientation have the right to protection from all types of harm and abuse.

We work in partnership with pupils, parents, child protection agencies, and diverse communities to continuously develop and improve safeguarding within our school. This approach helps to keep our pupils safe and, importantly, equips them to tackle, with confidence and enthusiasm, the challenges and opportunities of daily life.

Please see below for details of our core school policies.

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POSITIVE BEHAVIOUR POLICY | UNIFORM POLICY| ANTI-BULLYING POLICY | CHILD PROTECTION | FIRE EVACUATION PLAN | HEALTH AND WELLBEING POLICY | MOBILE PHONE POLICY

Positive Behaviour Policy

Rationale

At Stranraer Academy, we are committed to creating a calm, safe, respectful and nurturing environment where every learner can thrive. Our school aims to be a place where all members of the community feel valued, supported, and treated with dignity—built on strong, trusting relationships between staff, pupils, and families.

We believe that positive behaviour stems from clear expectations, consistent adult responses, and a culture of kindness. Inspired by the principles of Paul Dix’s “When the Adults Change, Everything Changes”, our approach prioritises relationships, calmness and clarity.

Our Ethos

Our school ethos is shaped by the belief that every pupil can succeed when they feel safe, supported and respected. Consistent adult behaviour, clear boundaries, and restorative approaches underpin our approach to managing behaviour. We aim to respond, not react—recognising that behaviour is a form of communication.

Our school values form the foundation for the social, emotional and moral development of our pupils, encouraging them to become not only successful learners, but responsible citizens and confident individuals.

Our Vision


“Working Together Across Culture, Classrooms and Community to be a School Stranraer Can be Proud Of” —
reflects our shared responsibility for maintaining a positive and inclusive climate for learning.

We are proud to promote our school values of:

  • Aim High – We believe in setting clear expectations and encouraging young people to reach their potential. By modelling high standards in behaviour and attitude, staff help create an environment where learners believe in their ability to improve and succeed.
  • Work Hard – Learning positive behaviour takes practice, reflection and persistence. Just as we challenge our learners to engage with their studies, we support them in building self-discipline, resilience and emotional regulation.
  • Be Kind – Kindness is a cornerstone of our behaviour culture. We expect staff and pupils to treat each other with care and respect, understanding that compassion is essential to restoring relationships and building a strong sense of community.

“Working Together Across Culture, Classrooms and Community to be a School Stranraer Can be Proud Of”

Our Aim

Stranraer Academy will be a whole school where everyone is encouraged to do their best; a school in which a whole community takes pride. We are committed to helping young people achieve their full potential both within and beyond the classroom.


Our vision for behaviour is one of high support and high expectation. We know that by nurturing strong relationships, reinforcing positive choices, and maintaining clear and consistent boundaries, we give every young person the best opportunity to flourish.

If we are to bring this vision to life, every member of our school community has a part to play. These shared responsibilities help create the positive, respectful environment we all want to be part of. Pupils are expected to take responsibility by:

  • Arriving on time, ready to learn, and prepared to take part fully in school life
  • Wearing the school uniform as a clear commitment to being part of our learning community
  • Showing respect and kindness to others in words and actions
  • Following instructions from staff and responding positively to adult direction
  • Respecting the learning environment and the right of others to learn without disruption
  • Moving calmly and safely around the school building
  • Taking responsibility for their own behaviour and engaging in restorative conversations when needed
  • Looking after school equipment and shared spaces with care
  • Demonstrating our school values — Aim High, Work Hard and Be Kind — in all aspects of school life

Staff are expected to take responsibility by:

  • Setting consistently high expectations, underpinned by clarity, kindness and fairness
  • Promoting positive behaviour through calm, relational and emotionally consistent practice
  • Modelling the school values — Aim High, Work Hard and Be Kind — in all interactions
  • Creating a safe, respectful and inclusive learning environment
  • Building supportive relationships where pupils feel listened to, cared for and secure
  • Using engaging and inclusive teaching approaches that enable all pupils to succeed
  • Recognising and celebrating effort, progress and achievement
  • Applying routines, rewards and consequences consistently and fairly

Parents and Carers are expected to take responsibility by:

  • Communicating openly and positively with school staff about matters such as attendance, punctuality, wellbeing, uniform and homework
  • Reinforcing the school’s high expectations around behaviour, effort and school dress at home
  • Encouraging their child to live the school values — Aim High, Work Hard and Be Kind — in and out of school
  • Engaging in school life through participation in parent meetings, reviews, events and other opportunities for partnership
  • Working closely with staff to support their child’s needs and to develop shared strategies for success
  • Supporting the school’s behaviour approach by promoting respect, responsibility and positive choices
  • Ensuring that the school has up-to-date contact information in case of emergency or important communication

At Stranraer Academy, we understand that supporting positive behaviour is a shared responsibility, and we recognise that there will be times when pupils make mistakes. When this happens, our response should be calm, consistent and rooted in our school values.

While our focus is always on promoting positive choices, staff are prepared to respond to disruption in a way that protects the learning environment and maintains strong relationships. Responses should prioritise restorative practice, allowing pupils to reflect, repair, and return ready to re-engage.

