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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

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Old 04-25-2012, 02:37 AM
morning_dew morning_dew is offline
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Whoop whoop - yayy TDA 3.4 Promote children and young people positive behaviour

I'm working on this part and don't quite know how to approach them

1.2 Evaluate how the policies and procedures of the setting support children and young people to:
feel safe
makie a positive contribution
develop social and emotional skills
understand expectations and limits

please help
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Old 04-25-2012, 08:16 AM
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2 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.

Hope that helps a little


-----------------------------
TDA 2.9 support children and young peoples behaviour
Level 3 handbooks, understanding behaviour and child development on amazon.co.uk
Silkysteps search page - enter keywords for titles and assessment criteria to find relevant threads
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Old 05-14-2012, 02:44 AM
morning_dew morning_dew is offline
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thank you so much :)
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Old 10-29-2015, 03:23 PM
736hall 736hall is offline
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Default 1.2 Evaluate how the policies and procedures of the setting support children and young people to: feel safe, make a posi

1.2 Evaluate how the policies and procedures of the setting support children and young people to: feel safe, make a positive contribution, develop social and emotional skills and understand expectations and limits

Here are the 'Learner Guidance Notes' for this question

1.2 How polices support children: Every Child Matters outcomes;

to feel safe eg inappropriate behaviour is consistently responded to
make a positive contribution eg involvement in setting ground rules
develop social and emotional skills eg positive behaviour rewarded, adults model appropriate behaviour

They are only looking for the parts that involve behaviour

Hope this puts you on the right tracks :)
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Old 12-05-2015, 01:38 AM
Hamera Hamera is offline
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stuck on TDA 34. 2.5
Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting

Any ideas would be very helpful
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Old 12-05-2015, 08:47 AM
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Hi, welcome to silkysteps, your job description & staff handbook, policies and procedures will detail how the setting expects you to behave eg. work inclusively, in partnership with parents, respect individual rights, challenge discrimination appropriately, follow the setting's policies and procedures.

Page 61+ of the STL level 3 handbook explains the following areas;


Ensure directions are unambiguous
Build trust with pupils to maintain positive relationship
Model expected behaviour
Follow up on important issues
Positive recognition - BF Skinner's positive reinforcement operant conditioning
Notice when pupils are behaving well or trying hard
Ensure pupils know why they are being rewarded

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Old 12-05-2015, 08:48 AM
736hall 736hall is offline
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Default How to promote positive behaviour

Hi,

I did this as a powerpoint with added pics, but there is no option to upload it, here is a list of my slide contents, minus the pics (which is a shame because pics make it more effective! :( - hope it helps :)

1. Intro title (with cartoon image of school behaviour)
2. Main behaviour policy e.g. Gives guidance to staff on how they should manage students’ behaviour/The primary aim of the behaviour policy is to promote good relationships, so that people can work together with the common purpose of helping everyone to learn and help children to develop the skills to self-manage their own behaviour/All staff need to be familiar with school policy so that they can apply it consistently within school/college.
3. Code of Conduct e.g. what behaviour is acceptable and what is not acceptable, i.e. the school ‘rules’./Students’ learn by example, therefore staff should conduct their own behaviour in a positive way/Frequently praising their good behaviour an achievements will also reinforce motivate and build up their confidence and self-esteem.
4. Rewards and Sanctions e.g. Give them the choice - Pass the responsibility for behaving appropriately over to your students - it is after all their decision to make. Essentially the children have a choice between doing as you ask and being rewarded or refusing to comply and accepting the consequences of this
5. Reward ideas e.g. good work assembly/Special responsibility jobs – e.g. caring for pets
6. Sanctions e.g. Verbal warning/Time out/Withdrawal of privileges/Isolation from peers/Detention/Refer to Head teacher/Exclusion
7. Dealing with Conflict and Inappropriate Behaviour e.g. setting boundaries/clarifying acceptable standards/anti-bullying policy
8. Promoting good attendance e.g. be aware of policies/attendance records (data protection)/rewarding good attendance (certificates)
9. Other Relevant policies and procedures e.g. Child Protection - Is their behaviour linked to an underlying problem?/Health and Safety (This includes school trips and clubs)/Restorative Justice
10. SEN pupils - given same proactive behaviour management/given specific targets on their individual education plan/may have own individual reward and sanction system/may also be allocated a Learning Support Assistant
11. How does the Every Child Matters Outcomes SupportChildren and Young People to: Be Healthy/Stay Safe/Enjoy and Achieve/Make a Positive Contribution/Achieve Economic Well-Being
12. Develop social and emotional skills e.g. students work effectively with others/Teacher modelling/Avoiding uniform groups and grouping by ability/Fostering individual accountability by assigning different roles/Building self-esteem through positive behaviour rewarded
13. Benefits of Staff Consistently Applying Boundaries and Rules e.g. children respond positively to consistency/Problems are headed off at an early stage/ inconsistencies cause confusion/You will need to apply these rules and boundaries consistently and fairly, according to age, need and ability.
14. Other Benefits of being Consistent: e.g. Gives all adults in school the same status/Encourages good behaviour management in school/Supports a positive learning environment/They are more likely to develop positive attitudes toward themselves and prosocial attitudes and behaviours toward others
15. Behaviour or Discipline Problems that should be Referred to Others e.g. When Pupils are a Danger to Themselves and/or Others/
If you are Dealing with a Difficult Situation Alone/Dealing with an Unpredictable Situation/Pupil
16. Referral to Others Within School e.g. SENCO/Other teachers or members of support staff/Head teacher or deputy head/School councillor
17. Referral to Others Outside School e.g. Educational psychologist /Pupil Referral Unit (PRU) (or Pupil Re-integration Unit


