Prospectus
The JYHS Cluster and School Roll
West Lothian is divided into catchment areas for primary and secondary schools. Each home address has a catchment denominational school and a catchment non-denominational school, for both primary and secondary education. Although the Council aims to provide enough places for all children in the catchment area at a catchment school, living within a catchment area does not guarantee a child a place at a catchment school. Parents can request a school other than one of their catchment schools. This is known as a 'placing request'. Parents can request that their child go to any primary school in West Lothian regardless of religion. The council must grant these requests unless there is a legal reason not to.
The schools associated with The James Young High School are:
- Bankton Primary School
- Bellsquarry Primary School
- Dedridge Primary School
- Williamston Primary School
The school does not provide teaching by means of the Gaelic language as spoken in Scotland. A secondary aged pupil whose parent wishes him/her to be taught by means of the Gaelic language will be educated at James Gillespie's High School in Edinburgh.
Most of our pupils are familiar with the school by the time they arrive in S1. We work hard, in partnership with our associated primary schools, to ensure that pupils have as many opportunities as possible to link with us. As pupils enter the upper school at primary, we host a range of events for them at James Young to help them with transition to secondary school. In November, we hold an Information Evening for Primary 7 parents and in June pupils spend two days at the high school as part of an induction programme. The induction programme provides an opportunity for pupils to meet their new classmates, their new teachers and enables them to follow some of their new timetable. Senior pupils are allocated to classes as buddies, and take a particular interest in ensuring that new pupils settle as quickly as possible. We offer parents of the new S1 an opportunity to visit the school in the September of the new session when they are able to meet their child's tutor and have a tour of the school.
At the heart of providing a welcoming and supportive ethos for our new pupils is the Pupil Support Team which provides support to pupils and their parents where necessary.
The James Young High School has a roll of approximately 1140 pupils and around 200 pupils enter S1 each year.
Buildings and facilities
The is well equipped to deliver a high standard of education to students. In addition to the normal range of classrooms you would expect in a secondary school, there is a range of specialist accommodation including ten modern science laboratories, workshops for art, design and graphics courses, numerous computing suites, attractive kitchens for home economics, a library with a modern IT resource area, a fully equipped lecture theatre and an attractive dining room. Outside, we have a tiered area with seating, which can be used as an outdoor classroom.
Sport is very well catered for. There are extensive playing fields, a swimming pool, dance studio, fitness suite, and an all weather pitch.
Ethos
The James Young High School has a very positive ethos. We promote a strong sense of community and good interpersonal relationships between staff and pupils are very important to us. We are a caring and supportive school and encourage participation in school life from all of our pupils to ensure that each of them realises their potential.
Parent Council
There is a very active and successful Parent Council which is also involved in fundraising activities which have over the years provided equipment and resources for the school. You are encouraged to support the group by attending fundraising events and by volunteering to help on the committee. Further information can be found on the school's website or through the school office.
Links with Parents
We believe that regular and effective communication with our parents is an essential part of school life. The school aims to establish parental links at an early stage by working closely with our associate primary schools and by holding open nights for prospective parents.
We aim to provide regular information on what is going on in the school to parents. For example
- we regularly update the website with news and information
- we provide parents with regular reports
- we hold parents' evenings where performance, progress and attitude can be discussed by the parent and class teacher
- we track pupil progress on a regular basis and inform parents immediately of any concerns
- we hold parents' information evenings at key stages
- we have a system in place for contacting parents when a pupil is absent and we do not know the reason
- we involve parents regularly in working groups which help us with decision making
What will I learn in the classroom?
Curriculum for Excellence
The purpose of the curriculum is to make sure that learners acquire the four capacities of Curriculum for Excellence:
- successful learners
- confident individuals
- effective contributors
- responsible citizens
They will demonstrate this by becoming more independent and successful in their learning, by having greater knowledge and more secure understanding, and by being able to use the knowledge that they have more effectively. They will be able to process new information more easily and apply knowledge in different contexts from those in which the knowledge was acquired. They will be able to learn more independently.
They will be more confident in tackling new and more challenging tasks and dealing with new situations, and will have a better understanding of their responsibilities within society.
They will be more able to control their own lives and to be active in society, particularly in contributing to the economy, but also in their awareness of wider issues that affect them.
Pupils will learn in four different contexts:
- the ethos and life of the school as a community
- curriculum areas and subjects
- interdisciplinary learning
- opportunities for personal achievement
The curriculum will be designed around experiences and outcomes. The needs and abilities of the learner should dictate the pace and nature of their progress through these.
The curriculum must include the sciences, languages and literacy, mathematics and numeracy, social studies, expressive arts, health and wellbeing, religious and moral education and technologies. All of these elements must be part of every learner's broad general education from early years up to the end of S3, although there will be opportunities for some specialisation within areas to reflect the learner's progress and interest.
In the senior phase, learners will reduce the curriculum areas covered. Further information will be provided to parents at key stages.
Library
Skills Development Scotland
Careers Advisers and the school work together to provide support and guidance for all pupils in their career planning. All pupils can access the qualified Careers Adviser at the weekly lunchtime drop in session and the adviser gives significant input to the school during social education. particularly at times of transition.
