Rights Respecting Schools
We are proud to announce that we have been awarded our Bronze – Rights Committed Award.
What is the Rights Respecting Schools Award (RRSA)?
‘Every child has rights whatever their ethnicity, gender, religion, language, abilities or any other status.’
The RRSA is based around the United Convention on the Rights of the Child (UNCRS) written by UNICEF in 1989. This is a document agreed by almost all of the countries around the world, recognising that all children have the right to be treated with dignity and fairness, to be protected, to develop to their full potential and participate.
As a school community, we have been working together to promote the UNCRC in all that we do, and have placed this at the centre of our everyday practice in school.
Working towards the award has helped us focus and celebrate teaching and learning that encourages respect for ourselves and others. Our next step is to work towards achieving the ‘Silver – Rights Aware’ Rights Respecting’ award
The 'Rights Respecting School Award' (RRSA) helps our children grow into thoughtful, respectful and responsible young members of the school and wider community. By learning about their rights, our children also learn about the importance of respecting the rights of others.
How are teachers and staff involved?
Teachers and staff model rights respecting language and attitudes and make strategic decisions that involve students. Rights are taught and learned throughout the whole school community through training, curriculum, Collective Worship, topics, focus days and displays. Governors are informed of progress frequently and are invited to participate actively as much as they can.
How are pupils involved?
Pupils are encouraged to have an active role in their learning and in the community. This is encouraged through various roles of responsibility, including:
- Pupil Leadership Team – Head boy / girl and their deputies
- School Council – Pupil Leadership Team and the Class Reps
- Young Christian Leaders
- Eco Warriors Team (perhaps think about renaming these to Earth Stewards to tie in with Christian Stewardship)
- Rights Respecting School Ambassadors
- Sports Ambassadors
- Junior Safety Officers
- Art Council
They are invited to talk about or demonstrate their understanding of their rights, to look at, choose and create RRSA resources for display around school. They are encouraged to recycle more, help children in their local community, in England and across the world. Having a greater understanding of children’s rights and the need for these rights to be realised everywhere, develops a stronger sense of the need to act for global justice.
How can parents/carers be involved?
- Take the time to ask your child what he/she has learnt recently regarding children’s rights and how they may show respect for those rights.
- Discuss the ideas learned in class, and try to think of examples from your own experiences, or from the media, of rights being respected or denied.
- Discuss how your child or your family can promote respect for rights, or help those whose rights have been violated.
- Model using rights and respect language with your children.
- Ask your child’s opinion on children’s rights.
Throughout the year we would like your support with charity, awareness and fundraising events to promote the rights of children in need and we thank you for your support in many previous events.
What impact does Rights Respecting School have?
On our school
- RRSA is not an initiative, but instead provides an overarching set of values that improve the climate for learning and within which other initiatives can sit
- A deeper and more cohesive way of working
- Improved relationships with pupils and a reduced hierarchical divide between staff and pupils, due to a common rights respecting language
- Improved self-esteem and feelings of being valued and listened to
- Increased levels of respect for each other, leading to improved relationships with other pupils and with staff
- A sense of security as rights-respecting language and behaviour is used consistently throughout the school
- Improved attainment and attendance, and a reduction in exclusions
- An understanding and respect of religions, cultures, beliefs and abilities different to their own
- A wider and deeper understanding of the world in which they live
- Strengthened collaborative working
- Increased consultative approach with other adults and pupils
- A sense of ownership in developing an approach that meets the needs and aspirations of the school as a whole
- A sense that the whole school is working towards a common goal, leading to feelings of empowerment for both staff and pupils
- A platform is developed for parental engagement and discussion