Children's Rights (UNCRC) Self-evaluation Resource for Educational Settings

Children’s Rights (UNCRC)

Self-evaluation

Forth Valley and West Lothian

Introduction

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UNCRC is set to be incorporated into Scots law

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This has implications for educational settings

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It is important that education settings are prepared for this

incorporation by understanding what it means and how it will affect

practice

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This resource is designed to support this understanding by providing:

- evaluative statements

- examples of what this looks like in practice

- prompts to RAG each statement

Format/guidance on the use of this resource

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The following slides are adapted from the self evaluation document on Education Scotland’s

National Improvement hub page: Recognising and realising children’s rights (see notes for link)

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The format is as follows:

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5 sections, each with around 5 evaluative statements

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Evaluative statement and some ideas to consider

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Discussion prompts to RAG the evaluative statement

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What could RAG look like? (

please note these are suggestions and are by no means exhaustive

)

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At the end of each section – signposts to resources/training and examples of practice

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This can be used at in-service or staff meetings, to be discussed in small groups.

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You may wish to start with a different section that is most relevant to your setting

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A Microsoft Form has been created to enter and collate responses to the evaluative statements

(see notes section)

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This is designed as a tool to be used in an ongoing way rather than as a whole powerpoint in

one go.

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5 sections are:

1.

Recognising and realising children’s rights

2.

Culture, values and ethos

3.

Skills and attitudes

4.

Links to the curriculum

5.

Targeted support

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Click to navigate to the relevant statement

Back to navigation page

Section 1: Recognising and realising children’s rights

Some ideas to consider

Access and deliver awareness-raising training on the UNCRC

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Discussion prompts:

How aware are we of the history and development of human rights?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 1 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/pupils are

aware of the history and

development of human rights

Less than half of staff/pupils are

aware of the history and

development of human rights

Almost all, or most members of

staff /pupils are aware of the

history and development  of

human rights

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Can explain when and why human rights came about

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Can describe what human rights provide

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Can talk about human rights in Scottish context of UNCRC

incorporation

Now agree a rating for the above statement

ADD YOUR MICROSOFT

FORM LINK HERE IF USING

Back to Section 1 contents

Notes to capture discussions/evidence

Add your evidence here:

Back to Section 1 contents

Section 1: Recognising and realising children’s rights

Some ideas to consider

Access and deliver awareness-raising training on the UNCRC

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Discussion prompts:

How familiar are we with the articles of the UNCRC?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 1 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/pupils are

familiar with articles of UNCRC

Less than half of staff/pupils are

familiar with articles of UNCRC

Almost all, or most members of

staff /pupils are familiar with

articles of UNCRC

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Aware of all 42 articles

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Can highlight underpinning rights

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Can highlight those most relevant to role and how they

apply

Now agree a rating for the above statement

ADD YOUR MICROSOFT

FORM LINK HERE IF USING

Back to Section 1 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 1 contents

Section 1: Recognising and realising children’s rights

Some ideas to consider

Access and deliver awareness-raising training on the UNCRC

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Discussion prompts:

How well do we understand that UNCRC underpins educational policy and

practice? How do we know? What evidence do we have? What else do we

need to do?

Back to Section 1 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/pupils are

aware of the links between GIRFEC

and other educational

policy/standards and UNCRC

Less than half of staff/pupils are

aware of the links between GIRFEC

and other educational

policy/standards and UNCRC

Almost all, or most members of

staff /pupils are aware of the links

between GIRFEC and other

educational policy/standards and

UNCRC

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Aware that GIRFEC came from UNCRC

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Awareness of how articles match up to GIRFEC wellbeing

indicators

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Make links between UNCRC and other educational

policy/standards

Now agree a rating for the above statement

ADD YOUR MICROSOFT

FORM LINK HERE IF USING

Back to Section 1 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 1 contents

Section 1: Recognising

and realising children’s

rights

a) We are aware of the

history and development

of human rights

Signposts to further

training/resources:

•

Youtube video Overview UNCRC (4 mins) -

https://youtu.be/gg_XZ-2Mx_8

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Youtube video (16 mins) Children’s rights – What?

