K4 - The importance of shared responsibilty between all staff for the conduct and

behaviour of pupils in corridors, playgrounds and public areas within and outside of
school
Behaviour policy and staff duties
K7 - The importance of modelling the behaviour you want to see and the implications of
this for your own behaviour
again refer to your behaviour policy and say why it is important to be a positive role
model
K11 - How to assess and manage risks to your own and other's safety when dealing with
challenging behaviour
what would happen if a child was being aggressive for example and again refer to the
schools behavoour policiy and your role/responsibilities
K12 - The importance of working within the boundaries of your role and competence and
when you should refer to others.
what are your roles and responsibilities and who do you go to when it is out of your
remit?
K13 - The specialist advice on behaviour management which is available within the
school and how to access this if needed
Is there a behaviour team, learning mentor etc
K14 -School arrangements for reviewing behaviour including bullying, attendance and
the effective use of rewards and sanctions
Policy docs needed here and say how you follow them
k15 - The range and implications of factors that impact on behaviour of all pupils, eg
Age, gender, culture, care history, self esteem.
What are the factors that affect a childs behaviour? If they ahve not eaten or have eaten
lots of e numbers? Looked after children etc etc
Hope this helps

k16 stereotypical assumptions

boys only interested in fottball, cars, martial arts and computer games, lazy
girls only interested in barbies, pink stuff, boys, parties and talking
disabled cant do things cos they're disabled
eal cant do something cos cant speak the language
cultural background - parents smoking and drinking layabouts so child will be the same!
if the child thinkls others think this this will affect their learning and behaviour

K17 how the home and family circumstances and care history of pupils may affect
behaviour, and how to use such information appropriately to anticipate and deal
effectively with difficult situations
Looked after children, mobile children, travellers, fathers in prison, single parents, living
with grandparents after family split. How would all this affect a child and waht would
you do? Adapting approaches to ensure postive behaviour. We all manage children in
different ways when dealing with a child that has a difficult time at home and are aware
of what state of mind they are in on arrival to school.

K18 agreed strategies for managing and meeting the additional support needs of any
pupils with learning and behaviour difficulties

IBP's, pastoral care, outside agencies, what does your school do to support pupils

K19 the performance indicators included within any behaviour support plans for pupils
with whom you work and the implications of these for how you work with the pupil(s)
concerned

as above

K20 how to support pupils in using peer and self-assessment to promote their learning
and
behaviour

evaluating their behaviour, what could they do next time, how would they deal with the
situation next time to end with adifferent outcome, all those conversations you have on
the corridor usually with achild about their reactions to a situation/problem, using the
class to aid them, letting others give ideas nto problem solving

K21 the triggers for inappropriate behavioural responses from pupils with whom you
work and
actions you can take to pre-empt, divert or diffuse potential flash points

Kids have other children they do not get on with and brush each other up the wrong way
and even with some staff this happens, what are the the steps you would take to stop this
from happening, how do you deal with a trigger point, for example we have a member fo
satff who storms in when visiting a class and if sees something they feel is not in line
with how she sees behaviour should be, cause a fuss, tells the child off and then goes all
in the space of a few mins, how would you deal with this?

K22 how to support pupils with behavioural difficulties to identify and agree behaviour
targets

IBP's etc

K23 how to encourage and support pupils to review their own behaviour (including
attendance) and the impact of this on themselves, their learning and achievement, on
others and on their environment
overlaps with K20

K24 school procedures for collecting data on pupils’ attendance and behaviour, including
the use of rewards and sanctions, and tracking pupil progress, and your role and
responsibilities in relation to this

Is there a register to monitor attendance and who deals with absences? Does your setting
have a behaviour policy? What sanctions are there for negative behaviour? I know they
are young but it hasn't not been heard of before are any of the children on IBP's? Do you
have children that constantly display neagtive behaviour, what is done about this? How
do you reward pupils? Verbal, visual praise, body language, intonation in voice, you say
you give staickers, what for? How often? Do the pupisl know why they receive them? Do
you give feedback to the teacher regarding behaviour is this recorded anywhere? Early
Years Framework and levels, Early Years profiles?