Rights, respect and responsibility (RRR)
“I view it (RRR) as a very significant contribution to our understanding of the development of schools as moral communities. There is abundant evidence that morally focused schools are more successful by a range of criteria. Equally they make moral education a reality by seeking to live out an ethical framework in practical and real ways rather than as an abstract model to be taught and enforced artificially.”
Professor John West-Burnham
RRE is the specific Hampshire term which is the strategy through which we aim to realise the rights of the child in our schools. This section offers ways to begin an understanding and a practical introduction in developing RRE.
There are two initial key principles of RRE that both pupils and adults have to understand in developing RRE approaches:
the UNCRC has to be at the heart of everything we do, which implies knowing about articles and also the significance and potential for improving outcomes for children and young people
rights are not conditional on responsibilities.
Click to see a summary of the rights under the Convention on the Rights of the Child: http://www.unicef.org/crc/files/Rights_overview.pdf
Also see the FAQ and resources on http://www.unicef.org/crc/index_30225.html about the UNCRC.
These, and additional key principles are highlighted in this section through frequently asked questions (FAQs), quizzes along with principles into practice suggested content for staff training.
See the Impact of RRE section for evidence and reasons for the positive effects of RRE on pupil progress, performance, self-esteem, aspirations, resilience, values and attitudes.
In-service training (INSET) on becoming a Rights Respecting School is available via HIAS, contact Michelle Nye or Minnie Moore for more information:
Email: firstname.lastname@example.org or email@example.com
Additional support is available from the Rights and Diversity Education (RADE) Centre:
The documents below are numbered to give an indication of a development process which aids the successful implementation of RRE.
The case for RRE 165kb
This paper outlines the rationale for RRE in any school with references to the UNCRC as a values framework, positive school cultures, the climate for learning, impact and pedagogy.
RRE Frequently Asked Questions (FAQs) 112kb
Answers to the most commonly asked questions about RRE. Essential reading for anyone leading this initiative.
The UNCRC and the RRE journey 103kb
A brief explanation of the convention and a diagrammatic representation of a three year school journey.
RRE – Principles into practice 97kb
The key principles which underpin RRE and what they look like in practice.
RRE and the National Curriculum 711kb
The relationship between RRE and the National Curriculum is explained fully here and offers answers to questions that might be raised by Ofsted, governors and parents.
A whole school vision, Netley Abbey Infant School 92kb
A case study from Netley Abbey Infant School on creating a shared vision for staff, pupils and parents.
Classroom charters – building the shared values of a rights respecting classroom 522kb
The aims and process of developing an effective class charter. Includes explanation of the connection between rights and responsibilities and examples of charters.
Sample introduction to RRE in-service training (INSET) day 92kb
A typical programme outline for an introductory RRE session.
UNCRC Quiz 86kb
Test yourself with a few basic questions on the UNCRC.