school-readiness-eyfs-induction2-june-2017-pptx

Reception– Induction 2 – June 2017

SCHOOL READINESS

What does School Readiness mean to you?

School? Your child?

• Enjoying school – having fun / letting others have fun • Social skills - sharing / turn taking / listening to others / personal space / independence • Personal care – changing / toileting / hygiene • Learning time & playtimes - social skills / listening / engaging / boundaries • Choices - right & wrong decision / rules • New experiences - bravery / range of activities (inside & outside of school)

School Readiness

Behaviour Strategies Monday 19th June 2017

REWARD LEVEL

Given for:

Given by:

Type of Reward Available

1

Good work, politeness, helpfulness, trying, homework, effort, improving, positive attitude

All staff

Thank you Team / Dojo Points Stickers

2

Doing lots of Level 1 all the time, ALSO:

All staff

15 Team / Dojo Points a Week = Prize Role Model Badge Worker of the Week

Exceptional pieces of work ‘Pupil of the Week’ – in Achievement Assembly ‘Role Model of the Week’ – in Achievement Assembly

3

Doing lots of Level 2 all the time, ALSO:

Amazing pieces of work or project / homework.

Always working hard Great attitude within class to school Exceptional & consistent behaviour Amazing effort & helping others Positive contribution to school life

All staff / Head teacher

Headteachers Award Postcard Home 3 Postcards = £5 Book Token

PLUS – ‘Pupil of the Week’ / ‘Role Model of the Week’ - stars’ / ‘Pupil of the Term’ / ‘Attendance Awards’ / ‘Senior Pupils’ / ‘Head Boy & Girl’ / ‘Pupil of the Year!’(& other prizes)

SHERBORNE PRIMARY – SANCTION SYSTEM - BEHAVIOUR

Given For:

LEVEL 0 - Questioning face; Have you made the right choice?

LEVEL 1- Sad Face; You Need to Stop and Think! Are you doing the right thing?

Move in Class

LEVEL 2- Sit on Thinking Chair;

Interrupting learning Not following instructions Being impolite Off task/talking not listening Lack of respect for others and or equipment Continuing above after first reprimand plus Lack of respect or rudeness, Just not trying Damaging equipment

You are not thinking; Sit for 5 minutes and think about your behaviour.

LEVEL 3- Sent to another Teacher;

Lose 5 minutes Playtime. Parent Informed.

Continuing as above after second reprimand Damaging things (on purpose) Bullying Saying ‘NO’

BEHAVIOUR

WARNING

Your behaviour in class may cause your teacher to give you a warning LEVEL 1- MOVED IN CLASS If you continue to mis-behave and disturb others, your teacher will move you in class.

LOSE 5 MINUTES PLAYTIME LEVEL 2- SENT TO TEAM LEADER If you continue to behave poorly, your teacher will ask you to go to another class in your year team LOSE 10-15 MINUTES PLAY / FAST-TRACK ROOM Fast-Track Room is recorded & could result in a meeting with parents LEVEL 3- SENT TO DEPUTY HEAD When moved to another class, your behaviour is still not acceptable. You will be asked to go to the deputy head’s classroom.

LOSE YOUR NEXT LUNCHTIME LEVEL 4- SENT TO HEADTEACHER If you still behave poorly in the Deputy Head’s class, you will be asked to go to the Headteacher. He will record this and may ask you to stay for an after school detention.

LETTER HOME AND POSSIBLE DETENTION LEVEL 5- EXCLUSION If your behaviour is so bad, you become un-teachable, you may be excluded from the school.

SENT HOME FROM SCHOOL

Other Ways Sherborne Primary Supports Your Child’s Behaviour • ELSA (Emotional Literacy Support Assistant) – A number of staff are trained for individual counselling sessions for children with emotional needs • Parental Support Advisor – Home visits / advice / strategies & plans etc.

• Dorset Behaviour Support Service (BSS) – External advice by experts on behaviour / home visits / plans etc.

• Educational Psychologist – More in-depth analysis of your child • Other services via the GP – CAMHS (Children’s Mental Health Team) – although a LONG waiting list, School Nurse (medical related issues, although will support behavioural issues) • Dedicated Staff for Positive Intervention – similar to the ‘Blue Room’ at the Gryphon where children can get help and support when needed. We call it the ‘Reflection Room’ • Other Strategies might include – reduced timetable, time-out, reward charts, individual reward systems etc.

• Health Visitor & School Nurse – useful for medical related issues

Helping Children to Support POSITIVE Behaviour

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Guiding Children ● Involves ways of helping children learn to behave appropriately ● Teaches children to control their actions and to make decisions ● Combines support, encouragement, and setting limits ● Encourages appropriate behaviour and helps stop problem behaviour ● Promotes the development of self-confidence and self-control ● Needed to keep children safe and healthy ● Helps children to like themselves and to get along well with others. When combined with love and respect, children develop an inner sense of self-control and self-confidence ● The use of positive language is VITAL

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Discipline EMPHASIS ON…

INEFFECTIVE

EFFECTIVE

Stopping behaviour Fear

PARENT’S ATTITUDE IS… PURPOSE IS…

Control & anger

Learning proper behaviour Love, respect & knowing right from wrong Love

Suffering & pain

Self-discipline

RESULT IS…

Dependency

Growth

CHILD OBEYS BECAUSE OF…

Tools to Guide & Discipline Children

● ● ● ● ● ●

1 1

Divert attention Set limits Offer choices Redirect Timeouts Reinforce behaviour These tools can be thought of as a group of tools used to help shape children’s behaviours and their personalities Tools this powerful are often hard to use because they take a great amount of practice

Positive Tools Help Develop Self-Control ● When children have self-control they know 1.

