Recovering from chronic fatigue

To mark the start of the school holidays we've had friends staying with us for the past two days. What has been remarkable about this get together is having the opportunity to witness the incredible recovery that their 16 year old daughter has made in the past two months. This girl has been suffering from chronic fatigue for the past two and a half years; the illness has resulted in her dropping out of school and becoming a virtual recluse trapped in her tiredness and severely curtailed lifestyle.  Family routines have been turned upside down whilst a succession of tests and treatments proved fruitless. To add to the sense of loss and frustration she was a top performing pupil with varied musical and sporting interests in common with many of her peers and friends. 

  Following several sessions with a trained therapist, this girl's life has taken a dramatic turn for the better. Her recuperation continues but seeng her looking like her former gregarious and energetic self has been wonderful. What a magical start to the summer holiday. 

June newsletter

Please follow this link to our June newsletter.

http://jghsnews.blogspot.co.uk/

China trip 2013

Good luck to 50 intrepid explorers who are currently in Beijing, China. This is the first year that we have run this particular trip; I'm sure it will be a great success.

A text from Mr Irvine, received earlier today,

reads as follows:

We finally arrived at the Rainbow Hotel in Beijing on Friday, around 1 am local Time. After a short sleep we were up again. I was really pleased to see the students trying typical Chinese breakfast food, the small white dumplings were delicious. We are now on a bus heading north, a 60km bus journey, to the Great Wall. We are having a lesson on Chinese language, characters and culture en route. 
Unfortunately my iPad seems unable to access my China Blog when I am in the hotel. I will try my best to keep you updated on our Chinese adventure.

We are running this trip jointly with Liberton High School - my former school.

Poor white children do worst at British schools

Earlier this evening I came across this comment on 'The Times' website by a gentleman in response to an article entitled: 'Poor white children do worst at British schools'. It makes interesting reading and offers a bit more depth to the discusion on school attainment than normally appears in the press.

I find the  reports from Ofsted and similar sources on the performance of children in education to be seriously lacking in depth and perhaps understanding. I was born during the second world war and raised in a coastal town port area. The school catchment took in children from all over the world. And yes, there was serious poverty. However, some children from the lowest districts did very well. Some because of the encouragement of their parents to do well at school and a few who, despite the lack of interest from the parents, were determined to escape the poverty and the depressed areas where they lived. For these the Grammar schools were the escape route to a better life. Some of the boys who were very intelligent had no encouragement at home to study and the emphasis was for them to leave school and start earning so they could contribute to the upkeep of the family. There were many boys who were not academic but were skilled with their hands or in other ways. Yet again some were not very bright but many were kindly and well behaved. The majority were very valuable young people who, with the right kindness and encouragement would develop to be very useful and worthy people in our society. Academic achievement is not the only marker of value and worthiness, and poverty is not the only reason for the lack of success. A lot is to do with the feeling of confidence and the sense of self worth or the absence of these life elements.
If we move forward to my 40's there was a period when I became a volunteer tutor on the County adult literacy and numeracy scheme. The reasons for illiteracy were complex and the level of illiteracy was severe, with some unable to spell even three letter words. These students were not stupid or thick, and it was a great reward to see the students develop. I am reminded of a few cases as an example. The first was a man who used to make model steam engines from scratch as a hobby. He used to buy the blueprints of locos and because he could not read he used to get a friend to read all the technical notes on the drawings out to him. He remembered (because he had to) all the notes, usually from several drawings, so that he could build the engines, which he did superbly. I remember well a lady student who was so thrilled when for the first time she could read Christmas and birthday cards and know who they had come from, and also be able to read the instructions on food packaging and washing powder etc. There was a local scrap metal merchant who was very wealthy, illiterate and who wanted to learn to read; his motivation was the feeling of shame. But perhaps the saddest thing of all were the teenagers, the door latch children, who had little attention or guidance from either parent, because both were working. These children brought themselves up by their own shoe strings. Typically in many of their houses there were no books to be seen or even contained anywhere in the house. There could be a lot of material goods and the latest electronic gadgets - but no books. Often there was no peace and quiet in which to settle down to read or do homework.
I am in my 70's now so my views will be out of date in many respects. However, the lack of money itself does not necessarily mean a child is held back. The culture and atmosphere in the home, in school and in society is a very big influence towards success or otherwise. It is unfair on teachers to publish inspection reports which do not fully take into account and openly admit the wider influences in a child's life. It would be good to read a detailed response from Sir Michael Wilshaw which acknowledges and shows his depth of understanding of the deeper issues affecting the education success of school children. Over to you Michael Wilshaw and indeed all others who can make suggestions for actions with more positive outcomes for the children- it is the outcomes that matter and not the theories.

Farewell to the outgoing S6

On Friday evening, in the warm June sunshine, we bade farewell to our wonderful S6 pupils. saying farewell to the outgoing pupils is always special but particularly so this year as this is the last session in the current campus buildings.  The evening began with a champagne reception for serving staff, parents and S6. Following this, pupils were led off the campus for the last time by one of our pipers and onto the coaches that awaited in Lauderdale Street. Pupils and staff then enjoyed a sumptuous meal at the nearby Grosvenor Hotel.

The final words from my farewell speech were as follows:

''None of us knows what lies in store for each of us. What you do and where you go will be a combination of choice and chance. I have no doubt that Jghs has prepared you well as rounded individuals for all the uncertainty and excitement that lies ahead. 

My final words I draw from the great Nelson Mandela for whom we wish a speedy recovery from his current illness. He said “Education is the most powerful weapon which you can use to change the world.

To all of the outgoing S6 I invite you to go now and change the world and make it a better place. ''

Donald John Macdonald (Headteacher)

Farewell

Serving and former colleagues enjoyed a lovely meal tonight in the Bruntsfield Hotel to mark the retiral of four special colleagues. To Mrs Woods, Ms Malcolm, Mrs Young and Mr Pennell, we wish a very long and happy retirement.

The Spark

Two months ago, Emma (S2 pupil) came to see me to discuss an initiative which she was keen to develop. Emma - calmly and very sensibly -explained to me that my newsletter was ok but it's format and content didn't really appeal to pupils. She suggested that a more pupil friendly newsletter was needed. The recently published 'The Spark' 
http://www.jamesgillespies.edin.sch.uk/pupils/THE%20SPARK-1.pdf 
is evidence of what Emma's team has produced over the past 8 weeks!