Unit 304

Promote children and young peoples

positive behaviour

Outcome 1

1.1
Obtain a copy of your schools behaviour policy and summarise the
points.

a) Code of conduct
Respect and care to one another at all times.
Tolerate differences.
Accept responsibility for our actions.
Work hard so we can achieve our best.
Honest and reliable.
Polite and courteous.
Keep school safe and clean.
Comply with accepted standards of dress.
b) Rewards and sanctions

All rewards and sanctions recorded on SIMs.

Sanctions
C1 Verbal warning and cross in diary.
C2 Contact home, moved in class and 1 minute cool down period.
C3 Removed from class, phone/letter home, 30 minutes detention afterschool.
C4 45 minutes afterschool detention.
C5 60 minutes afterschool detention.

Rewards
The P system is for students actively participating in class and doing well in
lessons and also in extra out of class activities.
P1 1 reward point

p2 2 reward points
p3 3 reward points
Rewards points will enter a student into a raffle to win prizes. Enough points will
also get a letter home from the head and also students can be rewarded with trips
at the end of terms.
c) Dealing with conflict and inappropriate behaviour
When dealing with conflict and inappropriate behaviour if possible try and ask the
student to stop acting inappropriately and explain to them the school rules and
that their behaviour is not in accordance with those rules. If they continue the
conflict or behaviour then the behaviour management team will need to be
contacted and informed and all information logged onto SIMs so the relevant
sanctions can be applied to the student.
d) Anti-bullying
To promote anti bullying within the school there are anti bullying ambassadors
within 6 form that will look out for bullying or kids can talk to them if they are not
as comfortable talking directly to a member of staff about their problem so that a
solution can try and be found for their problem. Of course any type of bullying is
against the school rules and sanction will be given to any person caught bullying to
try and prevent them from doing so again.
e) Attendance
95%>

Reward excellent attendance with raffles and store vouchers at the end of
term along with merits and trips in the summer.
If your child has 100% attendance in a half term, the Head teacher will write
to you, congratulating you and your child.

91.5% to 95%
Attendance is monitored. You may receive a phone call and your child will be
spoken to.
87% to 91.5%

Attendance is monitored. You may receive a phone call and your child will be
spoken to.
If there is no improvement in attendance, child is referred on. You will
receive a letter telling you that your childs attendance is a concern.
If there is no improvement, you will be invited in for a meeting. Unless there
is a marked improvement in attendance there will be a referral to the AWO
(Attendance and Wellbeing Officer).

86 %<
If a referral is made, you will receive a home visit. There will be a brief monitoring
period to allow you to ensure your childs attendance improves. If there is no
improvement, the AWO will begin court action where you can be fined up to 1000
for your childs poor attendance.

1.2
Read through your school policy and procedures and evaluate how it ensures
children are supported in each of these areas below.

example

Feel safe

Make a positive contribution

To make the children feel safe the

knowing that there are teachers and
students they can talk to if they are being
bullied and try and help them with any
problems they have with others students.

The reward system encourages he

children to contribute in and out of class
because they can earn reward points for
any positive action they take.

There are teams within the school that

can help develop these skills for anyone
severely lacking in those regards but it is
Develop social & emotional skills also the responsibility of staff to
encourage the students to develop these
skills and no way make them think they
are doing bad but instead to actively
encourage them.
The students are told by the teachers
after some time in their lesson what their
expected grade will be for that subject.
Understand expectations and
limits

I imagine it is
of people the
are having a
they will talk
intimidated t
problems wit
appropriate p
student with
This is effect
the reward a
any of the re
that effective

As there are
help to devel
social skills it
the correct w
their problem
maybe with h
feel more con
and arrangin
help to deve
By the teach
can ask why
grade and po
improve upo
again only if
grades they