Staff are trusted to use professional judgement and choose the most appropriate response for the situation, based on what they know works for their learners. Some possible responses include:

  • A calm conversation with the pupil to reset expectations and restore focus
  • Offering specific praise or positive reinforcement to rebuild connection and encourage better choices
  • Moving the pupil’s seat to support focus and de-escalation
  • A short, time-limited break from class (e.g. maximum five minutes) with a clear plan to return and re-engage. If behaviour does not improve and continues to disrupt learning, a supervised time-out may be used with a clear plan for reintegration
  • Detention used proportionately, with a clear purpose, time for reflection, and an opportunity to repair relationships
  • Holding a restorative meeting with the pupil to identify barriers, agree behaviour targets, and set a review date
  • Agreeing a short-term, class-based support plan (e.g. adjusted seating, check-ins) with the pupil and teacher
  • Providing differentiated materials or scaffolding where learning needs may be contributing to behaviour
  • Looking at where the pupil is behaving well and exploring successful strategies that could be applied more widely (including peer observation if appropriate)
  • Referring to agreed support strategies (e.g. ADHD/ASD posters) to better understand and meet individual needs

Where behavioural concerns involve a significant number of pupils within a class or a specific class group, staff may implement a range of supportive strategies — informed by their professional judgement — to improve the classroom environment and encourage positive change. These may include:

  • Co-constructing classroom expectations with pupils to build shared responsibility and clarity.
  • Establishing a seating plan that supports both relationships and learning.
  • Setting collective goals or targets to promote focus, motivation and accountability.
  • Using a class monitoring timetable to track patterns of behaviour over the week and inform next steps.
  • Introducing positive reinforcement systems such as merit charts or friendly competitions.
  • Embedding short, meaningful rewards (e.g. five minutes of preferred activity at the end of a period or week) to sustain engagement and effort.
  • Adapting teaching approaches to better meet the needs, strengths and interests of the class.
  • Identifying other contexts or classes where the group demonstrates positive behaviour and, where appropriate, observing to reflect on what strategies are contributing to success.
In cases of serious misbehaviour, it is essential to maintain the safety and wellbeing of all members of the school community. Serious misbehaviour includes, but is not limited to:

  • Persistent or extreme defiance
  • Physical or verbal abuse of staff or pupils
  • Deliberate damage to property
  • Behaviour that causes significant offence or harm

In such instance staff should follow the steps below:

  • Contact the relevant PTC in the first instance, providing a clear and factual account of the incident. If the class teacher feels the incident is sufficiently serious or urgent, they may instead contact the school office to request immediate support from SLT. A SEEMiS referral should be submitted to the PTC at the next appropriate opportunity, clearly outlining the behaviour and any actions taken.
  • If the PTC is available, they will attend, remove the pupil from the class or location if necessary, and provide immediate support.
  • If the PTC believes the incident requires further intervention, they will contact the school office to seek assistance— this will typically be the Year Head or member of SLT on duty.
  • If the PTC is unavailable, staff should phone the school office. Office staff will then contact a member of SLT to respond.
  • In response to serious misbehaviour, the PTC may decide that a pupil should be removed from class for a period of time within the faculty. Where the behaviour is more serious or has a wider impact, an alternative to exclusion may be put in place — for example, time in the Nurture Wing or being temporarily extracted from mainstream classes under the supervision of the Year Head.
  • Formal exclusion from school remains a last resort. However, it may be considered appropriate where the pupil’s presence poses a serious risk to the safety, wellbeing or good order of the school community, or where a period of time away from school is deemed necessary to create space for reflection, regulation and a supported return.

Where behaviour concerns persist despite the use of appropriate classroom strategies, staff may seek additional support through the Request for Assistance process. This involves the class teacher providing a clear summary of the concerns along with the strategies already implemented to support the pupil. The aim is to work collaboratively with the Principal Teacher to identify next steps and help the young person re-engage positively with learning.

(See Appendix 1 for Request for Assistance form)

Requests for Assistance may also be submitted to the PTC for classes within the faculty where, over a sustained period of time, behaviour has consistently disrupted learning and teaching, and where a wide range of strategies, such as those outlined in the above section, have been implemented without achieving the desired impact.

In instances where behaviour concerns relate to an individual pupil, the PTC may implement a range of strategies to address the issue and support the pupil to engage more positively in class. These may include:

  • Discussion with the classroom teacher to review concerns and identify helpful strategies.
  • Meeting with the pupil to reinforce expectations and agree on steps for improvement.
  • Contact with home to share information and seek support.
  • Arranging a meeting with parents/carers to develop a shared plan.
  • Implementing a targeted timetable within the faculty to provide structure and support.
  • Observation of the pupil in class to gain further insight into behaviours.
  • Short-term extraction from class where necessary, with a plan for reintegration.
  • Considering a change of class or set within the faculty if this is likely to support improvement.
  • Creation of a pupil plan to outline targets and support strategies.
  • Discussion with PT Pupil Support to identify any wider issues impacting behaviour.

 

Where a Request for Assistance relates to a specific class, the PTC may implement a range of supportive actions to improve the classroom environment. These may include:

 

  • Classroom observation to better understand the context and challenges.
  • Providing a visible presence and offering a reminder of expectations at the start of lessons.
  • Arranging an agreed check-in with the teacher at the end of the lesson to review progress.
  • Supporting the setting of class targets to focus on key areas for improvement.
  • Introducing a short-term monitoring timetable led by the PTC.
  • Offering advice on strategies to support effective classroom management.
  • Meeting with individual pupils who are causing the greatest concern to reinforce expectations.
  • Contacting parents/carers of those pupils to seek support and share concerns.
  • Implementing short-term removal from class for pupils whose behaviour is significantly disruptive.
  • Adjusting class composition within the faculty, where appropriate, to improve dynamics.


Where a Request for Assistance has been made, the PTC will continue to monitor progress over time (suggested period: six weeks), offering ongoing support and reviewing the impact of any interventions put in place.

If, after a sustained period of support, there is little or no improvement in behaviour—whether from an individual pupil or across a class—the PTC may decide that further support is required from the appropriate Year Head. In such cases, the PTC will complete a Request for Assistance form, which will include details of the original staff referral as well as a summary of the strategies and interventions they have implemented to date.

