Assignment Brief TDA 3.4 Promote children and young people’s positive behaviorLearning outcomes indicated below must be assessed in the workplace1.
Understand policies and procedures for promoting children and young people’s positive behaviorAssessment CriteriaSummarise the policies and procedures of the setting relevant to promoting children and young people’s positive behavior Homework agreementBoth children and their parents/carers sign an agreement at the start of each new school year so that children’s’ learning is supported at home. It sets out rules that children will act responsibly and ensure that homework is completed on time, and their parents/carers agree that they will help their child and make sure that they bring their homework to school on time. It details what sanctions will be given in the case of missing homework, and the steps that school will take for consistent missing work and help that will be given to both the child and their parents/carers.
Attendance PolicyThis describes how the school records attendance and who the designated Attendance Officer is, and how to report a pupil absence. It gives information as to what the expected percentage attendance is for the school, and at what percentage the school will take action when bad attendance is noted. It describes the importance of good attendance and that poor attendance, or lateness, impacts greatly upon children’s learning and that the school will help as much as possible where appropriate. Anti-bullying This explains the forms of bullying that may take place within school, and sanctions that are available to staff when it takes place. It also mentions cyber-bullying and refers the reader to a separate E-Safety policy for reference. It lists examples of bullying from name calling to physical violence and the steps that staff and the Head will take to remedy any cases brought to their attention: these range from loss of break time to more severe exclusions from school.
1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe b) make a positive contribution c) develop social and emotional skills d) understand expectations and limits The school’s strict recruitment policy ensures that only the best staff are recruited to teach the children, both in terms of qualifications/experience and by checking their eligibility to safely work with children and young people; the latter is done by conducting enhanced DBS checks on new staff members, and yearly internal checks (staff are required to update any changes to their original DBS). The internal checks ensure that children are consistently being kept safe, rather than only new staff being the ones checked.
All staff members wear a detailed ID badge at all times, and visitors are required to wear a Visitor badge throughout their visit. All visitors/volunteers are required to wear a Visitor badge at all times, and have to sign in and out so that the school office knows exactly who is in the building; unknown visitors are given an escort throughout their visit, so that no one is able to freely roam and so that children are given a safe place to be in.b)The school’s display policy allows all children to have an equal opportunity to have their work displayed throughout the school. It stipulates that any child’s work can be displayed, rather than just the best in class as many other schools tend to do; this supports the lower achievers to feel a sense of pride rather than feel inadequate when they see their higher achieving peers’ work on display. The School Voice policy gives children the opportunity to be actively involved in how their school is run, and the sort of activities that they would like to occur. There are various groups within the School Voice that allow children to make independent decisions based upon the needs and wants of their peers. Such groups are the Eco Council and School Council which both work towards making the school a happier and more productive space to learn and grow, and they regularly meet and send out class questionnaires to find out what the children would like to happen.
Although some ideas and projects are feasible, the final say is always given to the Head who oversees the School voice to ensure consistency, the appropriateness of their work and safety of all involved.The school’s SEN policy describes how children with additional needs will be accommodated so that they can be supported to actively develop their social and emotional skills if these areas are lacking or underdeveloped. Differentiation plays a large part in planning how children are supported so that they do not feel isolated and left out of school life. This also ties in with fulfilling the inclusion criteria of the school’s EDI policy so that children are nutured and given every opportunity to feel a valued member of the school community. The EDI policy also sets out how children will be supported to follow their own religion and familial traditions within school, and describes how the school community plays an active part in the local community at large; this ensures that no child is made to feel isolated and feel undervalued.The Behaviour policy sets out the expectations of the behaviour of each child within the school day, and what will not be tolerated by giving a few examples, such as foul language and to always be courteous.
Each classroom also has a highly visible set of class behaviour rules that is underpinned by the policy so that everyone knows what is permissible and not permissible; each child is required to sign a behaviour contract at the start of each term which describes their teacher’s expectations of their behaviour. Such things as ‘Tables will be cleared after each activity’ and ‘Please share with others’ are designed to instill positive behaviour and set limits on what is not permissible. This is also linked in with the Code of Conduct which stipulates positive guidelines as to behaviour, and is more or less a set of school rules. It is worded in such a way that it promotes positive actions rather than criticising negative ones, such as ‘I will walk on the patio’ rather than ‘do not run on the patio!’. This Code is designed to promote good actions at all times so that the children are nurtured and encouraged to act responsibly towards others, rather than feel criticised for doing something seen as wrong. 1.