1.3
Explain the benefits of all staff consistently and fairly applying rules and
boundaries for children and young peoples behaviour in accordance with
the policies and procedures of the setting.
The benefits of all staff consistently and applying rules and boundaries for children
young peoples behaviour is so that firstly they are all treated the same in each
lesson so it will encourage them to act the same way for every teacher. If a
member of staff let them behave differently and ignore certain rules in their
lessons the children are more likely to think it as acceptable to behave these with
other members of staff also.
Another reason is that the rules must be applied fairly to all children so no
one student is treated any worse or better than the other which could affect how
the rest of the students in the class feel as well as the one being treated
differently.
Outcome 2
2.1
Explain the benefits of actively promoting positive aspects of behaviour
for pupils.
The benefits of actively promoting positive aspects of behaviour for pupils are that
if they are constantly being promoted for their positive behaviour then the student
can see that you are paying attention and care that they are behaving well and it
will encourage them to carry on doing good not only that but it could also
encourage other students to try and behave positively if they see other students
being commended for their positive behaviour.
Outcome 3
3.5
Explain the sorts of behaviour or discipline issues that should be referred
to others e.g. swearing / violence. To whom would you refer this?
If in lessons all swearing and disrupting the lessons will be logged in SIMS and be
given the appropriate sanction for their actions. Any incidents of sexism or
inequality will be reported to the behaviour team in pastoral. Any racism or child
abuse incidents will need to be reported to the child protection officer immediately
which would be of 3 people depending if any of the others or not present at school.
Outcome 4
Case Study

Nathan is 5 years old and has started his first term in reception class. You have
been informed by the nursery staff that he has challenging behaviour and poor
social skills. There is also a concern with the school about Nathans home life
which could be linked to his behaviour. His attendance has also been poor. His
records have been passed to the reception teacher who has shared the information
with you at a team meeting. In addition you are aware that he goes to bed very
late and his uniform is dirty most days when he arrives at school.
You have recently carried out some observations on him and noticed that he can
be quite aggressive if he doesnt have his own way when playing with others. He
has thrown toys and hit other children. Recently he kicked the class teacher, who is
in the early stages of pregnancy, when she guided him to sit on the carpet for
circle time.
Yesterday you saw Nathan push a child in the cloakroom and immediately
questioned him; he denied doing this and blamed someone else.
1. Explain how you have identified the patterns and triggers which
have led to some of Nathans negative behavioural responses. (4.1)
I would have been informed by the nursery staff that has challenging behaviour
and poor social skills. Concern about his home life and attendance have been
shared in a team meeting. From this information we can assume he might behave
negatively especially if something bad happens at home it could set him off to be
in a bad mood in school.
We have seen that he becomes aggressive if he does not get his way when playing
with others and blames others when questioned about what has happened. It is
possible he does not get along with others because we have seen that h comes to
school after staying up late which can make a person more negative and also he
comes to school with dirty clothes which the others kids may make fun of him for.

2. What action will you take to divert or diffuse potential flash points?
(4.1)
To diffuse his potential flash points I would try and help improve his social skills so
he can get along better with others. By getting along better with others he is less
likely to get into conflict so he does not become aggressive. To diffuse him being
angry when a conflict is about to start or as already started it would be best to
take Nathan out on his own and give him a sanction to show that he cannot act
this way without any consequence which could help improve his behaviour.

3. When Nathan threw toys and hit other children what strategies did
you use? (refer to your schools behaviour policy) (4.2)
When Nathan threw his toys and hit other children according to the school policies
I would need to log the incident in SIMS and give him at least a C3 which would be
to remove him from the class and give him detention and also to contact his

parents. By logging the information on SIMs the behaviour team can help out with
the child and with the teacher to help deal with Nathans behavioural issues by
working together to identify the causes and how to deal with his behaviour.

4. When Nathan kicked the class teacher, what action did you take to
manage the risks to your own and the safety of others? (4.3)
When Nathan kicked the teacher to manage the risks I would have the pregnant
teacher move away and possibly call for another teacher if I thought it was
needed. If would try to calm Nathan down by talking to him and making him realize
what he has done but if he did not listen and I thought he was going to be a
danger to the other students I may either tell the others to leave the room while he
calms down or if it was and immediate risk to the other students or teacher I would
be forced to grab hold of Nathan and escort him out of the room. If I thought he
would be also a danger to me I would get everyone to leave the room and call for
assistance.

