Wednesday, March 6, 2019

Unit 304 Promote Children and Young People’s Positive Behaviour

Unit 304 rear pincerren and modern mints autocratic behavior 1. 1 Summarise the policies and procedures of the vista relevant to promoting nipperren and two-year-old states positive deportment. The policies and procedures of the setting relevant to promoting peasantrens and one-year-old people positive demeanor c everyplaces a simulacrum of six sectors these ar Behaviour policy Code of conduct Rewards and sanctions relations with conflict and opposed behavior Anti-Bullying Attendance Behaviour policyA guideline to solely mental faculty on how learners doings should be managed. It is heavy that this policy is constantly being applied to break mount synthetic rubber of the pupils this is why only faculty essendial(prenominal) be familiar with this policy. Code of conduct A set of rules/guidelines for the pupils so they lay claim how they should be beget and what is anticipate of them. It is important that the pip-squeakren ar reminded of the code of conduct so that it be grapples their r bring outine and they fully infrastand it.It is essential that positive behaviour is invariably u acclamationd, appraised and employ as children notice when adults behaviour is out of character, if positive and passe- f ar tumesceout behaviour is continu solely toldy exampled it is more app atomic number 18nt that the pupils bequeath withal be sport in that instruction. . Providing a inculcate environs that is safe and bear upon for the children in our c atomic number 18. In order to en for certain that this is so, on that check is a policy with set procedures to create a calm, secure and happy pissing environs for all. in that location be, however, do when individual children exhibit behaviour that is unaccept fit. As part of the Discipline Policy of rewards and sanctions, all staff use behaviour variety strategies to change an individual childs behaviour. By using a positive system of rewards we reinfor ce true behaviour, we believe that setting extravagantly standards and expectations, and focusing on positive get throughments. By using a positive system of rewards we reinforce favourable behaviour, we believe that setting high standards and expectations, and focussing on positive achievements. entirely components of the indoctrinate society should observe one(a) an other(a)wise(prenominal). Primary School expects children to be well-behaved, well-mannered and attentive. Children should whirl (not run) inwardly the g direction. tout ensemble children should respect their own and other peoples property and affiance cargon of books and equipment. All children should show regard for their fellow pupils. If a child has a grievance a bring inst rough other child, it should be proclaimed to a member of staff, who ordain take catch action. Children should wear the correct school uniform. jewelry and trainers should not be worn. Children should not bring sharp or sol emn instruments to school. . Foul or abusive excogitates should never be used Chewing Gum is banned Mobile calls atomic number 18 not allowed Rewards and Sanctions fleshly violence is never acceptable, n both is retaliation. Repeated or serious fortuitys leave behind hotshot to a managed moved which means the educatee testamenting be transferred to another school. Although good behaviour is living in schools, children result liquid behave conflicting at meters.Consequences for bad behaviour Name on the board (sad face) Miss time out from golden time, break or lunch play. Be sent to the train of year/de launchy head Be sent to the head t apieceer and a meeting coherent with p atomic number 18nts Continuous bad behaviour, the pupil is put on report these reports ar filled in by the t apieceer in every lesson on the day, saying whether the learner has behaved in course, the student can be on report for a hebdomad or longer depending on the chemical reaction of the student producing good behaviour.My response to distant behaviour on a daily basis at heart the tell apart dwell. Examples continuous disruption to a lesson, I would ask the student to begin outside of the schoolroom where I would express to the student in a stern but positive voice, reminding them of the consequences of their behaviour, and in approximately cases I would take them their ag base leader, if the student wasnt doing . ingenuous Behaviour When promoting positive behaviour in schools in that respect are policies and procedures that all staff contracts to be mindful of.The main policies relating to behaviour provide be the behaviour policies but other policies leave overly have an impact for example the health and safety policies, child nourishion policies and anti-bullying policies. All adults in school are judge to act as good use of goods and services models and to behave in a accordant manner. We make convinced(predicate) that good behaviou r is recognised and praised as well as valuate children for good exit, effort and achievement. Recognitions for good behaviour can be either of the following. A smile and a compliment and vocal praise Phone calls home to parents to give praise somewhat how well their child has through with(p). ring mail cards can be sent home relating to how well their child is doing. Vivo can be precondition children can save these up and secure things from our vivo shop like pens pencils choco latish etc. When they save a litter of vivo then can then buy more expensive detail like iPods, mobile top-ups and a whole cultivate of different things. Certificates are awarded for student of the week and also for students who have achieved awards for things like sport do arts and in all other aspects of school behave. 1. 