Why? How?– 

https://youtu.be/RzbBgg8UImw

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Thinglink Children’s rights PL resource for individuals

to work through -

https://www.thinglink.com/scene/14801124765938

48323

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Information for parents (Welsh Government) 

UN

Convention on the Rights of the Child - Guide for

parents - Children’s Commissioner for Wales

(childcomwales.org.uk)

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Make request to your local authority children’s

rights officer – live 1 hour session

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Article summaries (see notes below for links)

b) 

We are all familiar with

the articles of the UNCRC

c) We understand that the

UNCRC underpins educational

policy and practice (e.g.

Getting it right for every child;

CfE etc)

Back to Section 1 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

Section 1: Recognising

and realising children’s

rights

a) We are aware of the

history and development

of human rights

b) 

We are all familiar with

the articles of the UNCRC

c) We understand that the

UNCRC underpins educational

policy and practice (e.g.

Getting it right for every child;

CfE etc)

Back to Section 1 contents

Section 1: Recognising and realising children’s rights

Some ideas to consider

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Access relevant agencies online: Education Scotland; CYPCS; Young Scot;

SYP; Children’s Parliament; UNICEF; Save the Children; Amnesty

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Contact LA officer with responsibility for children’s rights; 

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Contact and visit a school to observe good practice 

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Share good practice with others – make the success highly visible

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Discussion prompts:

How knowledgeable are we about agencies that support children’s rights in

education?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 1

contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/pupils are

knowledgeable about the various

agencies that support children’s

rights

Less than half of staff/pupils are

knowledgeable about the various

agencies that support children’s

rights

Almost all, or most members of

staff/pupils are knowledgeable

about the various agencies that

support children’s rights

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Know who local LA officer is

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Have accessed online, or worked with partner organisations

who support children’s rights

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Share our rights based practice with others

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View the FVWL inspiration hub to see what others have done

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 1 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 1 contents

Section 1: Recognising

and realising children’s

rights

d) We are knowledgeable

about the various agencies

which support children’s

rights in education

Signposts to further training/resources:

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Education Scotland professional learning resource

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Children and Young People’s Commissioner Scotland

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Young Scot

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Together Scotland

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Scottish Youth Parliament

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Children’s parliament

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UNICEF

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Save the children

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Amnesty

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Local authority officer: INSERT RELEVANT OFFICER

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Youbtube clips of other schools (see notes)

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Contact FVWL RIC team to share your good practice –

add an exemplar to the 

FVWL Inspiration hub

Back to Section 1 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

Section 1: Recognising

and realising children’s

rights

d) We are knowledgeable

about the various agencies

which support children’s

rights in education

Back to Section 1 contents

Section 1: Recognising and realising children’s rights

Some ideas to consider

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Develop rights-based practice to promote non-discrimination, best interests of the child,

right to life-survival-development, and participation

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Offer awareness-raising/refresher training

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Include as standing item on agenda at staff meetings – how you demonstrate the role of

duty bearer of children’s rights; 

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Explore rights charters (e.g. canteen charter; playground charter; staffroom charter etc)

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Discussion prompts:

How well do we understand and demonstrate our role as duty bearers?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 1

contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff understand

and demonstrate role as duty

bearers of children’s rights

Less than half of staff understand

and demonstrate role as duty

bearers of children’s rights

Almost all, or most members of

staff understand and demonstrate

role as duty bearers of children’s

rights

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Regular training is provided

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Can provide examples of how you carry out rights based practice

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Have as a standing item on staff meetings

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We have rights charters for various areas of setting

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 1 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 1 contents

Section 1: Recognising

and realising children’s

rights

e) We all understand and

demonstrate our role as

duty bearers of children’s

rights

Signposts to further training/resources:

What is rights based practice? 

(STILL TO BE ADDED)

Awareness/refresher training -

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Youtube video Overview UNCRC (4 mins) -

https://youtu.be/gg_XZ-2Mx_8

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Youtube video (16 mins) Children’s rights – What? Why?