5. a) How have you supported Nathan to understand what triggers his

behaviour? (4.4)
To support Nathan with his behaviour I would talk to him and ask him if he would
like to discuss what triggers his behaviour and try to understand why he does this
things and if need be I would contact his parents and ty to get more information
and show concern about their sons behaviour in school and if they could shed any
light on the reasons. If I felt I could not help in any way I would seek assistance
from a better qualified person and ask them to help me with understanding and
how to support with the triggers for his behaviour.
b) Why have you shared this information with colleagues e.g.
Teacher, other T/As and dinner ladies?
After understanding what triggers Nathan's behaviour and what you have done to
support him to understand what triggers this behaviour it is important to share this
information with the relevant staff so that they can also know what sets him off
and how you have helped him so they can also help him the same way you have
done to try and diffuse any situations and improve his behaviour.

6. Why did you act immediately when you saw Nathan push another
child in the cloakroom? (4.5)
By acting immediately when we saw Nathan push another child we have quickly
stopped any retaliation or the situation become any worse between these two
students. And by stooping this we can take the time to explain what the
consequences are for what he has done and hoe much worse they would be if he
had carried on or continue to act this way.

Outcome 5
Case Study
Nathan has an IBP (Individual Behaviour Plan) which identifies his current targets.
You discuss his IBP to help him understand how he can meet his targets. Once a
week you meet with the class teacher and discuss his progress. His mother is also
contributing to the monitoring of his behaviour by completing a simple diary. His
behaviour and attendance is now showing signs of improvement as he is engaging
more positively with other children and managing to control his aggression.

1. Explain how you have supported Nathan to review his behaviour and
how this has impacted on others, himself and the classroom
environment? (5.1)
We have supported Nathan by reviewing every week with him to discuss his
progress and we can see if he is meeting his targets by asking Nathan or by
reading his mothers diary or asking any other member of staff about Nathans
behaviour. With all of this information we can explain to him how his progress has
impacted on himself and the classroom because we can show him the information
that he has been improving in lessons and with the class.

2. Explain how you help Nathan to agree new targets for his IBP? (5.2)
To help Nathan agree to new targets we will explain to him what he has done
wrong and what needs improvement and by explaining these to him we can they
ask him what he think he can do to improve and also make suggestions so he has
some input on his own improvement to show him that he has some control and
over the decisions by asking him how he thinks he can improve which will be more
encouraging than just telling him what he needs to do.

3. Based on your experience of dealing with Nathan, why is it

important for you to share your knowledge of this when reviewing
the behaviour policy? (5.3)
It Is important to share any information about your experiences with Nathan when
reviewing his behaviour policy so that the policy can be changed and new targets
set to go along with any improvements he has made or to change any policies if he
has not been making any progress in reaching certain goals to try and help
improve a new plan that is in the best interest to improve Nathans behaviour.

4. Explain why the rewards and sanctions may have contributed to his
improved behaviour and attendance? (5.3)
The Rewards could have contributed towards his improvement because there is
more of a reason to act more appropriately because it gives him another target
to achieve a goal that will also lead to a reward. Sanction could have
contributed also towards the improvement as it is showing Nathan that the
wrong behaviour will result in different sanctions which could be for example
detention which would make him miss out on break which he might normally
enjoy and does not like having it taken away from him.

5. Nathans IBP has clearly had a positive impact on his behaviour and
development. Why is it important that you feedback this
information to the SENCo, Head teacher etc.? (5.4) (4.4)

It is important that you give this information back to SENCo, head teacher and so
on so that they can review what was done to help improve Nathans behaviour
because it could be helpful for not only him if his improvements starts to drop
again but it can also help improve how they deal with children with similar
behavioural problems as Nathan so the same techniques and plan can be tired
with them to help others improve also. It is also important so the correct people
know that Nathan has been improving and so other staff can also follow the same
approach with Nathan when they have contact time with him and o that they know
to keep on being positive and helping Nathan and showing that they notice by
rewarding his positive behaviour.