Getting started
Rights respect and responsibilities (RRR) is now referred to as rights respecting education (RRE) in Hampshire.
The Rights without responsibilities article by STRIDE illustrates why, since 2013, there have been moves, led by guidance from Unicef's Rights Respecting Schools award, towards decoupling these two terms. The theory behind separating the two terms is sound – children’s rights are universal and inalienable. Children have them by virtue of being born. To quote Unicef guidance in August 2011: "Rights are unconditional; they are therefore, not dependent upon a responsibility and cannot be taken away, earned or used as a reward."
RRE is the strategy through which we aim to realise the rights of the child in our schools. This section offers ways to begin an understanding and a practical introduction in developing RRE.
There are two initial key principles of RRE that both pupils and adults have to understand in developing RRE approaches:
- The UNCRC has to be at the heart of everything we do, which implies knowing about articles and also the significance and potential for improving outcomes for children and young people
- Rights are not conditional on responsibilities
We have developed a conceptual tree which is very useful to use when discussing RRE in school. More information can be found on the RADE centre pages.
I view it (RRE) as a very significant contribution to our understanding of the development of schools as moral communities. There is abundant evidence that morally focused schools are more successful by a range of criteria. Equally they make moral education a reality by seeking to live out an ethical framework in practical and real ways rather than as an abstract model to be taught and enforced artificially.
- The United Nations Convention on the Rights of the Child (UNCRC)
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Summary of rights under the Convention on the Rights of the Child
FAQ and resources about the UNCRC
These and additional key principles are highlighted in this section through frequently asked questions (FAQs), quizzes along with principles into practice and suggested content for staff training.
- Training and support
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In-service training (INSET) on becoming a Rights Respecting School is available from HIAS. Contact Michelle Nye or Minnie Moore for more information:
Email [email protected] or [email protected]
Teaching and learning resources to support RRE are available from the Rights and Diversity Education (RADE) Centre.
Email [email protected]
- Development process
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The documents below are numbered to give an indication of a development process which aids the successful implementation of RRE.
- The case for RRE – This paper outlines the rationale for RRE in any school with references to the UNCRC as a values framework, positive school cultures, the climate for learning, impact and pedagogy
- RRE – Principles into practice – The key principles which underpin RRE and what they look like in practice
- Classroom charters – building the shared values of a rights respecting classroom – The aims and process of developing an effective class charter. Includes explanation of the connection between rights and responsibilities and examples of charters.
- Sample introduction to RRE in-service training (INSET) day – A typical programme outline for an introductory RRE session
- UNCRC Quiz – Test yourself with a few basic questions on the UNCRC
- Self-assess or audit your RRE work
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The RRE self-assessment tool has been developed in Hampshire to support schools in their RRE journey and to promote consistency of approach across the County. It is free to use and can be used internally to record a school's RRE progress and development. Schools can also choose to submit their completed form as part of their assessment towards the Hampshire advocate accreditation.
Prior to using this tool schools will need to be either recognised by Hampshire as at the engagement level with RRE or may already be accredited by Unicef through their national Rights Respecting School Award (RRSA) programme.
The Hampshire self-assessment tool is intended to offer schools a way of assessing their RRE development and its contribution to school improvement. It should be seen as a cyclical process and focuses on evidence of progress towards outcomes.
- Further information