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Rights, respect and responsibility (RRR)


I believe that there is a very direct correlation between schools as moral communities and effective leadership. My own research points to 'morally confident' leaders as more likely to be highly effective.

Moral education is central to any notion of what it means to be an educated person in a civilized society. Living in a modern democracy requires citizens that are morally aware and, crucially, able to make moral choices in a coherent and consistent manner. They will only learn to do this if they are educated in schools that are authentic moral communities.


The section deals with leading the school from the starting off point, through embedding RRE into self-assessment and a full RRE school.

Leadership here refers to leadership at all levels. It includes the consideration for every member of staff the issue of adults modelling rights respecting behaviours in their interactions with pupils and all adults.

For headteachers it also includes the management and development of RRE, the attributes for good RRE leadership, the vision for RRE, how it relates to the schools strategic development, improvement priorities, Ofsted criteria, how it is coordinated and meets professional development needs. Also the possible use of the pupil premium to support more vulnerable pupils through RRE.

In focusing on the heart of RRE, ie the UNCRC, it includes and understanding of the convention in terms of not just the rights of the child, but also:

It includes a few examples from schools and a starter activity for possible use with staff called Meeting Mr Wright.

Downloadable documents

The documents below are numbered to give an indication of a development process which aids the successful implementation of RRE.

  1. Embedding RRE
    Clarity on what this means in practice with the differences identified between partially implemented RRE and fully implemented, this document also includes a diagram to illustrate the key aspects to address in embedding RRE.
  2. Qualities of leadership in a rights respecting school
    The result of a seminar led by Professor John West-Burnham on the topic and based around Hampshire’s own material on leadership.
  3. RRE, vulnerable children and the pupil premium
    There are a variety of ways in which the pupil premium can be spent. This can include promoting aspects of RRE as a means of developing the most effective climate for learning, aiming towards more long term sustainability
  4. RRE vision and principles
    The key principles which form the vision for RRE.
  5. Preparing for Ofsted – self-evaluation and RRE prompts
    How you can use your RRE work to support evidence of progress and performance in the main sections of an Ofsted self-evaluation (SEF).
  6. Quotes from Ofsted reports Download Acrobat Reader to view this PDF 109kb
    Ofsted inspection teams have often acknowledged the contribution RRE makes in a school. Here are some examples.
  7. How might we characterise a rights-respecting school? – Meeting Mr Wright Microsoft Word 24kb
    This is an exercise for possible use with staff based on the self-evaluation of a fictitious headteacher which provides a forum for discussion of leadership in a rights respecting school.
  8. Ready, steady RRE: From finish to start – Manor Field Junior School Download Acrobat Reader to view this PDF 177kb
    Highlights of one schools journey along with helpful tips for embedding and revisiting RRE.
  9. Strategic ambitions to empower and enthuse a better Brockhurst learning community – Brockhurst Infant School
    How one school incorporated RRE into its strategic plan.

In this section…