Tda 2.9support Children and Young People's Positive Behaviour

Helping children realise which behaviours are appropriate and responsible gor is paramount. Good, strong teamwork between adults will encourage good behaviour in children There are two ways we help teach children good behaviour, through positive reinforcement of good behaviours and negative reinforcement of bad

policies are the code of conduct, home school agreement, reward systems, prefects and the staff.

The responsibilities of the students are to maintain the coherence of the school community and to keep the school a safe and productive environment. It is necessary for students to follow the code of conduct supplied by the school, and must advocate anti-bullying within the school community. It is the student’s responsibility to, alongside teachers and parents, commit to create and maintain an environment that promotes learning. Students must show responsibility in achieving their full academic potential.

As a HLTA, our target will be to promote a positive behaviour by treating every child with respect, without favoring one child over the other and by promoting equality and accepting a diverse capability of children. In order to establish expected behavior, values and attitudes from children/young people in the school, we need to always demonstrate the positive behaviour through the following actions. We need to o interact appropriately with each other in respectful ways, through speech, actions and relationships o treat each other with respect, courtesy and consideration and be inclusive, regardless of gender, race, religion, ethnicity, background, family or social circumstances; treating others as we wish to be treated ourselves; o talk and listen to one another in order to understand each other, making sure that we hear all sides and do not jump to conclusions; o be fair and consistent to each other; o value, take pride in and care for the school by looking after school property and equipment; o refrain from using foul and abusive language or threatening behaviour • Positive Reinforcement and

| In this assignment I will be looking to demonstrate my knowledge of three different assessment criteria. Firstly I will be looking to explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour. I will then look to explain how the application of boundaries and rules for behaviour complies with the policies and procedures of the setting. I will then move onto to explaining the benefits of actively promoting positive aspects of behaviour as well as

1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

At my Pre-school any complaint made against a member of staff, either by parents or another member of staff concerning inappropriate behaviour toward a child will be taken seriously with immediate suspension of that member of staff. Ofsted and our borough’s Local Safeguarding Children’s Board will be imformed and any future action will be under their guidance.

7. Allegations Against Staff   If such an allegation is made, the member of staff receiving the allegation will immediately inform the Headteacher. The Headteacher will assess the situation on such occasions and, if deemed necessary, will discuss the content of the allegation with the Local Authority Designated Officer for Child Protection (LADO). If the allegation made to a member of staff concerns the Headteacher, the designated member of staff will immediately inform the Local Authority Designated Officer (LADO) to first seek advice on future steps to be undertaken. No investigation must be done without LADO. If further action is required the Chair of Governors will then be informed. The Local Authority’s procedures document will be held in the offices of the Headteacher, Deputy Headteachers, Assistant Headteachers, the designated Child

The principles include: 5:1 positive to negative interactions, students receive positive motivation, consequences are the least amount needed to motivate students, consequences are used instead of punishments, students need to practice prosocial behaviors, staff need to respond differently to a skill deficit and a performance deficit, and incentives and consequences must remain consistent (p. 11). These seven guiding principles must be considered when both designing and planning a PBSS school-wide and within grade-levels. The Behavioral Matrix model takes into consideration these guiding principles and allows teams to implement a plan for accountability and meaningful rewards and consequences. The Behavioral Matrix also clearly defines and explains both the different behavioral levels of intensity as well as corrective responses and/or consequences. Sugai, G. & Horner, R. (2002) remind us that “The expansion and evolution of PBS have been accelerated by increased national attention on incidents of school violence, the lack of discipline and prosocial behavior in schools, and the use of drugs and alcohol by youth” (p. 130). PBSS’s ensure schools are proactively approaching behaviors, rewarding prosocial behaviors, and providing consistent consequences for students when poor choices

Individuals should be aware of their school/serviceâ€TMs child protection procedures, including procedures for dealing with allegations against adults. All allegations must be taken seriously and properly investigated in accordance with local procedures and statutory guidance. Adults who are the subject of allegations are advised to contact their professional association. In the event of any allegation being made, to someone other than a manager, information should be clearly and promptly recorded and reported to a senior manager without delay. Adults should always feel able to discuss with their line manager any difficulties or problems that may affect their relationship with pupils so that appropriate support can be provided or action can be

establish a team to develop, implement, and manage the school-wide behavior support effort in a

As professionals, we have a duty to ensure that children and young people are protected while they are in our care and that where we have other concerns outside school, these are investigated fully. School policies and procedures need to be such that parents and governors are aware of them and that staff are fully trained with regard to safeguarding. Schools will need to consider and include in their policies:

As an early childhood educator it is my responsibility to help children become confident and creative individuals who can accept responsibility for their own actions and form relationships that respect the rights of themselves and others (Ministerial Council on Education, Employment, Training and Youth Affairs[MCEETYA}, 2008).Guiding young children’s behavior in a positive learning environment allows for engagement in authentic, developmentally appropriate learning experiences. I align myself with Bill Rogers model of Positive Behaviour Leadership. Because behaviour guidelines are established with consideration of children’s rights to safety and effective learning environment. Prevention is a focus through practices in the establishment phase .There is regard of the effect that developing good relationships has on behaviour in the setting. Positive corrective strategies guide children to make good behaviour choices.

The school is “committed to doing all that we can to ensure that the children in our care are healthy, safe and enjoy emotional well-being. We also have a fundamental duty of care to the adults who work in and visit our school”.

The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there. I am aware that all adults that work and are part of the setting at Parkhill Infants School have an important responsibility in modelling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has a momentous influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every