It may seem long, but it hits all the criteria they are looking for
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Old 12-05-2015, 09:04 AM
736hall 736hall is offline
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This is an expansion of my powerpoint slide 11. How does the Every Child Matters Outcomes Support Children and Young People :)

The Every Child Matters green paper identified the five outcomes that are most important to children and young people:

Be Healthy
Stay Safe
Enjoy and Achieve
Make a Positive Contribution
Achieve Economic Well-Being

The programme places better outcomes for children firmly at the centre of all policies and approaches involving children's services.


Feel safe

Our school policy enables children & young people to feel safe:
By ensuring Interventions with children and young people take place before their circumstances and/or behaviours reach a crisis point
Establishing positive teacher-student relationships - High-quality teacher-student relationships are a key factor in determining student engagement, especially in the case of difficult students and those from lower social and economic backgrounds

Make a positive contribution

We allow our students’ to make positive contributions in all aspects of their learning and development, by providing autonomy support to nurture the sense of control over their own behaviours and goals.
Autonomy support can be implemented by:

Involvement in setting ground rules
Welcoming students' opinions and ideas into theflow of the activity
Using informational, non-controlling languagewith students
Giving students the time they need to understandand absorb an activity by themselves


Develop social and emotional skills

By embracing collaborative learning.
For example:
When students work effectively with others, their engagement is consequently amplified, mostly due to experiencing a sense of connection to others during the activities.
To make group work more productive, strategies are implemented to ensure that students know how to communicate and behave in that setting.
Other effective methods include:

Teacher modelling
Avoiding uniform groups and grouping by ability
Fostering individual accountability by assigning different roles
Building self-esteem through positive behaviour rewarded

Understand expectations and limits

All children and young people in a school setting should understand and know the expectations and limits of their school.
Positive discipline strategies begin with adult behaviours: good limit setting, clearly communicating limits. They include teaching more appropriate behaviour, giving cues for the new behavior, giving choices, and supporting children in their new behaviour. Positive guidance and discipline also include changing something about a situation, and ignoring behavior when it is appropriate to do so.


Hope this helps :)

Last edited by 736hall : 12-05-2015 at 09:21 AM.
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Old 03-22-2016, 08:23 PM
marinavayanos marinavayanos is offline
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Hi everyone

Please could someone help me. On the NCFE level 3 course I am doing, I need to demonstrate the various skills and get a witness statement signed by the class teacher. For unit 6, (promote children and young people's positive behaviour), I have already described the policies and procedures around behaviour, evaluated these, and explained the benefits of promoting positive behaviour, and I have also outlined how I try to behave in school as a reflective account. I am a bit confused on the following tasks:

6.5: Demonstrate ways of establishing ground rules with children and young people which underpin appropriate behaviour and respect for others
6.6 Demonstrate strategies for promoting positive behaviour according to the policies and procedures of the setting
6.7 Demonstrate realistic, consistent and supportive responses to children and young people's behaviour
6.9 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people
6.10 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting
6.11 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people
6.12 Provide support for colleagues to deal with inappropriate behaviour of children and young people.

To me these are all asking for the same kind of thing, to show that you know how to reward good behaviour and punish bad behaviour within the class situation. Having already described the school policies in huge detail, I'm unsure how to answer all these questions without saying the same thing.

I am not employed as a TA, I just go in 2 days a week as a volunteer. The school has examplary behaviour and I rarely see any behaviour which could be described as bad let alone challenging.

Any help is welcome
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