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

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TDA 3.4 – Promote children and young people’s positive behaviour 1Understand policies and procedures for promoting children and young people’s positive behaviour 1.1Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour

We take great pride in our school in promoting positive behaviour. This is reflected in many of our policies which are in place. Listed below is a brief summary of some of the policies and procedures in place: ●behaviour policy – in order for effective learning to take place, good behaviour in all aspects of school life is necessary. By adhering to this policy we aim to recognise and promote positive behaviour and in doing so will help to promote self-esteem, self-discipline and build positive relationships based on mutual respect. The policy is not only aimed at pupils but to all who are in involved in the school community from parents to governors to staff etc in order to be able to apply it consistently. All staff work hard to help children to maintain high standards of behaviour. This is important so that they can use their time in school effectively to learn and that learning is not disrupted by others. We actively encourage and promote good behaviour which is rewarded in a variety of ways such house points, certificates, stickers, praise from other teachers etc. Children also understand that poor behaviour is not acceptable. Within school we have a clear set of behaviour consequences such as if a child is disruptive: question them on their behaviour; a warning if inappropriate behaviour continues; a consequence if child chooses not to heed warning. ●code of conduct – all actions concerning children and young people must uphold the best interests of the young person as a primary consideration. Staff must always be mindful of the fact that they hold a position of trust, and that their behaviour towards the children and young people in their charge must be above reproach. This...
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