Evaluate how the policies and procedures of the setting support children and young people to;
a) Feel safe
b) Make a positive contribution
c) Develop social and emotional skills
d) Understand expectations and limits
As part of the Every Child Matters (ECM) program, Parkhill Infants School takes a whole school approach in implementing the 5 National Outcomes of this agenda. 2 of the outcomes were; Feel Safe and Make a Positive Contribution.
Feel safe; Parkhill Infants School guarantees that every child attending the school feels secure and protected in the school setting and that they accomplish high standards of behaviour. Every child will feel safe from bullying and discrimination, any child with a worry or problem is encouraged to talk it through with someone who they trust, parents also have the right to know that their child is being well looked after and Parkhill Infants have an ‘Open door policy’ where any parent who has concerns are able to meet with the Head teacher to talk through any worries or anxieties that they may be experiencing.
Make a Positive Contribution; Parkhill Infants ensures that the views of the children attending the school are reflected in the curriculum planning and teaching. Parents are expected to support the school in encouraging their children to develop positive behaviour and relationships by having the confidence to deal with everyday challenges. Children are commended on their contribution to the school by receiving a ‘star of the week’ award or ‘head teacher’s award’. Children are also awarded with stickers in class if they have worked well; by doing this it gives the children a sense of achievement and makes them feel like they are contributing to the school.
Develop Social and Emotional Skills; it is essential that children’s social and emotional skills are developed and taught as early as possible in order to give them the best chance of developing a healthy, emotional and social acumen later on in life, it is important that children learn social skills such as taking turns, learn to cooperate, be able to respond assertively in certain circumstances and to gain confidence in social situations. Through the Personal, Social and Health Education (PHSE) coaching, the school ensures that all children develop these personal abilities and skills that will motivate them to strive for higher personal achievement, socially and academically throughout their lives, PHSE also helps a child to understand how they are developing personally and socially and tackles many of the moral, social and cultural issues that are part of growing up.
Understand expectations and limits; all children and young people in a school setting should understand and know the expectations and limits of their school, in order to achieve this children must follow the guidelines that are set by the school through the schools ‘Golden rules’ and the ‘class rules’, children understand that within the school they must develop a sense of responsibility, in order to do this pupils are expected to;
• Apologise when it is necessary to do so and when it is appropriate.
• Accept the consequences of their own actions and behaviour.
• Recognise the opportunities to help others.
• To avoid over reacting and take on responsibility.
It is in a child’s best interest to demonstrate positive behaviour, as well as to know what is expected of them in order for them to accomplish and reach their own personal goals and targets.
Although a schools behaviour policy may be morally and ethically right in a lot of ways as it reinforces how children should conduct themselves in a school setting, most children who attend Parkhill Infants behave themselves extremely well and lead by example by following the schools codes of conduct to the latter, these are the children who are sometimes ‘forgotten’ for the reason that they conduct themselves in the expected manner of the school; producing excellent work which is not always recognised and being good, law abiding role models within the school. However there are children who misbehave constantly and are continually rewarded with ‘good behaviour’ stickers when they are good, although this may seem like a good incentive for children with behavioural difficulties to conduct themselves in the appropriate manner at school, it seems a little unfair not to reward the children who genuinely deserve to be rewarded.
Tda 3.4,1.2
I am stuck on the same question, can someone point me in the right direction please. I realise I have to look up my schools policies, but how would I start, I would appreciate any help, thanks
Linear Mode
