Support Children And Young People

Topics: Reward system, Communication, The Child Pages: 7 (2160 words) Published: June 29, 2015
Support children and young people’s behaviour

TDA 2.9

Task 1
TDA 2.9 -1.1
At Roseberry Primary School we seek to encourage a calm, purposeful and happy atmosphere where good relationships exist within a caring environment where all children are the opportunity to achieve their potential. Children are encouraged to develop independence and self-discipline in order to enable them to accept responsibility for their behaviour. A consistent approach to behaviour amongst the school community ensures that all pupils, staff and parents work to a common goal based on mutual respect and understanding of others. At Roseberry we are careful to distinguish between the child and their unacceptable behaviour. We ensure that all children understand they have a part to play when making choices about their actions.

Rewarding good behaviour
The basis of our reward system is the acknowledge of good behaviour. We seek to inspire children to achieve high standards of discipline and academic achievement by praise, encouragement and positive reinforcement of good behaviour. This is achieved in a number of ways: Effective use of praise linked directly to the golden rules

Verbal praise and smiling at children
Stickers or smiley faces
Golden time
Sending good work to other staff members for rewards or praise Good work assembly
Individual class reward systems
Token system
Token system – each week teachers will pick one of the rights to focus on (UN convention on the rights of children). Children are to be given a token for any good behaviour which links to the right throughout the week which would then be collected in a class pot. During Friday assembly, a name will be drawn from each pot and this child will be the star of the week. As a reward, these children will sit on a special star of the week chair. Praise – teachers will reward children for work or good behaviour with a variety of different rewards. For example, stickers, verbal praise and discussion about what the child has done. On occasion children will be sent to other colleagues or the head teacher when the teacher feels that the child has made a special achievement in the context of their ability. Certificates

Pupil of the week – each class teacher will choose specific focus for their class at the beginning of the week. For example, bringing in homework diaries, reading at home or for a special effort or achievement in a particular subject. A child from the class will be awarded with a certificate during the Friday assembly. Attendance certificates will be given each term for full attendance and accompanied by a small prize. Reward certificates may be given, an example would be for swimming. Golden time – all children will be given 30 minutes of golden time on a Thursday or Friday afternoon. Time lost during the week will be deducted from golden time. Golden activities will be planned during the first week of each half term with the children. The children will then choose, as a class, which activity they will do each week. Activities may on occasion be linked to topic work or to the time of year. The activities and rights of access will be displayed prominently in all classrooms next to the traffic light system. Children who are given a reminder and a warning will be asked to move their name from the green traffic light to the amber and then to red (if this behaviour continues). Children who are moved to red will miss 5 minutes of their Golden Time for that week. One activity will be chosen by the children as an end of half term treat which will last for a longer period of time. This will only be for those children who have consistently followed the golden rules. Children who have received three ambers, an amber and a red or two reds are not to be included in the half term treat, these children will be removed from the behaviour system and given their own individual behaviour plans. Good works assembly - a good work assembly will be held each week led by...
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