We are working toward the RRSA -The Rights Respecting School Award (RRSA). This recognises achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school’s planning, policies, practice and ethos.
A rights-respecting school not only teaches about children’s rights but also models rights and respect in maintaining relationships between teachers, parents and pupils.
To achieve the UNICEF UK Rights Respecting School Award, schools are required to implement four evidence-based standards.
• Rights-respecting values underpin leadership and management
• The whole-school community learns about the UN Convention
on the Rights of the Child
• The school has a rights-respecting ethos
• Children are empowered to become active citizens and learners.
Full accreditation is achieved by an external assessment process, whereby evidence is collated to show that the four standards have been met. To help your school implement the RRSA effectively, it has been broken down into three stages. Your school’s initial commitment to final assessment at Level 2 can take up to four years.
Recognition of Commitment
The headteacher and school leaders commit to becoming a right-respecting school. Children and young people work alongside adults to decide how to develop a whole-school rights-respecting approach. The school submits electronic evidence to show the development of a baseline and action plan.
The school implements the action plan and makes good progress towards embedding the values and principles of the UN Convention on the Rights of the Child into its ethos and curriculum. Assessors visit the school to accredit progress.
The school has fully embedded the values and principles of the UN Convention on the Rights of the Child into its ethos and curriculum across all areas of the school. Assessors visit the school to establish that the Convention is embedded
What impact does it have?
On the 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.
For further information visit UNICEF