(See Appendix 2: PTC Request for Assistance Form)

 The Year Head will then offer targeted support to help address the concerns raised, whether they relate to an individual pupil or a class. This support may involve a range of strategies, including:

 

  1. Providing advice and guidance to the PTC on next steps.
  2. Meeting with the pupil(s) to discuss behaviour and reinforce expectations.
  3. Visiting the class to observe, offer support, and strengthen consistency of expectations.
  4. Monitoring the faculty timetable to assess patterns or concerns.
  5. Attending parental meetings alongside the PTC where appropriate, where the concern relates to individual pupils.
  6. Agreeing any appropriate consequences linked to ongoing behaviour, such as removal from school events, trips, or teams, where this is judged to support a positive change.


Where all previous strategies have been implemented and concerns remain, the Year Head may decide that a short-term extraction from class is necessary. This may involve the pupil working with the Year Head for an agreed number of periods, or receiving targeted support through the school’s Nurture area to help address the behaviour. In such instances, the Year Head will complete a Request for Assistance and forward it to the DHT Inclusion. Parents and carers will be informed of any extraction, and the focus will remain on supporting the pupil’s return to class when appropriate.

Any extraction will be time-limited, with the clear aim of reintegrating the pupil back into the class. During this period, the pupil remains the responsibility of the subject teacher, who should ensure appropriate work is provided.

When behavioural concerns are identified as occurring across multiple subjects rather than being limited to just a few areas, the Year Head may implement broader school-wide strategies—such as timetable monitoring, parental meetings, short-term extractions, or the removal of privileges—to support positive behavioural change.

Additionally, Principal Teachers of Pupil Support may, in response to wider wellbeing concerns, decide that adjustments to a pupil’s timetable are necessary. This may involve short-term extraction from class or, in a small number of cases, the removal of a specific subject from a pupil’s timetable. Where this includes input from Nurture or Inclusion areas, any decisions made should be in consultation with parents or carers.

Download our Positive Behaviour Policy


Click the image to download Stranraer Academy’s Positive Behaviour Policy. It sets out our commitment to a calm, safe and nurturing school where everyone feels valued. Rooted in our values of Aim High, Work Hard and Be Kind, the policy highlights how positive relationships, clear expectations and a culture of kindness help every learner thrive.

Stranraer Academy — Anti-Bullying Policy

Stranraer Academy
Anti-Bullying Policy

Stranraer Academy  ·  Dumfries & Galloway

Response within 2 Working Days of any report
Our Vision

We want Stranraer Academy to be a place where everyone feels safe, respected and included. No one should have to deal with bullying.

What We Believe

🛡️

Everyone has the right to feel safe at school.

🚫

Bullying is never acceptable — not ever.

⚡

If bullying happens it will be taken seriously and dealt with quickly.

💬

You can talk to any member of staff if you're worried — for yourself or someone else.

What Counts as Bullying?

Bullying makes you feel hurt, scared, threatened, or left out — face-to-face or online. Tap each type to find out more.

Pressure to fit in, being made to feel bad about yourself, having your possessions stolen, damaged or hidden.

Being deliberately left out, excluded from groups, or not being spoken to on purpose.

Name calling, sarcasm, spreading rumours, teasing, and personal comments meant to hurt.

Pushing, kicking, hitting, punching or any use of violence. This can go beyond bullying and may be treated as a criminal matter.

Nasty messages, sharing photos without permission, harassment via social media, messaging apps, email, or any online platform.

Bullying because of race, disability, gender, religion, sexuality, body image, being a young carer, or any other protected characteristic under the Equality Act 2010.

How to Spot It

⚠️
Signs someone might be experiencing bullyingFeeling scared to come to school · avoiding certain people or places · feeling upset or withdrawn · unexplained injuries · missing or damaged belongings · not wanting to hang out with friends · headaches or stomach aches with no clear cause. If you notice any of these — talk to a trusted adult.

How We Prevent Bullying

  • Teaching about respect and relationships in Health & Wellbeing
  • Assemblies and awareness events including LGBT History Month, Autism Awareness Week and Show Racism the Red Card
  • Senior pupils trained to support younger pupils
  • Anti-Bullying Committee and MVP peer mentors in school
  • Encouraging kindness, respect and positive behaviour throughout the school community

Everyone's Responsibility

Treat others with kindness Speak up when something's not right Include others Respect differences Report bullying when you see it
Policy Vision

Every child and young person in Stranraer Academy should make their journey through secondary school free from bullying behaviour. It is our aspiration that all those who play a role in the lives of children and young people are enabled to prevent and respond effectively to incidents of bullying behaviour.

ℹ️
Policy basisDevised alongside guidance from Respectme — Scotland's Anti-Bullying Service — and CPD training. Consistent with Dumfries & Galloway Council policy and Scottish Government national guidance.

Statement of Intent

  • All young people, staff, parents and carers have the right to be protected from abusive and bullying behaviours.
  • Any young person subject to bullying behaviour should have the confidence to report it and know it will be dealt with promptly.
  • Anyone aware of an incident — or who has received it directly — should report it.

Underpinning Legislation & Frameworks

  • Getting it Right for Every Child (GIRFEC)
  • UNCRC — UN Convention on the Rights of the Child
  • Education (Additional Support for Learning) (Scotland) Act 2004 & 2009
  • Curriculum for Excellence
  • National Care Standards
  • Equally Well
  • Equality Act 2010

Aims of this Policy

🎯 Prevention

  • Prevent bullying behaviour of young people
  • Build capacity, resilience and skills in young people, parents and carers

🤝 Support

  • Support those affected and their families
  • Provide a secure, positive environment to discuss problems

📚 Training

  • Ensure information, training and support for staff working with young people
  • Consistent alignment with D&G Council policy

Outcomes for Young People

  • Young people who have experienced bullying will be supported to develop self-esteem and confidence.
  • Change in behaviours of those who display bullying behaviour: negative to positive.
  • Where possible, all parties involved will be reconciled.
  • Cases monitored by Pupil Support Staff and Year Heads after incidents.
  • Bullying recorded on SEEMiS 'Bullying and Equalities' module and the central bullying log.
  • Young people have access to the Stranraer Academy Bully Box — a discreet reporting portal.
  • All reports responded to within 2 working days and fully actioned/resolved.

