We try in Spittal to make learning ­ and teaching ­ enjoyable. However, we do want our pupils to feel that duty is also involved on their part, so that settling down to work in class, getting homework done, at home or in after-school groups, attending school regularly and coming on time are all aspects of a real agreement between the pupils and the school. Parents, of course, have legal duties in relation to their children's school attendance and we have much support from them. Nonetheless, unless children are still very young, or families have special circumstances about which we are both understanding and supportive, we make it clear that pupils too have duties and responsibilities. Late pupils are asked to back-track over their morning to work out exactly what went wrong and how they are going to be able to be in on time, not just the next day but every day. Our attendance averages 96-97 per cent and we would like to improve it further.

We do know that we have significantly improved both the attendance and time-keeping of about thirty pupils whose records were carefully monitored. Some of this has been achieved through the work of the area home-school team, some through our supportive negotiation with parents, but some has definitely been achieved by persuading older pupils that such things are a duty, not a choice, and that the staff believe they can succeed.
  

Choice within the curriculum is always a possibility and allows pupils a necessary feeling that their voice is not just being heard, but acted on. It may be something as simple as Primary 1 children choosing which story they want, or Primary 3 and older classes selecting the topic for their enterprise project with their teacher. Choices may become quite sophisticated in Primary 7 where, as part of our work with abler pupils the Culture Club will look at what is 'on' in Glasgow and decide which museum, gallery, or concert hall they want to visit on their monthly excursions.

They also decide how to prepare for it and follow it up, working independently from reference books and computers, individually and in groups, in voluntary study group attendance after school. But even choices bring duties as one pupil noted!
  

All aspects of communication are important if our young people are to be active participants in society. Pupils and staff alike have made big efforts in relation to reading. Target setting has made evident the progress that we already knew was being made. The National Test target for Spittal in Reading was set at 67 per cent achievement in the 1998 three year forward plan. In 1999, 57 per cent of Primary 2 achieved Level A but this year already 83 per cent have achieved this. In 1999, 63 per cent of Primary 7 achieved Level C, but this year 79 per cent have reached Level C or above, 52 per cent achieved Level D or above, and 14 per cent were working within Levels E or F. Much of the credit must go to collaborative teaching in all classes ­ all the management team undertake this every week with several classes ­ but parents, home-school team and pupils themselves all deserve credit for these results.

We need to develop oral skills and confidence too, not a traditional Scottish strength, but one that Spittal fosters strongly in class and in larger gatherings too.

By Primary 6 and 7 our pupils are well able to carry out a coherent discussion, on set topics or on subjects of their own choosing, highlight key concepts and cope with disagreement in a very civilised way. Children as young as Primary 2 have addressed the whole school assembly on their own chosen topic.
 

Enabling children really to engage with their own learning in the classroom and to take responsibility for themselves and be supportive of others is not an easy option. Sometimes it would be easier in the short-term for teachers not to give choices, responsibilities and 'voices' to children. But we have to think longer-term so that our pupils leave Spittal Primary School able and ready to cope with secondary school and with being teenagers in quite a risky world. In Primary School we even have to think beyond Secondary School towards children's adulthood and becoming full citizens and, hopefully, employees and lifelong learners. The foundations we lay here are important and it really comes back in the end to what children experience in the classroom.