Rights Respecting
We are delighted that we are now a Gold Rights Respecting School. This is a prestigious award by UNICEF; a leading organisation supporting children and their rights across the world. It supports schools across the UK to embed human rights in their ethos and culture. The award recognises achievement in putting the UNCRC at the heart of the schools practice to improve well-being and help all children realise their potential.
Watch our brilliant video to see our pupils explain all about the rights of the child.
Our Reports
The impact of being a 'Rights Respecting School.'
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.s. It recognises the work that duty-bearers; teachers, staff and other adults, do to ensure that all children can access their rights as defined in the United Nations Convention on the Rights of the Child (UNCRC).
A rights respecting school not only teaches about children’s rights but also models rights and respect in all its relationships: between teachers / adults and pupils, between adults and between pupils.
At Meadows First School both staff and children are passionate about upholding the rights of children. As duty bearers, the staff ensure that children’s rights are referenced in policies as they are updated and we regularly introduce key initiatives to focus on upholding the children’s rights.
The UNCRC (United Nations Convention on the Rights of t
he Child) runs throughout the life of Meadows and is referenced in all of our policies, lessons and strategic planning.
As rights holders, the views of the children are very important to us and the articles focuses our discussions with the school council. The children’s ideas are raised with the staff and are put into practice.
Being a Rights Respecting school has a positive influence on the school community, including:
- Improved self-esteem and wellbeing
- Improved relationships and behaviour
- Improved engagement in learning
- Positive attitudes towards diversity in society and the reduction in prejudice
- Children’s enhanced moral understanding and support for global justice
- Children becoming more involved in decision making in school.
RRSA Langauge
Click the link to see our school featured on the UNICEF website talking all about the langauge of rights!
In the news!
Useful information
How does being a Rights Respecting School contribute to the Ofsted Framework?
Quality of Education
The Framework addresses intent. At the heart of the Award is a vision of education founded on Article 29 of the Convention which says that education must develop every child’s 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.
The Framework addresses implementation. Equity, inclusion and the voice of children and young people are fundamental to a rights based approach to education.
The Framework expects impact. Success and achievement for all is at the heart of the Right to Education and the principle of Non-Discrimination (Article 2) underpins all that schools do to accelerate the progress of all and minimise gaps in attainment.
Behaviour and Attitudes
The Framework draws attention to high expectations, fairness, mutual respect, high rates of attendance. In Rights Respecting Schools these are founded less on a ‘rules based’ system and more on a shared understanding of everyone’s rights and a commitment to respect ones own and other people’s rights. The phrase in the Framework: ‘Leaders, teachers and learners create an environment…’ is directly supported by the RRSA expectation that the pupils have an effective say in the life of their school and a meaningful part to play in decision making.
Personal Development
The Framework expects the development of talents, building of resilience and confidence, empowerment around physical and mental health, valuing diversity and the promotion of active citizenship. All 9 outcomes of the RRSA programme relate to the requirements set out in this section of the Ofsted framework. Linking these aspirations to their Human Rights helps pupils to ‘own’ and commit to them.
Leadership and Management
The Framework speaks of inclusive education, strong, shared values and engagement as well as safeguarding. A rights-based approach provides all school leaders with a globally recognised values base and a clear philosophy on which to build highly effective school systems and structures. It empowers and challenges leaders to see children and young people as collaborators in the educational enterprise and to always take action ‘in the best interests’ (Article 3) of their pupils.