How?– 

https://youtu.be/RzbBgg8UImw

•

Thinglink Children’s rights PL resource for individuals to

work through -

https://www.thinglink.com/scene/148011247659384832

3

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Make request to your local authority children’s rights

officer – live 1 hour session

Rights charters (

STILL TO BE ADDED)

Back to Section 1 contents

Section 1: Recognising

and realising children’s

rights

e) We all understand and

demonstrate our role as

duty bearers of children’s

rights

Back to Section 1 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

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Click to navigate to the relevant statement

Back to navigation page

Section 2: Culture, values and ethos

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Some ideas to consider

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Include as a priority on establishment improvement plan;

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Invite a steering group to lead this priority;

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Audit current knowledge of UNCRC;

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Raise awareness with stakeholders (assemblies; INSET – make links with children protection;

parent evenings etc);

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Establishment leaders contribute to full-staff presentation to invite further exploration of

rights

Discussion prompts:

How well do our leaders prioritise protecting, respecting and promoting

children’s rights?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/ pupils are

aware that respecting and

promoting children’s rights is a

priority

Less than half of staff/ pupils are

aware that respecting and

promoting children’s rights is a

priority

Almost all, or most members of

staff / pupils are aware that

respecting and promoting

children’s rights is a priority

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Rights are discussed regularly, visible throughout school

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Rights are included on improvement plans

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Dedicated members of staff for children’s rights

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Pupils are involved in priority planning

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values

and ethos

a) Protecting, respecting

and promoting children’s

rights is a priority for the

establishment’s leaders

Signposts to further

training/resources:

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Example of steering group (

Longniddry and

Harlaw

) 

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Link to Microsoft form to duplicate (see notes

on how to do this) -

Parent survey

Pupil survey

Staff survey

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Assembly ideas for primary schools

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INSET activities (see 

further training in Section

1

)

Back to Section 2 contents

Section 2: Culture, values

and ethos

a) Protecting, respecting

and promoting children’s

rights is a priority for the

establishment’s leaders

Back to Section 2 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

Section 2: Culture, values and ethos

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Some ideas to consider

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Consult stakeholders in reviewing establishment’s values and vision, ensuring that the

UNCRC is highlighted

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Review values and vision in light of the UNCRC and make any links explicit

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Use values and vision as a self-evaluation tool with stakeholders to audit current practice

and plan for future action

Discussion prompts:

How well do have our vision and values been developed by the whole school

community?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/

pupils/community were involved in

the development of vision and

values

Less than half of staff/

pupils/community were involved in

the development of vision and

values

Almost all, or most members of

staff / pupils/community were

involved in the development of

vision and values

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Pupils, staff and members of the community were involved in

creating vision and values

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UNCRC links are explicit within the vision and values

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Vision and values are used as a self-evaluation tool

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values and ethos

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Some ideas to consider

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Consult stakeholders in reviewing establishment’s values and vision, ensuring that

the UNCRC is highlighted

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Review values and vision in light of the UNCRC and make any links explicit

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Use values and vision as a self-evaluation tool with stakeholders to audit current

practice and plan for future action

Discussion prompts:

How well do have our vision and values reflect and promote the rights of the child?

How do we know? What evidence do we have? What else do we need to do

?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff/ pupils can

articulate how the vision and

values reflect and promote the

rights of the child

Less than half of staff/ pupils can

articulate how the vision and

values reflect and promote the

rights of the child

Almost all, or most members of

staff / pupils can articulate how

the vision and values reflect and

promote the rights of the child

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Vision and values have been reviewed in light of UNCRC

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Explicit links to UNCRC throughout the vision and values

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Vision and values are embodied in all activity and interactions in

the setting

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values and ethos

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Some ideas to consider

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Consult stakeholders in reviewing establishment’s values and vision, ensuring that

the UNCRC is highlighted

•

Review values and vision in light of the UNCRC and make any links explicit

•

Use values and vision as a self-evaluation tool with stakeholders to audit current

practice and plan for future action

Discussion prompts:

How well do have our vision and values been developed by the whole school

community?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few pupils/ parents/

staff/partners  have been asked

how well we demonstrate our

vision and values

Less than half of pupils/ parents/

staff/partners  have been asked

how well we demonstrate our

vision and values

Almost all, or most pupils/

parents/ staff/partners  have been

asked how well we demonstrate

our vision and values

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Pupils, staff and members of the community are asked how well

we demonstrate our vision and values

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When consulted, they were aware of UNCRC links

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

NOT SURE THIS IS RIGHT  - DO

WE REALISTICALLY THINK ALL

PUPILS/STAFF SHOULD BE

CONSULTED?

