1. Rights-Respecting Schools

2. Rights Respecting School Award
05 July 2018
The United Nations Convention on the Rights of the Child (UNCRC) AS A GUIDE TO LIVING
The vision:
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.
The UNICEF Education Team began to build on the idea of the child-friendly school…and developed it into a Rights Respecting School.
They worked on the well-supported hypothesis that:
For children to learn to care about the rights of other, they need to have good self -esteem themselves.
For children to have good self-esteem they need to know they matter.
Learning what their rights are as set out in the Articles of the UN Convention on the Rights of the Child helps all children, especially the most vulnerable, to learn just that and gain in self-esteem.

3. Objectives To understand the UNCRC To learn more about the RRSA
Explore working with values in school
To understand the process of becoming a rights-respecting school

4. Founded by UN in 1946 in response to devastation in Europe
UNICEF is the world’s leading organisation working for children and their rights
UNICEF provides international support for children to access their right to protection
UNICEF are guardians of the CRC

5. The United Nations Convention on the Rights of the Child (CRC)
Rights Respecting School Award
05 July 2018
The United Nations Convention on the Rights of the Child (CRC)
This sets out the rights of every child under 18 years across the world and how these rights should be met.

6. Discuss with participants which countries have NOT signed and ratified the UNCRC.
Click to display map
The USA and Somalia have signed the Convention, but are yet to ratify it
South Sudan is yet to sign the Convention
The USA and Somalia have signed the Convention, but are yet to ratify it. South Sudan has just recently signed the Convention and ratified it.

7. What do we mean by rights?
They are not the same as ‘wants’. We are exploring the difference between wants and needs and developing an understanding of how the UNCRC enables children to gain access to all the things they need to help them develop into happy and healthy adults.

8. Understanding the convention
First, sort the cards into needs and wants
Then, prioritise 8 needs……..

9. Children are active participants to ensure all their rights are met.
All children, everywhere, have the same basic needs
All children have the right to have those needs met
Rights are minimum standards
Rights impose obligations on adults to ensure
they are fulfilled

10. Rights Respecting Schools

11. What is a Rights Respecting School?
A rights respecting school puts the CRC at the heart of a school’s culture and ethos to improve well-being and develop every child's talents and abilities to their fullest potential. It provides an overarching set of values for the school.

12. WHAT IS A RIGHTS RESPECTING SCHOOL LIKE?
Rights Respecting School Award
05 July 2018
WHAT IS A RIGHTS RESPECTING SCHOOL LIKE?
The earlier we start the better…
SURVIVAL PROTECTION DEVELOPMENT PARTICIPATION
Everyone knows about and values the UN Convention on the Rights of the Child.
That the UN Convention on the Rights of the Child is a charter of rights for all the world’s children up to the age of eighteen.
They can be grouped under 4 headings. NB
Art 6, 19, 29, 12. Art 42 is key. UNICEF is seeking to demonstrate that the RRSA is the way to really do what Art 42 says and that it it makes a difference to children’s achievement under the ECM criteria. For the UK government’s Every Child Matters agenda see:

13. Rights Respecting School Award
05 July 2018
...it is where young people gain self-esteem by learning about the rights they have from birth and build from there
I learn about my rights
I feel included
My self-esteem rises
I can begin to think about others and their rights
I learn to negotiate
My language and thinking skills are extended
Starting with rights makes all children feel included.
The vulnerable and abused are given an alternative code for living to the brutal one they have been brought up with. They find this empowering.
They can then begin to consider responsibilities, including their own (but starting with adults, e.g. health, safety, education…
Show the links between each step. The consequence is respect.

14. Rights Respecting School Award
05 July 2018
Where children learn...
The difference between wants and needs That Needs = Rights
They learn exactly what there rights are…they also learn what their rights are NOT

15. Rights Respecting School Award
05 July 2018
…it is where young people learn that rights bring responsibilities for adults and children
If children have a right to be protected from conflict, cruelty, exploitation and neglect...
…then they also have a responsibility not to bully or harm each other.
See the leaflet for ref to responsibilities.
The emphasis on the UN Convention on the Rights of the Child leads on to the importance of respecting the rights of others: strong sense of personal and collective responsibility. In becoming secure in your understanding of your own rights, you become ready to look at your and others’ responsibilities.
RIGHTS ARE NOT CONDITIONAL HOWEVER. A child always has the right to an education for example (an any other right), even if they have abused that right for others. Their antisocial actions may, however, mean the consequence is that their right to education takes place away from those whose rights they have chosen to abuse..

