UNICEF UKRIGHTS RESPECTING SCHOOL AWARD

ASSESSMENT REPORT

LEVEL ONE

School: / Plasmarl Primary
Headteacher: / Lucy Saunders
RRSA coordinator: / Amanda Fenquest
Local authority: / Swansea
Assessors: / Sarah Hooke
Date: / 7th July 2014

1. INTRODUCTION

UNICEF would like to thank the school leadership team (SLT), staff and pupils for thehospitality afforded to the assessor and for the opportunity to speak with staff pupils and the Chair of Governors during the assessment and for the comprehensive evidence detailing the work towards becoming a Level 1 rights respecting school. Prior to the assessment visit the school provided both a self-evaluation form and an impact assessment form detailing the impact their RRSA journey. It was clear to the assessor during the visit that everyone places a real importance on developing and embedding the UNCRC into school life which is having a positive impact on Plasmarl Primary.

This assessment was carried out on 7thJuly 2014 by Sarah Hooke, UNICEF Professional Advisor, Wales RRSA.

It was notable how the pupils take ownership of RRSA and are integral to its implementation at school. The rights respecting message is cascaded through the school with the support of the Head Teacher and Senior Management Team (SMT) and it is clear that RRSA is important to the pupils and staff at Plasmarl Primary School. The work being achieved and the opportunities being given to parents/carers is exemplary and clearly demonstrated the whole hearted commitment to ensuring that children’s rights is cascaded beyond the school gates.

. Standards A, B, C and D have all met the necessary criteria.

2. THE ASSESSMENT IN DETAIL

2.1.The school context

Plasmarl Primary School is a local authority maintained school situated in an urban location, approximately 2 miles from Swansea City Centre. Most of the housing is either privately owned or rented through Housing Associations. County data shows that 96.3% of pupils live in the most deprived (30%) areas within Swansea.

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Numbers on roll have remained fairly constant over the past 5 years. All classes are mixed age and there are currently 129 full time equivalent pupils on the roll and 28 part-time nursery children.

57.3% of pupils are entitled to free school meals which is well over double the LA and all Wales averages. The majority of pupils at Plasmarl speak English as their first language with approximately 5% of pupils speaking English as an additional language.

The School’s Mission Statement is ‘Caring, Learning, Achieving Together’ and prides itself on its strong emphasis on values and its ‘family ethos’.

2.2.Assessment information

Self-evaluation form received / Yes
Impact evaluation form received / Yes
Attendees at SLT meeting / Headteacher / RRSA Lead Teacher / Chair of Governors
Number of children and young people interviewed / 20+ pupils in meetings and informal discussions
Number of staff interviewed / 2 teaching staff
1 support staff
Evidence provided / Learning walk
Written evidence
Assembly
Lesson observations
Meeting with steering group
Standard A:
Rights-respecting values underpin leadership and management
Standard A has been achieved

The UNCRC underpins Plasmarl’s vision statement to ‘encourage and develop each child and to support them in moving, at their own pace, towards their full potential’ linked to A29. Additionally, the school’s mission statement clearly celebrates the guiding principles of the UNCRC which relate to dignity, best interests and equality.

Discussion with the Headteacher and Chair of Governors provides evidence of their strong commitment to incorporating the values and principles of the UNCRC within the school. The UNCRC and achieving RRSA is clearly referenced in the SDP as a priority. The impact of RRSA is noticeable or significant in most areas and RRSA is used to underpin the school vision. The Headteacher validated this by stating “we are very committed to promoting children’s rights. All staff regularly provide our pupils with opportunities to discuss their rights within a context of local and global issues. We genuinely feel that embedding children’s rights throughout the school has had a positive impact on behaviour, attendance and well-being”.

Evidence was shown of articles and an opening RRS paragraph linked to school policies in the portfolio of evidence and this will continue as policies are due for renewal. Additionally, the portfolio of evidence shows a variety of planning across the age groups and evidence of notes from staff meetings all detailing the implementation of RRSA as a whole school approach. To emphasise that RRSA has been developed as a whole school approach, the staff have worked in collaboration with pupils to identify the articles which are most relevant for their school. These are celebrated as a right of the month approach and are used as a constant focus for learning about rights in curriculum areas, assemblies and homework.

