Supporting Positive Behaviour

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Unit 209 - Support Children and Young People’s Positive Behaviour Assignment overview

Introduction

This assignment is intended to provide evidence of a candidate’s knowledge, understanding and skills required to support positive behaviour of children and young people. By completing all tasks within the assignment the candidate will provide evidence that meets the Learning Outcomes and assessment criteria of Unit 209 - Support Children and Young People’s Positive Behaviour

Tasks

There are three tasks to this assignment.

A Policies and Examples
B Explanation

Assignment coverage
Learning outcomes covered

TaskTask NameLearning Outcomes Covered
APolicies and Examples1 Know the policies and procedures of the setting for promoting children and young people’s positive behaviour 1.1describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour 1.2describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting

BExplanation2Support positive behaviour
3Respond to inappropriate behaviour
2.1 describe the benefits of encouraging children and young people’s behaviour
3.2 describe the sorts of behaviour problems that should be referred to others and to whom these should be referred

Unit 209
Support Children and Young People’s Positive Behaviour

Task A – Policies and Examples

Outcome 1 ref 1.1
Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour – use the Categories below Behaviour PolicyTo create a positive learning environment. •To make sure children feel safe, secure, calm and happy when at school. •To ensure that children recognise that they are responsible for their behaviour and that there are consequences for both good and bad behaviour. •A well behaved class will have maximum learning time.

To make parents, staff and governors aware of what is expected of them and the children. Code of ConductChildren expect members of staff to be a positive role model and help to guide them in the right direction. •Treat everyone and everything with the same respect as you would expect to be treated. •To be kind and polite to all and not to use offensive language.• Rewards & SanctionsUsed to recognise, acknowledge and celebrate good behaviour, effort and achievement. Thus making a child wants to achieve, succeed and be proud of themselves. •Stickers are used in numeracy and literacy.

Marbles are placed in a jar every morning if the child has read at home, once the jar is filled they have an extra 10 minutes of playtime. •Golden time, playing games of the children’s choice.
Celebration table in the dining hall specially set out table that the children sit at with the head teacher. •Positive talking, nice sitting etc.
Time taken off of their golden time
Missing playtime.
Detention.
Sent to the retreat room.
Go on report.
Conflict and inappropriate behaviourFirst act would lead to a formal warning issued by the teacher or TA. • Second act would mean a second formal warning and the child missing out on their playtime and being sent to the “take a break” room where a record is kept of how many times a child receives this consequence. A regular pattern of 5 in one term will result in the next step. •The third formal warning would mean the behavioural leader being informed who would discuss the issue with the child and inform parents. •Fourth, reported to KS leader and internal exclusion and formal letters to parents. •Fifth, reported to deputy head and meeting with parents to be made. •Final, reported to head teacher and possible exclusion.

Anti-bullyingAll staff, including lunchtime assistants and teaching assistants follow the same procedure when an incident of...
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