Support Positive Behaviour Outcome One

Rachel Pass
Support children and young people’s positive behaviour.
Know the policies and procedures of the setting for promoting children and young people’s positive behaviour.
Outcome one.
1:1;
Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.
All schools have discipline and behaviour management policies. These are to promote a positive ethos and encourage good behaviour. This is so each child can achieve their own potential educationally as well as learning social and moral values.
The teacher and teaching assistant should promote the school rules and make all children aware of them. Any incidents of inappropriate behaviour should be recorded in the class log.
Children need to learn to listen to each other and respect one another. This can be taught by observation of good behaviour in adults and children which is copied, as well as taught in play and cooperative games getting the children to make the right decision. Good behaviour can be rewarded by a reward system dependant on the age of the child. For example, a nursery school child may be given a sticker for good behaviour whereas an infant or junior school child may be given pride points or pounds that can be saved up to swap for toys from the school shop. Secondary school children may be given certificates for 25, 50, 100 or 150 positive comments and are then put in a draw to receive say an iTunes voucher.
When a child behaves inappropriately in the younger years setting they are placed on the “thinking owl” allow them time to reflect on their behaviour and rectify it. If the bad behaviour continues then the child will be placed on the “sad owl” and one of the leadership teachers will see the child and the behaviour logged in the behaviour book. Junior school children use a traffic light system of receiving amber and then red cards for bad behaviour. In secondary school, children will be on-called out of the classroom and taken to the welfare officer to discuss their actions and possibly given a detention for a set amount of time, given a day in isolation or in exceptional circumstances excluded from school for a day or longer as sanction for the misdemeanour. If exclusion is deemed necessary in any setting a letter explaining the reason for exclusion is sent to parents, whether it is fixed or permanent, the start date and return to school date and for integration back into school and any work set to be done at home.
If a child has consistently poor behaviour then an action plan should be drawn up with teachers and parents and any other agencies involved with the child and a further meeting arranged to assess the progress the child has made and whether any other agencies should be involved, such as educational psychologist, targeted support worker, social services, child and adolescent family therapy services and SENCO.