2.

3.

What to do?

When to do it?

Can behave appropriately even when caregiver is not around 4. Self-control helps children ● feel safe ● feel confident ● be able to think for themselves 1 2

Effects of Negative Tools ● Negative tools like smacking, hitting, yelling or making fun of children tend to ●

●

●

make them timid and withdrawn or rebellious and mean lead children to feel bad about themselves and to develop fewer feelings of self-control lead children to question parents’ love and discount the times they really do want to talk, hold, or spend time with them

● Constant questioning and discounting of children leads to discouragement, and a discouraged child is more likely to misbehave 1 3

Reasons Children Misbehave 1.

2.

3.

4.

5.

6.

7.

Curiosity Illness or Medical Condition Boredom Angry feelings Need for attention or love Low self-esteem Anxiety ● results from caregivers who are not familiar with ages and stages of children’s growth and development 8. Confusion ● results if caregivers are not familiar with family and household rules 14

Understanding Development â—? Understanding child development helps a parent or caregiver to guide behaviour â—? Physical, emotional, social, and intellectual development influence guidance techniques that a caregiver or parent can use 15

Developmental Stages & Guidance Techniques 1.

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Infants ● What to expect: ● cry when they need something ● want their needs met by their caregivers ● explore their bodies ● curious about everything ● sleep less as they grow older ● learn by using their senses ● play with their food and eat with their fingers ● When babies cry they need something ● If ignored or punished each time they cry, needs are not met. Therefore they learn to mistrust their caregivers and think of their world as an unsafe place. This can lead to Attachment Disorder

Guidance & Discipline for Infants ● Diverting attention ● babies have short attention spans, so their interests are easily shifted from item to item ● an example of a diversion tactic is to catch a child’s interest with a favourite toy if he or she is upset about something else 17

Developmental Stages & Guidance Techniques 2.

Toddlers ● What to expect: ● ● ● ● ● ● ● ● ●

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say “no” to be independent and in control enjoy “messy” activities curious about everything, want to explore begin walking and talking possessive of belongings, saying “my” or “mine” take their time eating, dressing and picking up toys restless; short attention-spans cry or scream when asked to take turns or share temper tantrums

Guidance & Discipline for Toddlers ● Set limits ●

●

make rules in order to manage children’s misbehaviour a rule or limit should be clear enough so children understand what part of their conduct is misbehaviour and how they can change it into acceptable behaviour

● Offer choices ●

allowing toddlers to choose between two activities that are acceptable may be more effective when they refuse to behave by the rules allows them to be in control

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Developmental Stages & Guidance Techniques 3.

Preschoolers ● What to expect: □ □ □ □ □ □

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many questions need physical activity interested in same age friends exaggerate or make up stories bossy say “no” when asked to help clean up

Guidance & Discipline for Preschoolers ● Redirection ●

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suggest acceptable behaviours to replace misbehaviors turn a problem activity or action into an acceptable one

● Time-out ●

●

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remove child from activity for a specific period of time until they calm down, think about what they did, and realize they will not be allowed to misbehave a set time in a safe place away from other children, activities and distractions be sure to talk to children about how time-out works

Developmental Stages & Guidance Techniques

4.

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Early school-age children - Reception - 4 or 5 years old ● What to expect: □ want to please adults, teachers and friends □ flip-flop back and forth – sometimes seeming grown-up, sometimes babyish, acting differently at home than at school □ forgetful, messy, creative, and spontaneous □ enjoy playing more than helping □ interested in “right” or “wrong” □ misbehaviour often happens when children are feeling ignored, not stimulated, mistreated, or neglected □ misbehave to get attention- even if the attention is negative

Guidance & Discipline for Early School-Age Threes types of behaviour reinforcement 1.

Positive: pay attention when children do what you want ● praise child when you approve of their actions ● spend time with child while they do what you want 2. Negative: pay attention to children when they misbehave and do what you do not want ● using this method unintentionally teaches children to misbehave in order to get attention 3. Ignore: pay no attention to misbehaviour and attempts to be noticed ● do not use this method if child is in danger

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Do's and Don'ts ● Tell children what they can do instead of what they can’t do ● Don’t ● “Don’t drop the egg”

● Do ● “Carry the eggs in both hands, like this…”

● Don’t ● “Don’t drag your jacket in the mud”

● Do ● “Tie your jacket around your waist, like this…”

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Do's and Don'ts ● If adults use many negative words such as no, don’t, stop it, cut it out, or shut up, children may decide to tune the parent or caregiver out ● Too many “don’ts” also cause negativism in children ● The LANGUAGE we use is VERY important for children!

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Protecting & Preserving Children's Feelings ● Caregivers sometimes damage children’s self-esteem

● Situation ●

●

●

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six-year-old John spills the milk he was carrying to the table destructive response: “Can’t you do anything right?” better response: “That’s a hard job; we’ll wipe it up and you can try again”

Protecting & Preserving Children's Feelings ● Situation ● ●

●

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four-year-old Hannah runs away from you in the shops destructive response: “What’s the matter with you?

You’re acting like a baby; I thought you were a big girl” better response: “I need your help pushing the trolley”

Offering Children Choices ● Offer appropriate choices to avoid problem situations ● Situation ●

●

●

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you are having dinner in a restaurant and have a limited supply of money likely to lead to trouble: “What would you like to order?” instead, try: “You may order the chicken or the spaghetti”

Remember! ● Disciplining and guiding children is not easy, take lots of practice and we ALL get it wrong at times! ● All children misbehave or argue some of the time ● You can respond quickly when children need guidance if you understand the reasons for their behaviour and know your options 29

Thank you for your valuable time Questions?

Next Steps for Induction & September… .