Definition of Bullying

💬
respectme, 2015"Bullying is both behaviour and impact; the impact is on a person's capacity to feel in control of themselves — their sense of 'agency'. Bullying takes place in the context of relationships; it is behaviour that can make people feel hurt, threatened, frightened and left out. This behaviour happens face to face and online."

Protected Characteristics (Equality Act 2010)

AgeDisabilityGender reassignmentMarriage & civil partnershipPregnancy & maternityRaceReligion or beliefSexSexual orientation

Bullying related to protected characteristics will be addressed in partnership with Police Scotland.

Prevention Strategies

  • Challenging the idea that bullying behaviour is acceptable and part of growing up
  • Health & Wellbeing classes, assemblies, posters, pupil council, surveys and group discussion
  • Good adult supervision and partnership working with external agencies
  • Senior pupil training programme to monitor younger pupils
  • Anti-Bullying Committee and MVP peer-mentoring programme
  • Establishing and upholding the school core values
  • National campaigns: LGBT History Month, Autism Awareness Week, Show Racism the Red Card

Bullying behaviour is never acceptable.

It is not a normal part of growing up. It does not build character.

Trust, acceptance, consistency and safety build character.

Monitor & Review

📊
Annual reviewIncidents logged using SEEMiS 'Bullying and Equalities Module' and the school central bullying log. The anti-bullying policy is reviewed on an annual basis to ensure monitoring and reporting of progress.
⏱️
We will respond within 2 working daysEvery report is taken seriously and fully actioned. You will not be ignored.

Ways to Report

1

Speak to any teacher or member of staff

Any adult in the building will take your report seriously and pass it to the right person.

2

Talk to Pupil Support

Your Pupil Support teacher is there specifically to help. Contact the school here.

3

Use the Bully Box

A discreet portal where you can report without needing to speak to anyone face-to-face.

4

Ask a friend to help

A trusted friend can go with you or report on your behalf if you find it hard to speak up alone.

5

Parents and Carers

Parents and carers can report directly to the school. Staff will contact families as part of the investigation.

What Happens Next

  • Staff will listen to you and take you seriously
  • They will find out what happened and speak to everyone involved
  • They will support you and help you feel safe
  • They will work with the person displaying bullying behaviour to help them change
  • Parents/carers may be contacted
  • Serious incidents may involve the School Campus Police Officer
  • The incident will be logged on SEEMiS and the central bullying log

For Staff — Procedures

📋
Staff reporting procedureAny reported incident must be passed promptly to a member of the Pupil Support Team or Senior Management Team who will investigate using the definition of bullying based on behaviour and impact. All incidents are logged in SEEMiS 'Bullying and Equalities' module and the central bullying log spreadsheet.
⚠️
Staff experiencing bullying by a pupil must report to their line manager, Depute Head, Head Teacher or Trade Union. Staff-on-staff bullying is handled through Dumfries and Galloway Council's Bullying and Harassment Personnel Procedures.

Impact of Bullying

On the Individual
  • Heightened anxiety and anticipation
  • Deteriorating school attendance
  • Low self-esteem and no aspirations
  • Eating disorders
  • Depression and self-harm
  • Risk-taking and substance misuse
On Families
  • Stress, anxiety and guilt
  • Helplessness and anticipation
  • Strained relationships
  • Aggression in the household
On the School
  • Relationship difficulties
  • Negative impact on school ethos
  • Poor attendance and truancy
  • Lack of pupil aspirations
On Society
  • Difficulties in the community
  • Negative role models
  • Violence and aggression
  • Pressure on support services

Staff Response Guide

🟦 When Someone Reports

  • Do not panic — keep an open mind
  • Listen and give your full attention
  • Meet somewhere comfortable with no distractions
  • Assure them that bullying is not acceptable
  • Encourage them to talk — write down what happened, who, when and where
  • Let them speak without interrupting
  • Ask: what do they want you to do?
  • Keep them informed of progress

🟥 When Responding to the Person Who Bullied

  • Address behaviour per the school's behaviour policy
  • Listen — discover the reasons behind the behaviour
  • Do not label the individual as a 'bully'
  • Be prepared to discuss prejudicial attitudes
  • Address what is behind the behaviour even after it stops
  • Refer to Youth Work or School Counsellor as appropriate
  • Invite parents/carers in as appropriate

Support Strategies

Restorative practicePeer mediationSenior Supporter SystemMentoringHealth & Wellbeing programmesAssembliesExtra-curricular activitiesMVP peer-mentoringOutside agency support
⚖️
Avoid harmful labelsDo not use the labels 'bully' and 'victim' — these lower self-esteem and create self-fulfilling predictions. Focus on the behaviour, not the identity of the individuals involved.
💚
You are not alone.Whether you're a pupil, parent, carer, or member of staff — there are people and organisations ready to help. All reports to the school will be responded to within 2 working days.

