There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff. School trips are used to help pupils to work together and increase team work and bonding. School clubs are varied and encourage pupils to further their interests in other areas. The school has an inclusive environment and positively reflects the importance of diversity, every effort is made to ensure that all pupils can be involved in all areas of school life and other cultures are celebrated. The aims or vision of a school are often seen in the school literature and are set by the head teacher in collaboration with the staff, parents and community.
3.1 The difference between each of the terms mission statement, ethos, aims and values can be seen as they are aimed and set by certain groups, such as the governors, parents, pupils and other agencies. The Ethos An Ethos is an agreement with the parents and the Local Authority concerning the school's particular character and spirit. The ethos of our school is one of nurture, support and positive reinforcement. In my school we believe all children are entitled to develop to their potential- academically, socially, emotionally, physically,morally, spiritually, and aesthetically, enabling each child to grow in confidence and able to participate in the wider community. We create a calm and purposeful ethos within our school.
Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
Accepting shared responsibility by knowing what our role is and what’s expected of us is very important, following recognised procedure and understanding shared values all promote good relationships. Educational values such as school Mission Statements and classroom Golden Rules helps all of us to promote a positive learning environment in the school. It is very important to have a good relationship with someone as they could help with disputes or disagreements, when they arise. Treat people how you expect to be treated, treat people as an equal and positively to promote effective communication. 1.2.
TDA 3.4: Promote children and young people’s positive behaviour 1. Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. Every school has its on policy and procedure on positive behaviour. And all members of staff should follow them. One of the policies are a children’s behavior policy It is a document that entails positive behavior, how to deal with aggressive behavior, bullying and foul language.
JOIN NOW The behavior policy on promoting positive behavior within the school setting possesses the guidelines/code of conduct which the school use to help raise positive behavior. The intentions of the behavior policy is to iniate a dependable environment that anticipates , emboldens and identifies good behavior also one in which everyone feels happy and secure. The behavior policy is the key
As a result students and their families are reassured that any decisions taken by the school which may impact their child’s wellbeing are fair, should any grievance occur, parents know they have the right to access information such as any minutes on the decision the school took in order to challenge such decision. Transparency regarding financial matters, issues of equality or environmental practices also encourages fair and efficient managerial practices, making sure that funds are spent appropriately for the benefit of all the students. DPA ensures a parent’s right to access educational records within 15 days of it being requested. As well as keeping track of the accuracy, amount and time period that a school can keep information on their students. The act states that the information must be relevant and not excessive, processed fairly and lawfully and for limited purposes only.
In short values in a school are directions the head, the teachers, school governors and the majority of the parents wish to see their children achieve and strive towards. 3.2 Describe and give examples of how a school may demonstrate and uphold their aims. A school can demonstrate and uphold their aims by: * After school activities-Netball, tag rugby, chair, cheer-leading and music lessons. * Encourage visitors from the community- police, ambulance and fire. * Encourage support from parents- hearing children read.
TDA 3.4: Promote children and young people’s positive behaviour 1. Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures relevant in my school are written in the prospectus which is available for every adult and child in the school to read. They ensure that all the children in the school understand clearly how they are expected to behave in a kind and considerate manner and also encourage them to learn in a positive environment.
All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience. “In addition, with the visual uniformity present across all students, the instance of school pride has increased. Similar to athletic team uniforms, dressing cohesively increase pride, unity, and a renewed commitment to the school. With uniforms, a more professional tone is set in school, encouraging students to take their studies more seriously” (Chen 1). Current interest in investigating the motivational dimension of school environments to guide both policy and applications stems partially from proposals by researchers in the early 1990s suggesting the focus on changing the child