United Nations Convention on the Rights of the Child (UNCRC): Child Rights Regulation and Improvement Action Group minutes: December 2024

Welcome and apologies 
AA invited everyone to introduce themselves. AA welcomed Dr Suzanne Conneely and Charlene Brazil from the Inspectorate of Education in Ireland who gave a presentation about their work to embed a children’s rights approach in their structures and processes.  

Updates on the Framework Document and responses

A framework document is in development to define the role of regulators in embedding a children’s human rights approach. The document will explain the role of regulators to foster a culture of children’s rights.

AA asked participants to review the early draft and provide feedback. AA will circulate the draft for review, with the aim of discussing it at the next meeting. 

Action 1: members to review the draft framework

Irish Inspectorate of Education

Dr Suzanne Connolly and Charlene Brazil shared how the Irish Inspectorate of Education has adopted a child rights-respecting approach to their work.

The Inspectorate’s role is to:
•    Support schools and early learning settings to enhance educational outcomes
•    Conduct inspections to evaluate and provide feedback on educational quality
•    Promote the participation of children and young people during inspections, in line with the UN Convention on the Rights of the Child (UNCRC)

Children’s voices must be heard and considered during evaluations to ensure their perspectives shape educational improvements

The Inspectorate has a three-phase approach to child participation: development of pre-inspection resources to explain inspection processes in child friendly language; 
training inspectors to prioritise voluntary participation and respectful engagement with children during inspections, focusing on active consent; and introducing child friendly summaries in inspection reports. Starting in September 2024, these summaries, co-designed with children, will be available for primary and post-primary schools. Future plans include expanding formats to include blogs and videos.

The key takeaways from the initiative have been the importance of a dedicated team and training inspectors to model a rights-based approach, making research based decisions and prioritising continuous improvement.

Children’s participation is key and so the Inspectorate Article 12 of the UNCRC, children’s right to be heard, is emphasised in all inspection guidance. Newsletters from the Chief Inspector have engaged schools and children. A Student Participation Unit was also established within the Department of Education to promote children’s voices in policymaking.

The team acknowledged resistance amd emphasised persistence and the need for strategic communication to address concerns. Key challenges included logistical complexities and stakeholder readiness.

Dr Suzanne and Charlene welcomed further collaboration with the group as they refine and implement their practices.

A question was raised about whether different types of schools showed varying levels of receptiveness to involving children in inspections. No significant differences were observed in school receptiveness, as schools have generally been very supportive, collaborating positively with the inspectorate
Concerns were raised about managing power dynamics between teachers and students during inspections and ensuring genuine feedback from children can be captured. There are no teacher representatives during focus groups, participation is voluntary, and children’s rights are explained to encourage honest feedback.

An attendee asked if there are tangible outcomes from incorporating children’s perspectives in reports and recommendations. Children’s voices are explicitly included in reports through dedicated sections and as part of the summary page. While the full impact is still under review, these changes aim to enhance clarity and influence.

An attendee asked how rights-based approaches are adopted for all children, particularly those with additional support needs, to ensure accessibility in inspections. Inspections are adapted for diverse settings, including special schools and younger age groups (0–3 years), through tailored approaches and materials, ensuring inclusivity and accessibility for all children.

Attendees asked about the next phases of the Inspectorate’s work and how children’s rights could be further embedded and made accessible across all settings. The inspectorate continues to refine and expand its approaches, emphasising the importance of communication, collaboration, and patience in implementing lasting changes. Efforts include creating resources that resonate with teachers and stakeholders, fostering understanding and reducing fears associated with engaging children and young people.
AOB
The next meeting is scheduled for 11th February 2025
 

