SLT, HA, Pastoral lead). 14 Nearly all young people and adults attempt to resolve Increase child confidence in resolving conflicts and seek consensus while accepting the rights conflicts using RR (SIP team, SLT, of others to hold different opinions and beliefs. Ambassadors work with ‘RR Lunchtime Team.’) 15 The values and language of the Convention help all Videos of children in PSHE lessons people and adults become rights-respecting global (Ongoing: classroom teachers, citizens. children). Standard D: Children are empowered to become active citizens and learners child has the right to say what they think in all matters affecting them and to have their views taken seriously. Young people develop their confidence through their experience of an inclusive rights-respecting school community, play an active role in their own learning and speak and act for the rights of all to be respected locally and globally. CRITERIA WHERE ARE WE NOW AND ASSESSOR ACTIONS NEEDED BY WHOM AND RECOMMENDATIONS WHEN 16 Nearly all children and young people have a strong Regular Assemblies voice in decisions affecting their lives in school. RR pupil voice books in each classroom (ongoing – brought to each ambassador meeting) Regular Ambassador meetings Regular Ambassador sessions in class to feedback and collect pupil voice
SLT, HA, Pastoral lead). 14 Nearly all young people and adults attempt to resolve conflicts and seek consensus while accepting the rights of others to hold different opinions and beliefs. Increase child confidence in resolving conflicts using RR (SIP team, SLT, Ambassadors work with ‘RR Lunchtime Team.’) 15 The values and language of the Convention help all people and adults become rights-respecting global citizens. Videos of children in PSHE lessons (Ongoing: classroom teachers, children). Standard D: Children are empowered to become active citizens and learners child has the right to say what they think in all matters affecting them and to have their views taken seriously. Young people develop their confidence through their experience of an inclusive rights-respecting school community, play an active role in their own learning and speak and act for the rights of all to be respected locally and globally. CRITERIA WHERE ARE WE NOW AND ASSESSOR RECOMMENDATIONS ACTIONS NEEDED BY WHOM AND WHEN 16 Nearly all children and young people have a strong voice in decisions affecting their lives in school. Regular Assemblies RR pupil voice books in each classroom (ongoing – brought to each ambassador meeting) Regular Ambassador meetings Regular Ambassador sessions in class to feedback and collect pupil voice
RRSA_Level2_audit_and_action_plan-1.docx