Strategies for Promoting Positive Behaviour According with the Policies and Procedures of the Setting

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PROMOTE CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR

UNDERSTAND POLICIES AND PROCEDURES FOR PRMOTING CHILDEN AND YOUNG PEOPLE’S BEHAVIOR

1.1 SUMMARISE THE POLICIES AND PROCEDURES OF THE SETTING RELEVANT TO PROMOTING CHILDREN AND PEOPLE’S POSITIVE BEHAVIOUR

When managing pupil’s behavior, all staff will need to be aware of school policies.

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive intervention.

The aim of this Procedure is:

• To promote positive behavior management in school and educational settings • To help school and educational settings understand what the law means for them in practical terms and provide staff with advice on good practice • To protect the interest and well being of children and young people for whom staff have a shared responsibility • To protect staff in the fulfillment of their responsibilities to children/young people and reduce the likelihood of actions by staff being challenged in the courts. • To protect the Local Authority who ultimately has responsibility for the actions of its staff

Ethos/Values

The ethos of the school/setting is vital to the way in which children and young people perceive themselves as part of the school/setting community. It will determine the extent to which children and young people feel they belong to the community and as a result impact on all aspects of behaviour.

A key factor in successful school/educational settings is the provision of an effective curriculum appropriately differentiated to stimulate and engage all children and young people. Where this is achieved in conjunction with the provision of an effective

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