Attendees and apologies

Aqeel Ahmed (Chair), Scottish Government - AA
Lyndsey Saki, Scottish Government - LS
Gita Sharkey, Scottish Government  - GS
Luiza Leite, Scottish Government  - LL
Ezhilarasi Mahadevan, Scottish Government (Minutes) - EM
Nina Miller, Audit Scotland - NM
Tricia Meldrum, Audit Scotland - TM
Lisa Kirkbride, Care Inspectorate - LK
Aileen Nicol, Care Inspectorate - AN
Stephen Bermingham, Children’s Hearing Scotland - SB
Fraser McCallum, Education Scotland - FM
Fraser Gillan, Education Scotland - FG
Brian Johnston, His Majesty’s Inspectorate of Constabulary - BJ
Rebecca Spillane, Improvement Service - RS
Felicia Szloboda, Improvement Service - FS
Helen Dawson, Mental Welfare Commission for Scotland - HM
Joanna Smith (on behalf of Clare McGuire), NHS Education for Scotland  
Nick Targontsidis, NHS Education for Scotland - NS
Linda Mckenna, Scottish Housing Regulator - LM
Josh Barnham, Scottish Public Service Ombudsmen - JB 
Neil MacLeod, The Scottish Social Service Council - NMC

Items and actions

Welcome and apologies 

AA invited everyone to introduce themselves. AA welcomed Dr Suzanne Conneely and Charlene Brazil from the Inspectorate of Education in Ireland who gave a presentation about their work to embed a children’s rights approach in their structures and processes.  

 

Updates on the Framework Document and responses

 

A framework document is in development to define the role of regulators in embedding a children’s human rights approach. The document will explain the role of regulators to foster a culture of children’s rights.

AA asked participants to review the early draft and provide feedback. AA will circulate the draft for review, with the aim of discussing it at the next meeting. 

Action 1: members to review the draft framework

 

Irish Inspectorate of Education

 

Dr Suzanne Connolly and Charlene Brazil shared how the Irish Inspectorate of Education has adopted a child rights-respecting approach to their work.

The Inspectorate’s role is to:
•    Support schools and early learning settings to enhance educational outcomes
•    Conduct inspections to evaluate and provide feedback on educational quality
•    Promote the participation of children and young people during inspections, in line with the UN Convention on the Rights of the Child (UNCRC)

Children’s voices must be heard and considered during evaluations to ensure their perspectives shape educational improvements

The Inspectorate has a three-phase approach to child participation: development of pre-inspection resources to explain inspection processes in child friendly language; 
training inspectors to prioritise voluntary participation and respectful engagement with children during inspections, focusing on active consent; and introducing child friendly summaries in inspection reports. Starting in September 2024, these summaries, co-designed with children, will be available for primary and post-primary schools. Future plans include expanding formats to include blogs and videos.

The key takeaways from the initiative have been the importance of a dedicated team and training inspectors to model a rights-based approach, making research based decisions and prioritising continuous improvement.

Children’s participation is key and so the Inspectorate Article 12 of the UNCRC, children’s right to be heard, is emphasised in all inspection guidance. Newsletters from the Chief Inspector have engaged schools and children. A Student Participation Unit was also established within the Department of Education to promote children’s voices in policymaking.

The team acknowledged resistance amd emphasised persistence and the need for strategic communication to address concerns. Key challenges included logistical complexities and stakeholder readiness.

Dr Suzanne and Charlene welcomed further collaboration with the group as they refine and implement their practices.

A question was raised about whether different types of schools showed varying levels of receptiveness to involving children in inspections. No significant differences were observed in school receptiveness, as schools have generally been very supportive, collaborating positively with the inspectorate
Concerns were raised about managing power dynamics between teachers and students during inspections and ensuring genuine feedback from children can be captured. There are no teacher representatives during focus groups, participation is voluntary, and children’s rights are explained to encourage honest feedback.

An attendee asked if there are tangible outcomes from incorporating children’s perspectives in reports and recommendations. Children’s voices are explicitly included in reports through dedicated sections and as part of the summary page. While the full impact is still under review, these changes aim to enhance clarity and influence.

An attendee asked how rights-based approaches are adopted for all children, particularly those with additional support needs, to ensure accessibility in inspections. Inspections are adapted for diverse settings, including special schools and younger age groups (0–3 years), through tailored approaches and materials, ensuring inclusivity and accessibility for all children.

Attendees asked about the next phases of the Inspectorate’s work and how children’s rights could be further embedded and made accessible across all settings. The inspectorate continues to refine and expand its approaches, emphasising the importance of communication, collaboration, and patience in implementing lasting changes. Efforts include creating resources that resonate with teachers and stakeholders, fostering understanding and reducing fears associated with engaging children and young people.

AOB

The next meeting is scheduled for 11th February 2025