1. 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

2. What is a Rights Respecting Schools
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.

3. “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

4. The RRSA
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.

5. “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

6. 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.

7. “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

8. In a Rights Respecting School
pupils learn……………
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.

9. Anti Bullying group
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
School Wardens

10. What does a Rights Respecting School look like?
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.

11. What does a Rights Respecting School look like?
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

12. “Children have the right to say what they think
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

13. What does North Ridge Specialist Support School do already?
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

14. What does North Ridge Specialist Support School do already?
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

15. What do we need to do to embed an RRS ethos?
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

16. What impact does RRS have with the pupils?
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

17. What impact does RRS have with the teachers?
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

18. What does a Rights Respecting Classroom look like?
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

19. What does a Rights Respecting Classroom look like?
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

20. How does the RRS ethos and approach enhance school leadership?
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.

21. “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”.

22. How does the RRS ethos in school benefit our partner schools?
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

23. “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?”
Think..... Instead of looking at ways that staff can manage pupils behaviour a child's “right approach” looks at the question