* To assist and ensure there is a good happy atmosphere at all sessions. * To assist and take time to listen and respond to the children and encourage them to develop. * To assist, encourage and maintain equality of opportunity for all the children within the group. 1.2 - The early years sector is very well regulated and all staff, and the setting that they work in. We must follow the various standards that in many cases have been set down by the law, such as the Childcare Act 2006 and the Health and Safety Work Act 1974.
TDA 2.9 Support children and young peoples positive behavior 1.1. In our nursery we have a behavior policy on promoting positive behavior; it has the guidelines/code of conduct we use to promote positive behavior. The aims of the behavior policy is to create a consistent environment that expects, encourages and recognizes good behavior and one in which everyone feels happy and safe. The behavior policy is the main policy on promoting positive behavior in the nursery and we should all be aware of the policies as part of our ongoing professional development so that we can manage children’s behavior in a consistent way. The policy sets the boundaries of behavior expected from the children and also the behavior expected from staff.
Young people are also provided with guidelines of their right to complain and the steps to take to complain when they first move in to the home. Key working sessions are useful for children/young people to raise concerns and discuss their feelings about the complaint/concern. 3.4- Implement systems and procedures which address concerns and complaints and fully inform the complainant of the outcome within agreed time frames. Staff within the home need to be able to raise issues of poor practice with other staff, if necessary reporting this to a manager or using the Whistleblowing procedure. Whistleblowing occurs when a person raises a concern about dangerous, illegal activity or any wrong doing within their organisation.
CYPOP15-1.1 Explain how to recognise and build on the strengths of a child or young person by giving different examples of positive strategies. National Occupational Standards (NOS) are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding. • Implement positive and inclusive environment that promotes open and equal opportunities for adults and children • Promote positive behaviour • Support children’s play and learning • Support the physical, cognitive, emotional and social development of the children • Support communication and creativity • Ensure high standards of hygiene and safety • Ensure all information kept confidential • Report all issues raised regarding the child’s welfare • Work as a team • Encourage the participation and involvement of all parents and children attending the setting Today the focus is on supporting children to show positive behaviour. There are several approaches to this. Least restrictive principle The ethos of the setting is important, we need to consider the rules (too many, too strict, no rules etc..) Do we give enough responsibility to children?
• REGULATIONS: Regulations are the rules which organisations and care workers must follow. As a nursery assistant I am expected to follow all policies and procedures and regulations set out by my manager, I am also expected to keep myself updated with any change in procedures and refresh my memory on old ones. MINIMUM STANDARDS: The national minimum standards for childcare settings are issued by the government under section 23 of the care standards act 2000. These standards can be reviewed and changed at any time so a workplace needs to ensure they are up to date with his to ensure they are providing the care recommended under this act. All nursery staff must have regard to the standards and must also meet regulatory requirements and the conditions of their registration.
TDA 2.9 1.1 1.2 1.1) Describe the policies and procedures of the setting relevant to promoting children and young people's positive behavior. In every setting the must have a behaviour pocily as it is a legal requirement.This will tell what the staff will do if any situation occurs within the setting. These guidelines are in place for the staff and parents to understand all the codes of condust that are in place.The behaviour pocily needs to be read and understood by staff to be consistent with all techniques to encourage positive behaviour and be consistent in the use of intervention techniques and set a good example to the children and be good role models.In my setting they have many different guidelines e.g Safeguarding children (
A staff member may unconsciously or consciously grab a child or drag them in an attempt to get them to perform a particular activity. This mishandling may cause physical harm such as bruises or psychological harm on the child. Thus is against the United Nations Convention on the rights of child 1989, every child matters: change for children (2003) and Human Rights Act 1998 all of which promote the welfare of children and addresses their safety. Under the Independent Safeguarding Authority's (ISA) and Vetting and Barring Scheme all those wishing to work with the children provide an enhanced disclosure which is usually in the form of a CRB check. This is one of the ways that eliminates the possibility of offenders working with the children and safeguards the children against abuse or potential abuse.
However in a situation like this practitioners need to recognise that when the child needs to be referred to others. Sometimes children’s behaviour could show some signs that they need some extra support. This means that a practitioner needs to recognise when children need to be referred to another colleague or a professional. However a practitioner needs to encourage positive behaviour and manage children’s common behaviour. Specific types of unwanted behaviour that should be referred to others: • When pupils are a danger to themselves and/or others • When you are dealing with a difficult situation on your own • If pupils are not carrying out your instructions and you are not in control of the situation • When you are not comfortable dealing with a pupil, for example they are behaving in a threatening manner or behaving unpredictably • When an incident is serious enough to warrant the involvement of a senior member of staff.
Outcome 1.1 Activity - Define the term ‘duty of care’ Duty of care is a legal requirement which is to keep all residents safe whist in your care. Useful websites include: Code of Practice for Social Care Workers http://www.gscc.org.uk/NR/rdonlyres/9B24762A-46BC-4F3E-83D3-F00FC9DD3625/0/CodesofPracticeforSocialCareWorkers.pdf Code of Practice (Scotland) http://www.sssc.uk.com/sssc/homepage/codes-of-practice.html Guidance for Compliance http://www.cqcguidanceaboutcompliance.org.uk/ Guidance for Compliance (Scotland) http://www.carecommission.com/index.php?option=com_content&task=view&id=16&Itemid=112
This helps us to see a pattern of when these behaviour occur and along with a multi-disciplinary team help to develop strategies that support and encourage the positive behaviour with hope that it may also reduce any challenging behaviours. 1.2 Define what is meant by restrictive interventions When a person or people have to physically restrain the individuals movements to reduce the risk of