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Biggar High School Science Homework

This School Guide heat map has been plotted using official pupil data taken from the Pupil Census collected by the Scottish Government. The data tells us where pupils lived at the time of the last Pupil Census (released annually in December).

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the last School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

See Pupil heat maps FAQs for more information about the source of pupil heat map data.

Reporting to Parents/Carers

The school currently issues two types of reports to parents/ carers of S1 to S3 pupils.
Over the course of the session pupils will be issued with Tracking and Tracking Plus reports:

Tracking reports indicate briefly whether your child is making satisfactory progress, and whether there are any concerns about homework, effort or behaviour.

Tracking Plus reports do the same as above, but also provide parents/ carers with individual subject profiles which comment on pupil progress in each subject he/ she is studying. These profiles give an up to date overview of what is going on in class at that time and are designed to encourage parent/ pupils discussion about learning at Biggar High School.

Both styles of report will encourage both pupil and parent response.

Parents/ carers are encouraged to ask for further updates on their child’s progress at any time during the school year by making initial contact with their child’s Pupil Support teacher.

Parents/ carers are encouraged to seek appointments at Consultation Evenings and to attend any Options evenings or Open meetings to share and discuss educational issues pertaining to their child’s education.

S1 to S3 pupils will also be encouraged to develop and maintain personal profiles which they should update regularly with accounts of both curricular and extra-curricular progress.

Pupils are already encouraged to take ownership for the development of their profiles/ e-portfolios and to share content with parents/ carers at home.

In S1 and S2 - but in particular in S3 - pupils are encouraged to share information with parents about the targets they set for their own learning.

In S4 to S6 pupils Tracking reports will again indicate briefly whether your child is making satisfactory progress, and whether there are any concerns about homework, effort or behaviour.

Formal reports are much more detailed, and describe strengths, development needs and next steps. There is also space for parent comments which form a basis for discussion between home and school.

Both styles of report will encourage both pupil and parent response.

Parents/ carers are encouraged to ask for further updates on their child’s progress at any time during the school year by making initial contact with their child’s Pupil Support teacher.

Parents/ carers are encouraged to seek appointments at Consultation Evenings and to attend any Options evenings or Open meetings to share and discuss educational issues pertaining to their child’s education.

Pupil Support staff interview all pupils after the issue of formal reports to review the report and to agree next steps with the pupil. Increasingly these interviews are also used to set personal targets. Copies of all reports are placed in the pupil's school file.

Report dates are included in our school calendar.