1 The Rights-Respecting School Award Sarah Hooke UNICEF Professional Advisor for Wales

2 WHERE DOES UNCRC COME FROM? The Welsh Government (WG) has stated that ALL work with children and young people in Wales should be based upon the United Nations Convention on the Rights of the Child (2004). These seven core aims are what shape Local Authority ‘Children and Young People’ Plan and highlights the priorities within Education. In 2012, Wales became the first Country in the UK to embed the UNCRC into Welsh domestic law.

3 UNICEF UK UNICEF UK recognised the need to support UK children and launched 3 programmes: Baby Friendly Rights Respecting Schools Child Right Partners

4 RRSA seeks to put the UN Convention on the Rights of the Child at the heard of a school’s ethos and culture to improve well being and develop every child’s talents and abilities to their fulfil potential.

5 Rights Respecting Schools (RRS) To achieve RRSA, schools are required to implement out evidence based standards: Rights respecting values underpin leadership and management The whole school community learns about the UNCRC The school has a rights respecting ethos Children are empowered to become active citizens and learners

6 HOW DOES RRSA UNIFY SCHOOL INIATIVES

7 RRSA Impact on Children/Young People Improved self esteem and feelings of being valued and listened to Increased levels of respect, leading to improved relationships with other pupils and staff A sense of security as rights respecting language and behaviour is used consistently throughout school Improved attainment and attendance and a reduction in exclusions An understanding of religion, cultures, beliefs and abilities different to their own A wider and deeper understanding of the world in which they live They can see that these rights apply everywhere not just in school

8 RRSA and Estyn ‘The school has an outstanding, caring environment where pupils are highly valued. Pupils’ wellbeing has a high prominence in the everyday life of the school. Pupils are particularly aware of their mutual rights and are keen to support each other. They develop a strong set of moral values and take responsibility for their own actions. Initiatives such as the promotion of children’s rights have an exceptional impact on pupils’ wellbeing, behaviour and the quality of the learning environment’. ‘A very strong emphasis on children’s rights permeates the school. This has had a very positive impact on pupils’ wellbeing and their understanding of their right to be listened to and their opinions valued. The innovative ‘rights respecting group’ promotes awareness and identifies a specific right of the child to endorse each month. This excellent practice is not limited to within the school but extends into their engagement with other schools, the community and the wider world’. ‘The work of the school in promoting the rights of the child has a fundamental impact on pupils’ awareness of their role in the wider world. They are aware of how others live around the world and pupils are keen to help others who are less fortunate develop an awareness of their rights’. Abertillery Primary

9 By 10 years of age most children in a Rights Respecting school can: Explain that own actions have consequences for the rights of others Own rights are linked with a wide range of personal respect for children and adults Use the uncrc as a framework for making moral judgements Evaluate actions of those with power, including governments, through reference to human rights

10 Stages of the Award