Support Children and Young People’s Posltlve Behaviour Outcome 1: Know the policies and procedures of the setting for promoting children and young people’s positive behaviour 1 . 1: Describe the policies and procedures of the school that are relevant to promoting children’s positive behaviour (e. g. behaviour policy, code of conduct, anti-bullying). All adults who work at Queens park have a responsibility to model a high standard of behaviour as their example of behaviour has a significant Influence on the children’s behaviour.

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Queens Park Primary School aim to create an environment which ncourages and reinforces good behaviour and positive attitudes, and this is done through promoting the school ‘Behaviour Policy. Behaviour Policy: This policies purpose is to create a positive, orderly and inclusive learning environment for the teacher to teach and the pupils to learn. It Is a guideline to all staff of how pupils behaviour be managed. It important that this policy is constantly being applied to ensure that each child thrives.

It will help pupils develop self-respect, self-control and accountability for their own behaviour. All staff must be familiar with this policy. Code of conduct: A set of rules/guldellnes for the pupils so they understand how they should behave and what Is expected of them. It Is designed to show children how they can achieve acceptable standards of behaviour. Rules are displayed throughout the school and reinforced to all by staff continuously; also there is a Home – School Agreement. The Teacher, Parent/Career and Pupil are all expected to sign the agreement and follow out there role. l have Included a copy of the Home – School Agreement) Anti Bullying: Bullying takes a variety of different forms, all staff has a responsibility o recognise these and take action at the first instance. The policy lists some of the most significant: Physical – hitting, kicking, taking or damaging belongings Verbal – name calling, insulting, racist remarks, threats Indirect (psychological) – spreading nasty rumors, excluding someone from the groups, moving away as person approaches, leaving notes Cyber – computer, mobile phones Bullying Is Wrong and harms Individual children soit is important the school does all It can to prevent It.

Page 2 Supporting Children And Young Peoples Positive Behaviour Essay

The vlctlms work may suffer. The school does this by setting a lnaset In wnlcn Dulllng Is unacceptan e All star nave a responslDlllty to De vlgllant and spot any early signs Withdrawn Deterioration of work Desire toremain with adults General unhappiness Unexplained missing possessions Staff are to report any concerns to the Deputy Head. Close supervision at times when bullying is most likely to happen i. e. playtimes and dinnertime. It is important to support the victim and understand the motivations and prevent recurrence All incidents will be recorded on a ‘Pupil Interview Sheet’.

Both Bully and victim should give a description of the incident. Parents will be informed. If the offender persists then punishments will involve the usual disciplinary procedures. At Queens Park it is believe that by creating a positive atmosphere, every lesson begins in a friendly and positive way. Pupils will be welcomed as it is believed that this will reduce anxiety and provide a good start for the pupils to learn. Staff are to speak calmly to children this is because the adult is acting as a role model.

Attendance: Poor Attendance at school can have a negative effect on children’s behaviour at school. Children form friends and groups at school, if absent allot my ind this difficult to do. At queens park attendance is recorded on computer and is watched closely. If a pattern off poor attendance is noted or attendance falls below average, the child’s parent/carer will be notified. Good attendance is rewarded with a certificate in assembly. 1 1 wny Is It so Important tnat all star conslstently ana Talrly apply Dounaarles ana rules for children with regards to behaviour? Give examples.

All staff within the school must know and constantly apply the school rules, this is so children and young people know what are expected of them. It is important that all taff follow the same set of rules so that the children know that they have not changed and they still apply no matter which adult is present. If you are supervising an activity, the children will expect you to apply the same rules as other staff. In queens park children are made aware of sanction at the beginning of the school year. The adult’s response to inappropriate behaviour should be the same, every time that behaviour occurs.

The children also know the rewards they receive for good behaviour, there are displays of charts and rewards in our classroom to give children ncentive. Outcome 2: Support positive behaviour 2. 1 : Describe the benefits of encouraging and rewarding positive behaviour. Providing an example of how you have done this Children respond to all kinds of positive praise. In my setting, the class teacher and TAs often add positive words like fantastic’, ‘brilliant’ or Well done’ when acknowledging their input towards the class.

All children respond to attention and, therefore, a focus on positive behaviour will reinforce positive behaviour. We also use team points to reward good behaviour. Giving the pupils a reward makes them feel hat the efforts they make in their positive behaviour is much appreciated. The more we praise good behaviour of individuals, the more likely the pupil is to continue the good behaviour and maintain a positive attitude towards school and learning. By giving children praise for good behaviour it will reinforce the feelings of belonging to the school in which return produces good behaviour.

