Previously known as ‘The three R’s’ (rights, respect and responsibilities), RRS refers to rights-respecting Schools. Underpinning this is the UNCRC (United Nations Conventions of the Rights of the Child), which is an international agreement that protects the human rights of children under the age of 18. On 16th December 1991, the United Kingdom of Great Britain and Northern Ireland formally agreed to make sure that every child in the UK has all the rights as listed in the convention. The Committee continue to meet on a regular basis to ensure this is still happening. A total of 54 articles were written (42 of key interest) – each of which relates to a different right. Examples of these articles include: Article 3 – ‘All adults should do what is best for you’, Article 16 – ‘You have the right to privacy’ and Article 28 – ‘You have the right to a good quality education.’ The articles also refer to our wider community in terms of global issues and how these affect children’s rights.
You can find out more about the Convention at the following website: www.uncrcletsgetitright.co.uk/index.php/right
Rights-Respecting School Award
Children’s rights are at the heart of our ethos at Knights Enham Junior School and our school logo still proudly displays ‘the three R’s’ (as they were formerly known) – rights, respect and responsibility. Furthermore, the ‘Knight’s Code’ is central to the school’s approach to behaviour and begins with the statement ‘Respect each and everyone’s rights’. In 2003, Knights Enham were the first school in England to be awarded with a Level 2 Rights-Respecting School Award (RRSA) from UNICEF.
Earlier this year we were re-accredited with our Level 1 award, we hope to continue this progress and receive our Level 2 award very soon. We received a glowing report from our assessor, Maura Hayes from UNICEF, who congratulated all of the children and adults who worked together on this special journey. She was impressed by the commitment of everyone at the school to ensure that children know and can access their rights.
The report included some of the following reflections: ‘There is a high level of dialogue with the children, who understand how rights and respect are integral to their learning’, ‘Staff spoke knowledgably and confidently about how they incorporated the themes of rights and respect in their lessons’ and ‘Pupils demonstrated caring attitudes regarding the well-being of their peers across the school and recognised the impact of RRS.’