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values

and ethos

c) Our vision and values

reflect and promote the rights

of the child

Signposts to further

training/resources:

•

Example of values and vision and process for

consulting stakeholders (

Longniddry

)

•

Gathering the views of children and young

people - Highland toolkit

•

Dignity in schools self-assessment tool 

–

Children’s Parliament

b) We have developed a vision

and values for our

establishment that has been

developed by the whole

school community.

d) We ask pupils, parents,

partners and staff about

how well we demonstrate

our vision and values

Back to Section 2 contents

Section 2: Culture, values

and ethos

c) Our vision and values

reflect and promote the rights

of the child

b) We have developed a vision

and values for our

establishment that has been

developed by the whole

school community.

d) We ask pupils, parents,

partners and staff about

how well we demonstrate

our vision and values

Back to Section 2 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

Section 2: Culture, values and ethos

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Some ideas to consider

•

Evaluate current policies in light of UNCRC to identify needs and next

steps

Discussion prompts:

How well have we linked our relationship (and all other relevant policies) to the

articles of the UNCRC?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few relevant policies have been

re-visited and explicit links made

to UNCRC

Less than half of relevant policies

have been re-visited and explicit

links made to UNCRC

Almost all, or most relevant

policies have been re-visited and

explicit links made to UNCRC

-

Relationship policy is linked explicitly to UNCRC

-

Other relevant policies are linked explicitly to UNCRC

-

All other policies have been reviewed in light of UNCRC

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values

and ethos

Signposts to further

training/resources:

•

Policy guidance document

e) We have explicitly linked

our relationship

strategy/policy (and all other

relevant policies) to the

articles of the UNCRC

Back to Section 2 contents

Section 2: Culture, values

and ethos

e) We have explicitly linked

our relationship

strategy/policy (and all other

relevant policies) to the

articles of the UNCRC

Back to Section 2 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

Section 2: Culture, values and ethos

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Some ideas to consider

•

Explicitly highlight the articles which link to the work and life of the

school; explicitly inform stakeholders about your rights-based practice

Discussion prompts:

Are articles displayed throughout the establishment? And do they have

meaning and relevance?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 2 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

Articles are meaningfully displayed

in a few areas of the establishment

Articles are meaningfully displayed

in a less than half of the areas in

the establishment

Articles are meaningfully displayed

in a all or almost all areas of the

establishment

-

Articles are displayed meaningfully, and are tangible and relevant

to young people’s lives

-

Stakeholders (including parents) can see the articles when they

visit and know why they are there

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 2 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 2 contents

Section 2: Culture, values

and ethos

Signposts to further

training/resources:

•

Underpinning articles: 2, 3, 6, 12 (

link to

summary of UNCRC

)

•

Example of letter to parents, partners,

pupils, support staff (including janitorial,

catering staff etc.) communicating rights

based practice (

STILL TO BE ADDED)

f) Articles displayed

throughout the

establishment have

meaning and relevance

Back to Section 2 contents

Section 2: Culture, values

and ethos

e) We have explicitly linked

our relationship

strategy/policy (and all other

relevant policies) to the

articles of the UNCRC

Back to Section 2 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

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:

Click to navigate to the relevant statement

Back to navigation page

Section 3: Skills and attitudes

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Some ideas to consider

•

Access training in restorative/solution-oriented approaches for

development across the establishment

Discussion prompts:

How well have do we reflect on our biases?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few pupils/staff members can

identify their biases and put

measures in place to mitigate and

use constructive, non-judgemental

and respectful language

Less than half of pupils/ staff

members can identify their biases

and put measures in place to

mitigate and use constructive, non-

judgemental and respectful language

All or almost all pupils/staff members

can identify their biases and put

measures in place to mitigate and

use constructive, non-judgemental

and respectful language

-

Staff have accessed training on unconscious bias, restorative

and/or solution orientated approaches

-

Bias and inclusive language are a feature of the PRD process to

map against GTCS standards

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

b

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Some ideas to consider

•

Access training in nurture, social-emotional wellbeing, attachment, resilience, mitigating

unconscious bias, combatting stereotyping, and Adverse Childhood Experiences;

