Rights Respecting School Award

Current Position & Thinking


In August 2011 UNICEF made some clarifications to Rights, Respect and Responsibilities in RRSA

We want all adults and children in Rights Respecting Schools to understand the nature of rights as universal, unconditional, inherent and indivisible. We use the SHANARRI indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included) as part of Health and Wellbeing to ensure all aspects of GIRFEC are addressed.

Rights are unconditional and therefore not a reward for the fulfilment of a responsibility.

In our learners’ experiences and through our class charters we aim to demonstrate mutual respect for rights. The school ethos of encourages all to flourish and strives for all to support rights respecting actions and attitudes.

We have developed a common understanding that a class charter is a real and meaningful guide to day to day life. It is a point of reference for the class and is inclusive of all. It unites the class with shared decision making.

Pupils’ Voice is an integral part of Dean Park. Meeting learners’ needs (5.3) and improvement through self-evaluation (5.9) are discussed in various councils and committees. In the session 2018-2019, there are 4 committees with representatives from all stages of the primary school – Citizenship (including RRSA), Eco, Health and Sport, and the Pupil Council (who will focus on Learning and Teaching).

Dean Park has worked had for its Gold Level Rights Respecting School Award. In order to make sure that we maintain the standards already in place at Dean Park we must ensure that the following issues are addressed;

  • An understanding and embedding of Global Citizenship in the curriculum is supported by the school leadership
  • Part of the strategic planning of the school
  • Being ambassadors for Convention on the Rights of the child (CRC)
  • CRC underpins the schools actions in the local community and beyond
  • All staff have a good understanding of CRC
  • Parents and Carers have opportunities to develop their understanding
  • Curricular areas provide rich opportunities for high quality learning about CRC
  • Charters have created a whole school ethos based on mutual respect
  • Rights respecting language is used by the whole school community
  • Young people’s behaviour is thoughtful and creates a positive learning ethos
  • The whole school community understand the principles of CRC and all feel safe at school
  • Pupils have a strong voice in decision making affecting their school lives


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