Taking part in the Rights Respecting Schools Award links directly to our GIRFEC (Getting It Right for Every Child) approach. The wellbeing of children is at the heart of the GIRFEC approach. We use the wellbeing indicators to describe what it looks like when things are going well for a child (you may have heard your child referring to this as SHANARRI):
- Safe
- Healthy
- Achieving
- Nurtured
- Active
- Respected
- Responsible
- Included
Furthermore, the Rights Respecting Schools Award gives children a powerful language to use to express themselves and to challenge the way they are treated. Children are empowered to access information that enables them to make informed decisions about their learning, health and wellbeing.
Committee
We have a Rights Respecting Schools Committee, where the children involved meet to complete agreed actions and share their views.
Learning about the Articles of the UNCRC
Every week, during our assembly, we focus on an ‘Article of the Week’. You will see regular updates and our weekly articles on our school social media page.
Our School Charter
All children were involved in decided which articles were most relevant to us as a school.
Our chosen articles are:
- Receive a good quality education and be encouraged to always do our best (Article 28)
- Be protected from being hurt and mistreated, both physically and verbally (Article 19)
- Develop our talents and abilities (Article 29)
- Learn how to live peacefully, protect the environment and respect others (Article 29)
- Have time to play and rest (Article 31)
- Be safe from cruel or harmful punishment (Article 37)
- Have access to safe water to drink throughout the day, nutritious food at lunchtime, a clean and safe environment, and information to help us stay well (Article 24)
- Be taught about our rights! (Article 42)
Our Rights Respecting Classrooms
Each class agreed their own charter at the start of the term. The children were involved in deciding which articles related to their own class best. These are displayed in each class in unique ways.
Here are some examples:
In our classes, the staff and children work hard to build a safe environment where the children feel their views are respected. Staff use ‘Restorative Discussions’ with children to resolve conflict and give everyone a chance to speak. To aim is to resolve the problem, rather than assign blame and punishment.
Children are involved in planning and reviewing their learning through interdisciplinary topics and target setting.