3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behavior in accordance with the policies and procedures of the setting Established rules and boundaries is extremely important in the setting, and all staff should be working from the same page when applying the setting’s policies and procedures when the need arises; this encourages a holistic approach and constitutes good practice. Discipline should be applied from an early age so that there are clear and concise expectations of the sort of behaviour that is expected from everyone, and this in turn minimises the chances of misunderstandings and/or wrongdoing. Of course it is equally important that rules and boundaries are age and ability appropriate otherwise the setting’s policies and procedures will not work effectively; for instance, the behaviour and also the understanding of rewards and sanctions of a four year old is markedly different from that of an eleven year old.Good practice in this regard also fosters a sense of respect between staff and the children, and encourages awareness of being considerate towards others. Demonstrating that respectful behaviour brings about praise and rewards works to teach children that positive behaviour is seen as a good thing and should be the only behaviour that is displayed in school. Once children know that being respectful towards other pupils and all staff (regardless of position within the setting) is expected, then it gives a sense of being safe and secure because negative behaviour from others will not be tolerated and will be dealt with immediately.Consistent and fair discipline can also lead to children feeling that they are valued, equal to others, and also demonstrates to them that adults in the setting are working together as a whole by administering the same rewards and sanctions throughout school. The giving of rewards should follow the tenet of the policy so that all children know what behaviour will be rewarded, and this in turn fosters a desire in the children for praise.
Sanctions too should be in line with policy and it should always be made clear to the child why it is being given and what can be done to remedy future behaviour to avoid further sanctions. A traffic light system is an excellent visual aid that shows all the class how well they are doing in terms of following the class and school rules, and when a child is on red it gives them a visual reminder to adjust their behaviour accordingly.Applying the policy also prevent any accusations against staff members from parents or carers, such as an inappropriate or harsh sanction that is not covered in the policy. In addition, it also protects all staff from being accused by a colleague and thus the Whistleblowing being brought into play.
So long as all are applying the same and fair rewards and sanctions, then all staff will work in a comfortable and secure setting.2. Be able to promote positive behaviorAssessment Criteria2.1 Explain the benefits of actively promoting positive aspects of behavior Children that are encouraged and subsequently rewarded for their good and positive behaviour are more likely to repeat it in the future, and therefore learn that positive actions result in positive reactions.
Individual educational and personal developmental goals and outcomes can also be better achieved if the child is actively encouraged and rewarded by a physical action, such as a certificate or sticker, as they will have greater confidence in their ability; this approach could also encourage them to push boundaries and their own abilities to achieve a sense of satisfaction. Self esteem will also be boosted as they will feel as though they are an important part of society, and also valued as a person in their own right because of their achievements or efforts. With self esteem also comes respect for one’s self and for others around them, along with personal responsibility for one’s own actions and reactions; knowing that good comes from good encourages the child to act positively, and so negativity and inappropriate behaviour will be seen as undesirable and not conducive to their progress. Encouraging positive behaviour also lays down foundation skills for the child in later life, both within education and after: they will know what is expected of them and what society deems as inappropriate and therefore unacceptable. Those children and young people who exhibit positive behaviour, and subsequently rewarded and have learned the personal benefits of it, also act as role models for their peers and for those who are younger: children learn by example and so are more apt to copy behaviour that they see being accepted by adults and those in position of authority in the school environment. 3. Be able to manage inappropriate behaviorAssessment Criteria3.5 Explain the sorts of behavior or discipline problems that should be referred to others and to whom these should be referredIt is important in situations where a child is displaying negative behaviour for all staff in the setting to be aware of when to deal with it personally and when to refer to another colleague or professional.
For instance, a couple of children fighting in the playground (but not extremely violent) could be dealt with by the staff in the playground; the class teacher would then be informed afterwards. However, if the fighting culminated in harm and injury then the incident should be immediately referred to the Head or Deputy Head so that they can deal with it in accordance with the school’s behaviour policy.In the case of a child with known EBD or additional needs displaying behaviour and/or discipline issues then the staff member should inform both the class teacher and also the SENCO so that it can be monitored, assessed and any adjustments to support made.
Some behaviour issues may indicate that the child is a victim of abuse, and these concerns should be discussed with the setting’s Child protection or Safeguarding officer in line with the setting’s Child Protection and Safeguarding policy; suspected abuse cannot be dealt just by the class teacher or the Head. BibliographyBaker, B., 2010. Supporting Teaching ; Learning in Schools (Primary), Harlow: Pearson Education Limited.