Everyone at Plasmarl Primary demonstrates a sound knowledge of the Convention and are applying articles to all aspects of work to ensure the whole school community learns about it. Much good practice is happening to promote rights on a local level including parents learning about the Convention and RRS being invited to complete an accredited course on the UNCRC andpupils taking part in local PLC (professional learning community) sessions. PLC’s enable pupils from a number of rights respecting schools’ to meet half termly in a host school and share their work on rights. After a philosophy for children (P4C) session, an article is decided and this is worked on to share during the next session. Pupils at Plasmarl have attended PLC sessions which provide an excellent way to share practice, address sustainability and provide opportunities for pupils to meet together and learn from each other. Pupils spoke enthusiastically about PLC’s with one pupil stating “it is nice to learn about other children’s lives and visit other schools. We talk about rights and find out about what things are similar and what things are different”.

The school uses the UNCRC to add value to its work within the school, locally and globally and promote Global Citizenship and sustainability. There was evidence to show that global citizenship goes beyond fundraising events andPlasmarl Primary strives to ensure pupils are active global citizens who understand sustainability and the world around them. Pupils and staff were able to share examples of events, topics and curriculum work linked to global citizens and pupil comments included “it is important we learn about rights and raise awareness of children who are not having their rights” and “even though all children in the world have the right to clean water, millions of children are dying from drinking dirty water”.

Standard B:
The whole school community learns about the CRC
Standard B has been achieved

The majority of staff and pupils have a clear understanding of the Convention and were confidentin citing articles such as the right to play, and education, healthy food and clean water, privacy, information and name and nationality. During interviews, pupils were able to share examples of the different ways that they have learnt about rights including whole school projects and curriculum work. Pupils could fully articulate that rights are unconditional and apply to every child, everywhere. Pupils were competent at discussing rights that are both enjoyed and denied by children all over the world and comments included “children are fighting in wars in some parts of the work even though they are not allowed”, “millions of children die because they drink dirty water, we take it for granted every time we turn on a tap and lots of people waste water” and “children have a right to go to school but even children in some parts of our country do not go to school”.

Plasmarl Primary embarked on their RRSA journey some time ago and have taken time to ensure that the values and principles of the UNCRC are being permeated across all aspects of school life. RRSA was initially introduced with inset training for all staff and Governors and from here, a steering group was formed and their work began. Staff are regularly updated on RRSA developments through twilight staff sessions and the senior leadership team plays an instrumental role in monitoring it’s progress both with staff and parents. During a discussion with one teacher, it was noted “rights have become part of school life. We take account of articles in our planning, in assemblies and link rights to class discussions which is having an impact on the pupils”.

Parents/carers and Governors are regularly given information about the Convention and RRSA and the opportunities given to parents/carers to engage with rights is exemplary. Parents/carers have been invited to attend bespoke workshops and assemblies linked to rights, information about articles are included on the school website, in the Headteachers annual report and are always included on publications such as the school newsletter. When RRSA was initially introduced, parents/carers were asked to note their commitment on colourful templates, which are now proudly displayed in the main hall. Additionally, Plasmarl have recently arranged for an external organisation to offer weekly after school sessions for parents on children’s rights which will lead to an accredited qualification once completed. This 9 week course will introduce the learner to the development of children’s needs and rights since 1945 and to the Convention. Governors have been instrumental in the development of RRSA and Plasmarl have appointed a designated Governor for rights who’s primary role is to monitor the work and ensure that Governors are updated. The Chair of Governors was fully committed to RRSA and stated “it has always been our aim at Plasmarl to develop pupils to their full potential. The UNCRC has enabled us to set this caring ethos within a framework of rights that empower pupils, their families and the local community”.

The UNCRC is central when planning topics, assemblies and whole school activities. To evidence that RRSA has been developed as a whole school approach, staff have worked in collaboration with pupils to establish a ‘right of the month’ calendar which is then used as a focus for learning about rights in curriculum areas, assemblies and homework linked to articles (evidence in portfolio). Nearly all displays are linked to specific articles and their rights mascot ‘Robofriend’ is clearly visible around school to help pupils to associate different areas of school with rights. During the assessment, a whole school assembly was given with each class focusing on a different article and celebrating the various ways that pupils have learnt about this right. During the tour, teachers and pupils were able to share examples of curriculum work and Cornerstone Topics being linked to rights including Foundation Phase pupils learning about ‘Minibeasts’ linked to A7 (naming their bugs and providing them with a nationality and an identity) and Key stage 2 pupils learning about countries in Geography such as Africa and Afghanistan linked to A2 and World War II and The Victorians in History linked to A19.

