Rights, Respect

1
Rights, Respect Responsibility

• Teaching the UN Convention on the
• Rights of the Child
• at Knights Enham Junior School

2
Knights Enham Approach

• At KEJS we immersed one year 6 class in the whole
  ethos of children's rights, keeping the other as
  a control group.
• After an initial seven lessons, we broadened the
  work as the impact was so profound.
• Poetry was written after numerous discussions
  looking at pictures and photographs. Art
  creativity was fostered.
• Maths/History activities started from a rights
  based approach.
• Web sites were found and researched.
• The creative, academic and social aspects of
  learning and teaching about rights of the child
  were explored.

3
A child said this to me

• this is a class where I want to bewant to
  learn and am proud of.. especially when my
  friends ask me to help them.this is the best
  year ever

4
Why did we take up this initiative?

• School had developed a good, whole school
  pedagogy, vision ethos using assertive
  discipline circle time, however we felt we were
  missing that something
• Sporadic anti-social behaviour where children
  were often in conflict with each other
• Lack of motivation and understanding that they
  (children) were an important part of the
  community world
• Deprivation often led to low future expectations

5
What we did next

• As a school, we could see an incredible impact on
  our children who were involved with the
  initiative
• From September 2003 we went whole school with
  the approach

6
OFSTED

• A clear and positive school ethos which is
  supported and enhanced by the Rights of the Child
• Through RE, PSHE and the Rights of the Child
  programme, pupils understand the importance of
  tolerance and respect for others - they value
  justice and fair play
• The Rights of the Child and circle time sessions
  provide very good opportunities for the
  development of self-esteem

7
Where are we now?

• Class Charters
• Vision Statement
• Lunchtime Charter
• Home/School Agreement
• School Strategic Plan
• Anti Bullying Policy
• UNICEF Rights Respecting School Award
• Attendance is improving
• Exclusions have dropped
• SATs results have improved

8
Observations now

• Children are more tolerant of each other
• More aware of whole world issues - Tsunami,
  Fair Trade
• Will use terminology as a tool to prevent or
  resolve conflict situations
• Empathise more readily
• Increased motivation when working on Rights of
  the Child based activities
• More adult in demeanour outlook
• Measured improvement in work quality
• Calmer atmosphere
• Improved communication skills
• Staff would not go back

9
STAFF QUOTES

• Has given us the opportunity to develop the whole
  child through raising self esteem enabling
  children to become more tolerant of themselves
  and each other and respecting that everybody is
  different.
• There is a much happier and calmer atmosphere
  around the school
• Children now see the value of their education and
  are keen to come to school

10
What do pupils expect

• Pupils are aware that their learning styles are
  catered for
• Pupils are given the opportunity to comment on
  teaching
• Pupils gauge their own learning
• Pupils feel valued and listened to
• They feel empowered about their school and their
  learning

11
Children Quotes

• My teacher always listens to me
• I have a say in what happens in school
• I like coming to school because I feel I am
  treated fairly
• I learn to respect that everybody is different
• I am lucky I have a school to come to, some
  children dont have a school
• Fair Trade means the people who make the food -
  for example people who do the hard work, pick the
  cocoa beans or bananas get the money they
  should have

12
Where next?

• TOUCHING THE NEXT GENERATION
• This whole initiative is about informing children
  to empower them to shape the next generation
• A change will only happen if tomorrows
  generation are rights aware, motivated,
  articulate, empathising citizens who demonstrate
  respect and understand responsibility

13
Key Points

• Everybody should believe
• Must become part of the whole school ethos and
  culture
• Whole school commitment
• Constant reinforcement from leadership
• Being creative with curriculum and whole school
  issues