•

Evaluate how information is recorded, shared and utilised within, across and beyond the

school;

•

Utilise the Getting it Right for Every Child Wellbeing Indicators to evaluate how effectively

we identify and meet children/young people’s needs with agencies and partners

Section 3: Skills and attitudes

Discussion prompts:

How well do we challenge our own assumptions and understand the

experiences and backgrounds of our children?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few pupils/staff members can

challenge their assumptions in

order to understand environment

and backgrounds of children to

meet their needs

Less than half of pupils/ staff

members can challenge their

assumptions in order to understand

environment and backgrounds of

children to meet their needs

All or almost all pupils/staff members

can challenge their assumptions in

order to understand environment

and backgrounds of children to meet

their needs

- Staff have accessed training on 

nurture, social-emotional wellbeing,

attachment, resilience, mitigating unconscious bias, combatting stereotyping,

and Adverse Childhood Experiences;

-

Information sharing is informed by children’s rights

-

Wellbeing indicators are used to effectively meet the needs of children

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

Signposts to further

training/resources:

•

Training in restorative/solution oriented approaches

– ask your local authority rights officer

•

Training in nurture, social-emotional wellbeing,

attachment, resilience, mitigating unconscious bias,

combatting stereotyping and Adverse Childhood

experiences

-

Ask your local authority educational psychologists

-

Improving gender balance and equalities

introduction to gender stereotypes and

unconscious bias

-

Exploring unconscious bias

-

GTCS Equality and Diversity hub

-

Race equality and anti-racist education

b) We challenge our own

assumptions and aim to know and

understand the environment,

backgrounds and experiences of our

children, to help meet their needs

Section 3: Skills and

attitudes

a) We reflect on our biases and

endeavour to use constructive,

non-judgmental and respectful

language to describe people,

issues or challenges

Back to Section 3 contents

b) We challenge our own

assumptions and aim to know and

understand the environment,

backgrounds and experiences of our

children, to help meet their needs

Section 3: Skills and

attitudes

a) We reflect on our biases and

endeavour to use constructive,

non-judgmental and respectful

language to describe people,

issues or challenges

Back to Section 3 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

c

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Some ideas to consider

•

Evaluate current opportunities for participation across the 4 arenas, and

plan for improvement (e.g. learning, teaching and assessment;

opportunities for personal achievement; decision making groups and

wider community)

Section 3: Skills and attitudes

Discussion prompts:

How well do week seek AND act upon children’s views?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

Children’s voices are sought and

acted upon in a few of these areas

(see below)

OR

Children’s voices are sought in a

few areas but not successfully

acted upon.

Children’s voices are sought and

acted upon in less than half these

areas (see below)

OR

As before



Evaluated the range of opportunities for children’s voices to be sought

across the setting and whether or not they are acted upon



There are clear opportunities for children’s voice to be sought and acted

upon in each of the following areas: 

learning, teaching and assessment;

opportunities for personal achievement; decision making groups and wider

community

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Children’s voices are sought and

acted upon in all or almost all

areas (see below)

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

Signposts to further

training/resources:

•

HGIOURS

•

Learner Participation in Educational Settings

(3-18)

c) We seek and act upon

children’s views

Section 3: Skills and

attitudes

Back to Section 3 contents

c) We seek and act upon

children’s views

Section 3: Skills and

attitudes

Back to Section 3 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

d

)

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Some ideas to consider

•

Access training in social-emotional wellbeing for staff (e.g. self-

awareness, self-regulation, empathy etc)

Section 3: Skills and attitudes

Discussion prompts:

How well do we consistently respect children’s rights, even in challenging

circumstances (for staff or otherwise)?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

Amidst challenging circumstances,

a few members of staff

consistently respect and uphold

children’s rights.

Amidst challenging circumstances

less than half of staff consistently

respect and uphold children’s rights.