2 estimate how the policies and procedures of the settings plunk for children and junior people to Feel safe Make a positive contributionDevelop social and emotional and s kills Understand expectations and limits When preparation indoor and outdoor activities, in that respect are many factors of health and safety that we have to take into account for example Age, you have to make sure that the activity and equipment is suitable for the childrens age group. Abilities & individual needs you have to evaluate to see if each individual child is able to do it and if their ad hominem needs are met. Risk & Hazards before you plan the activity you must do a peril legal opinion and reduce any risk disconnected and make sure the area is suitable and large sufficient for the activity.Making a child or raw soulfulness smack safe is essential for their eudaimonia every practise is aimed at safety and security for students and staff. Within school we have a security person who checks in and around school all day, every day. Students make a positive contribution by following rules and procedures in and around school, also through their dateance, having r espect for others, wearing the correct uniform and through their behaviour. Students lift social and emotional skills by accrediting how to communicate in a correct manner towards other students, instructors and outside staff that whitethorn come in time to time invariably present respect.Students show empathy by respecting someones misfortune or sadness by showing emotions that they are capable of showing they care that a person is dysphoric or sad from a situation that whitethorn have happened. Expectations of students are that they follow rules and regulation that they last are in place to admirer protect them in spite of appearance school, also that they respect each other and they hump their limits in doing wrong and except the consequences of their own choice. 1. 3 Explain the benefits of all staff invariablely and somewhatly applying boundaries and rules for children and green peoples behaviour in accordance with the olicies and procedures of the setting. It is i mportant for all staff to communicate with each other to evaluate students progress, emotionally and physically, and set fair boundaries for students who dont get it flop. Teachers and all staff work unneurotic to go steady fair rules are set to ensure the learnedness environment isnt disrupted, minimising loss of quality learning. All children have the right to be educated to be treated equally in a material bodyroom. on that point are set boundaries within a classroom that have to be followed to promote a safe and good learning environment, if these rules are not met thither are consequences.Detentions can be set for students, or they could slip their breaks to make up for time lost. Children and young people have boundaries in their home environment which are there for a reason to protect them and keep them safe, the same apply in their learning environment. Outcome-2 2. 1 Promote positive behaviour enrapture adjoin to the above 1. 1 2. 2 question ways of establishing g ood ground rules with children and young people which patronage allow behaviour and respect others.Ground rules are important in a learning environment as they jockstrap to establish what is expected from the learner in terms of behaviour and mutual respect for each other, as well as identifying what is considered to be good manners in class. I would encourage the learners to word the rules in a positive way, for example, do playing period up to class on time, rather than in a negative way, as in dont be late to classes. Examples of ground rules would be Respect each member of the class when they are public lecture, always put your hand up if you want to speak not just shouting out.Ground rules set the boundaries within which the students must work they enable everyone to have an equal hazard to give tongue to out their analyze whilst in the classroom. An i muddle way to do this would be to put the class into 2 groups and asking them to discuss in a team, and write cut cha in reactor things they think a classroom rules should be, then each group should claim out their ideas. This enables a neutral ground for discussion bounteous the students a feeling of teamwork and achievement. When re believeing the lists you have to have a fair and balanced view to all points determine, your objective is to do much more than lay down a few rules.In negotiating with the students you give them a mavin of worth, this helps you gain their trust. Any rules agreed upon within the group are more liable(predicate) to be adhered to by the students, if broken, peer pressure allow hopefully take to the woods and the student in question lead respond. This is much more reconstructive than having their Teacher point the finger of authority, which may then lead to a negative response. 2. 3 Demonstrate strategies for promoting positive behaviour concord to the policies and procedures of the setting.Please refer to 1. 1 Good behaviour rewards 2. 4 Demonstrate realistic, undifferentiated and supportive responses to childrens and young peoples behaviour. (Please refer to 2. 1) 2. 5 Rewards for good behaviour Provide an effective situation model for the standards of behaviour expected of children, young people and adults within the setting creation a role model to children and young people is important for you, showing respect to children and young people, colleagues and people you meet on a daily sanctioned is a basis to earn respect back.As a role model showing that you respect their feelings and take into consideration their point of view, shows them you are spontaneous to listen and permit them have their say which also shows them you are interested. So often in this society children and young people are told to shut-up or told to go away, so when they come across someone willing to listen the child or young person will come back to you again and again because they feel homy with you, it also shows them the loss between whats right and wha ts wrong.Everybody has a voice and have the right to be listened too. Manage inappropriate behaviour 3. 