External Help Organisations

OrganisationContactWho It's For
RespectmeScotland's Anti-Bullying Servicewww.respectme.org.uk
0844 800 8600		Everyone
Childlinewww.childline.org.uk
0800 1111Free · 24/7		Children & young people
KidscapeParents Helplinewww.kidscape.org.uk
0845 1 205 204		Parents & carers
Bullying Onlinewww.bullying.co.ukYoung people, parents
LGBT Youth Scotlandwww.lgbtyouth.org.ukLGBTQ+ young people

In School — Who to Talk To

👩‍🏫 Any Teacher

  • Any member of staff can receive a report
  • They will pass it to the right person
  • No need to know who specifically to go to

🤝 Pupil Support Team

  • Specialist support for wellbeing issues
  • Will investigate and follow up
  • Confidential and caring approach

📦 Bully Box

  • Anonymous discreet reporting portal
  • No face-to-face needed
  • Available to all pupils

🚔 Campus Police Officer

  • Involved for serious incidents
  • When a crime may have been committed
  • Works in partnership with school

Stranraer Academy is committed to every young person's right to a safe, positive school experience.

Bullying is never acceptable and will always be taken seriously.

🔗
School links
Contact Stranraer Academy  ·  School Policies page
Stranraer Academy

Anti-Bullying Policy  ·  In partnership with Respectme, Scotland's Anti-Bullying Service  ·  Reviewed annually

Consistent with Dumfries & Galloway Council policy & Scottish Government national guidance

Anti-Bullying Policy — Download

Anti-Bullying
Policy 2026/27

Stranraer Academy  ·  Download Your Version

Choose below
Pupil Friendly Version
Pupil Version
For Pupils

Pupil-Friendly Version

Written for you. Clear and honest about what bullying is, how to spot it, and exactly what to do if it happens to you or someone you know.

S1 – S6 Easy to Read Know Your Rights
Download PDF
Parent Carer Staff Version
Full Policy
For Parents, Carers & Staff

Parent, Carer & Staff Version

The complete policy — definitions, legislation, procedures, response guidance, and support strategies. Everything needed to understand and act on bullying.

Full Policy 16 Sections 2026/27
Download PDF

Stranraer Academy  ·  Reviewed Annually  ·  In partnership with respectme

Parental Support

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Parent Tip Sheet Page 1 PDF Image

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Parent Tip Sheet Page 1 PDF Image

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Parent Tip Sheet Page 1 PDF Image

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Regional Survey

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10,000 Voices PDF Image Page 1

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10,000 Voices PDF Image Page 1

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10,000 Voices PDF Image Page 1

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Fire Evacuation Plan

Escape route signs are posted throughout the school. Escape route procedures are posted in each classroom. If the alarm sounds or if the Head Teacher orders the evacuation of the school, remain calm- your teacher will accompany you to the nearest fire exit. All bags should be left in the classroom. Individuals who are unable to exit the upper floors must wait at ‘refuge points’ and notify the emergency staff. After leaving the school building, you should make your way to the designated assembly point.

S1-S4


Stranraer Academy Assembly Point - S1-S4

S5-S6


Stranraer Academy Assembly Point - S5-S6

House group signs are displayed at four points around the assembly point.

On arrival, you should make your way to your identified class point.

You should line up in an orderly fashion and await the teacher responsible, for taking the class register.

Click on an image to enlarge it.

Click on an image to enlarge it.

Pupil expectations and returning to the building

 PT’s & DHT’s are assigned to House Groups to ensure good order.

 Any pupil whose conduct is viewed as being seriously detrimental to maintaining good order, contact will be made with home by the Year Head.

 Once the building has been declared safe by the fire officer, classes will be dismissed one at a time by the DHT.

 The classes closest to the school building will be dismissed first and should make their way back to the building in an orderly fashion.

Escape route signs are posted throughout the school.

 Escape route procedures are posted in each classroom. 

 If the alarm sounds or if the Head Teacher orders the evacuation of the school, remain calm- your teacher will accompany you to the nearest fire exit.

 All bags should be left in the classroom.

 Individuals who are unable to exit the upper floors must wait at ‘refuge points’ and notify the emergency staff.

 After leaving the school building, you should make your way to the designated assembly point.

Pupils in the swimming pool may assemble in the pool area unless the emergency is in their area – if so, they must assemble at the rear of the Basketball Area.

Pupils in the Aird Centre may assemble in the conservatory unless the emergency is in their area – if so, they must assemble at the rear of the Basketball Area.

Pupils from the Learning Centre will register with registration classes unless it has been otherwise agreed.

S1-S4

Stranraer Academy Assembly Point - S1-S4

S5-S6

Stranraer Academy Assembly Point - S5-S6

House group signs are displayed at four points around the assembly point.

On arrival, you should make your way to your identified class point.

You should line up in an orderly fashion and await the teacher responsible, for taking the class register.

Click on an image to enlarge it.

Click on an image to enlarge it.

 PT’s & DHT’s are assigned to House Groups to ensure good order.

 Any pupil whose conduct is viewed as being seriously detrimental to maintaining good order, contact will be made with home by the Year Head.

 Once the building has been declared safe by the fire officer, classes will be dismissed one at a time by the DHT.

 The classes closest to the school building will be dismissed first and should make their way back to the building in an orderly fashion.

Child Protection

All children have the right to be protected from harm, abuse and neglect. Every adult in Scotland has a role in ensuring all our children and young people live safely and have the opportunity to reach their full potential. The vision for all children and young people in Dumfries and Galloway is that they should be: safe, nurtured, healthy, achieving, active, respected and responsible and included. Schools and front-line education and child care services will play an important role in ensuring all children and young people are safe and well. Further information can be found at

Support-for-children-and-families

Parents, carers and pupils have a key role in keeping the school community safe. We would therefore urge parents to share any information which would keep everyone safe, and to support and encourage their child(ren) to do the same.

There is an expectation that drugs, substances and weapons will not be brought into the school environment ‘In responding to drug/substance or weapons-related incidents, schools will follow education authority guidelines. In all such circumstances, parents/carers will be contacted, and their cooperation expected. The police will be involved if drug use is suspected or discovered or there are concerns regarding the possession, threat or use of weapons.