Have accessed training in social-emotional wellbeing for staff (e.g. self-

awareness, self-regulation, empathy etc



Have identified which challenging circumstances might lead to rights not

being upheld/respected (e.g. behaviour and corridors)



Have put mitigations in place to overcome this (e.g. alternative provision)

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

Amidst challenging circumstances,

all, or almost all of staff

consistently respect and uphold

children’s rights.

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

Signposts to further

training/resources:

•

Training in social-emotional wellbeing for

staff  - ask your local authority educational

psychologists for recommended training

d) We consistently respect

children’s rights, even amid

challenging circumstances

Section 3: Skills and

attitudes

Back to Section 3 contents

d) We consistently respect

children’s rights, even amid

challenging circumstances

Section 3: Skills and

attitudes

Back to Section 3 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

e

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Some ideas to consider

•

Access training in restorative approaches for development across the

school

Section 3: Skills and attitudes

Discussion prompts:

How well do we build and sustain positive relationships based on an

understanding of children’s rights (e.g. restorative approaches)?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few members of staff are aware

of the links between UNCRC and

relationships policy and use

restorative approaches

Less than half members of staff are

aware of the links between UNCRC

and relationships policy and use

restorative approaches

.



Related to 2e - 

Relationship policy is linked explicitly to UNCRC



Have accessed training in restorative approaches



Restorative approaches are embedded in relationships policy



Restorative approaches are used consistently across setting by all staff

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all staff are aware of

the links between UNCRC and

relationships policy and use

restorative approaches

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

Signposts to further

training/resources:

•

Ask your local authority for recommended

training on restorative approaches

•

St Mary’s positive behaviour guidelines

•

Case studies of building positive

relationships 

•

Building positive relationships learning kits 

–

Dignity in Schools

e) We build and sustain

positive relationships which

are based on an

understanding of children’s

rights

Section 3: Skills and

attitudes

Back to Section 3 contents

e) We build and sustain

positive relationships which

are based on an

understanding of children’s

rights

Section 3: Skills and

attitudes

Back to Section 3 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

f

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Some ideas to consider

•

Include children and young people in discussions about improvement

priorities – using How Good is OUR school Parts 1 and 2

•

Utilise the Suite of Professional Standards and/or The Common Core in

PRD discussions with staff

Section 3: Skills and attitudes

Discussion prompts:

How well do we support children staff parents in their understanding of the

establishment’s promotion of rights?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 3 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few pupils/parents/ members of

staff understand how the

establishment promotes rights

Less than half of pupils/parents/

members of staff understand how

the establishment promotes rights

.



Children and young people are familiar with HGIOURS



Children and young people contribute to improvement planning



Discussions on how staff are raising awareness of, and promoting rights

with children are a feature of the PRD process to map against GTCS

standards

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all pupils/parents/

members of staff understand how

the establishment promotes rights

Back to Section 3 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 3 contents

Signposts to further

training/resources:

•

HGIOURS

•

Learner Participation in Educational Settings (3-

18)

•

The common core (see appendix of 

self

evaluation word doc 

– link in notes)

•

See example of letter to parents from 

section 2f

•

Recorded webinar for families on what the

UNCRC means for them-

https://pas.cmail20.com/t/r-l-trthhihk-

idmkdyujh-y/

f) We support

children/staff/parents in

developing their understanding

of the establishment’s promotion

of rights

Section 3: Skills and

attitudes

Back to Section 3 contents

f) We support

children/staff/parents in

developing their understanding

of the establishment’s promotion

of rights

Section 3: Skills and

attitudes

Back to Section 3 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

S

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:

Click to navigate to the relevant statement

Back to navigation page

a

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Some ideas to consider

•

Audit and map where UNCRC articles naturally correlate to the curricular areas

•

Identify important gaps in teaching about rights and plan to cover these across the

year/contexts for learning

•

Departments/stage-partners meet to review curriculum in light of articles

Section 4: Links to curriculum

Discussion prompts:

How well can we articulate where the UNCRC articles are naturally taught

within the curriculum?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few pupils/ members of staff can

identify where rights are taught in

the curriculum

Less than half of pupils/ members of

staff can identify where rights are

taught in the curriculum

.



