SMSC, RRS & Equality
Protected characteristics
At St. John's, we teach children that we all have characteristics and that 9 are protected
The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation because of the protected characteristics that we all have.
Under the Equality Act, these are nine protected characteristics:
Age
Disability
Gender reassignment
Race - including colour, nationality, ethnic or national origin
Religion or belief
Marriage or civil partnership
Sex
Sexual orientation
Pregnancy and maternity
No form of discrimination is tolerated at St.John's and we show respect to all. We ensure that those members of our community who share protected characteristics are respected and cared for.
We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at St. John's.
The 9 Protected Characteristics are actively promoted in school through:
Our school vision and our school improvement work
Our school core values - kindness, resilience, joy, love, respect, gratitude.
St. John's school behaviour policy
Regular assemblies
Conscious role modelling by all adults in the school community
Active engagement and communication with parents and carers
Curriculum subjects mapped, planned and linked carefully to ensure they reflect our diverse community
The curriculum planned and delivered so that children develop age appropriate knowledge and understanding during their time at the school.
Modelling and teaching appropriate vocabulary
Personal, Social, Health and Economic education (PSHE) sessions
Religious Education and RSE lessons
Pupil Voice opportunities
Educational visits
Pupil leadership activities
Extra-curricular activities, after-school clubs, charity work and work within the local community
Continuing Rights Respecting Schools work
Debate and P4C sessions
Protected Characteristics through our RE and RSE lessons (Ten Ten)
Equality policy
Equality Policy (with current equality objectives)
SMSC
Implementation
Through Religious Education:
Children learn about beliefs, values and the concept of spirituality.
RE reflects on the significance of religious teaching in their own lives.
Develops respect for the right of others to hold beliefs different from their own.
Shows an understanding of the influence of religion on society.
Fosters appreciation and understanding of different cultures, religions and traditions.
Collective worship allows time for personal reflection and prayer.
Through English:
Developing confidence and expertise in language, which is an important aspect of individual and social identity.
Enabling children to understand and engage with the feelings and values embodied in high quality poetry, fiction, drama, film and television.
Developing children’s awareness of moral and social issues in fiction, journalism, magazines, radio, television and film.
Helping children to understand how language changes over time, the influences on spoken and written language and social attitudes to the use of language.
Using lesson activities such as discussion and debate to explore dilemmas and moral stories.
Through Mathematics:
Helping children to recognise how logical reasoning can be used to consider the consequences of particular decisions and choices and helping them learn the value of mathematical truth.
Encouraging children to work together productively on complex mathematical tasks and helping them see that the result is often better than any of them could achieve separately.
Through Science:
Encouraging children to reflect on the wonder of the natural world.
Awareness of the ways that Science and Technology can affect society and the environment.
Consideration of the moral dilemmas that can result in scientific developments.
Co-operation in practical activity.
Raising awareness that scientific developments are the product of many.
Showing respect for different opinions.
Through Computing:
Preparing the children for the challenges of living and learning in a technologically enriched, increasingly interconnected world.
Making clear the guidelines about the ethical use of the internet and how we keep ourselves and others safe.
Acknowledging advances in technology and appreciation for human achievement.
Through History:
Looking at the creation and evolution of British society.
Enabling children to reflect on issues such as war, conquest, invasion, slavery etc.
Showing an awareness of the moral implications of the actions of historical figures.
Through Geography:
Opportunities for reflection on the creation of earth and its’ origins, future and diversity.
Reflection on the fair distribution of the earth’s resources and issues surrounding climate change.
Study of people and physical geography gives our children the chance to reflect on the social and cultural characteristics of society.
Through Modern Foreign Languages
Gaining insights into the way of life, cultural traditions, moral and social developments of other people.
Social skills are developed through group activities and communication exercises.
Listening skills are improved through oral work.
Through Art:
Art lessons develop children’s aesthetic appreciation.
Art evokes feelings of 'awe' and 'wonder'.
Giving children the chance to reflect on nature, their environment and surroundings.
Through Design and Technology:
Reflecting on products and inventions, the diversity of materials and ways in which design can improve the quality of our lives.
Awareness of the moral dilemmas created by technological advances.
How different cultures have contributed to technology.
Opportunities to work as a team, recognising others strengths, sharing equipment.
Through Music:
Teaching that encourages children to be open to the music of other cultures.
Discussing and reflecting upon a range of personal experiences (own performance) and observed experiences (trips, concerts and peer performances).
Looking at the way music can change moods and behaviour.
Offering a range of high quality off-timetable music enrichment activities.
Listening to music together and celebrating.
Through Education:
Activities involving co-operation, teamwork, competition, rules, self-discipline and fair play.
Exploring the sports and traditions of a variety of cultures.
Individual activities that provide the opportunity for self-reflection, awareness and challenge.
Beyond the Curriculum
Student Leadership e.g Mini Vinnies, School Leadership, Rights Respecting Ambassadors.
Whole school and key stage assemblies.
Our extensive Extra-Curricular Programme.
Taking part in charity work.
Links with other schools in our local network.
School productions
Visitors in to school e.g. Parish Priest.
Links with local places of worship.
UN Rights Respecting
We achieved the GOLD AWARD in 2022. Read on to see what that means for our community.....
The Rights Respecting Schools Award is a Unicef UK Programme that aims to put the United Nations Convention on the Rights of the Child (UNCRN) at the heart of schools in the UK. The Convention has 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere in the world are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights. Every child has rights, whatever their ethnicity, gender, religion, language, abilities, or any other status.
Our St. John’s Community (children, parents, staff and governors) work collaboratively to put children’s rights at the forefront of everything we do. Together, we create a safe and inspiring place to learn, where children are respected, their talents are nurtured and they are able to thrive. As a result, we were accredited with the Bronze Rights Respecting Schools Award (‘Rights Committed’) in 2018 and the Silver Rights Respecting Schools Award (‘Rights Aware’) in 2019. We achieved the Gold Rights Respecting Schools Award in November 2022.
