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1. SLT to visit RRS schools
2. School development plan?
3. Staff training

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1. Teachers to guide in the nominations and selection of school council to a point to give us children who will drive the agenda.
2. LC to meet St. Marys or other school's school council to observe rights in their meetings
3.  Changes to pick up/drop off!
4.  Fundraising for local charities

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All staff noted major improvements in pupils’ self esteem, behaviour, relationships with one another and with staff, and the absence of bullying. Pupils interviewed felt valued and listened to, and acknowledged that staff were genuinely concerned for the well being of the pupils in the school.

Pupils also reported a sense of security within their schools brought about by a consistent school-wide approach in terms of the rights-respecting language used and in terms of the expectations of behaviour placed on them by adults in the school. They also frequently mentioned their increased capacity to resolve their own disagreements.

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1. Children to influence school council in creating the home/school agreement and a parental charter based on the rights.
2. ALL school staff to use the rights based charters in parental discussions

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From the Q&A with pupils and SLT at the conference this is what they said:
- 'major behaviour incidents are practically 0% as children know that adults have their best interests at heart.' (Headteacher)
- when there are competing agendas the CRC is a good platform for bringing these things together. E.g. They have been able to use this to talk parents out of withdrawing from trips such as church visits etc.  (Headteacher)
- Powerful changes in parental chastisement as children are coming in and say that this is happening at home and I don't think it's respecting my rights and I want to talk about it. It gives a forum for trust using the CRC.(Headteacher)
-  At playtimes we unify and play altogether and more people are willing to participate.  When people aren't respecting rights we remind each other about learning and everyone works together to help each other (pupil)

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School leaders made a conscious effort initially to inform pupils, parents and staff about the RRSA by intentionally referring to the award in several aspects of daily school life, either explicitly or discreetly, on a regular basis.
• school assemblies
• staff meetings
• class discussions
• school council and other groups involving pupils
• school celebrations where praise was given for pupils’ achievement in the broadest sense and not solely academic achievement
• verbal reminders about the expectations of pupils’ behaviours and attitudes towards others.

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1. School council to take ideas from their classes to create the charters for school wide behaviour and lunchtimes
2. Language used in behaviour management needs to shift from 'you're not meeting my expectations' to 'You're not respecting his/her/your right to....'
3. School council and LO's to explore how children can respect the chosen rights and how this should be managed.

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1. Subject/curriculum leads/year groups to make connections (this should fit really well with the new curriculum from what RB described in curriculum briefing)
2. Planned approach to UNRC in assemblies
3. Initiatives e.g. Global Goals Week

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When we visit Level 2 Rights Respecting Schools snd talk to children and young people, they often tell us that learning about rights is part of everything they do at school and that they and their teachers talk about rights in most of their lessons.
Parents also often tell us that children and young people talk about rights at home too, for example when they are watching the news or discussing what is happening in the world. Here is what you can do to make sure this happens:

1. Consider whether your RRSA lead or other staff need further training to deepen their understanding of the Convention and what child rights in schools mean. We provide a range of courses to support you in your journey and can also offer support visits and training in your school. If you are part of the GLP in England, you can use your GLP e credits to book training with us.

2. Members of your steering group should feel confident and empowered to drive forward RRSA to Level 2 and have a good understanding of children's rights. Training might help with this.

3. Ensure parents, carers and governors know that you have achieved the Level 1 Award, understand what happens next and know how to get involved. Some schools are very creative in the way they let the school community know about their rights-respecting work e.g. through video bus, songs, presentations, celebration events, home-school rights tasks and competitions. You can buy leaflets summarising the Convention here.

4. At Level 2, nearly all curriculum areas should provide rich opportunities for learning about the Convention and there should clear links with global citizenship and sustainable development issues. Here is what you can do to ensure a systematic approach to learning about rights:
Meet with curriculum leads to explore and plan where links can be made throughout the curriculum
Encourage children and young people to be involved in this process too. For example in several secondary schools, young people from the steering group have worked with faculty teams. Provide opportunities for the whole staff to share ideas and resources. Have a summary of the Convention handy when doing this and make sure planning documents refer to specific articles (ie rights) of the Convention. See our tips on teaching about rights.
Topics and Interdisciplinary Learning lend themselves well to learning about rights.
Involve pupils in exploring how specific topics link to children's rights. Bringing a rights perspective to topics can enhance and enrich learning and also draw different curriculum areas together e.g. a topic on Refugees or Climate Change.

5. An effective way to explore the whole Convention is to have a planned approach to learning about rights in assemblies. In Level 2 Rights Respecting Schools, children increasingly take the lead in planning and holding assemblies centred on child rights. We have a free assembly ideas resource for you to download.

6. In many Level 2 schools, the school environment reflects an understanding that rights are linked to all aspects of school life. This can be done through displays, which provide an engaging way of learning about rights for anyone who works at the school or visits the school.

7. As part of a systematic approach to learning about rights, many schools find a Rights Day or a Rights Week is a fun way to teach and learn about rights. Involve children and young people in the planning and organisation of these activities.

8. In Rights Respecting Schools, the Convention also provides a context for other initiatives such as Eco Schools, International Award, Fairtrade Schools, Global Learning Programme. At Level 2, children and young people are able to understand how these programmes and initiatives all link with their work on children's rights. For example, if children have a right to a decent standard of living, (article 27) then children can see why being a Fairtrade School is important.

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Teaching and learning about rights at Level 2 of the Rights Respecting Schools Award - Unicef UK

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When we visit Level 2 Rights Respecting Schools snd talk to children and young people, they often tell us that learning about rights is part of everything they do at school and that they and their teachers talk about rights in most of their lessons.

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Our aim is to develop creative learners who can express themselves with confidence and purpose and develop a love of learning.

We believe that our school is an inclusive place of learning for everyone, and that we all learn best when we work as a team.  We aim to develop a strong culture of learning, in partnership with parents, built upon respect, trust and friendship.

Our diverse community is reflected and celebrated in our curriculum, through which we can build excellent communication and life skills, enabling our children to achieve and become confident, tolerant, respectful adults.

In our school faith is valued and we aim to enrich spiritual development, so that our children understand who they are in relation to the environment, the school the local and global communities.