Farr High and Primary schools have a whole school approach to health promotion. Four key aspects illustrate particularly well their partnership and their whole community approach.

These are:

• the environmental/recycling project
• support for pupils
• increased physical activity
• transition arrangements.    

Environmental/recycling project

The school is a leading member and driving force behind the community recycling project, Bettyhill Environmental Action Group (BEAG). The group comprises community council representatives, members of the public and senior pupils at Farr High School; it is chaired by the headteacher. 

The aim is to secure and process as much waste paper as possible, eventually covering the whole school catchment area – an area where no recycling service was provided before the group's formation. In addition to its role in recycling community waste, the project introduces senior pupils to a real enterprise activity.

Key features of the recycling project are as follows.

• From summer 2005, it was granted the use of the old county garage as a storage/sorting depot and has since negotiated long-term lease arrangements.
• Funding totalling £92,000 was obtained from the Increase and Leader Plus funds and from Caithnessand Sutherland Enterprise Company.
• The collection of paper has involved the whole school and the wider community.
• Sorting and arrangements for disposal have largely been undertaken by three senior pupils, with staff support for transport.
• Due to the success of the project, an enclosed horsebox has been purchased to enable the safe transport of large quantities of material to a depot outwith the area.
• A part-time paid post is to be advertised to enable the project to expand its service to the community.
• Plans are in place to install a shredding plant to reduce the need to transport the paper outwith the area. 
• The shredded material will be used to supply the local area with identified bedding needs for livestock.  

Support for pupils

The project takes an inclusive approach, with appropriate support for pupils at all levels from nursery to S6. Support structures include:

• peer support – nursery pupils are supported by upper primary pupils; primary pupils have secondary school buddies 
• a care group of support staff to oversee pupil welfare 
• additional staffing for pupils with physical and learning needs
• links with North Highland College, Thurso
• a drop-in facility for health, vocational and general advice, coordinated by the support teacher and school nurse and supported by a rota of professionals (including a mental health worker, community learning staff and a Careers Scotland adviser)
• nursery pupils participate in Safe, Strong and Free – a safety education project
• primary pupils take part in an annual Safe Highlander event
• in S3 and S4 the personal, social and health education (PSHE) programme is integrated with Standard Grade Social and Vocational Skills (SVS), giving all pupils an additional qualification (most achieve nine standard grades in S4); several partner agencies (for example, the careers adviser, police liaison officer, health visitor and school nurse) share in the delivery of the course
• as part of the PSHE/SVS course, some pupils participate in a residential skiing activities week; all SVS pupils are involved in enterprise activities
• smoking cessation officers have provided information and have worked with the school.   

Increased physical activity

In addition to the provision of core and certificate classes in physical education (PE), the school provides a range of activities for pupils and staff, as follows.

• The activities are organised and supported by teaching staff, the active schools coordinator, parents and other community members.
• Activities for primary pupils are organised in conjunction with other small primaries to promote social skills as well as activity; activities include football, golf fun/snag golf, shinty, unihoc, basketball and skipathon.
• Activities at secondary level include golf, shinty, football, basketball, swimming and fitness.
• Outdoor pursuits are provided (canoeing and skiing, for example), as is a residential weekend at Dalguise Outdoor Centre.
• Special arrangements have been made with the adjacent community-owned North Coast Leisure Centre for curricular and extra-curricular use of the swimming pool and fitness suite.
• Staff also have the opportunity of free use of the fitness suite at set times.   

Transition arrangements

The location of all three levels – nursery, primary and secondary – on the one site enables close working relationships to develop across the sectors. Peer group support is provided at each stage of transition.

Key additional features include:

• joint swimming sessions with pupils from several nurseries
• the nursery class joins primary for class activities in June
• the principal teacher management and/or support and guidance staff visit associated primaries throughout the year to build up working relationships with all pupils prior to transfer to secondary
• a wide range of physical activities is organised by the Active Schools coordinator through sessions that bring together pupils from all associated primaries 
• two days' familiarisation in school in June – one day timetabled/one day activities, including use of North Coast Leisure Centre swimming pool
• all P7 pupils have a long weekend at the Dalguise Outdoor Centre, two days on the Strathnaver Trail, one day at Aigas Field Centre and one day on the Borgie Archaeological trip. Further activities are planned.    

Ethos

Throughout the school there are posters and guidelines encouraging responsibility and good citizenship. This is echoed in the school aims, policies and booklets. Participation in a wide range of activities is actively encouraged by providing a wide and varied choice of school and community activities and large staff participation, while success is celebrated by the extensive use of photographic displays and in the local press. 

In addition to the sporting activities listed above, there are also regular opportunities to participate in traditional music, developed through the Youth Music Initiative (supported by the New Opportunities Fund), and drama, including both in-school productions and productions developed through a partnership with Eden Court Theatre outreach workers.

Partnership working

As noted above in the individual aspects of the project, partnership working is integral to the success and sustainability of the various elements. The partnerships within the school community, between staff and pupils and between staff and parents, are very strong.

There are equally strong partnerships with the wider community and with key agencies, for example:

• the partnership with North Highland College, Thurso, to provide link courses 
• multi-agency staffing of the drop-in centre
• additional activities provided by partnership with North Coast Leisure Centre.  

Curriculum, learning and teaching

The strong commitment of all partners ensures that appropriate challenges are provided for young people of all abilities and ages, including the following.

• The innovative link between the PSHE and SVS courses allows most pupils to attain nine Standard Grades in S4; aspects of the course include citizenship, enterprise, health and vocational activities.
• Pupils participate in curricular themed competitions at regional and national level: for example, Maths Sans Frontières, Readathon, Royal Navy Young Engineers and Dounreay Documentary competition.
• Work experience is an integral part of the SVS programme, delivered by staff from various curricular areas and supported by other agencies.  

Environment, resources and facilities

• While the school and its pupils benefits from having all stages from nursery through to senior school on the one site, this puts a considerable pressure on space.
• Much of the current accommodation is in temporary, demountable units. The school board is currently working with senior school staff and Highland Council to develop plans to provide additional permanent accommodation to meet the needs of all pupils and staff. 
• The recycling project has a clear link with Eco Schools. Several transition and cross-curricular activities are based on experiencing the local environment – with the support of natural history, environmental and cultural specialists.
• Additional physical, social and emotional support needs are met by alterations to the existing buildings and provision of small, specialist working areas.