All schools in Dumfries and Galloway are expected to record any unusual incidents or concerns they may have about a child. Usually, this information will be shared with parents/carers when issues of concern arise. The wellbeing of children and young people is a priority for all schools. As a result, all schools have child protection coordinators who will work with children, families and supporting partners in matters relating to Safeguarding and Child Protection.

CHILD PROTECTION CO-ORDINATORS

Child Protection Co-Ordinator and LAC Champion
Pamela Livingstone

Depute Child Protection Co-Ordinator
Jamie Farquhar

Depute Child Protection Co-Ordinator
Claire Dougan


 

Stranraer Academy — Attendance Policy

Stranraer Academy
Attendance Policy

Stranraer Academy  ·  Dumfries & Galloway

Target attendance 95%+ per session
Policy Statement

Regular attendance at school is essential to ensure that every young person has the best possible opportunity to learn, achieve, and succeed. Stranraer Academy is committed to working in partnership with parents, carers, pupils, and Dumfries and Galloway Council to promote high levels of attendance.

Why Attendance Matters

⚠️
Legal requirementAttendance at school is a legal requirement under the Education (Scotland) Act 1980. Parents and carers have a duty to ensure regular attendance and must work with the school and local authority where attendance falls below acceptable levels.
  • Missing school leads to gaps in learning, reduced attainment, and can affect wellbeing and social development.
  • Research shows that absence of more than 4 days in a four-week period has a measurable negative impact on progress.
  • The Council's expectation is that all pupils aim for a minimum of 95% attendance.
  • Every pupil has the right to education and the responsibility to attend regularly.

Principles

  • The school will take a supportive, staged approach to addressing attendance issues.
  • Attendance concerns will be addressed in partnership with parents, carers, and — where appropriate — multi-agency partners.
  • We recognise that some pupils may face barriers to attendance, including medical needs or exceptional circumstances, and we are committed to supporting them.
  • All attendance data is accurately recorded and monitored.

Criteria for Success

📉 Absence

  • Reduction in overall absence rates
  • Reduction in unauthorised absences

⏰ Punctuality

  • Improved punctuality across all year groups

👨‍👩‍👧 Engagement

  • Increased parental engagement in attendance monitoring

📈 Outcomes

  • Improved pupil outcomes and attainment linked to better attendance

Monitoring & Review

📊
How we monitorAttendance is monitored daily, with weekly analysis by Pupil Support. Termly reports are shared with parents and carers. The policy is reviewed annually to ensure alignment with Dumfries and Galloway Council policy and Scottish Government guidance.
Shared Responsibility

Good attendance is everyone's responsibility. Tap each card to see the specific duties for pupils, parents & carers, and school staff.

Responsibilities — Tap to Reveal

🎒
Pupils
Tap to see responsibilities

Pupil Responsibilities

  • Attend school regularly and arrive on time
  • Be prepared for lessons
  • Sign in/out at the office when leaving or arriving outwith normal times
  • Report to staff if feeling unwell rather than contacting parents directly
👨‍👩‍👧
Parents & Carers
Tap to see responsibilities

Parent & Carer Responsibilities

  • Ensure their child attends school regularly and punctually
  • Inform the school of absence on the first morning
  • Provide updates for extended absences
  • Provide medical evidence where requested
  • Engage with the school to resolve barriers to attendance
👩‍🏫
Staff
Tap to see responsibilities

Staff Responsibilities

  • Take accurate registers every lesson
  • Follow up unexplained absences and refer concerns to Pupil Support
  • Monitor attendance within their areas
  • Contact home for unexplained absences via Groupcall
  • Lead staged intervention for pupils below 90%

Reporting an Absence

📞
How to reportContact the school office on the first morning of absence. For extended absences, please provide updates and medical evidence where requested. The office sends daily Groupcall messages to parents for unexplained absences.
Staged Intervention

Our approach is always supportive first. The staged intervention process is designed to help — not punish — ensuring every young person gets the right support at the right time.

The Four Stages

1
Universal
All pupils — ongoing monitoring
Monitoring by registration and class teachers. Reminders to parents via Groupcall for unexplained absences. Positive support and encouragement to attend.
2
Targeted
Attendance drops below 90%
Contact from Pupil Support or Year Head. Attendance letters issued and support offered. Meeting with parents and carers to identify barriers and agree a plan forward.
3
Intensive
Attendance falls below 85%
Multi-agency meeting involving school, family, and supporting partners. A formal attendance plan is created with agreed targets, support strategies, and a review date.
4
Escalation
Attendance below 70% — referral considered
Where attendance falls below 70%, a referral to Dumfries and Galloway Council Attendance Support Service may be considered. Their team provides time-limited, targeted support to address the underlying causes of absenteeism. Referrals are made to schoolsattendance@dumgal.gov.uk.
💙
Our approach is always supportiveWe understand that absence is sometimes unavoidable. Our goal at every stage is to work with families — not against them — to remove barriers and help young people back into learning.
Loading term information...
--% attendance
—
—Days missed
—Lessons missed
—Weeks of school

    Would you like to speak to someone?If you have concerns about your child's attendance, Pupil Support are here to help — no judgement, just a conversation about how we can support your family.

    ✉ Contact Pupil Support
    This calculator is based on Stranraer Academy's confirmed 2025/26 term dates: 188 pupil days across four terms, with 7 lessons per day (1,316 lessons total). Thresholds follow Stranraer Academy's staged intervention process, aligned with Dumfries & Galloway Council guidance. The D&G Attendance Service referral threshold is below 70%. If your child has a medical condition or other exceptional circumstances, please speak with Pupil Support — we are here to help, not to judge.

