Rights, Respect and Responsibilities

Values and actions for young citizens in LCPs

• UNCRC as vision & values

• RRR a strategy for realising our responsibility- making it real for children and young people

• UNICEF RRSA a useful accreditation of this work (Level 1 & 2)

• RRR is a preventative strategy – developing the conditions for effective learning and social behaviours

• Still a need for interventionist strategies

Making an Impact RRR Research findings Covell and Howe

3 Year study (13 primary). Main impact:

• Children’s self regulation of both learning and social behaviours (less bullying & exclusions).

• Pupil performance in tests.

• More engaged with learning & school

• Critical thinking.

• Especially in more disadvantaged communities. Building resilience?

New resilience research – year 6 in three primary school

School where RRR embedded, pupils had;– a more positive self-concept, – more optimism about their futures, – greater educational aspirations,– fewer social problems at school.

In addition these pupils obtained significantly higher scores than either of the other two schools on,– interpersonal harmony, – academic orientation– levels of participation

Sussex University - 3 year RRSA research in 31 school (Oct 10)

• Of the 14 schools with 20% FSM, eight improved their attainment, seven improved their attendance and six reduced their fixed term exclusions 2007-10.

• Of the four schools with 50% FSM, three increased attendance and attainment and reduced their fixed term exclusions.

• The RRSA “may mediate the influence of poor socio-economic circumstances on outcomes”.

Community

• Children & Young people from Andover taking RRR into the community.

• UNICEF idea for Child Friendly Community based on the UNCRC.

• Clusters of schools already working together on RRR and the RRSA.

• New UNICEF accreditation for pre schools.

In and beyond schools

• Hampshire capacity – its children and young people – from consumers to young citizens.

• From pre school to 16-18, a large number of children and young people, know & understand their rights, are more engaged & empowered.

• National lead.

• Many children and young people have experience of leading developments or partners in change.

Examples• Interviews for new staff.

• Input into school improvement plans.

• Subject/department reviews.

• Lead learners.

• Child initiated learning.

• Pupil led parental conferences.

• Peer Education/ Peer mediators.

• Year 8 evaluating NQTs.

• Other award schemes & RRR.

• CAT Mark.

• Community initiatives.

Active, meaningful participation

Maximising these strengths

• Training events for local partners facilitated by adults, led by local children & young people. Eg;

- Introduction to UNCRC and RRR – what it means for us, how and why it works, implications for all.

- Specific session related to LCP targets.

• What might be different for young people who experience a culture in and beyond school focused on their rights rather than their needs?

• How might that benefit individuals and the partnership/community?

• What are the implications for the role of adults - parents, children’s workforce, other agencies?