Barlow Hall Primary School has a Rights Respecting ethos which underpins everything
we do. We work to create a learning environment where everyone feels valued, secure
and motivated to learn. We believe that every member of our school community has an
opportunity as well as the support of observing and modelling exemplary behaviour,
embedded in the rights of everyone, creating rights respecting citizens.
Article 29: Your right to be the best you can be
How do we do this:
- We promote high standards by modelling positive behaviours at all times and relate behaviour to rights. The child’s rights and the rights of others to come to school and learn is central to this
- We encourage high standards of learning and behaviour emphasising praise and positive affirmation. We know this creates the best conditions for learning and
- for pupil well-being to flourish.
- We ensure that all adults and children treat each other with mutual respect and consideration, relating to the 42 rights of the UNICEF ‘Children’s Rights Charter’.
- We enable children to make their own choices and have a say in how they are treated and how they should treat others
Children have the right to:
- Learn, work and play in a friendly, safe and nurturing school and in an environment where their voice will be heard and listened to.
- Have a say in how things are run and how decisions impact them as members of our learning community e.g. Rights Respecting School Councillors, Peer Mentors.
This in turn ensures that staff have the best chance to deliver the best quality education at all times to all children.
Parents and Carers have the right to:
- Feel welcome and to know that their children learn, work and play in a friendly, safe and respectful school.
- Have a school that puts their child’s needs central to the Barlow Hall’s ethos.
We recognise, however, that occasionally some of our pupils have difficulty handling relationships, especially when conflicts arise. Spontaneous acts of aggression can be the child’s first resort.
While operating policies which discourage all acts of violence or aggression, staff must take care to distinguish between that which is spontaneous and reactive and this which is deliberate and systematic. It is the latter which fits our definition of bullying and which requires sensitive handling.
It is essential that all staff follow a unified approach towards bullying and develop strategies to look for signs and identify both real and potential bullies and their victims.