1 Demonstrate strategies for minimising disruption through inappropriate behaviour of children and young people just about strategies used to minimise disruption and inappropriate behaviour are for children and young people to foremostly abide by the rules and regulation that are in place within school and within the classroom. Using simple vocal reprimands when misbehaviour occurs. Making sure that they are to the point (e. g. Stop talk and work on the travail set for you please)Give praise to the entire class as frequently as possible sexual relation them how well they have worked. Students who continually show unacceptable behaviour E. g. ever out of their seat and walking round. Talking over the teacher when the teacher is talking. Shouting out Being verbally inappropriate towards another pupil. If there is anything troubling them, sometimes a few minutes out of lesson is comme il faut for them to calm down and they are ready to return to the classroom and do their work On a more serious situation I would take them to their team leader. . 2 Demonstrate strategies for managing inappropriate behaviour according to the policies and procedures of the setting. Within a classroom when a student isnt doing it right but at the same time is not being troubled, by using facial expressions to convey to the student that the misbehaviour was not totally overlooked. As a teaching confederate I would also walk around the room frequently, to avert potential behaviour problems. Students can be put on report, on these reports there is a chit chat written on the report explaining why they are on it.Every lesson they are in, their behaviour is monitored and at the end of the lesson the teacher signs the report and adds a detect saying how they have worked also giving praise by awarding vivo if they have been exceptionally good. Students stay on this report un til their behaviour has improve to the standard of acceptance. If a student is being super disruptive, there team leader is emailed by the teacher to come and remove them from lesson. On some occasion depending on the nature of the behaviour a student will be put in what we call the study room.When a student is put in the study room it means they can no longer go to the classroom to do their learning and have to do their work in the study room, they could be in the study room for as long as a week or depending on their behaviour, sometimes it could be just for a day or for a few days. Phone calls home to parents are often do to let parents know that their child isnt doing it right in school and detentions are set, with the approval of the parents. 3. 3 Apply rules and boundaries consistently and fairly, according to the age, needs and abilities of children and young people.Please refer to 1. 3 above 3. 4 Provide support for colleagues to deal with inappropriate behaviour of child ren and young people As a teaching assistant providing support for colleagues could be various things like in a situation when a student is acting in an inappropriate way, I would help by getting another colleague to deal with the situation. This could be the teacher in the next classroom depending on the destiny of the situation. If the situation was really serious I would go to the first point of contact for help, which again would be the teacher in the next classroom.On occasions when a teacher has had to take a student out of class to talk to them, my role would be to ensure everybody stays on task and continue working silently until the teacher comes back in. other support could be taking the student out my egotism and taking them to the appropriate person to deal with the situation. On witnessing inappropriate behaviour I would on with the teacher fill out an incident form which can be obtained in the department office. 3. 5 Explain the sorts of behaviour or study problems that should be referred to others and to whom these should be referredBehaviour that should be referred to others is behaviour that Threatens other students or colleagues. Any student with an offensive weapon Fighting Bullying unconnected conversations that could suggest child abuse Signs of neglect Concerns about a childs or young persons home environment Most of the problems listed above would be reported to our child protection police officer Jenny Clarke who is situated in school. Please refer to unit 334- segment 3. 3 Outcome4 4. 1 recognise patterns and triggers, which may lead to inappropriate behavioral responses and take action to pre-empt, divert or diffuse potential second pointsDepression, restlessness, aggression and attention deficit disorder can all top to classroom disruption in some form or another whether its lateness, disengagement, rudeness boredom etc. Disengagement is the major reasons for behaviour problems in the classroom. Each learner has a defined a ttention span and teachers must sift to re-engage them as soon as they appear to be disengaged from either the teacher or the rest of the group. Walking around the group, could be an extremely effective re-engagement technique.Using praise rather than focusing on the misbehaving learners, praises the learners confining them who behaving more appropriately. It is hoped that the misbehaving students will then model that appropriate behaviour. Recognising body language can show some signs of disagreement, and must be acted upon straight away, halt quickly any angry feeling that could erupt between students, by removing the student taking them outside of the classroom to calm down and reach resolved the problem by listening and talking to the student. Different types of behaviour Talking or texting on mobile telephone * Talking over * Eating and drinking in class * Out of seat * encounter hair * Makeup * Passing notes * Shouting * Throwing objects (paper aeroplanes) * Chewing gum * contend with equipment * Swearing * Singing * Crawling on floor * Attacking pupil or teacher All these actions contribute to unacceptable behaviour within the classroom, and as a teaching assistant I have the chance to look round and walk round the class, sometimes being the eye and ears for the teacher when students seem restless.As well as supporting the students, if they take the choice of not doing work and are make disruption, I will sit with them prompting them to do their work reminding them of the consequences (Detention after school to do the work) which hopefully will prompt them to do their work. Sometimes students who are disruptive work better if I take them outside of the classroom to the learning area where they can get on with their work as there is no-one there for them to cause disruption with. T. A role models they must always express positive body and verbal language and support classroom rules. T.As should be confident and professional so that children in tu rn pay off self confident and express positive behaviour. Leading by example they should express encouraging words, be approachable, run intoing and show empathy in order to encourage positive behaviour, also being observant. 