It has been identified which UNCRC articles naturally fit with which

curricular areas



Gaps in coverage of the articles are identified



Departments or stage partners make plans/ changes to curriculum made to

cover the gaps

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all pupils/ members

of staff can identify where rights

are taught in the curriculum

Back to Section 4 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 4 contents

b

)

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Some ideas to consider

•

Pilot the development, planning and teaching of curricular planners and

teaching approaches which make the links to relevant articles explicit

•

Involve children and young people in making decisions about delivery,

methodology and planning of learning, teaching and assessment

Section 4: Links to curriculum

Discussion prompts:

How well do we highlight relevant articles in planning learning and teaching?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few plans and lessons make

explicit reference to relevant

articles, learners are sometimes

involved in planning

Less than half of 

plans and lessons

make explicit reference to

relevant articles, learners are often

involved in planning



Teaching plans and learning and teaching make explicit reference to

relevant articles



Young people are involved in the planning of learning and teaching

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all 

plans and lessons

make explicit reference to

relevant articles, learners

are always involved in planning

Back to Section 4 contents

Notes to capture discussions/evidence

Add your evidence here

Back to Section 4 contents

c

)

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a

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t

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Some ideas to consider

•

Plan displays of work and explicitly highlight links to any relevant UNCRC

articles

Section 4: Links to curriculum

Discussion prompts:

How well do we highlight relevant articles young people’s work/progress?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few displays of work/progress

highlight relevant articles

Less than half of displays of

work/progress highlight relevant

articles.



Displays of work / displays of progress are planned to make links to relevant

UNCRC articles (e.g. pupil profiles, or wall displays)



Relevant articles are displayed next to pieces of work/ noticeboards of

achievements etc.

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all displays of

work/progress highlight relevant

articles

Back to Section 4 contents

Signposts to further

training/resources:

•

Connecting children’s rights to CfE (Children’s

Parliament) 

•

Curricular and lesson resources:

- Early years – Amnesty 

•

Resources - Children's Parliament

(childrensparliament.org.uk)

•

Primary and secondary lesson resources –

Children’s Comissioner Scotland

•

Primary teacher resources 

(Children’s

Commissioner Wales)

•

Secondary teaching resources 

(Children’s

Commissioner Wales)

a) We know where the

UNCRC articles are naturally

taught within the

curriculum

Section 4: Links to

curriculum

b) Relevant articles are

highlighted in planning,

teaching and learning

c) Relevant articles are

highlighted in displays of

children’s young people’s

work/progress

Back to Section 4 contents

Section 4: Links to

curriculum

a) We know where the

UNCRC articles are naturally

taught within the

curriculum

b) Relevant articles are

highlighted in planning,

teaching and learning

c) Relevant articles are

highlighted in displays of

children’s young people’s

work/progress

Back to Section 4 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

d

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Some ideas to consider

•

Produce an outline of wider achievement opportunities that are

available within the school and the local community; make explicit links

to relevant articles and skills for life, learning and work

Section 4: Links to curriculum

Discussion prompts:

How well do we explore and references articles through opportunities for wider

achievement?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few opportunities for wider

achievement highlight relevant

articles

Less than half opportunities for

wider achievement highlight

relevant articles.



Those running opportunities for wider achievement reference UNCRC

articles in the planning



UNCRC articles are referenced when children and young people engage in

the opportunity for wider achievement

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all opportunities for

wider achievement highlight

relevant articles

Back to Section 4 contents

e) We explore and reference articles through opportunities to

engage with local, national and international community partners

Some ideas to consider

•

Produce an outline of wider achievement opportunities that are

available within the school and the local community; make explicit links

to relevant articles and skills for life, learning and work

Section 4: Links to curriculum

Discussion prompts:

How well do we explore and references articles through opportunities to

engage with local, national and international community partners?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few opportunities for engaging

with partners highlight relevant

articles

Less than half opportunities for

engaging with partners highlight

relevant articles.



