There was still a feeling among some pupils that particular pupils are valued more than others. However, criticism tended to be more narrowly focussed on treatment of some individuals, rather than of the school as a whole. Pupils again acknowledged that some of their peers brought trouble on themselves by their attitude, but overall the key issue - in their perception - was that if you had certain characteristics you were, from the outset, more likely to be valued. Even here, the feeling was less strongly felt and expressed than before.

Some senior pupils had, understandably, more positive views:

Every person in this school is respected and treated in the same way. It is not the building that makes a school; it is the people that are contained within it. The School Board listens and acts on the pupils' suggestions to enable the school community to move forward together.
Mark, Head Boy

Being involved in the Student Council, I can see that pupil participation in school decision making has greatly increased since I came to the school. The opinions raised are respected by teachers and members of the School Board. I have noticed a great development in community service. This shows the continual development of respect and responsibilities that pupils earn, which is an important element of the mission statement.
Louise, Head Girl

So, where do we go from here? We cannot leave matters as they are with some pupils - however small a minority - still feeling unjustly treated. We turned to our pupils' suggestions:

	the Student Council should take a lead and pupils, along with or in parallel with staff, will be asked to come up with positive action plans to change this situation
	focus group' sessions will take place more frequently, led by senior pupils and, as required, by staff (see Picture 4)
	pupils' discussion should be free but should also be solution focussed
	senior students should be allowed to take on more responsibility for decision-making in relation to their lives in school

We are also reviewing again our staged disciplinary procedures - we recognise that for such codes to work well, all members of the school community need to refresh their awareness of them and reflect on their own practices. We make especially sure that any complaint of unfairness is fully investigated by the AHT who is head of the House Group of the pupil making the complaint. Both the pupil and teacher concerned are kept fully informed and appropriate support is available to both. While the School Council is not allowed to discuss individual members of staff, they do discuss pupil welfare matters and can refer any pupil to the support available through the Guidance system which includes complaints procedures.

Perhaps one of the strongest affirmations of our school and of our belief in the potential of all our pupils came from a pupil who had been disaffected but who had been supported through this difficult time to the stage of applying to go to University:

St Columba's High School has contributed not only to my education but also to my progression as a person - from class clown to conscientious student. Some or most of my better personal qualities have been derived from my time spent within this school community where there is strong personal and academic bonding between teachers and pupils, whatever their background. St Columba's,as a whole, has played a major part in my life and has lead me towards a life of success and prosperity.
Mark

'Weaning' older pupils and indeed teachers away from the traditional 'telling and being told' model of educational guidance towards a greater degree of negotiation and student decision-making is an important part of any young person's progress towards adult life. It is to this and to raising attainment that the second part of our Case Study relates.