Staff have found through rights discussions, pupils are exhibiting a greater understanding of differences and are displaying more empathy and tolerance of each other’s differences. The portfolio of evidence highlights how staff have use rights to teach aspects of global citizenship and sustainability including topic work in Cornerstones Curriculum and taking part in Water Aid campaign linked to A24. Pupils clearly recognise how their learning and efforts are contributing to helping children around the world with one year 5 pupils stating “we are proud to know our rights and now we understand how we can help children in the world to get theirs”.

Standard C:
The school has a rights-respecting ethos
Standard C has been achieved

All staff and pupils clearly work collaboratively to ensure there is a rights respecting ethos at Plasmarl Primary. Charters based on the UNCRC have completely replaced class rules and were visible in all classrooms. During the learning walk, it was clear that charters are drawn up in consultation with pupils at the start of each academic year and that both staff and pupils have individually agreed and signed them. There was a clear understanding by pupils that rights are unconditional and that adults are the duty bearers. However, pupils understood how their behaviour and actions can directly affect another child’s rights. Foundation Phaseillustrate their charters with pictures and photographs ofpupils exhibiting respectful behaviour which is age appropriate and relevant for young pupils. When discussing charters, pupils noted“charters are more important to us because it reminds us of our rights” and “we need charters because we need to know our rights to make sure no one takes our rights away by being nasty or disruptive”.

Pupils and staff confirmed that charters are readily referred to and that the standards agreed within them are adhered to. The steering group and senior leadership team were keen to talk about the development of a whole school charterwhich has replaced the home school agreement and ensures that both pupils and duty bearers (parents and staff) are aware of and promoting children’s rights. Staff demonstrate rights respecting language and model rights respecting behaviour to create a positive learning environment and it was noted by staff that charters are having an impact on low level behaviour “pupils are given a language that makes them fully aware of what everyone is entitled to” as quoted by one teacher.

Through discussion and findings in the pupil focus group questionnaires, it was clear that pupils feel safe and healthy at Plasmarl and could identify the fundamental practices in place and the ways in which they are kept healthy and safe at school. For example, pupils have initiated a campaign with the Local Authority to replace their recently retired lollipop man who patrols and helps pupils to cross the main road safely both before and after school. Pupils clearly understood that this issue linked with A19 and that by not having a replacement, it may have a detrimental effect on pupils and children in the local community. Pupils have written a letter to the Children’s Commissioner for Wales and the local Cabinet Member to support their rights based issue and help find a resolution.

There was a consensus from pupils and staff that a rights respecting approach has empowered pupils to use rights language to solve moral dilemmas and that pupils are beginning to be guided by rights to think and act accordingly in school. When discussing the impact of rights with pupils, they were keen to share their opinions on the difference that RRSA has made and the majority spoke about less conflict particularly on the playground. Pupil comments included “I think it’s important to educate all children about their rights, we are very aware in our school”, “learning about my rights has helped me to think about how I use them as I grow up, they will always be there for me” and “rights helps us think about bullying and nasty behaviour and there is definitely less of this since we have learnt about rights”.

Pupils have initiated campaigns to advocate for rights globally through fundraising days and the engagement in specific projects explicitly linked to articles. The school regularly takes part in opportunities linked to their calendar of rights that further empower pupils to become active citizens and learners. Pupils were passionate in their campaigns and clearly understand how their continued efforts are helping to make a difference to children across the world linked to articles. Pupils have supported various charities and organisations including Project Piece which support child slavery in Haiti, NSPCC, UNICEF and Plasmarl have begun to forge links with a school in Ethiopia which will emerge from a rights based approach where pupils will look at both the similarities and differences of rights between children in Swansea and children in Ethiopia.

Standard D:
Children are empowered to become active citizens and learners
Standard D has been achieved

There is a warm and purposeful atmosphere inPlasmarl where pupils spoke highly of the staff and it was clear to the assessor that there is a mutual respect between staff and pupils. It was clear that pupils are encouraged to voice their opinions and that pupil voice and wellbeing is an integral part of school life. Pupils shared the variety of ways that they are able to express their opinions and through discussion with the steering group it was clearly evident that pupils understand that having a voice is a right and not a permission. Opportunities include engagement on various school committees including school council, eco schools, healthy schools and informal arrangements such as an ideas box, daily check-in, restorative practice and self-assessment in their learning. Examples of pupil led work include the introduction of zoning in the playground, charity and fundraising events, deciding on afterschool clubs and working with the Headteacher to set and review school priorities. Recently, pupils decided to focus on A29 and invited a young person from a local college to come into school and talk all pupils about aspirations and pupil voice from her experiences. Pupils were clearly inspired by her presentation; “it helped me to realise that having a voice is important and that I can be the best at what I want to do” as quoted by one year 5 pupil.