    What Do the Numbers Mean?

    🟢 95–100%

    • Excellent — on track
    • Full access to learning
    • No intervention required

    🟡 90–94%

    • Borderline — monitored
    • ~9–18 days missed (63–126 lessons)
    • Targeted support may be offered

    🟠 70–89%

    • Concern — support offered
    • Active school involvement
    • Attendance plan agreed

    🔴 Below 70%

    • Urgent support needed
    • ~57+ days missed per year
    • D&G Council referral may be considered
    We're Here to Help

    If you have concerns about your child's attendance — or if there are circumstances making attendance difficult — please get in touch. We will always try to work with you, not against you.

    Who to Contact

    🏫 School Office

    🤝 Pupil Support

    🏛️ D&G Council

    Authorised Absence — What Counts?

    • Illness — with parental notification on day one and medical evidence for prolonged absence
    • Medical or dental appointments that cannot be made outside school hours
    • Exceptional family circumstances agreed in advance with the school
    • Religious observance
    ℹ️
    Family holidays during term time are not authorisedTaking holidays during term time results in unauthorised absence and may trigger the intervention process. We strongly encourage families to book holidays during school holidays.
    🔗
    School links
    Contact Stranraer Academy  ·  School Policies page
    Download the Full Policy
    Download PDF

    Stranraer Academy  ·  Attendance Policy 2025  ·  Aligned with D&G Council Guidance

    Health and Wellbeing Policy

    The Health and Wellbeing Project is in its second year at Stranraer Academy. It is one of two pilot projects in Dumfries and Galloway, looking at innovative ways to equip young people with the skills and knowledge to cope with situations which could lead to risk taking e.g. on-line risks, unhealthy relationships, substance misuse and sexual health issues.

    Consultation took place last year with pupils, staff, parents and partner agencies to look at PSE (Personal and Social Education) programmes and the findings were published in a review report.

    A Health and Wellbeing Working Group of staff has recently been created to take the recommendations of the report forward. The group will need the input of pupils, parents and identified partner agencies in the near future, for planning and reviewing future Health and Wellbeing programmes which replace PSE.

    A copy of the Health & Wellbeing Policy can be viewed and downloaded below the circular Health and Wellbeing chart.

    Click the images to discover more.

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    Lockdown Procedures

    Stranraer Academy Lockdown Procedure

    Safer Inside Together/Lockdown Procedures 

     

    In some emergency situations, when the circumstances in the vicinity of the school could endanger the safety of the school community, pupils and staff must stay within the school to be safe. Such a circumstance could be:

    • An external emergency, such as a road accident outside the school,
    • Intruders causing concern
    • A loose animal, such as an aggressive dog
    • Any similar occurrence causing and safety concern to those within the school

    Immediate steps should be taken to secure all pupils, staff and any visitors inside.

    Lockdown with warning i.e. when the threat is outside

    • Any incident should be brought to the Headteacher’s attention immediately.
    • The Headteacher will sound the school bell for 4 cycles as a warning and switch the system to manual.
    • All children and adults will go inside the building; pupils and teachers will go to, or stay in, their timetabled class, where registers will be taken. If for any reason a pupil is not in their timetabled class, they should return immediately to the class.
    • If the alarm sounds at break or lunch, all children and adults should attend their next timetabled class.
    • Close all doors; if the door is lockable, lock the door. Close windows, draw curtains/ blinds and keep everyone away from the windows.
    • A notice will be placed on the front door and back entrance by the janitorial staff indicating the school is in lockdown and there is no entry to the building.
    • The Headteacher will nominate staff members to stand near the main entrance of the building (D Hyslop and R Lockwood) and at the rear entrance (K Biagioni and P Livingstone).
    • The school is now in ‘lockdown’. Everyone stays inside; movement around the premises is kept to a minimum.
    • Headteacher telephones the Dumfries and Galloway Emergency number 030 33 33 3000; otherwise telephone lines are kept clear- all phones to be placed on answering machine with pre-recorded answering machine message.
    • All children are kept calm; teachers with a class should monitor their email where further information will be distributed.
    • Teachers without a timetabled class should return to their class if the room is available, or any other room in close proximity (available classroom or base area).
    • Staff with classes out-with the school building, for example PE, should gather all pupils and be observant to any threat- professional judgement should be used to move away from the threat.
    • If classes are timetabled with a member of SLT, a dynamic risk assessment will be carried out by the SLT as to whether they are required to leave their class- if this is the outcome, and the class have pupils under the age of 16, the class will be supervised be any other available member of staff within the area.
    • If the threat is in the school building, the procedure will remain the same, however, the front and rear doors will not be locked. SLT will carry out a dynamic risk assessment and seek emergency support as appropriate.
    • Depending on circumstances when the ‘all clear’ is advised to the Headteacher; the Headteacher will sound the school bell for 4 cycles and switch the system back to automatic- a tannoy will also accompany this to confirm the end of the lockdown.
    • Any classes who are off site should find the nearest safe building and advise the school of their whereabouts. Finally, remember that these procedures may be invoked in non-threatening circumstances to keep people away from areas where there may be a medical emergency or disturbance.
    Stranraer Academy — Self-Evaluation Policy

