RIGHTS RESPECTING SCHOOLS AWARD: LEVEL 1 SELF EVALUATION OF PROGRESS

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1 RIGHTS RESPECTING SCHOOLS AWARD: LEVEL 1 SELF EVALUATION OF PROGRESS School Name: Archbishop Wake CE VA Primary School Date: Updated June 2012 Standard A: Rights-respecting values underpin leadership and management The best interests of the child are a top priority in all actions. Leaders are committed to placing the values and principles of the CRC at the heart of all policies and practice. towards Level 2? 1 The school uses RRSA to underpin its vision for school improvement. The importance of children being aware of rights and responsibilities is explicit in our Vision statement. This was written and agreed by staff, governors, parents and pupils in January There is a shared vision across the whole school. Staff walk the talk. Review the vision statement and strengthen the importance of rights and responsibilities at its core. 2 Becoming a sustainable Rights Respecting School is included in the school s strategic planning. Policies and practice are reviewed with reference to the CRC. RRS has been a key focus on the SDP This year although RRS is not a specific objective, it is implicit through 2 of the other key areas. RRS is a permanent agenda item for the Governors curriculum committee and they receive regular updates. RRS is explicit in key whole school policies e.g. PSHCE, Behaviour. All staff and governors are committed to achieving RRS Level 1. CRC underpins key whole school policies. RRS level 2 actions need to be explicit in future SDP. Further whole school policies to be reviewed and reference made to relevant articles from CRC. Page 1 of 7

2 2 members of the SLT and 3 children went to visit a school working towards RRSA2 to learn from good practice. 3 The school effectively promotes the values and principles of the CRC. 4 The school uses the CRC to inform and add value to its work within the school, local, UK and global communities. 5 School leadership promotes global citizenship and sustainable development, guided by the values and principles of the CRC in assemblies and at least two curriculum areas. Collective worship links to CRC. Fortnightly newsletters refer to individual articles from the CRC. Monitoring of the quality of the learning environment includes evidence of CRC in classrooms. The school sponsors a child in Benin and raises funds for this. All members of the school community are aware of this commitment. The school has actively engaged with other local schools and the town council to devise a rights respecting charter for Blandford Town. There is a permanent display of the global community represented within our school. Whole school planning sheets have a specific section for personal development which includes aspects of CRC. Principles of CRC are explicitly taught through PSHCE lessons, RE and Geography predominantly. CRC is evident everywhere in the school in what is seen and what is done. Everyone in the school community is aware that everyone in the world has rights and that more privileged people should help those that are less so when they can. Children are beginning to understand their rights and responsibilities as citizens of a larger community and that they can influence this. There is a commitment in the curriculum to on going teaching about the principles of CRC. Develop our role as an ambassador for RRS and support other schools aiming to achieve Level 1. Continue to work as part of the Blandford Schools network quest to have Blandford as a rights respecting community. Promote the Blandford Charter. Develop further links between whole school values and CRC articles. Standard B: The whole school community learns about the CRC Page 2 of 7

3 The Convention is made known to children and adults. Young people and adults use this shared understanding to work for global justice and sustainable living towards Level 2? 6 Most staff and young people are aware of some of the articles of CRC and links with global citizenship. All staff and the majority of the children are aware of the articles. They are displayed in school and children understand them. CPD activities have linked to CRC and the importance of global citizenship. Children and staff can articulate their rights and are very aware that with these come responsibilities. Continue to develop global citizenship within the curriculum. 7 Parents/carers and governors have been given information about the CRC and why the school is working towards the RRSA. Information has been provided in newsletters to parents. Class charters are sent home to parents each year. There is a developing Parent Council who are contributing a parent view to the development of the school. Governors are kept informed through RRS being a regular agenda item. Parents/carers and governors understand the reasons why the school is undertaking RRSA and comment that this is a positive thing. Continue to have RRS as an agenda item for governors. Develop the information on the school website that is available to parents, children and visitors. 8 Assemblies, displays and at least two curriculum areas provide effective opportunities for learning about the CRC. Some displays are explicitly about CRC. Many displays in the school are linked to specific articles. Assemblies are linked to values for life and corresponding articles. Articles are referenced on planning documents where appropriate. CRC is evident everywhere in the school and is now naturally linked into curriculum planning. Make more specific links between curriculum activities and the relevant CRC articles. Make this explicit on planning. Page 3 of 7

