Promote Childrens Positive Behaviour free essay sample

TDA 3. 4 Promote children and young people’s positive behaviour A. A summery of the policies and procedures of the school, relevant to promoting children and young people’s positive behaviour. Behaviour policy Our behaviour policy begins with a quote from the Elton report – â€Å"Discipline in Schools 1989† â€Å"Reducing bad behaviour is a realistic aim, eliminating it completely is not† Aims †¢ To develop a school behaviour policy supported by the whole school community with shared values. †¢ To apply positive policies to create a caring, family atmosphere, so teaching and learning can take place in a safe and happy environment. To teach through the school curriculum, values and attitudes, which promote responsible behaviour, self discipline and self-confidence. †¢ To encourage children to respect themselves, others and property †¢ To encourage good behaviour through positive reinforcement, by means of rewards for children of a ll ages and abilities †¢ To make clear to children the difference between minor and more serious behaviour †¢ To treat problems as they occur in a fair, caring and sympathetic manner in the hope of achieving an improvement in behaviour †¢ To encourage children to develop a responsible attitude, helping them o become independent and capable of acting sensibly using their own initiative †¢ To encourage children to be polite and considerate Code of conduct †¢ All members of the school community are asked to respect each other †¢ All children must be aware of the need to consider their own safety and that of others †¢ Children need to adapt their behaviour to suit the type of activity e. g. during classroom discussions children need to listen to others and take turns speaking during sports activities children need to be taught to respect the apparatus All children are expected to respect their teachers, other adults and fellow pupils †¢ All children are expected to respect their own and other peoples property and to take care of books and equipment †¢ Children are asked to be well-behaved, well-mannered and attentive †¢ Children should walk quietly around the school †¢ If a child has a grievance against another child it must be reported to a member of staff who will deal with the matter †¢ Physical violence is not acceptable †¢ Foul or abusive language is not acceptable †¢ Children are expected to be punctual Children must not bring sharp or dangerous items into school This code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learn ing. Rewards and sanctions A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. Children’s achievements and positive contributions will be recognised by: †¢ The awarding of badges †¢ Certificates for individual achievements †¢ TOPS awards for key stage 2 Praise and acknowledgement by celebrating achievements with other teachers and their classes †¢ In school assemblies children are encouraged to share achievements †¢ Class teachers give verbal and written praise whenever possible †¢ Use of sunshine or cloud dependent on behaviour †¢ Miss minutes of playtime †¢ Sent to head teacher †¢ Comments to parents †¢ Exclusion Most children respond to this positive approach where their efforts are seen to be valued and make considerable efforts to improve their work and where necessary their behaviour. Dealing with conflict and inappropriate behaviour While the school does aim to encourage positive behaviour, sanctions for unacceptable behaviour are necessary. Where sanctions are put in place the school will aim to be clear about them, what they are, how long they will last, both with the child and the parent. The behaviour policy states what the acceptable bounds of behaviour are. It is each child’s responsibility as part of growing up, where these bounds lie. The school aims to respond immediately to unacceptable behaviour, which must be but fair. Children will also need to take responsibility for their actions, by apologising or writing a letter. Children should be encouraged to avoid trouble, to say NO loudly and clearly when they do not wish to be involved. The class teacher deals with minor breaches discipline. This is done in a caring, supportive and fair manner, taking child’s age into consideration. Normal sanctions include a verbal reprimand and reminder of expected behaviour, loss of free time, sitting alone in class, sending work home, letters of apology, loss of responsibility and referral to headteacher, deputy headteacher or to another teacher. Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving school premises without permission, verbal abuse, refusal to work and disrupting the class. Each case is treated individually, generally children are made aware that they are responsible for their own actions and that breaking the rules will lead to punishments. When disciplinary problems arise parents will be involved at an early, the meeting will be logged in case further action is required. Action taken will be as follows: †¢ A plan for identifying and monitoring unacceptable behaviour. All sanctions will be made clear to everyone and adhered to. †¢ If the problem continues the parents will be sent a formal letter inviting them to discuss the matter with the teacher and headteacher. †¢ If necessary Governors and other agencies will be involved. †¢ As a last resort exclusion options will be explored. If a very serious problem arises normal procedure will be by passed and parents asked to collect child immediately. Serious incidents are recorded in an Incident or discipline book. Incident book will be used to record Any incidents involving injury to a child or adult on site †¢ Loss, theft or damage to property †¢ Any other incidents or matters of a serious nature These are incidents that may lead to disciplinary or legal action or become a matter of public interest. Discipline book will be used to record †¢ Verbal abuse †¢ Physical abuse †¢ Assault †¢ Defiant refusal †¢ Absconding †¢ This is used to record significant disciplinary measures, exclusion must always be recorded. This book is for serious occurrences of challenging behaviour. Intervention If a child violently attacks another child or adult and does not respond to requests to calm down, then physical restraint is necessary. The child should be removed from the situation and taken to a member of the Senior Management Team who will immediately contact parents. An incident form should be filled in and the situation discussed with the headteacher or deputy headteacher. The headteacher or deputy headteacher will work with staff and parents to devise an action plan to meet the child’s needs. This may include the involvement of other agencies, social services, psychological services etc. Anti Bullying Policy Aims †¢ Policy to be used as part of a whole school approach, leading to united and consistent approach in the implementation of the policy †¢ To reduce the incidence of bullying †¢ To increase the awareness of bullying, and the anti-bullying procedures in place. †¢ To offer a framework to help deal with the instances of bullying †¢ To improve relationships throughout school Definition of bullying All forms of bullying are unacceptable. Bullying can be short or long term. Physical or verbal abuse or even a look can constitute bullying. Intimidation, overt or subtle can be bullying. Bullying can include harassment based on racial, religious, social or physical differences. Any form of bullying will be dealt with accordingly. The children are taught in PSHE that bullying is something that is deliberate, repeated and unfair. They are told the bullying of any kind is unacceptable. Examples of bullying Bullying can include name calling, teasing, jostling and punching, intimidation, extortion and assault. The actions of a bully include: To exert power, overt or covert, over victim To frighten or terrorize, through physical aggression or psychological intimidation To create a atmosphere in which the victim feels a constant sense of foreboding at the thought of being subjected to taunts, or threatened with violent behaviour, or actually attacked and humiliated, often in secret. Preventative measures †¢ Improvement of Personal and Social development. By means of PSHE teaching, discussions and co-operative activities. †¢ Increasing opportunities for structured, supervised play at dinnertime. †¢ Encouraging adults and children to look for signs of problems Eg isolated children, aggressive behaviour, non-co-operative behaviour, a dominant person or group. The school council is an avenue for children to air their views and develop systems to support others during unstructured play. There are opportunities for children to join team sports at lunchtime, there is a P. E. teacher on duty at this time for children to take part in athletics club, football club, cricket club or structured games with the teacher. Action †¢ An incident of bullying is reported to, or identified by an adult. †¢ The adult may deal with incident to a satisfactory conclusion. The class teacher to be informed and no other action taken †¢ If the adult judges it to be more serious it should be passed to the class teacher. They will deal with the situation appropriately. Parents/carers are encouraged to discuss incidents with class teachers †¢ If the problem is more persistent or serious, the headteacher must be informed, and will deal with the matter accordingly. †¢ Examples of possible action: †¢ Discussions with children concerned †¢ Discussion with whole class †¢ An individual or group being withdrawn from playtimes †¢ Parents may be informed †¢ Parents may be actively involved †¢ Children may not be included in school visits, school teams, school productions etc. School may seek help from outside agencies such as educational psychologists and social services †¢ In all cases of bullying there will be a need to be positive reinforcement of good behaviour †¢ There may also need to be a programme of activities designed to raise the self esteem/ confidence of those concerned †¢ In extreme circumstances the child may be excluded Attendance Policy Th e school aim to: †¢ Maintain an attendance rate of a minimum of 96. 4% †¢ Maintain parent’s and pupils’ awareness of the importance of regular attendance Good attendance is important because: