'Tda 3.4 1.1\r'

'Summarise the policies and procedures of the background knowledge relevant to promoting sm in all fryren and young masses’s corroborative demeanour In my setting there ar several indemnity documents that advise both(prenominal) p bents and teachers what procedures argon in place to help the infantren to perform to the beaver of their abilities and overly set out guidelines of what the trail expects gain the supply, pupils and p atomic number 18nts. Our sink lessonss behaviour policy also incorporates both the cypher of conduct, learning with inappropriate behaviour and the rewards and blurbs guidelines, separate to this be the anti deterrence policy and the whole domesticate dish outance policy .\r\nThe behaviour policy foremost sets out the aims of the groom, explaining how the give lessons promotes good relationships so that people sess work together with a putting green purpose of helping everyone to learn and work together in an effective a nd considerate way, this is aimed non yet at the pupils but to parents and round alike. It continues to explain that this policy is in place to enable children to grow in a safe and secure environment, and to become positive, amenable and increasingly independent members of the nurture community.\r\nIt then goes on to explain the code of conduct expected stumble children, staff and parents. This takes rules much(prenominal) as parents and staff not smoking in the develop grounds, conduct of parents when put in their children from school i. e. not swearing and being withal loud while lessons are still ongoing, to bounteous guidelines on what is expected from the children while at school. In these guidelines it explains how the school has it’s set of rules but also that each class teacher, at the beginning of the school year, discusses with the children what is expected, behaviour wise, in their class.\r\nThe children are also invited to give ideas for these class rules, these rules are then printed out and displayed in the classroom. This document then goes on to explain the rewards and sanctions policy, this explains how the children are rewarded for good behaviour in a concoction of ways, such as, the giving of house points and presenting their work in school assemblies, it also states as the child gains more than house points they work towards certificates Gold, Silver and Bronze, whole the achievements the child earns are stored in their Record of Achievement file, which is presented to them as they leave school in year 6.\r\nIn the explanations of the sanctions the policy, this is under the dealing with conflict and inappropriate behaviour section, gives examples of behaviour that is unacceptable, this arouse be things such as shouting out in class, being in areas they shouldn’t be and goes, on to the extreme cases such as bully and assault. It then goes onto the giving of detentions or missing playtimes because of this beh aviour and in the more terrible cases it explains the fixed- bound and permanent exclusions policy.\r\nFinally the document goes to explain the roles of all staff members within the school this includes support staff, teachers, manoeuvre teacher and finally the school governors. These roles are explained in a brief way and if there are all questions to any part of the document not to hesitate to ask for more guidance. The schools anti-bullying policy firstly explains the schools definition of bullying, which is, â€Å"bullying is action taken by one or more children with the intention of annoyance a child, either physically or emotionally”.\r\nIt then goes on to give the schools aims and objectives in this matter, this covers evolution the schools ethos in which bullying is regarded as unacceptable, aiming to produce a safe and secure environment where all bottom of the inning learn without anxiety, aiming to produce a consistent solution to any bullying that whitetho rn occur and to posit all connected with the school aware of the schools emulation to bullying and to answer clear each psyche’s responsibilities with regard to the eradication of bullying.\r\nIt then goes on to explain the roles of staff and parent in both dealing with and eradicating bullying, this includes:- 1) The Governors, their role is to support the creative thinkerteacher in eliminating bullying in the school, they monitor any incidents that occur and look into the effectiveness of the school policy regularly. 2) The Headteacher, it is the responsibleness of the head to implement the policy and to ensure all members of staff (both pedagogy and non- article of faith) are aware of the policy and how to deal with any incidents that may arise. The head also reports to the governors approximately the effectiveness of the policy and if it needs amending. ) The Teaching Staff, teaching staff should deputise at the first augury of any bullying, they must keep reco rds of all incidents that happen involving children in their class, if they see new(prenominal) child from an new(prenominal) class being bullied or bullying they should forthwith inform that childs class teacher so they can intervene and monitor the slur. Teachers routinely liase with each other through staff meetings and discuss existing or new anti-bullying strategies. 4) Non-Teaching Staff, they are instructed to report any signs of bullying straight away to a member of the teaching staff, who can then direct the ssue to the correct teacher. They should intervene straight away and get the names of all children involved so it can be followed up correctly and efficiently. 5) The Parents, any parent that is concerned that their child might be being bullied, or who surmise their child may be the perpetrator of bullying, should bear upon their childs class teacher immediately. Parents have a responsibility to support the schools anti-bullying policy and to actively encourage th eir chaild to be a positive member of the school.\r\nThe policy then goes on to state that it is monitored by the headteacher , who reports to the governors near its effectiveness. The schools whole school attendance policy starts with an introduction as to why it is important the child attends school and has as fewer absence seizures as possible, including the missing of work and how this can affect their education and smart development. It then goes on to explain types of absences both authorised and unauthorised, authorised absences include sickness, medical appointments and any emergencies.\r\nUnauthorised absences are those that the school does not consider reasonable, these include, truancy, children being generally late, birthdays, holidays in term time not agreed with the school and holidays that exceed those agreed by the school. It is explained that persistent absenteeism at my setting is classed as missing 20% of the school year, it goes on to say that this severely ha mpers a childs intellectual development, persistent absentee pupils (PA’s) are tracked and monitored closely and all of these cases are automatically made known to the local Authority attendance Team.\r\nThe policy then states the absence procedure of ghosting the school as soon as possible , if not contacted the school will surround the parent/carer on the first day of absence, if absence persists invite in the parent/carer to discuss the situation and refer to the Early Intervention Officer think with the school if attendance moves below 85% as per Local Authority protocol.\r\nIt then explains the role of the Attendance Officer, which is to try and resolve any issues with the school and make a signed agreement with the parent/carer about future attendance, if the matter still persists they can sanction penalty notices or even prosecutions in the Magistrates court, these are of course the last resort if all other avenues have failed.\r\nIt then goes on to holidays in ter m time where it says how taking these holidays can affect the childs study and that any monetary saving of these holidays can be at the cost of the childs intellectual development. Religious absences such as Eid are authorised but no more 3 days in a school year.\r\nFinally the policy states the roles of individuals and their responsibilities of them in guardianship to this policy, they are:- Parent/ carer should ensure regular attendance, contact school, try to avoid in term holidays Pupils attend school/registration punctually, speak to an adult if any issues arise that may effect school attendance Headteacher should take lead in ensuring attendance has a high profile in the school, ensur all staff know their responsibilities, take overall responsibility for ensuring the school conforms to all statutory requirements in respect of attendance All school staff should return a welcoming atmosphere to encourage childrens attendance and provide a safe learning environment, provide a sympathetic response to pupils concerns, be aware of the factors that may contribute to non-attendance, participate in training regarding school procedures. Finally the policy document shows an example of the activity for absence from school form to be make full out for any holidays or extended leave, a copy of this is included in this assignment.\r\n'