Level 3 Tda 3.4 Promote Children and Young People's Positive Behaviour

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

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

The school’s behaviour policy is very detailed and covers all aspect ensures every member of staff know what is expected from them as well as pupils. I feel that I am able to challenge any behaviour issues confidently. The policy is fair to all pupils and they are all aware that any bad behaviour will not be tolerated.

Identify the positive outcomes for children and young people that practitioners should be striving to achieve

1.1 explain how legislation, frameworks, codes of practice and policies relating to positive behaviour are applied to own working practice

1.1 Legislation is a set of laws that have been created by the government to make sure all childcare settings are run correctly. To promote positive behaviour, legislation’s such as the Children Act 1989, Human Rights Act 1998, Every Child Matters 2004, Equality Act 2010 and the Health and Safety at Work Act 1974 are followed by the setting. These Act’s include rules and regulations that a setting is required to follow in order to promote positive behaviour.

All schools must have policies that are designed to reflect the rights and responsibilities of those within the school. These policies should provide guidance to staff and visitors who attend the school on ways to ensure inclusive practise is used.

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

Is a guideline to all staff on how pupils behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils, this is why all staff MUST be familiar with this policy.

Produce information about promoting positive behaviour for parents, children and young people within the school setting, the information must show that you can:

It is important that the adult influences of the classroom recognise and praise the positive behaviour of individual pupils – especially those who struggle to maintain good behaviour and tend to be told off more than others. It is also essential to praise constant good behaviour (from pupils who never misbehave) to avoid the development inappropriate behaviour. Children respond to all kinds of positive praise. In my setting, the class teacher and LSA’s often add positive words like ‘fantastic’, ‘brilliant’ or ‘well done’ when acknowledging their input towards the class. We also use house tokens to

The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

| Use own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

SWPBS was developed from the principles of behaviour analysis and aims to create a positive school culture to enable a safe school environment that ultimately supports positive behaviours for all students (Sugai and Horner 2002). SWPBS is based on