    Stranraer Academy
    Self-Evaluation Policy

    Self-Evaluation for Self-Improvement  ·  Updated August 2025

    Current Focus Our Health & Wellbeing 2025 / 26
    01
    How are we doing?
    Gathering evidence through data, observation and stakeholder views to understand our current position.
    02
    How do we know?
    Triangulating quantitative data, people's views and direct observation to build a robust evidence base.
    03
    What are we going to do now?
    Using evidence to plan targeted improvement — looking inwards, outwards and forwards.
    Evidence for Self-Evaluation — tap each to expand
    📊
    Quantitative Data
    Figures and statistics that give us measurable evidence of our performance.
    Includes: attainment figures, attendance rates, bullying data, options choices, exclusion rates, SNAS results, prelim performance, tracking data and progress measures across all year groups.
    💬
    People's Views
    Regular opportunities for all stakeholders to share their perspective on school life.
    Gathered through: pupil council meetings, Microsoft Forms surveys, parents' evening feedback, parent council input, focus groups, professional dialogue, learning visits and team meeting minutes. All staff, pupils, parents and partners are included.
    👁️
    Direct Observation
    Structured observation of practice in a range of contexts, with feedback given.
    Takes place in classrooms, outdoors, workplaces, college and residential settings. All observations are linked to agreed criteria with a shared understanding of purpose. Stakeholders including staff, learners and parents can engage in structured observations.
    Policy Aims
    • Engage all staff in a culture of ongoing self-evaluation across Stranraer Academy
    • Involve pupils, parents and other stakeholders wherever possible — in line with Education Scotland's HGIOS guidance on learner participation (2018)
    • Maintain robust quantitative and qualitative information about the school
    • Use evidence from monitoring and evaluation effectively in the planning process
    • Raise attainment and achievement for all learners
    • Develop leadership and management capacity across the school
    August
    PTC Learner Observations
    Pupil Council — Our HWB
    Faculty Results Analysis
    BGE Faculty Curriculum Review
    September
    PTC Learner Observations (cont.)
    Pupil Council — Our HWB
    Microsoft Forms — S1 Parents' Evening
    S3/S4 Option Form Review
    OctoberNow
    SLT Faculty Observation — Social Subjects
    S1 & S2 Work Sampling
    S3/S4 Option Form Review
    November
    SLT Faculty Observation — Healthy Living
    Microsoft Forms — S5/S6 Parents' Evening
    Prelim Result Analysis Meetings
    December
    Faculty Microsoft Forms — Prelim Feedback (SP)
    Microsoft Forms — S4 Parents' Evening
    S4 Prelim Moderation
    January
    Optional Peer Observations
    S5/S6 Option Form Pupil Input
    S5/S6 Prelim Moderation
    February
    Learning Walk — Creative Arts / HWB & Reg
    Faculty Microsoft Forms — Prelim Feedback (SP)
    Microsoft Forms — S2 Parents' Evening
    S2 Moderation (linked to Tracking)
    March
    Learning Walk — Maths & Business
    Pupil Input to Learning Walk
    Microsoft Forms — S3 Parents' Evening
    S1 Moderation (linked to reports)
    SP Faculty Curriculum Review
    April
    Learning Walk — Science
    Pupil Council — linked to SIP
    S5/S6 Option Form Review
    May
    Learning Walk — Science (cont.) / LC & Nurture
    Pupil Council — linked to SIP
    Microsoft Forms — Annual Parent Council / SQR & SIP
    S3 Moderation & Target Setting
    June
    Learning Walk — Languages / Aird
    Faculty Microsoft Forms — BGE Feedback / Focus Groups (SP)
    Partner Review Forms / Partner Forum
    Faculty Curriculum Review (Study Leave)

    Each year the Senior Leadership Team focuses on a particular theme and carries out an in-depth review of key quality indicators within that theme. All stakeholders are involved. The findings feed directly into the Standards & Quality Report and School Improvement Plan. Tap any year to see the quality indicators.

    22/23
    2022 – 23
    Our Relationships
    1.3 Leadership of Change 2.1 Safeguarding & Child Protection 2.3 Learning and Engagement 2.4 Personalised Support 3.1 Wellbeing, Equality & Inclusion
    23/24
    2023 – 24
    Our Learning & Teaching
    1.2 Leadership of Learning 2.2 Curriculum 2.3 Learning, Teaching & Assessment 2.4 Removal of Barriers to Learning 2.6 Transitions
    24/25
    2024 – 25
    Our School & Community
    1.4 Leadership & Management of Staff 1.5 Management of Resources 1.3 Leadership of Change 2.7 Partnerships 3.3 Digital Innovation & Creativity
    25/26
    2025 – 26
    Our Health & Wellbeing
    Current Year
    1.5 Management of Finance for Learning 2.1 Safeguarding & Child Protection 2.3 Learning, Engagement, Planning & Tracking 2.5 Family Learning 2.7 Partnerships 3.1 Wellbeing, Equality & Inclusion
    26/27
    2026 – 27
    Our Successes & Achievements
    2.2 Curriculum — Skills for Life & Work 2.7 Impact on Learners 3.1 Inclusion & Equality 3.2 Raising Attainment & Achievement 3.3 Creativity & Employability
    Download the Full Policy

    The complete Self-Evaluation for Self-Improvement Policy — including the full evaluation calendar, 5-year cycle and evidence framework.

    Download PDF

    Stranraer Academy  ·  Self-Evaluation Policy  ·  Updated August 2025

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    Mobile Phone Policy

    KEY PRINCIPLES

    Mobile Phones or Smart Watches should not be used, seen or heard in classes unless with express permission from teachers for educational purposes.

    Mobile Phone Policy

    Self Evaluation

    The prime purpose of our self-evaluation is to improve the outcomes for our pupils. In StranraerAcademy, the SMT have a strategic overview of the whole self-evaluation process linked to the cycle of development and review. 

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    Self Evaluation Policy

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    Self Evaluation Policy

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    Self Evaluation Policy

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    LGBT Inclusion

    For more information on LGBT Inclusion, please visit:

    www.lgbtyouth.org.uk

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    LGBTQ Inclusion Policy

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    LGBTQ Inclusion Policy

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    LGBTQ Inclusion Policy

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    Discover More at Stranraer Academy

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