* Encourage children to respect each other. * Allow pupils to take responsibility for their actions and to undertake tasks independently where possible. * Praise pupils when they have been successful. * Encourage children to put their ideas forward and be supportive of any ideas or suggestions that the children put forward. * Ensure that all pupils have the opportunity to make a contribution in class.
* Barriers are recognised and staff has an understanding of individuals and groups that have any difficulties so they can find the best way to help them. * When children need extra support they still get taught alongside their peers so as not to make them feel segregated. * There are clear policies that are reviewed on a regular basis and all staff will receive regular training on inclusion, diversity and equality. * All staff should be open minded and non-judgemental * All children and young people should be given the same opportunities 3.3 Describe how inclusion works in own sector of the children’s
* 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.
I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
This in turn should create a caring, happy atmosphere in the school which can enable effective teaching and learning. The school has its own code of conduct which all members of the school are to support. The school code of conduct is as follows; This is our school we will: • look after everything in and around it • follow instructions first time • always do our best work and let others do the same • treat everyone as we would like them to treat us • move sensibly round school and always walk inside. The school looks out for positive behaviour done by pupils and emphasis is placed on the acknowledgement of this. There is to be a clear understanding by staff, pupils are parents of what is acceptable and unacceptable behaviour.
National Childminding Association Issue no: 02 Issue date: 2 February 2009 |[pic] | | NCMA Safeguarding Children Policy Statement The scope of this policy statement applies to NCMA employees on both permanent and fixed term contracts, casual workers, sub-contractors, key volunteers (including unpaid project specific1) and trustees. NCMA is committed to supporting quality home-based childcare services2 that promote children’s welfare and safeguard children from harm or abuse. NCMA endorses the view that strong safeguarding policies and procedures help fulfil a child’s right to protection from abuse, as contained in the UN Convention on the Rights of the Child (1989). In England, NCMA endorses the view in “Every Child Matters” that all
The Act sought to emphasize the importance of inter-agency work and cooperation in meeting the needs of children and to ensure that children’s views are ascertained and represented, improve outcomes for all children, as well of those defined as “in need” under the Children Act 1989, by focusing services more effectively around the needs of children, young people and families. The laming Report following the death of Victoria Climbie was highly critical of the way the case was handled and made 108 recommendations to overhaul child protection in the UK. As a result The Every Child matters guidelines, led to this
Early childhood development is a period of never ending possibilities. As educators we embrace everything our children experience and what they encounter in there early developmental stages. We believe that our work can make a significant difference in a child’s life and in the lives of their families. In order for children to learn and develop, we as educators must provide a safe and healthy learning environment. A place where children can partake in early education of the highest quality, and learn the early skills they need to develop.
These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it's suitable for very young children, and it's designed to be really flexible so that staff can follow your child's unique needs and interests. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. The diagram below gives examples of the areas of learning and development and shows the links between the way in which your child learns and what they learn.
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.