# data[].attributes.body
Personalisation is enabled through opinions beings given

# data[].attributes.body
Being able to differentiate and adapt based on pupils sharing thoughts

# data[].attributes.body
Everyone should be safe and feel safe

# data[].attributes.body
Allowing pupils experience being involved in school show and clubs, this allows pupils to grow in the expressive arts community and enhances their experiences of the arts as they can be involved in a way that feels comfortable to them

# data[].attributes.body
Expressing ideas and opinions as long as these are not offensive/ hurtful to others.

# data[].attributes.body
To develop and acknowledge unique personality

Sharing pupil success in and out of school

# data[].attributes.body
Being able to express themselves freely through creativity and collaboration

# data[].attributes.body
Through classroom discussion, debates and pupil voice.

# data[].attributes.body
Not being hit in school or at home

Being safe

Being nurtured and looked after

# data[].attributes.body
Allowing all opinions , even those that you you don’t necessarily agree with but allowing the safe safe for the pupil to speak. Ensuring quieter voices are always heard.

# data[].attributes.body
Build in opportunities for discussion around relevant/challenging topics. Encouraging pupils to share their ideas but also consider where their views come from and how they may impact on others.

# data[].attributes.body
1.) This means providing opportunities for enjoyment, new learning and have fun alongside learning.

2.) Extra- curricular clubs (variety) - consistency of the relationships position paper

3.) increasing the quality of opportunities available to pupils

# data[].attributes.body
Developing a relationship with pupils where they feel safe to express their views and opinions without judgement

# data[].attributes.headline
In RMPS this is embedded naturally.  For example all topics we study, we look at different views and the young people are encouraged to express their opinions.  Part of this process is also listening to other views. This fosters respect,  learning from others and learning about ourselves more

# data[].attributes.subject
In RMPS this is embedded naturally.  For example all topics we study, we look at different views and the young people are encouraged to express their opinions.  Part of this process is also listening to other views. This fosters respect,  learning from others and learning about ourselves more

# data[].attributes.body
Curiosity and questioning encouraged in all lessons, pupils have access to a ‘wonder wall’ where they can post questions they may not have the confidence to ask in person. ‘Have your say’ channels in all science teams so pupils can give feedback at any point.

# data[].attributes.headline
Pupils should be able to talk about things but be aware of others feelings and rights as well as their own

# data[].attributes.subject
Pupils should be able to talk about things but be aware of others feelings and rights as well as their own

# data[].attributes.body
Protecting everyone’s ability to express their ideas without criticism.

Classroom discussion, questioning and debates.

Explicitly teaching how to give opinions in a sensitive, respectful way.

# data[].attributes.body
We feel it is important that pupils enjoy music in class and are given opportunities to be creative. We also want to create an environment where pupils feel comfortable.

Pupils have the chance to explore many different cultures through learning about world music.

This right is easily embedded in the music curriculum and through extra curricular activities.

# data[].attributes.body
To help students recognise other people's rights, to discuss rather than argue about differing opinions.

# data[].attributes.body
Kids have to be given the opportunity access time away from classroom to rest and take part in culture and creative activities. House points, after school clubs. Many cultural topics covered in PSE. Break times, sometimes impact the rights to rest by poor behaviour choices causing them to be isolated and not achieve this.

# data[].attributes.body
1. We feel this is important but sometimes difficult for our faculty. We do promote rest as part of studying and trying to get the best results they can.

2. We have loads of accessible extra curricular clubs that pupils can participate. We also have a fab Expressive and Health department.

3. The kids always ask for more ‘fun’ stuff. We could ask Pupil Parliament what this looks like.

# data[].attributes.headline
Develop your talents, personality and abilities 

# data[].attributes.subject
Develop your talents, personality and abilities 

# data[].attributes.body
We encourage developing the individual and their confidence.

Developing and encouraging their ability to work with others from all backgrounds.

Classroom expectations and encouraging working with others.

Positive peer neighbouring.

Differentiation helps with mixed abilities and encourages young people to be respectful of mixed skill levels and mixed abilities between peers.

# data[].attributes.body
Practicing and developing relevant skills for further education and work.

# data[].attributes.body
We value pupil input/thoughts/opinions/ideas. We take time to let them share and make sure they are listened to.

We have “have your say” channels in teams so pupils can give feedback after lessons. We have additional feedback forms when we have changed courses. we build safe environments where pupils are confident to share.

We could make it more obvious to pupils when we act on their feedback (you said, we did)

# data[].attributes.body
Children should be protected from bullying and discrimination.

This is embedded in the school values , positive relationship policy and dialogue with house team.

This can be embedded further in our classrooms with explicit conversations through texts addressing issues head on.

# data[].attributes.body
Providing a suitable education tailored to individuals and ensuring every pupil is included.

Inclusive classroom environment. Opening up maths links to wider audience through visits by senior pupils to primary schools.

Listen more to pupil voice and act on feedback to improve the learning environment.

