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Rights, Respect and Responsibilities Values and actions for young citizens in LCPs

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)

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Rights, Respect and Responsibilities Values and actions for young citizens in LCPs

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  1. Rights, Respect and ResponsibilitiesValues and actions for young citizens in LCPs

  2. 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

  3. 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?

  4. 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

  5. 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”.

  6. 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.

  7. 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.

  8. 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.

  9. Active, meaningful participation

  10. 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.

  11. 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?

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