4 9 The CRC is included in teaching and learning about all citizenship matters including global citizenship and sustainable development. The CRC is explicitly taught through PSHCE (SEAL), RE and Geography mainly. The articles are implicit throughout the curriculum. Specific activites have also taken place to enhance children s understanding e.g. Vardo week, global arts week, DEED workshops, sports week. Children understand the need for respect and tolerance of others. The school has a clear set of values that are underpinned by CRC. Make more specific links between curriculum activities and the relevant CRC articles. Make this explicit on planning. Standard C: The school has a rights-respecting ethos. Young people and adults collaborate to develop and maintain a rights-respecting school community, based on the CRC, in all areas and in all aspects of school life. 10 Charters or agreements based on the CRC which help everyone to understand their responsibilities in relation to rights are introduced into all classrooms and the wider school. 11 Nearly all classroom practitioners and a majority of support staff model rightsrespecting language and behaviour. The school has a Rainbow Charter which are rights and responsibilities for all. Each class has their own charter which is focussed on behaviour for learning. The school has a playground charter detailing rights and responsibilities on the playground. The school awards a cup annually for a child who has displayed Rights Respecting Citizenship. All support staff carry the Rainbow Charter with them so that these can be used when addressing any issues around the school. All teaching staff use All children know their rights and responsibilities on a whole school, class and individual level. The majority of children strive to live up to these expectations. Rights respecting language is used across the school. All adults model rights respecting behaviour. towards Level 2? Develop new Home-School Agreement that is relevant to rights and responsibilities. Continue to develop this and ensure new staff are aware and trained. Page 4 of 7

5 12 The majority of young people and adults adhere to the standards agreed in their charters. 13 Young people and adults learn how the values and principles of the CRC help to create a safe and healthy environment. Nearly all young people say they usually feel safe at school. 14 The majority of young people and adults respect each other s needs and interests and make responsible and reasoned judgements on moral dilemmas. rights-respecting language in their daily practice. Lesson observations show that most pupils adhere to the standards as learning is not disrupted and children work together respectfully. At playtimes children interact positively and co-operatively, often playing in mixed age groups. Creation of charters has enabled children to understand their rights and responsibilities in all aspects of school life. Children have been actively involved in this. Children and adults respect each other and interests. Children have opportunities to work with buddy classes to learn more about each other. As an inclusive school, there are children with a wide range of special needs and the children are very accepting of this and no-one is left out. Peer mediators and PALs help other children to have happy playtimes and to sort out playtime problems. Behaviour in lessons is very good, learning is not disrupted. The majority of children behave well at playtimes. The number of exclusions and racist incidents has decreased. Pupil and parent questionnaires tell us that the majority of pupils feel safe in school. The school has come together as one big community rather than different phases. There is a greater sense of belonging and shared responsibility. Children recognise the diversity within our school and broader community. They show respect and understanding for each other. Further develop this aspect at playtime to ensure that playground behaviour is calm and respectful. Monitor this area and address issues that may arise. Continue to train peer mediators for this role. Further develop the role of PALs. Make more opportunities for children to work in cross year group groups. 15 The school develops an environment Children and adults can talk Update our global community where young people and adults use the about the CRC and the display annually. values and language of the CRC to help importance of respecting the them become rights-respecting global rights of others. The diversity of Actively seek opportunities to Page 5 of 7

6 citizens. our school community has been recognised and celebrated through curriculum activities and sport. celebrate the diversity in our school. Standard D: Children are empowered to become active citizens and learners Every child has the right to say what they think in all matters affecting them and to have their views taken seriously. Young people develop the confidence, through their experience of an inclusive rights-respecting school community, to play an active role in their own learning and to speak and act for the rights of all to be respected locally and globally. towards Level 2 for this criteria? 16 Most young people hold clear views about their learning and well-being. They are encouraged and supported to express their views appropriately and are involved in decisions which affect their lives in school. Active school council who meet regularly and are proactive in discussing and addressing key issues. Children complete questionnaires annually so that their views are taken into account. Any issues that arise are discussed further. Pupil interviews are conducted by subject leaders annually to gain an understanding of children s perceptions about their learning. There is a whole school worry box as well as class worry boxes should children wish to use them. Children are given opportunities to evaluate their own learning and respond to marking. Children write bulletins for the school website detailing what is happening in school. Children feel they have a voice that is listened to and respected. They know they can influence what happens in school. Children are active learners who are taking greater pride and responsibility for what they achieve. Further develop the school council to be involved in more strategic decision making. Page 6 of 7

7 17 Young people have access to information which enables them to make informed decisions about their learning, health and well-being. This is predominantly addressed through the PSHCE curriculum which includes Life Education. Children and parents have access to an online report which is updated termly so that attainment levels, targets and attendance information can be seen. Children and parents tell us that they are better informed about progress and attainment. Further develop online reporting. Provide more online information for children and parents on health and well-being. 18 Some young people are involved in taking action to improve the lives of children locally and globally. The whole school is involved in regular charitable events e.g. Samaritan s Purse shoebox appeal, Sport/Comic relief, Children in Need, UNICEF day for change. The purpose of this is always explained to the children. Representatives attend Network School Council meetings to discuss issues relevant to children in Blandford. Children are aware that there are people less fortunate than themselves both locally and globally and that they are in a position to help. Children are keen to help others. Children know that the CRC principles go further than the school community. Link with another school in different circumstances to ourselves. Continue to support charitable events. Page 7 of 7

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