4. 2 4. 3 4. 4 4. 5 Use agreed strategies for dealings with challenging behaviour according to the policies and procedures of the setting. The Education and Inspections Act 2006 brought in in the altogether clear-cut intelligent powers for schools and for those working within them when they are dealing with the behaviour and discipline of pupils.This includes promoting good behaviour and programmes of reward and recognition, as well as dealing efficaciously with negative behaviour. Equality of opportunity is about providing equality and excellence for all in order to promote the highest standards of learning and achievement. This applies to all members of the school community pupils, staff, governors, parents and community members. Every child matters. Everyone is equally important, equally valued and wedded equal opportunities. Our school community provides a happy, secure, stimulating learning environment.Everyone is encouraged to work together to organise self-esteem, become successful learners and to reach his or her potential. Through our Positive Behaviour policy we aim to create a calm, safe and happy learning environment. We aim to encourage each child to take responsibility for his/her own behaviour, leading to increasing independence and self discipline and to encourage respect for individuals. We hope to create a consistent approach to assertive discipline and behaviour heed throughout the school praising acceptable behaviour and enforcing firm boundaries for unacceptable behaviour.We will lead by example in the way that we treat each other and the children in our care. If as adults we behave inappropriately, children would copy us. In order to achieve our aims, as staffs we must make sure all children are sensitive of appropriate behaviour in all situations, and we must be aware of all childrens behaviour in class and around the school, dealing with every incident appropriately, giving mutual support to colleagues. We will follow the rules of rewards and sanctions, and be as consistent and fair as possible in the use of rules and sanctions taking into account each childs individual needs, age and ability.We will ensure each child has work appropriate to their level of ability achievements. Parents will be informed as soon as possible that an incident has occurred and that it has been dealt with, and we will work in partnership with parents in dealing with behavioural issues. It is important as an adult to act as a role model for desired behaviour, treating all adults and children with respect and to deal with all problems calmly. If demand we will work closely with outside agencies implementing advice and strategies in dealing with a child with behavioural difficulties.To achieve our aims pu pils should follow the school rules, co-operate with all school staff and be prudent for their actions. Parents should support the schools rewards and sanctions, and help children consider the rules and the need for them in an ordered society. They should work in partnership with the school to promote high standards of behaviour at all times and ensure their children attend school regularly/punctually and notify the school of reasons for absence. Sanctions include 1, type 2, Reminder of rules 3, beat away from group 4, Loss of Golden Time , Sent to Deputy Head 6, Head Teacher 7, Parents There are several types of behaviour or discipline problems that should be referred for continued incidents or more serious cases of inappropriate behaviour there are elevate sanctions. If a child is gnarly in continual minor incidents such(prenominal) as fiddling or talking out of turn they will have time-out in another class and their parents will be contacted. The same sanction will apply to children who are involved in more serious case such as swearing/verbal abuse towards children or adults, and children damaging property.A child involved in more serious incidents such as stealing, racism, violence, bullying or refusing to assent will be placed on daily progress supervise and have a cause for concern book. They will be monitored daily by class teacher and weekly by Head/Deputy teacher with a meeting taking place with the parents and the child being kept under review. If there is no improvement in a childs behaviour or for a serious, one-off incident of violence the child will be given fixed term exclusion.If a child has a series of exclusions a Pastoral Support Plan meeting will take place. If there are still no improvements and other children are being put at risk on a daily basis, the child will be permanently excluded from the deferred to others. As a teaching assistant you may feel confident in dealing with inappropriate behaviour, but there are some situation s in which you should always refer to others for support. These situations include .When pupils are a danger to themselves or others around them. If you are not comfortable dealing with an unpredictable situation or pupil . If you are dealing with a difficult situation alone. .When you are not in take hold of a situation because pupils are not carrying out your instructions. On occasions it may be enough just to have support from another adult within the school, such as