Leadership and Management of Staff and Resources p4
There is a clear focus on aligning practice with national policy, legislation and rights-based frameworks and standards. This includes the United Nations Convention on the Rights of the Child (UNCRC) and the Health and Social Care Standards which can support staff in delivering safe, nurturing and responsive care that meets the individual needs of children.
Leadership of Continuous Improvement – p15 Pedagogical Leadership
There is a strong focus on improving wellbeing and educational outcomes for children. Staff demonstrate a determination to recognise, respect and promote children’s rights.
Children experience high quality spaces – p24 Information Management
Our physical environment provides a secure and safe setting for children while respecting their rights and reflecting our overarching aims and objectives.
Curriculum – p33 Curriculum Rationale and Design
Our curriculum is ambitious, holistic and built upon trusting, nurturing relationships. It promotes and upholds the rights of the child as stated in the UNCRC.
Learning, Teaching and Assessment – p40 Interactions to Support Learning
Respectful, responsive relationships and children’s rights are at the heart of all our interactions. We listen carefully to all children’s views and are attuned to their needs, interests and learning styles. We value their opinions and support all children to express their views.
p6
A passionate commitment to ensuring social justice, children’s rights, learning for sustainability and equality are important prerequisites for all who deliver Scottish education.
QI 1.4 p27
Challenge Question
How well do we promote staff rights and responsibilities?
QI 2.2 p34
Level 5 Illustration
Our curriculum is grounded in our commitment to securing children’s rights and wellbeing.
QI 2.3 p36
Level 5 Illustration
The ethos and culture of our school reflects a commitment to children’s rights and positive relationships.
QI 3.1 p48
Level 5 Illustration
We consider each child and young person as an individual with his/her own needs, risks and rights. We ensure children and young people are active participants in discussions and decisions which may affect their lives.
p49
Features of highly effective practice
The whole learning community has a shared understanding of wellbeing and the children’s rights
All staff engage in regular professional learning to ensure they are fully up-to-date with local, national and, where appropriate, international legislation affecting the rights, wellbeing and inclusion of all children and young people.
Challenge Question
How well do all staff know and understand GIRFEC, the wellbeing indicators, and the United Nations Convention on the Rights of the Child?
p18
Pre-birth to Three (Learning and Teaching Scotland, 2010) reflected on four key principles of the Rights of the child, Relationships, Responsive care and Respect.”
p52
The early childhood curriculum experiences that practitioners provide for our very youngest should continue to be based on the four interrelated and interdependent principles of the Rights of the Child, Relationships, Responsive Care and Respect.”
p84
Continuous learning and development to better understand and meet the needs and rights of young children
p99
Our Scottish early childhood curriculum promotes a child-centred approach. We recognise the value of a flexible and responsive curriculum. We know that positive outcomes for children and families are realised in settings which uphold the rights of the child.
p106
The Reggio Emelia Approach offers a philosophy, which is centred on the image of the child. Carla Rinaldi writes that right from the moment of birth, the child should be viewed as competent, a fully participating citizen who possesses rights. The child has rights rather than needs and the role of the practitioners is to ensure that these rights flourish.
