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