A Paired Reading programme has run for a number of years using the same format. Around 20 individuals in S1/2 who have reading difficulties are paired with individual S6 volunteers. Each S6 pupil takes the S1 pupil out of class on two occasions per week to read with him or her for 15 minutes. Parents are kept informed. Before starting on the scheme the volunteer S6 pupils are trained by LS staff. In the present S6 there are four boys and sixteen girls involved. The programme aims to improve reading for pleasure and build up confidence. Pupils start by reading together, although the S1/2 partner can signal for the S6 partner to stop so that the junior partner can continue alone. S6 and S1/2 pupils regard the scheme as successful as the comments below indicate:

I was really scared of my 6th Year at first but she was really cool. X didn't laugh when I got things wrong and she helps me with all the long words.
S1 girl

I used to never like reading out in class, but now I can read fast so I don't mind.
S2 boy

Paired Reading now also involves pupils from our Unit for children with physical and communication difficulties (Picture C).

A Buddy Scheme has run for over five years now. The main aim of this programme is to provide enhanced pastoral care for incoming S1 pupils with small groups of 7 or 8 being associated with 2 or 3 senior pupils who act as Buddies for that group. The seniors meet regularly with their S1 group to help support them (Picture D). Support takes the form of discussion of concerns that the S1 group have about settling in and coping with their new school, as well as more structured climate and relationship-building activities. The following quotes from pupils demonstrate the effectiveness of the scheme:

This girl in my class was nasty to me and could nip me and stuff but after I told my buddies, she stopped being mean to me.
S1 boy

When the other boys in my PE class never picked me for any of their teams, my buddies played basketball with me at lunchtime and then everyone saw how good I was.
S1 boy

A girl in 3rd Year used to always laugh at me when I was walking home from school but when I told them at my Buddies meeting X said I could walk home with her and nobody laughs at me now.
S1 girl

Though generally most of my budettes didn't experience any major problems, I feel that my involvement in the scheme helped a lot of them settle into their new school and adjust more easily - I am glad that I was involved.
S6 girl

The buddies' job is to help, they are not there to deal with matters of discipline or to solve any really difficult problems. Over fifty S6 pupils put their names forward each year and the interest shown by staff is also extremely encouraging with eighteen of them volunteering to act as support staff for each of the Buddies' groups. We run a training day for the S6 Buddies at a local hotel with sessions exploring such topics as listening skills, the school's discipline and guidance systems, group leadership and the school's anti-bullying policy, and other relevant matters.

Feedback from S1 pupils, S1 parents and S6 Buddies is very good. Some groups do occasionally have difficulty sustaining momentum and require staff support and suggestions. Our next step is to explore involving pupils in peer mediation. It is felt necessary to investigate and attempt to resolve recurring playground spats when dislike between pupils often erupts into verbal abuse or violence. We think that the underlying reason for the friction can be resolved more easily by the employment of peer mediation.
 

As well as these major activities we use pupil helpers in some areas of the school's work. Many of those involved are S6 pupils with, for example, an interest in the development of the pupils in our Unit for children with complex physical and communication difficulties, as seen in Picture C of paired reading, but also in many other ways. Other senior pupils with particular skills in sport or music (Picture E) help teachers with S1 classes and with our P7 Games Club. All pupils in the school were involved in the production of a Millennium Mural (Picture F), designed by a then S2 pupil. Every pupil and member of staff made a leaf or other small item out of clay for the mural and a ceramic artist was employed ­ paid for in part by Inverness and Nairn Enterprise ­ to be responsible for colour glazing, firing and installing the work.

Reflections on Progress

The school tries hard to involve its young people in decision making and operation where possible. Most respond well, identify with the school and feel very comfortable in it. Ethos is good and we are pleased with both our already very good and still improving examinations results at all levels and the rates of attendance, although we are not complacent about these. However, like all schools, we do not claim to have brought all pupils fully on board in terms of participation and positive behaviour. One issue seems to be that pupil participation in most aspects of school management is currently weighted towards the more willing members of S6. Consideration must go into involving younger pupils and the kind of schemes that could be set up to prove beneficial to all involved. Ideas could be passed through Pupil and Year Councils to be approved or amended before possible implementation. Such schemes already in operation include, as already mentioned, pupils with special abilities assisting in teaching Music or PE. However, we also need to develop other strategies over the next few years to promote positive behaviour effectively and manage some of the more challenging behaviour that the inclusive agenda presents. Some strategies could well involve widening pupil participation.