The right to an Education
“Education must develop every Childs personality, talents and abilities to the
full. It must encourage the child's respect for human rights, as well as
respect for their parents, their own and other cultures, and the
environment”
Article 29
•The UNCRC (United Nations Convention for the Rights of the Child)
provides the framework for UNICEFS (world’s leading organization
focusing on children and child rights) Rights Respecting Schools award.
•Through the RRSA, UNICEF seeks to help children apply the values and
principles of the UNCRC to improve their quality of life.
•The RRSA puts children's rights at the heart of a schools culture and
ethos. The RRSA looks at behaviour in a holistic way. There is a clear
move from the teacher managing a child's behaviour, to helping children
use the knowledge of the UNCRC to manage their own behaviour.
“All children have a right to relax and play
and to join a wide range of activities”
Article 31
“Children have the right to meet together and to join
groups and organisations, as long as this does not stop
other people from enjoying their rights”
Article 15
• provides schools with a framework of values which strengthen the
intended outcomes of the ECM (every Child Matters)
• aims to ensure that every child whatever their background and
circumstances have the support they need to be
Healthy,
Stay safe,
Enjoy and Achieve,
Make a positive contribution
Achieve Economical well being.
“Children have a right to learn and use the language
and customs of their families, whether these are shared by
the majority of people in the country or not”.
Article 24
“Children have the right to think and believe what
they want, and to practise their religion,
as long as they are not stopping other people from
enjoying their rights.”
Article 14
Placing the UN Convention on the Rights of the Child at the heart the
school’s core values and ethos provides a coherent framework for other
whole-school statutory requirements.
“Everyone under 18 years of age has all the rights in the Convention,
whatever their race, religion, abilities, whatever they think or say,
whatever type of family they come from.”
Articles 1 and 2
•
they have rights
•
what these rights are
•
the rights of others
•
to understand the consequences of their own and others actions.
•
Participation skills and skills to show expressions
•
How to develop an understanding of fairness
•
How to communicate ideas and appreciate the ideas of others.
The right to a childhood
“Every Child has the right to a safe childhood. Every child has the right
to be properly cared for and protected from violence, abuse and
neglect by their parents, or anyone”
Article 19
Through Teaching agreed values pupils:
voice is heard.
Pupils know, understand and make a positive contribution to the way in which the
school is run.
take individual and collective responsibility for their behaviour.
show care and increased levels of tolerance.
are actively involved in reviewing and evaluating work
are aware of the language used in a RRS and use it as part of everyday use.
make good judgements and have good ideas about fairness and democracy.
have good relationships with staff in school.
All staff (Teachers, TAs, Site manager, Cleaning staff, Admin, etc)
model rights respecting language and behaviour
Choice and consequence have a positive effect
Displays link articles from the UNCRC
The right to a voice
“Children have the right to say what they think
should happen, when adults are making decisions that affect them and to
have their opinions taken into account.”
Article 12
Aspects of RRSA embedded in Seal/ PSCHE
Restorative approach taken
Team Teach
Pupil Voice – School Council/ Anti-bullying Group /
Inclusion (OLHS/NRHS) termly pupil evaluations/ School Wardens
Individual personalised timetables/ Communication Booklets/ Individual social
stories
Lunchtime clubs (promoting choice) / After school club
Healthy Schools Award
Eco Schools
Code of conduct embedded
Assemblies‘
Solution focused school approach
Webster Stratton
Reward system in place
Calm rooms and work room established
Pupil Repair and reflection used after an incident
Parents group
Embed RRS language and ethos into the curriculum, school policies and
practice,
work with parents group to establish awareness and understanding
work with the wider community (partner s)
Launch Assembly in school to promote whole school understanding
(June 2010)
Super learning day (June 2010) – KS4/5, Ks3
School Displays to recognise articles/appropriate language
More direct teaching ; Rights responsibilities/ needs/ wants
•Increased pupils knowledge of what are rights
•respect the rights of others locally, nationally and globally.
•Enhanced moral development
•Improved behaviour and relationships (reducing bullying/ exclusions/ improve
attendance)
•Improved self esteem
•Positive attitudes to diversity in society
•Participation in decision making
•Improved learning environment
Teachers are confident in prompting pupils to reflect on a
situation from a rights respecting point of view. They encourage
pupils to deal with incidents and take ownership for their actions
rather than the “don't do that” type of exchange.
Label desired behaviour in terms of “rights” and “responsibilities”
(rather than things being good or wrong)
Model behaviour and vocabulary
Offer increased choice regarding learning activities
Direct teaching about rights
Greater use of role play, to explore rights and Responsibilities
Enhanced job satisfaction
Classroom code of conduct agreed /signed expressed in terms of rights and responsibilities
Pupils - give teachers feedback regularly on what helps them learn.
are involved in assessment and evaluation
are responsible for aspects of classroom organisation
have opportunities to make choices about what they learn
There is an emphasis on mutual support and collaboration
There is a wide variety of teaching strategies and routes to learning.
Behaviour improves and is reinforced with fair, consistent consequences.
Displays reinforce awareness of rights respect and responsibilities
Staff are valued and respected – positive relationships are maintained - staff model rights
respecting behaviour.
Staff – actively listen to and show respect for pupil views and options.
avoid put downs and sarcasm
give clear reasons for consequences
avoid “blanket” consequences for the whole class when individuals have misbehaved
Shared decision making: Ideas and
expertise are shared, building capacity
participation and communication in the SLT
Atmosphere of openness and trust
Encourages whole school involvement and
the empowerment of all staff, pupils and the
wider community.
“Sharing the same framework with a partner
school improves transition, continuity and
progression. This in turn can reduce the
anxiety pupils with additional needs have when
they move school and improves their ability to
be ready to learn”.
Share and model good practice
Provide in-reach for all professionals in partner schools to observe strategies and
interventions used.
Provide appropriate and alternative resources
Provide training on effective behaviour management and other strategies used at
NRHS (restorative/team teach)
Build networks and supporting collaboration
Think..... Instead of looking at ways that
staff can manage pupils behaviour a
child's “right approach” looks at the
question..................................
“How can we all model
rights respecting
relationships so that
children can learn from
us, and from each other,
how to make right
respecting choices in all
their own relationships?”