Those running opportunities for engaging with partners consider and

reference UNCRC articles in the planning



UNCRC articles are referenced when children and young people engage in

the opportunity to engage with partners

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all opportunities for

engaging with partners highlight

relevant articles

Back to Section 4 contents

Signposts to further

training/resources:

Resources for children and young

people

-

Advice for children 

(Children’s

Commissioner Scotland)

-

Advice for young people

(Children’s Commissioner

Scotland)

-

Resources for children and young

people 

(Children’s Commissioner

Wales)

d) We explore and

reference articles through

opportunities for wider

achievement

Section 4: Links to

curriculum

e) We explore and reference

articles through opportunities

to engage with local, national

and international community

partners

Back to Section 4 contents

Section 4: Links to

curriculum

d) We explore and

reference articles through

opportunities for wider

achievement

e) We explore and reference

articles through opportunities

to engage with local, national

and international community

partners

Back to Section 4 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

f) We explore and reference articles through

assemblies

Some ideas to consider

•

Produce a calendar of assembly reflections for the year, each with a

specific focus on certain articles; e.g. ‘article of the month’;

Section 4: Links to curriculum

Discussion prompts:

How well do we explore and reference articles in assemblies?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 4 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice

A few assemblies throughout the

year highlight relevant articles

Less than half assemblies

throughout the year highlight

relevant articles.



A clear plan for references UNCRC articles in assemblies is articulated



Anyone involved in delivering assemblies is aware of the plan

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all assemblies

throughout the year highlight

relevant articles

Back to Section 4 contents

Signposts to further

training/resources:

•

Children's commissioner for Wales -

Right of the month

•

Human rights calendar

f

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 for wider achievement

Section 4: Links to

curriculum

Back to Section 4 contents

Section 4: Links to

curriculum

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 for wider achievement

Back to Section 4 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub

S

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:

Click to navigate to the relevant statement

Back to navigation page

a) 

The rights of all children are respected, including the most

vulnerable and those most in need of support

a

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Some ideas to consider

•

Engage in professional dialogue with staff about:

i.

how children’s/young people’s needs are expressed, identified and met

ii.

how effectively the language of rights is used when planning for and interacting with

vulnerable pupils (e.g. on IEPs; CSPs etc)

iii.

how effectively exclusions are prevented or managed in line with national guidance

(IEI2)

•

Identify staff training needs around additional support and plan accordingly

•

Review and update current staged intervention policy/procedures in light of the UNCRC

Section 5: Targeted support

Discussion prompts:

How well do we respect the rights of all children, including the most vulnerable

and those most in need or support?

How do we know? What evidence do we have? What else do we need to do?

Back to Section 5 contents

What could red/amber/green look like?

Amber = ongoing

development

Red = not part of

current practice

Green = consistent

practice



Staged intervention policy and procedures have been updated in light of

UNCRC



There are opportunities for staff to engage in professional dialogue around:

how children’s/young people’s needs are expressed, identified and met

how effectively the language of rights is used when planning for and interacting

with vulnerable pupils (e.g. on IEPs; CSPs etc), how effectively exclusions are

prevented or managed in line with national guidance (IEI2)



 Staff training needs around additional support are identified

Now agree a rating for the above statement

ADD YOUR MICROSOFT FORM LINK HERE IF USING

All or almost all staff have

identified their training needs and

engaged in professional dialogue

on this topic

Back to Section 5 contents

A few members of staff have

identified their training needs

and engaged in professional

dialogue on this topic

Less than half of staff have

identified their training needs

and engaged in professional

dialogue on this topic

Signposts to further

training/resources:

•

Training on relevant additional support needs –

contact your local authority for recommended

training

•

Example of staged intervention process in light

of UNCRC ​ 

(STILL TO BE ADDED)

•

Prompt q’s for staff to engage in professional

dialogue around how children’s/young people’s

needs are expressed, identified and met​ 

(STILL

TO BE ADDED)

•

Wellbeing workshop for learners 

– Dignity in

Schools

•

Further information for children with learning

difficulties and those supporting them 

–

Mindroom

a) The rights of all children

are respected, including the

most vulnerable and those

most in need of support

Section 5: Targeted

support

Back to Section 5 contents

a) The rights of all children

are respected, including the

most vulnerable and those

most in need of support

Section 5: Targeted

support

Back to Section 5 contents

Examples of practice:

Coming soon – not yet complete – see

Home – The Inspiration Hub