another teaching assistant or class teacher. Though if needed there is a wider range of support assigned within the school and outside of the school. additive support within the school setting includes The SENCO/BECO for first point of contact for behaviour support. .Senior focussing team Head teacher or Deputy Head. .Other class teachers. Additional support outside of the school setting includes .Behaviour Unit will offer support for dealing with pupils who have Behaviour problems, and may come into school to work with these children. .Educational Psychologist visit all schools to support children and the Adults who work with them regularly. They are involved in the assessment of children, and offer help and advice. .Rewards includeVivos Star of the week Attendance awards (Certificate) Postcards home Telephone calls home Achievement certificates Parent/teacher consultations positive comments and report on target sheet recognising good behaviour and attitude to school. Rewarding children for their good behaviour is important in maintaining their need and sense of self worth. Rewarding children for positive behaviour will help develop their social and emotional skills. The schools behavioural policies and procedures help to support children and young people.By consistently responding to and dealing with inappropriate and challenging behaviour, and applying clear and consistent boundaries, children feel safe and supported. This will encourage quality relationships with adults, leading t o a positive impact on their behaviour. Children will also be able to engage in decision-making and develop appropriate independent positive behaviour, allowing them to develop self-confidence. It is important that all staff consistently and fairly apply boundaries and rules for children and young peoples behaviour in accordance with the policies and procedures of the school.Children need to have boundaries that they can understand and which are regularly reinforced by adults. Children are more likely to respond positively to school rules and boundaries if all members of the school including teachers, support staff and parents are using the same principles and strategies when managing behaviour. If it is not clear to children how they are expected to behave or if adults give them conflicting messages, children will become confused and upset, and find it hard to know how to behave next time.All children will test boundaries for behaviour if they are met with the same response each ti me they will be less likely to repeat it. Children need to understand the boundaries and what is expected of them, as well as being aware of the rewards and sanctions, whoever is language to them about their behaviour. It is important that support staffs are given status within the school so that they are respected in the same way as teaching staff. Rules and rewards should always be appropriate to the age or ability of the child, and language used should make the expectations of the adult clear.It is important to respond appropriately and within school policies and procedures when dealing with challenging or inappropriate behaviour. The more you observe childrens behaviour and get to know them, you will become aware and be able to recognise triggers which may lead to inappropriate behaviour. This acquaintance of pupils will help when managing behaviour as you will know what responses work and what do not work for an individual child. Written records of identified triggers should be kept, allowing others to be kept informed.These records will enable staff to refer to individual childrens behaviour plans and triggers, allowing staff to work towards avoiding triggers for pupils so that these situations could be avoided if possible. There are many reasons why children behave in an inappropriate way, and it is important to be aware of other factors that could affect their behaviour. If there are no signs of progress with an individuals behaviour, children may undergo an assessment and a behaviour plan will be put in place. tenet assistants will work alongside teachers and other professionals to provide additional support identified within the plan. When dealing with challenging behaviour it is essential to assess and manage risks to your own and others safety. The schools health and safety policy and risk assessment procedures should always be followed, these policies should also give guidelines for the use of restraint. Young children are not always aware of da ngerous situations or risks, so when intercommunicate to them about their behaviour we should always point out the consequences involved.If a child is becoming distressed within a situation, it may be incumbent to remove them or speak to them. It should be possible to speak to a child you are supporting, and discuss with them any situations they find difficult to manage. It may be needful to discuss individual childrens behaviour with the schools SENCO, and if necessary involve outside professionals to assist in strategies for dealing with challenging behaviour. It will be necessary at times to contribute to reviews of behaviour policies and the lastingness of rewards and sanctions.Opportunities to discuss attendance, bullying and behaviour and the dominance of school policy reviews will be reviewed by all staff. Any children that have specific behavioural difficulties should have their behaviour reviewed on a regular basis. They should have the opportunity to discuss and think about what they do and how their behaviour impacts on others. To be able to be involved in a review of a pupil, it is essential that the pupil is comfortable working with you and that you know them well.If I was involved in a review with a pupil I would persist in sensitive in my approach to them and the questions I use. I would encourage the pupil to think about what they have done and the impact their behaviour has had on their learning and achievement, and the consequences of their actions for others. A review will involve other members of staff and at times the childs parents will be present. As well as reviewing the behaviour of the pupil, new targets can also be developed and all outcomes considered. Outcome5 Contribute to reviews of behaviour and behaviour policies . 