Homework
The amount of homework set depends on school stage and the level at which pupils are studying. The school operates a which sets out responsibilities for homework and parents and pupils are asked to enter into a homework contract with the school. Every pupil can access any homework set using SatchelOne, all pupil and parents will receive a password and instruction for SatchelOne when they start at JYHS.
Study Support
At specific times of the year, extra revision classes, master classes and Easter schools are offered. Furthermore many pupils benefit from the help of individual mentors in the lead up to certificate examinations.
Who will support me?
Transition
Moving on to secondary school is a big event which means many changes. For all pupils it involves a new environment, meeting new people, learning new things and making new friends. We try to make the transition period as easy as possible for our pupils by offering lots of opportunities for them to familiarise themselves with the school during the course of primary 6 and 7. We involve them in a range of activities based at the school and our staff provides input to the primary schools in a variety of ways.
Many pupils will have visited the school before they start in S1. They may have attended the Monday Club, joined Easter or Summer school clubs or come swimming at the pool but even if they have not, the school pays special attention to ensuring that starting school here is a positive experience.
In November an information evening is held and in June there are induction days and a health conference where pupils meet their teachers, new classmates and follow their new timetable. Each pupil is assigned a tutor group and senior students acting as buddies help to support them in the early days and beyond. During the last year at primary school, secondary staff visit and consult with P7 teachers with a view to ensuring that a pupils' educational and social needs are met.
Pupil Support
Each year group has a year teacher, who will monitor individual progress, and a Pupil Support worker who will support both pupils and parents with any problems which may arise.
Health and Medical Care
The school health service provides regular medical input to the school and offers a programme of immunisation.
The Pupil Support Team have offices and a rest room from which first aid and care are dispensed for all minor illnesses, If, however, a pupil has on accident or would benefit from going home, parents will be contacted. It is essential that the school holds up to date emergency contact details. These should be kept up to date by parents/carers using the Parents Portal. It is also important for parents to keep the school informed about any medical conditions or treatment concerning pupils. Pupil support workers are unable to dispense medication, unless parental permission is given in writing and medication is supplied.
In School Support Department
The school operates support services to pupils through our In School Support resource. An extended support team consisting of trained support teachers and specialist support staff offers assistance tailored to meeting a range of learning needs. Staff in the support resource work very closely with their departmental colleagues to ensure that there is a whole school approach to supporting pupils at the school. In addition to supporting pupils with identified needs, we operate a number of strategies to ensure that pupils who are experiencing difficulties in the classroom are picked up at the earliest possible opportunity.
Monitoring and Tracking
Throughout the year pupils will have a meeting to discuss progress. In S1 the first meeting is very informal and is called a "settling in" interview. After that, there are routine interviews with all pupils to discuss progress and critical interviews to address specific problems if they arise. The relevant teacher will help pupils to look at their progress and set targets to work towards. Interview records are made available to pupils and parents.
Reporting
Reports from subject teachers are issued at various intervals throughout the year. In the reports, teachers comment on issues such as attainment, effort, behaviour in class and homework. Suggestions will also be made 'next steps' and how pupils can make further progress.
What is expected of me?
School Dress Code
Pupils are expected to wear school uniform. Guidance is issued to parents during the course of Primary 7.
Preparing for School
Pupils should come to school with all the books and equipment needed for each day which normally includes: jotters, books, folders, homework, pens, pencils, ruler, rubber, sharpener, PE kit, HE kit. Art/CDT folio and musical instruments if required. All school equipment should be carried in an appropriate school bag.
Behaviour
We are proud of the positive relationships that exist between staff and pupils. The school expects pupils to behave well in class and beyond. They are expected to care for others and treat fellow pupils, staff and visitors with respect. In addition, we ask that all pupils treat school property with care to ensure that our facilities are kept in good condition.
How is success celebrated?
We celebrate a wide range of achievements in James Young High School and this is recognised in a number of ways. Events recognise academic success but also effort, commitment and service to the school and community as well as many other amazing and inspirational success stories that our pupils are involved in .
Assemblies
Assembly is held for each year group on a regular basis and each House group too. There may be a specific topic for assembly, such as on outside speaker, a charity event, or giving information. Whenever possible, assembly provides an opportunity to recognise pupil or group achievements.
What else can I do at school?
We encourage pupils to participate widely in extra curricular activities and there is a range of options available to them.
Music
Pupils can receive instrumental tuition normally on a weekly basis in: brass, woodwind, percussion or guitar. Pupils take part in a wide range of musical activities ranging from Junior and Senior Windband, Choirs and other groups. Residential music camps are held frequently and groups of pupils entertain the community in the school and beyond. Vibrant musical productions are staged on a regular basis.
Outdoor education
Pupils have the opportunity to take part in the Duke of Edinburgh Awards scheme supported by qualified school staff.
Sport
Sport has a very high profile at JYHS and pupils benefit significantly from the range of sporting opportunities that are available. Pupils are able to develop their individual skills and talents by taking part in a whole host of sporting opportunities such as football, rugby, badminton, tennis, swimming, basketball, dance, trampolining. gymnastics and athletics. Opportunities will vary from year to year.
Clubs
Pupils benefit from a wide range of extra-curricular clubs that are on offer. Although clubs vary from year to year this years offering is iParticipate 2023/24 (PDF) [131KB] (opens new window)
Share this page