# data[].attributes.headline
Allowing pupils to be pratical, more hand on and fun with their subjects. Having the opportunity to be part of clubs and wider activities and experience new things. Having more outside agencies come to the school to widen pupils cultural and creative experiences.

# data[].attributes.subject
Allowing pupils to be pratical, more hand on and fun with their subjects. Having the opportunity to be part of clubs and wider activities and experience new things. Having more outside agencies come to the school to widen pupils cultural and creative experiences.

# data[].attributes.body
Pupils can talk about their own opinions but needs to know the boundaries to know what is acceptable and appropriate.

Pupil voice is a way this is embedded, collaborative learning.

I can be embedded by more opportunities to share their learning with others.

# data[].attributes.body
This right means a lot to me in my role as PSW in Support. Daily I deal with children/young people upset and struggling in their school day. It’s really important to listen to the young person and ensure they feel safe and if this isn’t something that can be dealt with by me I would pass this on for further assistance.

This right is a very well embedded right in the full school community as our door is always opened to comfort and ensure they feel safe safety and well-being of the young person.

Everyone needs to be open minded in all young children and be a little more aware in noticing issues and being able to signpost young people to the safe environment that they will be listened too.

# data[].attributes.body
clear CP policy

Bullying policy but it needs updated

Regular check ins

Good pastoral support

Wellbeing concern questionnaires and referrals

# data[].attributes.body
The school should provide an environment that makes pupils feel safe and where they know how to access support if they do not.

In class relationships allow pupils to engage with staff and their peers. School has introduced the MVP program to give students and staff the skills to challenge the warning signs of physical violence. The MVP program creates a resource of senior pupil mentors who take up roles as facilitators, buddies and monitors.

School will be running parent session as well as sessions for staff and pupils this year which will hopefully be a good addition.

# data[].attributes.body
Feeling that the classroom is a safe space to express opinions without ridicule/verbal abuse.

# data[].attributes.headline
1.  To genuinely listen to what young peope havd to say, give them opportunities and encouragement to sgstr their views and when possible we act upon them.

# data[].attributes.subject
1.  To genuinely listen to what young peope havd to say, give them opportunities and encouragement to sgstr their views and when possible we act upon them.

# data[].attributes.body
2. I encourage lots of discussion in my class. I have classroom agreements around discussion so people can talk freely and openly. I use restorative techniques between myself and pupils, staff and pupils and also pupil to pupil.

3. More work on restorative behaviour across the full school community.

# data[].attributes.body
Pupil voice needs to be behind curriculum development and whole school initiatives.

We embed this within our classroom by having discussions with students. We also include this within pupil feedback.

We could embed this further by making sure it’s more formal and more regular across departments.

# data[].attributes.body
Pupils have opportunity to discuss their views, make choices and personalise their coursework. They are heard and their feedback is acted on.

Actively listen.

Regular pupil voice - act on feedback.

Personalisation and choice.

# data[].attributes.body
1. Pupils have the opportunity to speak freely and the environment is created so pupils are comfortable and confident in speaking out.

2. The culture of the classroom, everyone feels part of the lesson. Also pupil voice incorporated into the department as a whole.

3. You Said, We Said to display a pupils opinion.

# data[].attributes.body
Pupil voice - discussion of pupils experiences in the classroom

Schools' values are used to create a welcoming and supportive environment

# data[].attributes.body
1. For us this means pupil get to share their thoughts without feeling judged.

2. As teachers we need to respond respectfully and give thinking and reasoning time. For example when a pupil answers a question or ask a doubt in class.

3. Give more opportunities for pupil voice to shape own practise.

# data[].attributes.body
It is import to listen to the child when trying to resolve an issue and also create positive relations and respect.

The child has the opportunity to express how they feel or what has happened, in any given situation.

Having signs up to encourage children to share their opinions.

# data[].attributes.body
This right means having a safe classroom where pupils are free to express their opinions and feelings whilst as a teacher having a clear boundaries and structure of what is appropriate. Helping pupils understand how their opinions can affect other pupils.

Reminders and links to the school values during discussions. Think, Pair, Share framework allowing for discussion. Group discussions.

Ensuring all classrooms have opportunities to share what they have learned for example in a plenary or an end of unit Microsoft form.

# data[].attributes.body
Our responsibility to ensure children explore the things they enjoy and are aware of their own culture as well as those different to their own.

We try to include a range of different activities in our lessons that incorporate cultures (e.g European Languages Week, The Day of the Dead)

We should continue to embed collaborative and creative activities and tasks when learning and exploring culture.

# data[].attributes.body
Pupils should be safe in all environments

Hazardous materials and kit kept safely and proper instruction given on handling

# data[].attributes.body
It means to create a safe space for everyone. Following keystone routines, ensuring classroom is a safe environment. Being aware of pupils and their relationships with one another, and following the positive relationships paper to build positive relationships with them and a positive learning environment.

To embed further, we can raise awareness of school clubs/create more to allow the pupils another safe space and environment with a trusted adult. An open door policy where pupils can come in at anytime for support, someone to listen and a potential escape if required in that moment.