The schools reward system consists of: Positive praise Positive comments on children’s work Stickers Weekly certificates given out in assembly Photocopies sent home to parents of good work eam polnts Tor good Denavlour, good effort ana pollteness Rewards are intended to increase motivation in a child and by recognising and rewarding their success it will then lead to their good behaviour and positive work ethic. In the year 3 class which I volunteer in we have a chart called ‘It’s Good to Be Green’, the chart consists of 3 different colours that all stand for different things.

GREEN – Child is being well behaved AMBER – Child has been given a warning continued to misbehave RED – Child has There are Individual pictures of each child’s face in the class. Their pictures all start on green; if the child has misbehaved they will receive a warning and move to amber, If the child recognises and changes their behaviour they move back up to green. If they continue to misbehave they will move down on to red and they will have a couple of minutes deducted from their playtime.

This chart is very visual so that the child can see, and an explanation of why the child has been moved down onto amber/red will also be given so that they can understand why they have been moved. Another way of rewarding good behaviour in my class is the ‘Star Badge Award’ were f a child’s good behaviour (l have included examples of stickers and certificates from my class, also I have included pictures of the team points charts and the ‘It’s Good to be Green’ Chart from the classroom I volunteer in. ) We believe that the “tone” of the school and classroom is very important.

We like to provide the children with a pleasant learning environment at Queens Park. We like to display the children’s work and to give the children a sense of pride. In the class that I volunteer in I often help a table of children with their work and guide them through it, I will always praise good effort. A child I was helping on one occasion to write a play script responded well to the praise i gave them and worked better and better. The child grew in confidence as usually the child doesn’t take pride in their work. I told the teacher about the child’s effort and the child received ‘star worker’. . 2, 2. 3 and 2. 4 will be observed by your assessor. Outcome 3: Respond to inappropriate behaviour How ao you deal wltn Inapproprlate Denavlour prov10e two examples 0T now you have done this and when should you refer behaviour to others. At Queens Park sanctions are explained to all children at the beginning of the year so hat they are understood by all. If we can prevent inappropriate behaviour this is believe to be best all-round. Minor examples of inappropriate behaviour can often be refocused; this will also stop the incident from escalating.

Staff will speak to children calmly; the unacceptable behaviour will be targeted without labelling the child itself. Relating any negative comments to the behaviour rather than the child for example, that wasn’t a good choice’ is better that saying you are not a good boy. It is important for the child to be spoken to in a calm manner at all times with the adult acting as the role model. It the child continues to misbehave and doesn’t listen to the instruction, keep the same tone (do not shout or get angry) and repeat the instruction for example ‘l have asked you to sit down properly on the carpet. Making eye contact when talking to the child can also work as the child becomes aware that you know what they are doing, using close proximity when a child is misbehaving can also can make the child aware that you know they are misbehaving. Ways of dealing with Inappropriate Behaviour A warning will be given to child Make clear to child why sanctions have been used in order for them to understand. Consequence – a suitable number of minuets taken off child’s playtime Consequence – Child will lose play/lunch time. If bad behaviour continues the pupil will be sent of senior member of staff i. . Deputy Head, Head Teacher (these sanctions may vary slightly depending on the age of the child) An example of me dealing with inappropriate behaviour in the classroom is when the children are sat on the carpet when the teacher is explaining the lesson, I will sit close to the children to help prevent them talking when the teacher is talking or when she has her back turned, by sitting close to the children I am making them ware I am watching them, this will prevent them from talking and they will listen to the teacher.

One child was not sat on the carpet properly, they were knelt on their knees this was preventing children sat behind them from seeing the white board and the teachers explanation so I asked the child to ‘sit down on the carpet properly and explained to them why. Sometimes you may have to deal behaviour problems which are difficult to manage, if you feel confident and comfortable you may want to tackle the incident yourself. some sltuatlons may need anotner memoer 0T star IT a pupil Is In danger or ndangering, dealing with a difficult situation by yourself may not be possible.

Depending on the situation, you may have to refer it to a senior or higher authority level of staff, so you might contact a supervisor as they are the first point of behaviour support and plan different situations and strategies in classrooms. Other teachers may offer help advice also. The Head Teacher or Deputy should be informed if you have a concern about a pupil or situation. 3. 2 Give examples of when you should refer behaviour to others. If a pupil was becoming aggressive and was becoming unsafe to themselves and to thers, hitting out and being uncontrollable.

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