16. Rights Respecting School Award
05 July 2018
It’s a school where...
Everyone learns to use the language of rights, respect and responsibility
Adults and young people model rights-respecting behaviour and language
Go into the importance of language / concepts developed, especially through role play, in empowering children to negotiate with each other and actively participate in the life of the school, including challenging rights-abusing behaviour (i.e. traditional: bad behaviour).
e.g. “You do not have the right to stop me playing”. Child is empowered to challenge rights-abusing behaviour
“I as a teacher / parent have the responsibility to do what is in your / other children’s best interest…can we discuss what that is…?”
Young people draw up a charter for their class based on the CRC. They respect the charter because they have a sense of ownership

17. Rights Respecting School Award
05 July 2018
...where children become active global citizens
Universality of human rights
Identity
Challenge injustice, inequality and poverty in the world
When children learn about their CRC rights and responsibilities they more readily understand inequality as a denial of rights of others and a matter of injustice. They are more ready to campaign for fair trade products at school and at home.

18. Rights Respecting School Award
05 July 2018
…and where children gain a powerful voice (Article 12)
The ethos created demonstrates to children the inclusiveness of a rights-respecting school and leads them to participate in all aspects of school life. This in turn helps them to learn how to formulate, express and listen to opinions. You don’t simply talk to children about being responsible, you give them responsibility.
They are empowered to participate actively in school decision-making and review…not a bolt on
e.g. members of the school council here are explaining how they investigated a case of group bullying that had been brought to them by a child. They made recommendations to the head…and they took responsibility for talking in their classes about what needed to be done.

19. Rights Respecting School Award
05 July 2018
WHY DOES THE RRSA WORK?
The CRC appeals to young people’s self-interest
They like its universality.
They understand the relationship between rights and responsibilities as a basis for class and school charters
They like the fact that it derives from a “higher authority” which is not school-based
It provides children with a guide for living which they can take with them through their lives
The values and the articles are equally acceptable to all

20. Rights Respecting School Award
05 July 2018
What does it mean for your children?
Improved self-esteem
enhanced moral development
Improved behaviour and relationships
More positive attitudes towards diversity in society and the reduction of prejudice
Development as global citizens
Overall school improvement including better attendance, learning and academic standards
The evidence currently is mainly anecdotal but clear patterns are emerging such as:
Pupil focus groups: e.g. “ By learning about my rights and responsibilities I have learned to negotiate instead of shout”. “Fair trade is about every one having their rights”
Parents: “It has taught me to listen better and we can talk to each other better”. “He respects me more”
Teachers and assistants “The children look out for each other more” “There is less bullying” “They are much more ready to discuss their work because they understand it is their responsibility.

21. Inherent – Permanent
Indivisible – cannot be separated
Inalienable – Cannot be given/taken away
Universal – every child, everywhere, always
Unconditional – no conditions attached

22. Themes Who are the rights holders? Who are the duty bearers?
Rights can be absolute
Rights can be limited
Rights can be qualified
Can rights be prioritised or taken away?

23. The Levels Recognition of Commitment
The key building blocks are in place
Level 1
The school is making good progress in many areas
Level 2
The CRC is, (as far as possible) embedded in the ethos of the school

24. Who gets involved? Steering group…

25. RRS at Grange Assemblies are linked to articles from the CRC
Child led action plan

26. Linked to RE, PSHE & Computing

27. Whole school/class charters

28. Theme week

29. Article of the half term

30. Fundraising

31. UNICEF’s Outright

32. What’s next? School rights song
lunch/playtime charters as part of Healthy week in June
Day for change this summer
Fundraising for the refugee crisis in Calais

33. Where can you find out more?
Grange website
Article of the half term
Newletters
Photographs of events
Charters
Links to the UNICEF website

34. ANY QUESTIONS?