The pupil will learn what acceptable behaviour is, and when they are at the boundaries of what is deemed appropriate. In order to gain the trust and respect of a pupil, I believe it is of paramount importance to speak to a child in the same manner I would expect to be talked to in my everyday life. So, I would approach any form of communication in a positive manner and tone, not being patronising or speaking in a harsh manner. Being negative would simply discourage learning and have a detrimental effect on any future relationship. This is also important to remember when communicating with a parent in order to build a positive relationship with all involved in school life.
They want to create a safe and secure learning environment in order to keep the children safe from danger and make them feel as though every child matters. Confidentiality in a school setting involves: * Reassuring the students their best interest is the schools priority * Encouraging children to speak to their parents and careers * Inform the students and parents about the handling of information. * Correct procedures are followed when the child’s safety is at risk. * To ensure that confidentiality is a whole school issue and that in lessons ground rules are set for the protection of all. Specific data can how determine how well the child will do in a given time or the success of communication between parents and the school.
Effective communication with parents ensures that they are confident in the school and their child’s learning, which in turn is passed on to the child. 1.2 Relationship building does not come by chance and effective communication is needed to develop positive relationships. You must show respect by listening to what other people have to say regarding their views and beliefs. Some individuals might have different values to your own and it is important to respect these values and consider them when communicating with these people. For example, with people from different cultures or with different religious beliefs.
• Nannies and home-based carers: Provide care for children in your home and can look after children of any age. Since 2004 all children in the UK aged three and four years old have been entitled to free places at nursery or another preschool setting (including childminders). From 1st September 2010 the Government extended these hours from 12.5 to 15 hours for up to 38 weeks of the year. The free entitlement provides universal access to early childhood education and care, ensuring that all children have the opportunity to benefit from early years education. The extended hours also supports parents who wish to go back to work or develop their careers through further education by providing affordable day
“Partnerships are there for a child’s wellbeing and protection” (Budden 2014). This statement is very bold and concise. It outline a partnerships overall aim and has the focus on the child at heart, rather than having monetary gains as a strategic goal which is often the case with most organisations. Through the involvement of partnerships it allows a child’s safety and wellbeing to be maintained, no information gets overlooked and problems can be solved and signs of neglect can be spotted more efficiently. A child’s development will be monitored and ensures a healthy progression during their early years.
TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. Behaviour In my setting it is there priority to build the self esteem and confidence of all the children which is the aim of this policy. Teach the children to accept responsibility for their actions, consequences and its effects of their behaviour on others To encourage the children, to make good responsible choices, respect themselves, others, the environment of the school and the wider community. To understand what is appropriate and inappropriate behaviour and what to do if there is an issue. The school staff, volunteer, and pupils adhere to school policy, for the safeguarding of children and the benefit of the school to ensure a calm, purposeful happy environment for all which are: Children to follow the simple behaviour plan, (Be respectful to each other and the environment around me, be nice and treat each other fairly, Work hard and achieve to the best of their ability) Children and teachers Set agreed ground rules for each class with incentives and sanctions which can be clearly understood by all.
The main aims of this Act: Legislates to protect children who may be suffering or are likely to suffer significant harm. Provides for support from local authorities, in particular for families whose children are in need. Local and national approaches for safeguarding children and young people would be The Every Child Matters Framework. “The Every Child Matters Framework has brought to the forefront the importance of keeping children safe and healthy and having the awareness of different ways in which as professionals, we should work together to do this.” (The Teaching Assistant Handbook) The Act aims to improve effective local working together to safeguard and promote children’s wellbeing by implementing the every child matters outcomes for children/young people. The main aims to: Stay safe; Make a positive contribution; and achieve economic well-being Be healthy.
Children and young people need to be protected from neglect and abuse and have a safe environment in which to grow up in with parents, teachers and any other close adult being approachable and accessible if needed, should a child develop a difficulty that concerns them. 2. What is a child or young person-centered approach and why is it important? Every child/young person is unique and therefore has individual needs which will help them achieve their full potential as they develop. A child/young person centered approach will empower the person to be in control of their lives.
They are often based at Sure Start Children’s Centres or linked to a primary school. • Preschools and playgroups: Such as Woodhouse Close Church. Usually run by voluntary groups providing part-time play and early learning for the under-fives. Three and four year olds can get their 15 hours of weekly free early year’s education at these providers. • Day Nurseries Such as Bishop Auckland College: Based in workplaces and run by businesses or voluntary groups providing care and learning activities for children from birth to five years old.
This applies to the way the parents feel about us too, perhaps they will be more open to discussion as they will feel valued and welcome. Good working relationships will enable staff to rely on each other to pull together and help the nursery reach its highest potential. K3C155 – The relevant legal requirements which cover the way I relate to and interact with children include The Children’s Act 2004. This act was designed with guiding principles in mind for the care and support of children. These are: • To allow children to be healthy • Allow children to remain safe in their environments • Help children to enjoy life • Assist children in their quest to succeed • Help make a positive contribution to the lives of children • Help achieve economic stability for our children’s futures.