Tda 2.8 1.2

All adults who work within the secure care environment have a responsibility to themselves and Clayfields. We must exhibit a high standard of behaviour, both in 1:1 dealings with the young person/group, care affiliated professionals and the public, as our example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between RCW's encourages good behaviour from the young people. Clayfields behaviour policy that staff should be aware of and adhere to; all new staff follow an induction programme to guarantee a dependable approach to behaviour

It emphasises the important principles to be followed when working with children and young people: settings must provide a safe and secure environment, if any children are identified as suffering from abuse or likely to suffer the appropriate action must be taken.

A guideline to all staff on how pupil’s behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils; this is why all staff must be familiar with this policy.

Explain the benefits of all staff consistently and fairly applying rules and boundaries for children and young people’s behaviour in accordance with the policies and procedures of the setting.

1.1 explain how legislation, frameworks, codes of practice and policies relating to positive behaviour are applied to own working practice

1.1 Legislation is a set of laws that have been created by the government to make sure all childcare settings are run correctly. To promote positive behaviour, legislation’s such as the Children Act 1989, Human Rights Act 1998, Every Child Matters 2004, Equality Act 2010 and the Health and Safety at Work Act 1974 are followed by the setting. These Act’s include rules and regulations that a setting is required to follow in order to promote positive behaviour.

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

Is a guideline to all staff on how pupils behaviour should be managed. It is important that this policy is constantly being applied to ensure full safety of the pupils, this is why all staff MUST be familiar with this policy.

children to follow. These are necessary guidelines to safeguard all that work and are educated in

As professionals, we have a duty to ensure that children and young people are protected while they are in our care and that where we have other concerns outside school, these are investigated fully. School policies and procedures need to be such that parents and governors are aware of them and that staff are fully trained with regard to safeguarding. Schools will need to consider and include in their policies:

M1- Discuss how policies and procedures help children, young people and their families whilst the child is being looked after.

Dealing with conflict and inappropriate behaviour – the procedure for any conflict or inappropriate behaviour taking place would primarily be dealt with by adhering to the rules set out in the behaviour policy which would result in the necessary sanctions being applied.   These sanctions would be appropriate to age, development and the seriousness of inappropriate behaviour given.

It further interlinks with other Departmental policies, procedures, guidelines and with legislation. A shortlist of such documents relevant to behaviour support will be given at the end of our policy documentation that is given to staff. In addition, all services provided to children and young people must be in accordance with the standards and guidelines outlined in the following documents:

At Shelf School we praise and reward children for appropriate behaviour in a variety of ways:

3. What are your impression of boundaries and facilitators in their assembled condition related with youth