There are four key areas of impact for children at a Rights Respecting school; wellbeing, participation, relationships and self-esteem.
The difference that a Rights Respecting School makes goes beyond the school gates, making a positive impact on the whole community.
- Children are healthier and happier
- Children feel safe
- Children have better relationships
- Children become active and involved in school life and the wider world
Children's rights are embedded into our curriculum and directly linked to themes.
At Egerton we do not have a school council we have Ambassadors.
How does it work?
Every child in Years 1 to 6 are Ambassadors. This approach is designed to ensure that all children have a voice and can work in a collaborative way to identify an area they want to explore and identify action to make a difference. Both children and staff have chosen freely which group they would like to join.
Staff use the FIDS for kids approach advocated by the global charity ‘Design for Change’. The FIDS framework helps to develop the much required 21st Century Skills in children, builds their social and emotional competencies and promotes employability skills. The most unique feature of the Design for Change initiative is that it is not only simple and constructive, it is open-source, accessible, adaptable and replicable.
FEEL – This approach encourages children to feel from their hearts, observe what bothers them and what they would like to see changed. Reflect on what they see and what they feel in their lives, their school, their community and the world. Identify a challenge they would like to solve.
IMAGINE – Children involved in brainstorming and visualising original and innovative solutions to their identified challenge. It begins with lots of fun to open their minds and fire up their imagination. Children are encouraged to be empathetic with those involved. Think beyond merely raising awareness using the QBL approach:
DO – Putting ideas into action. Skills involved include critical thinking, planning, and documentation. Create a plan of action using the ‘How? How?’ tool – constantly asking how for each action. Assign responsibilities based on strengths. Reach out to professionals, organisations, adults etc. All their work will be saved in their floor book. Reflection – what 3 things have been learnt about their situation, what 2 things have they learnt about their team mates and what 1 things have they learnt about themselves. How can it be sustained?
SHARE – Once a project is complete the share to encourage other children to believe ‘I can’. Expand your circle of influence and create a spirit of abundance. Begin by sharing in school in assembly, with parents and on social media.