Stl33 Promote Children's Positive Behaviour Essay

Behaviour that may include; bullying, disrespect to adults, disruptive behaviour and racism, the use of sanctions in these instances are;

This helps practitioner’s work together for the welfare of children. It promotes the Every Child Matters outcomes to reinforcing how important it is for all child careers to work together.

This aims is to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, abuse and neglect, crime and anti-social behaviour among children and young people.

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

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

Explain the benefits of all staff consistently and fairly applying rules and boundaries for children and young people’s behaviour in accordance with the policies and procedures of the setting.

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

M1- Discuss how policies and procedures help children, young people and their families whilst the child is being looked after.

Produce information about promoting positive behaviour for parents, children and young people within the school setting, the information must show that you can:

We must report any inappropriate behaviour to the class teacher and take action where appropriate. We must be fair and consistent when applying the school procedures to ensure that the pupils are treated equally. If pupils who behave badly are treated differently, or in their eyes unfairly, they will become confused of their boundaries and unsure of what is expected of them. Treating misbehaving children differently will have a negative impact on future behaviour.

Legislation, guidelines, policies and procedures affecting the safeguarding of children and young people would be:-

1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.

It further interlinks with other Departmental policies, procedures, guidelines and with legislation. A shortlist of such documents relevant to behaviour support will be given at the end of our policy documentation that is given to staff. In addition, all services provided to children and young people must be in accordance with the standards and guidelines outlined in the following documents:

This approach to behaviour management fosters a positive school culture through focusing attention on positive behaviours. Its aims are two-fold. On the one hand, the goal of SWPBS is to enhance students’ engagement and connection with the school through promoting pro-social behavioural norms and in doing so, preventing or reducing anti-social behaviours like bullying (Australian Government Department of Education and Training, 2014). The SWPBS model focuses on learning outcomes for both students and staff, positive behaviour management in policy and practice, and a commitment to safe and supportive practices within the curriculum and interpersonal relationships. Ideally, it is ‘a guided, school-wide change process sought to make students feel safer, connected and valued by changes in teaching practices, orientation processes, professional development of staff, recognition and reward mechanisms, elevating student’s voice, and strategies to involve greater proactivity and participation’ (Hawe et al., 2015). In this way, the practice of SWPBS forms the infrastructure of the basic physical and organisational structures and facilities needed to influence or maintain group dynamics resistant to bullying