incident/ pattern of behaviour at my placement for the subject understanding and supporting behaviour. This assessment has to be handed in on the 21st of May 2013. Due to the confidentiality of the young people at Rathbone and the Data Protection Act 1998 I will refer to the particular young person who is involved in the incident as Jack. At Rathbone which is my placement there are various incidents of challenging behaviour that occur on a daily basis. One particular pattern of behaviour which is displayed
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TDA 2.4 Equality and diversity and inclusion in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Equality Act 2010 The Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: • employment • education • access to goods‚ services and facilities including larger private clubs and land based
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TDA 3.1 1.1‚ 1.2‚ 2.2‚ 2.3‚ 2.1‚ 2.4 To build relationships When a new parent or a pupil joins the school setting the first thing they do is in some form of communication starting with as little as “hello” To share ideas and thoughts People are creative and want to share their ideas and thoughts with others To maintain relationships Saying “Good morning” to someone or asking “How was your break?” is part of maintain relationships at work To express needs and feelings People need to express there
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Encouraging Parent/Family 2 Parent and family involvement is very important and should be encouraged at all times. It can sometimes be hard to get parents and family to get involved‚ but as long as your trying and encouraging them to be involved‚ you are making a difference. I plan to include my students; families and parent’s in everything we do at school. Whether it’s story time‚ centers‚ field trips or a holiday my classroom door will be open to the families. Family and
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good working order. The practitioner will always be looking for potential hazards and ways to prevent accidents happening by risk assessments. Practitioners will assess their own behaviour and that of others to ensure it is safe. As long as there is adequate signage and information anyone within the setting will benefit from this legislation. Control Of Substances hazardous to Health (COSHH) Regulations 1995 These regulations require employers to assess and prevent or minimise the risks to health
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CSTL 2 TDA 2.5 Schools as Organisations 1.1 Identify the main types of state and independent schools Nursery schools Community schools Foundation and trust schools Voluntary schools Independent schools Academies Specialist schools Free schools 2.1 Describe the characteristics of the different types of schools in relation to educational stages and school governance Nursery schools provide pre-school education for children aged between 0-5 years. They are staffed by professionals
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TDA 2.3:Communication and professional relationships with children‚ young people and adults Task 1 Children and young people How to establish respectful‚ professional relationships with children and young people. To build relationships with children and young people you need to vary your behaviour and communication accordingly‚ you must also show that you are approachable and can work in an environment of mutual support. Children‚ regardless of age‚ culture or ability need to feel secure and
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19/11/12 Supporting and promoting Children and Young People’s positive behaviour Part 1: Behaviour Policy Charles Saer primary school’s behaviour policy is for all who are involved in the school. A few examples of who these people are pupils‚ staff‚ volunteers and school governors and even parents to name just a few. These rules are equal to all. This ensures all who attend the school know what behaviour is expected of them and what behaviour will not be tolerated. The policy gives a list of aims of
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CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR 1.2 EVALUATE HOW THE POLICIES AND PROCEDURES OF THE SETTING SUPPORT CHILDREN AND YOUNG PEOPLE TO; a) Feel safe b) Make a positive contribution c) Develop social and emotional skills d) Understand expectations and limits As part of the Every Child Matters (ECM) program Belmore Primary school takes a whole school approach in implementing the 5 National Outcomes of this agenda. 2 of the outcomes were; Feel Safe and Make a Positive Contribution. Feel safe;
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people’s positive behaviour Understanding policies and procedures for promoting children and young people’s positive behaviour (1.1‚ 1.2‚ 1.3‚ 2.1‚ 3.5) Understanding policies and procedures for promoting children and young people’s positive behaviour You have been asked to produce a booklet for new members of staff regarding behaviour. In your booklet you must look to: • Summarises the main policies and procedures of the setting that are relevant to promoting children’s positive behaviour
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