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Pupil voice and the right to be listened to are demonstrated as the school start on their journey to inform their community about the CRC. The public speaking competition features several of the articles from the CRC and pupils describe them in a knowledgeable and informative way. Staff describe some of the ways they have supported pupil learning and understanding of their rights from lower to upper school.
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In Kilbowie Nursery play helps children make important connections so that they can make sense of their world, consolidate and celebrate what they know and can do, act out and process day-to-day experiences, thrive, develop self-confidence and social skills, experiment with and manage feelings.
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As a school supporting children with additional needs Glenburn are extremely proactive in helping all pupils’ access knowledge about their rights. They describe inclusive approaches using differentiated materials. Rights based language has become an everyday part of school life. The pupils take us on a learning walk illustrating pupil voice and the choir sing the song they wrote about rights.
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For many children, opportunities to be, or play, outdoors can be limited. Staff in Westercraigs Nursery maximise outdoor play experiences for children as it may be the only time they have to play freely and safely outside.
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Dumbarton Academy has a systematic way of introducing rights to all members of the school community in a large secondary school. Each department adopts an article and incorporates this within their lessons as a way of embedding rights across the curriculum.
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Rights Based Learning has helped Kilbowie to develop and sustain the good practice and ethos already present in the school. Pupil voice is very important and when pupils discovered that not all children in the world receive their rights they wrote to the Prime Minister to get something done. Pupils demonstrate how rights are met within all areas of school life and illustrate some approaches through the right to play.
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Pupils and staff discuss their commitment to RBL, its’ sustainability and how it ties everything together in the life of the school community. The children have become empowered by their knowledge of rights and the school see it as a way of reflecting their internal values.
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How do you start informing the whole school community; pupils, staff and parents about the CRC and RBL? The schools steering group demonstrate how they went about this and discuss some articles from the CRC.
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Secure and companionable relationships result from staff spending time with children, and developing affectionate relationships that enable children to feel secure, loved and appreciated. Knowledgeable and effective staff in Meadowview Nursery give children their anchored attention as they play alongside them, observe and learn from them.
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In Woodfarm High School study of the Holocaust focuses on deprivation of rights and how rights can still be at risk in the world today. Managers consider how, in response to the Children and Young People Act schools can work towards putting rights at the heart of decision making in their school.
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