Childhood and Young People

TDA 3.4: Promote children and young people’s positive behaviour.
1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

All schools have policies and procedures in place for all members of staff/volunteers to follow when promoting positive behavior. The main policy relating to behavior will be the behavior policy, however other policies will have an impact such as anti- bullying, child protection and health and safety. Our school has a golden agreement for the whole school to follow.

Our whole school Golden Agreement
RIGHTS RESPONSIBILITIES I have the right to be safe | I have the responsibility to be kind and gentle | I have the right to be heard | I have the responsibility to listen to others | I have the right to work in a pleasant environment | I have the responsibility to look after the school environment | I have the right to be treated fairly | I have the responsibility to treat others fairly | I have the right to learn | I have the responsibility to work to the best ofmy abilities |

At our school we believe that good behaviour needs to be taught and that “what you pay attention to is what you get.” We therefore base our systems on looking for and rewarding good behaviour. Rewarding good behaviour the system that they use is:
* Golden Time – individual rewards for work/behaviour (weekly)
* Whole school system based on house points
* Child of Week – Public celebration of an individual’s success
* Head Teacher’s Award – Individual rewards for exceptional achievement or effort
* Attendance Certificates – Termly awards for full attendance and targeted improvements in attendance.
Also our school has strategies in place to minimise poor behaviour, they are guided by the following principles:
* Good planning for work and behaviour pays dividends!
* Reacting emotionally to situations does not help
* Distracting and defusing a situation is safer for children and adults
* Clear expectations of work and behaviour give pupils clear aims and boundaries
* Good communication with parents/carers ensures a more settled child.
Serious incidents such as absconding from school, extreme violence towards members of staff or another child are recorded and restraint is used as a last resort after all other strategies have been exhausted.
The policy is reviewed at the start of each year to clarify points, make small changes and make any new staff aware of policy and practice.

1.2 Evaluate how the policies and procedures of the setting support children and young people to:

Feel safe, Make a positive contribution, Develop social and emotional skills, Understand expectations and limits.

At our school the child protection policy and procedure is in place to support children and young people to feel safe. They believe that all children and young people have the right to protection from neglect and abuse and that their welfare is paramount and it is everyone’s duty for safeguarding and promoting the welfare of children and young people and ensuring them that they are protected from harm. A recent Ofsted inspection had commended the school for: The outstanding care, guidance and support offered, which along with highly effective curriculum, have resulted in many pupils saying they feel safe when in school. Pupils have above average and improving attendance and outstanding behaviour.
In our school each child making a positive contribution is rewarded in some way, for example they will receive certificates in assemblies for attendance, good effort in their work. Also each child in our school is put into teams (made up of 4) and if a child contributes to the lesson or subject being taught positively by providing evidence of listening they can be rewarded with house points and each class has 4 teams. The points can in fact be awarded for anything an adult wishes to reward and are a positive reinforcement of desired learning and social behaviour. The points are recorded on a weekly basis on a wall chart. At the end of each week year six children who are team captains collect up the house points and read the result in our celebration assembly. The points will be recorded on a display in the hall. At the end of each term the winning house will receive a reward. The children may choose what reward this may be.
Our schools Education for personal relationships (EPR) policy is to promote and develop social and emotional skills this is in place as their aim is to provide an environment where pupils are informed about relationships in the context of the Catholic Faith. EPR requires sensitive teaching with pupil activities, discussions and support materials being well matched to the age and level of understanding, needs and concerns of the pupils. The school’s sex and relationship education (SRE) policy sets out guidelines for dealing with questions of a sensitive nature in relation to sex and relationship education and identifies the specific content to be taught. Our schools aim to encourage pupils’ growth in self-respect, acknowledging we are all created in the likeness of God. To develop pupils’ confidence in talking, listening and thinking about feelings, emotions and relationships. Also to help pupils to understand the nature of relationships and to encourage them to reflect on their own relationships and respect differences between people and to help pupils acquire the skills necessary to develop and sustain relationships.
The school has a home/school agreement is in place for everyone involved in the child or young person’s education which outline what is expected of them. The school expects both pupils and staff to work to their full potential, thus achieving high standards. The school also expects: * The children to be dressed smartly at all times in the regulation uniform as set out in the school prospectus. * Full kits to be worn during P.E. lessons. * And encourages excellent behaviour throughout the school in accordance with the formal behaviour policy. * Children to attend regularly and arrive at school ready to begin lessons at 8.45am. * To deliver the national curriculum. Without undue interruption or disturbance.
The schools homework policy is there so children and young people and also their parents know what is expected of them outside of the school environment. The school expects parents to take responsibility for the homework that their children are set and ensure that an appropriate amount of time is spent on their child’s education.
1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behavior in accordance with the policies and procedures of the setting.
In accordance with the behaviour and other policies such as anti –bullying, our school believes to create a positive atmosphere and promote good behaviour, they consider the child as a whole. In order for staff and pupils to achieve good behaviour they are committed to deliver an exciting and challenging curriculum and use the behaviour policy which support pupils and staff with clear set of rules and systems in place. They understand that there are reasons for certain behaviour however there are no excuses. They feel that the rules should be applied consistently but recognise that some behaviour is a result of emotional or academic needs. Pupils see staff as good role models they look up to, just by following a simple action such as being polite saying please and thank you. If all staff/volunteers read and seek support from the schools behaviour policy when dealing with inappropriate behaviour or difficult behaviour this would provide and show children that there is consistency and that all adults are dealing with different types of behaviour is dealt with fairly. With the schools anti-bullying policy it is in place for both the adult to deal with appropriately and for the pupil to be able to understand what is required of them. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a telling school. This means that anyone who knows that bullying is happening is expected to tell a member of staff. At our school pupils are encourage to report any incident which they consider is bullying to the nearest responsible adult and encourage to talk their parents/guardians with anything they are concerned about. All members of staff agree to a zero tolerance of bullying.