Support,_Teaching_and_Learning_Level_2,_209

Support, Teaching and Learning Level 2, 209 Behaviour is the way in which we act, speak and treat other people and our environment. Children and young people whose early social and emotional development is positive are more likely to make friends, settle well into school and understand how to behave appropriately in different situations. They have strong self- esteem and a sense of self- worth, but also have a feeling of empathy for others. This all helps them to understand what the boundaries are, and why they are necessary. All adults who work within a school environment have a responsibility to themselves and the school to model a high standard of behaviour, both in their dealings with the pupils and with every other adult within the school as their example of behaviour has a significant influence on the Pupil’s behaviour. Good, strong team work between staff will encourage good behaviour in pupils. The school policies explain the rules that are applied, and how pupils will be helped to understand and learn to keep them. In most cases the rules are simple and reflect the concerns for safety and for pupils to be considerate of others and their environment. The rules need to be appropriate for the age and stage of development of the pupils and for the particular needs of the setting. Rules apply to the forms of behaviour that are encouraged, and cover the physical, social and verbal aspects. Primary School has a behaviour policy that all staff are made aware of and adhere to. The school policy explains the rules that are applied, and how pupils will be helped to understand and learn to keep them. The rules are simple and reflect the concerns for safety and for pupils to be considerate of others and their environment. The organisations of the classroom and teaching methods have a big influence on pupil’s behaviour. If a classroom is inviting, bright and pupil's work is displayed within, it makes pupils aware of how they and their efforts are valued. A relationship between a teacher/teaching assistant and the pupils, the positive strategies that are used, together with classroom displays that the pupils have done by themselves all have an impact on a child’s behaviour. The whole ethos at Primary School is built around our emphasis on rewards that strengthen good behaviour and by showing pupils that they are highly valued as a pupil. By giving pupils praise, for example, when they have been helpful to another pupil. Praise will reinforce their feeling of belonging to the school which in return produces good behaviour. The school rewards system consists of; • Positive and the appropriate praise, for example, good work points, stickers and verbal praise. • Writing constructive and positive comments on pupil’s work. • Nominating ‘Star of the Day’ for each class where by that pupil will get to have their lunch in the 'Tree house' with the other stars of the day. These types of rewards are intended to increase the motivation in a pupil and by recognising their success will lead to their good behaviour. By using positive rather than negative approaches to encourage pupils to behave appropriately. Promoting positive behaviour involves setting clear boundaries, which are applied in a calm and consistent way. Encouraging pupils, to make their own choices about behaviour – and to understand the negative consequences if they choose inappropriate behaviour. Setting ‘positive’ rules rather than ‘negative’ ones. Negative rules often start with the word ‘Don’t’, and tell pupils what they must not do. Positive rules help to guide pupils into making the right decisions. Unacceptable behaviour will not be tolerated at Primary school, this type of behaviour includes, bullying, disrespect to adults, disruptive behaviour and racism. If a pupil at Primary School displays any of the above behaviour the consequences are as follows:- The Pupil is made aware of the unacceptable behaviour and why it was unacceptable so they are able to understand. The pupil is then advised that change in their behaviour is needed. If the pupil does not stop with their unacceptable behaviour the pupil would have some time out that involves removing the pupil from the situation or thing that they are doing and insisting that the pupil sits in a safe place (the library) and takes part in a quiet activity for a period of time. This gives the pupil time to calm down and to think and reflect on their own behaviour. After a period of time they would then be asked to re-join the class/ activity. If after that the pupil behaved appropriately we would offer praise. The pupil would then be subject to loosing break time if the unacceptable behaviour continued. The next step would be for the pupil to sit outside the Head Teachers office so that the pupil can explain his/her actions to the head teacher. If the unacceptable behaviour continues then a letter home to the parent(s)/ Guardian(s) may be required followed by a meeting between the class teacher/ head teacher and parent(s)/ guardian(s). The focus is on the behaviour rather than the pupil as an individual. The use of consequences is designed to discourage inappropriate behaviour but we have a responsibility to maintain the relationship with the pupil and safeguard their self- esteem. Sometimes for minor unacceptable behaviour a simple frown or shake of the head can be very effective. In school we also have a set of ‘Golden rules’, these are our codes of conduct and are designed to show pupils how they can achieve acceptable standards of behaviour, rules encourage pupils to behave in a thoughtful and considerate manner which will produce a positive learning environment. These rules are displayed throughout the school and are referred to continuously by staff and pupils equally. The golden rules are as follows: We take care of our things We share with each other We walk inside We listen when someone is talking We are kind to each other. We also have class rules that have been developed by the pupils themselves and are a positive tool for encouraging good behaviour. The pupils can then monitor their own behaviour as well as the behaviour of other pupils in the class. Attendance at school will also have an adverse effect on behaviour as pupils need the stability that a school offers. Not only do pupils learn and educate themselves at school but also learn to develop their social skills which are extremely important for making friends, if a pupil does not attend school for long periods of time then both of these will suffer leading to bad behaviour both in and out of the classroom. In order to keep attendance at Primary School it allocates stickers to the class with the largest amount of pupil presence each week, this inspires the children and their parent(s)/ guardian(s) to strive for better attendance throughout that week resulting in good behaviour from the pupils. For pupils who find it difficult to cope socially in the playground and who often display signs of bad behaviour Primary School introduced a ‘Nurture club/ Tree House’, the club is run by support staff and provides a range of activities for the pupils. The club was initially planned to meet the needs of pupils who would misbehave in the playground by fighting and causing distress to other pupils. However, the club has now been extended so that pupils from each class are chosen to attend the club each lunch time; this is often as a reward for their positive achievement in class.