Promote Children and Young People's Positve Behaviour

All adults who work within the secure care environment have a responsibility to themselves and Clayfields. We must exhibit a high standard of behaviour, both in 1:1 dealings with the young person/group, care affiliated professionals and the public, as our example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between RCW's encourages good behaviour from the young people. Clayfields behaviour policy that staff should be aware of and adhere to; all new staff follow an induction programme to guarantee a dependable approach to 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.

Explain the benefits of all staff consistently and fairly applying rules and boundaries for children and young people’s behaviour in accordance with the policies and procedures of the setting.

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.

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

Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behavior in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation develop through many years and experiences, and mistakes, that underpin the working practices that are used today.

This means keeping children safe from accidents (i.e. road safety), crime and bullying and actively promoting their well-being in a healthy, safe and supportive environment. It also encompasses issues such as pupil health and safety and bullying, about which there are specific statutory requirements, and a range of other issues, for example, arrangements for meeting the medical needs of children with medical conditions, providing first aid, school security, drugs and substance misuse.

The TA should then explain why they believe a rule has been broken and the necessary punishment. The TA should always adhere to the schools behavior policy and follow through with punishments. By doing this, the TA communicates that there are consequences to the decisions children make and that the punishment is ‘fair’ in regards to the rule break. It is important for the TA to be consistent in such situations. For example, if two children were to break the same rule it would be ‘unfair’ to allow one to go unpunished, yet punishes the second child. This would result in a lack of respect from the children. Likewise, it would be ‘unfair’ if a TA was to show favoritism. For example, if a TA was to allow their favorites to ‘get away with’ things that they would punish other children for; this is ‘unfair’. Ultimately, the relationship that a TA wants to establish with all the children is one of trust and respect. A relationship like this can not be created if a TA is unfair, inconsistent or shows favoritism.

| Section 175 of the Education Act 2002 requires local education authorities and governing bodies of maintained schools and FE colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children.All children deserve the opportunity to achieve their full potential.  The five outcomes that are key to children’s and young people’s wellbeing are: * Stay safe * Be healthy * Enjoy and achieve * Make a positive contribution * Achieve economic wellbeing The school should give effect to their duty to safeguard and promote the welfare of their pupils (students under the age of 18 years of age) under the Education Act 2002 and , where appropriate, under the Children Act 1989 by: * Creating and maintaining a safe learning environment for children and young people. * Identifying where there are child welfare concerns and taking action to address them in partnership with other

Assessment criteria 3.3- give examples from own practice of supporting children or young people to access and manage risks.

The school employs a number of sanctions to enforce school rules and to ensure a safe and positive learning environment.   We employ each sanction appropriately to each individual situation.

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

Firstly before any legislation that a child is assessed under, an assessment has to be carried out to ascertain the following:

It further interlinks with other Departmental policies, procedures, guidelines and with legislation. A shortlist of such documents relevant to behaviour support will be given at the end of our policy documentation that is given to staff. In addition, all services provided to children and young people must be in accordance with the standards and guidelines outlined in the following documents:

School is a compulsory institution for many children who lie within the first world country bracket. However, excessive use of disciplinary actions like expulsion and suspension have been a major concern over the past decade in schools and juvenile facilities. The issue in regards to disciplinary action within these systems is the misuse of punishment against adolescents and the course of action taken within disciplinary process’. Therefore excessive use of punishment to an extent can then become ineffective, high expulsion rates have shown to be driven by ineffective school policies (IU Bloomington Newsroom, 2017). Is it ethical to expel and suspend students when there are alternative precautions? Is it ethical to allow punitive punishments to occur as a means with dealing with troubled students?