Our Rights Respecting St. John’s Steering Group!
Every class (from Years 1 – 6) has a nominated Rights Respecting Representative and these children form the Rights Respecting Steering Group for our school. They meet regularly and work on different projects to ensure that St. John’s continues to deepen teaching and learning ABOUT rights, THROUGH rights and FOR rights.
Our Rights Respecting St. John’s School Mascot:
‘Utopia’ the Panda!
At the start of our Rights Respecting Journey, the Rights Respecting Steering Group researched the commonly held, popular views of some ‘characteristics’ of different animals to decide upon the most appropriate Rights Respecting Mascot for our school. They decided on a Panda because these animals are widely considered to be typically peaceful, strong, yet also vulnerable. The Rights Respecting Steering Group felt that children are vulnerable too, but by respecting each other’s rights, children can be protected and be peaceful and strong together! Pandas are also regarded as a symbol of friendship. Consequently, the Rights Respecting Steering Group felt that if we respected each other’s rights here at St. John’s, our friendship bonds would certainly strengthen too!
The Rights Respecting Steering Group then organised a whole school competition to name the panda! They then studied all the entries and decided that ‘Utopia’ was the most suitable name for our panda because the word ‘Utopia’ means ‘an imagined place in which everything is perfect’! The children felt very strongly that if we continue to educate others about children’s rights and children’s rights are consistently being upheld, then we will be creating a more ‘perfect’ world! Utopia keeps an eye on all the children at St. John’s and is very proud of all their Rights Respecting work and Rights Respecting behaviour!
Our Rights Respecting St. John’s Song!
Also at the start of our Rights Respecting Journey, the Rights Respecting Steering Group worked collaboratively to create a Rights Respecting Song for the whole school! Here are the lyrics that they decided upon:
Rights Respecting School,
We’re a Rights Respecting School!
Rights Respecting School,
We’re a Rights Respecting School!
R – respect for ourselves and each other,
I – is for inclusion,
G – gratitude for all our rights,
H – happy children,
T – together we stand,
S – for St. John’s, it’s our school!
Rights Respecting School,
We’re a Rights Respecting School!
Rights Respecting School,
We’re a Rights Respecting School!
Rights Respecting and British Values
At St John’s, we promote fundamental British Values through: our ethos; the curriculum; spiritual, moral, social and cultural development (SMSC); and through our work as a UNICEF Rights Respecting School. We reinforce and promote the British Values of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs, as demonstrated below:
Democracy
Article 2 Every child has the right to be treated equally and with respect
Article 12 Every child has the right to be heard
Article 13 Every child has the right to share their thoughts freely
The children decide upon their Class Charter and the rights associated with these. The role of the adults is also made clear on the charter. A group of pupils are nominated as Rights Respecting Ambassadors and work together on our Rights Respecting Steering Group to discuss rights and fundraising, and to present ideas at assemblies on whole school issues.
Children have many opportunities for their voices to be heard. We have a School Council which meets regularly to discuss issues raised by pupils. Two council members for each year group are voted by each class.
The Rule of Law
Article 2 Every child has the right to be treated equally and with respect
Article 19 Every child has the right to be protected from harm
Article 24 Every child has the right to the best health care possible
Article 28 Every child has the right to an education
Article 29 Every child has the right to an education that fully develops their personalities, talents and abilities
The importance of laws is consistently reinforced throughout the school day. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. The Class Charter sets out expected behaviour and associated rights in each class. Circle time and PSE/RE lessons are used as an opportunity to discuss difficult situations that benefit from whole class discussion. Keeping safe when using the internet is regularly discussed with children in computing lessons and in assemblies. All members of the school community sign our Acceptable Use Policy and pledge to use the internet safely.
Individual Liberty
Article 2 Every child has the right to be treated equally and with respect
Article 12 Every child has the right to be heard
Article 17 Every child has the right to access reliable information
Article 19 Every child has the right to be protected from harm
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school, we educate and provide boundaries for pupils to make choices, through provision of a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; for example in computing through our E-Safety policy.
St John’s pupils are given the freedom to make many choices, be this in class, through their choice of learning strategies, in a wide range of extra-curricular activities, and through fundraising or sporting opportunities.
Mutual Respect
Article 2 Every child has the right to be treated equally and with respect
Article 28 Every child has the right to an education
Article 29 Every child has the right to an education that fully develops their personalities, talents and abilities
Article 42 Every child has the right to learn about their rights
As a UNICEF Rights Respecting School, mutual respect is at the heart of our ethos and values. Children learn that their behaviour has an effect on their own rights and those of others. There are many opportunities to develop SMSC development across the curriculum, for example, through R.E., PSHE, PE, Art, Music, History, Geography, Science and English. Children are encouraged to work in collaboration as much as possible in their class and also with other year groups as mediators.
All members of the school community treat each other with respect.
Tolerance of Those of Different Faiths and Beliefs
Article 2 Every child has the right to be treated equally and with respect
Article 14 Every child has the right to practice their own religion and beliefs
Article 30 Every child has the right to practice their own culture, language and religion
Within our school we constantly promote tolerance of our communities, languages, faiths and beliefs. Our Religious Education syllabus, Personal, Social, Health and Emotional curriculum and Rights Respecting School initiative all reinforce our commitment towards a tolerant society
The spiritual development of pupils is shown by their:
ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
knowledge of, and respect for, different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences
The moral development of pupils is shown by their:
ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions
interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
ability to recognise, and value, the things we share in common across
cultural, religious, ethnic and socio-economic communities
knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.