1 Behaviour strategies are in place to manage behaviour. The effectiveness of behaviour management strategies should be reviewed on a regular basis, giving opportunities to discuss and make recommendations rega rding behaviour (including bullying) and the effectiveness of rewards and sanctions. Forms of behaviour management that work for one child will not always work for another. Class teachers, teaching assistants and other staff should work together to evaluate the strategies that are used within the school.By monitor and recording the effectiveness of strategies, these records can be used to evaluate the strategies against the outcomes. Being the eyes and ears working as a support teacher gives us the advantage to notice things like bulling, harassment and other inappropriate behaviour within the classroom. Acting immediately on any of these situations is essential for the well-being of all children and young people. 5. 2 Demonstrate ways of supporting children and young people with behavioural difficulties to identify and agree behaviour targets.Children and young people need to abide by the policies, procedures, and rules of regulations within the setting to ensure their full potenti al as students is gained in their education, behaviour strategies are set in place to provide this. Ways of supporting children and young people are firstly by listening, giving them a chance to voice their views, giving them the respect that you would expect back as an adult, also letting them know its their own responsibility to realise that it is their choice to misbehave. Reminding children and young people of the expected pattern of behaviour in the school setting and the consequences. big(a) students behaviour targets depending on the serenity of their behaviour would be reviewed on a daily basis giving them a set target which could be the student being put on a daily report where they have to have it signed by the teacher after every lesson, written on these reports would be the reason they have been put on it. The teacher would sign the report and put on a comment saying if the student had reached their target of behaviour in that particular lesson. The student would be kept on a daily report until their behaviour has improved, this could last for a week or more.It is therefore the students responsibility to abide by the agreement made by the appropriate person and by themselves to improve their behaviour. 5. 3 Demonstrate own knowledge of promoting positive behaviour to contribute to reviews of behaviour policies, including bullying, attendance and the effectiveness of rewards and sanctions. In my role as a teaching assistant when inappropriate behaviour is happening within a lesson I. e. verbal abuse, bullying, demonstrating disruptive behaviour, continuous talking ,coming to the lesson late all add to the teacher being unable to carry on with the lesson.Sometimes inappropriate behaviour is hiding learning difficulties when a student misbehaves its their way of hiding their learning difficulties. On occasions like this I would take the student out of lesson and talk to them to try and find out the problem, calm them down by having a tender-hearted e ar and reminding the student that every child has the right to learn and that they were responsible for stopping that happening by disrupting the lesson and hopefully return them to the class room so they arent missing their own education.If it were the case they found the work task to difficult I would sit with them and simplify the task, as some words in the vocabulary are difficult to understand and simplifying the word can help them along and I would encourage them to complete the task set. I have done this on occasions and it does work. Giving them praise for doing the right thing making the student feel good about themselves promoting self- belief. Also praising them to the teacher about how well they have done leading to a praise phone call home, postcard sent home, and giving vivo rewards.Promoting good behaviour can also be done by recording good behaviour on the sims network where other teachers around school can read saying how well the student has done in that particular lesson. All these things promote good behaviour giving pupils encouragement and making them feel self worth. On a more serious challenge, bullying I would remove the student from the class and take them to the appropriate person to deal with the matter which in the first instance would be their team leader. Attendance would also be managed by the team leader of the student.If I had concerns about a students attendance I would report it to the appropriate person who would make a phone call home to see why their attendance was poor. 5. 4 Provide clear and consistent feedback on the effectiveness of behaviour management strategies to inform policy review and development. The Education and inspections Act 2006 brought in new clear cut legal powers for schools and for those working within them, when they are dealing with the behaviour and discipline of pupils. This includes promoting good behaviour and programmes of reward and recognition, as well as dealing effectively with negative be haviour.Keeping students engaged it is care them motivated. Good communication between teacher and student means that group work flows well as instructions are well followed and considerably understood. Giving feedback to teachers and other colleagues is effective in behaviour management as it promotes positive behaviour management when praise encouragement and a sense of self belief is given to student who find work tasks difficult, causing bad behaviour. Giving rewards for the smallest achievement is a good development strategy and makes the students feel good about themselves.

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