Behaviour
BEHAVIOUR
At Pre-school we aim to:
Encourage a positive, caring and safe environment where the children are able to achieve and be proud of their actions and achievements.
Help children learn and follow our simple routines and rules, so they understand the boundaries and expectations.
Be fair and consistent in our approach when setting boundaries and when dealing with negative or challenging behaviour. Whilst also being mindful of children’s differing needs and stages of development.
Always role model and promote positive behaviour and actions, as we believe children learn from the adults and what they see around them.
Support children’s Personal, Social and Emotional development, as well as their communication skills, so they can make good choices and deal with challenging situations that may lead to negative behaviour.
Start each day afresh, despite what happened the day before.
Keep up to date with current research and advice regarding behaviour management.
Roles and responsibilities
We have a named behaviour co-ordinator who alongside the Pre-school Manager is responsible for overseeing that our Behaviour policy is adhered to and that behaviour boundaries within the Pre-school are monitored and successful.
We recognise that there are many things that can affect a child’s behaviour, for example - changes to routines, lack of good quality sleep, just before becoming unwell or just after vaccinations and changes to familiar people in their life. Therefore, we encourage parents and carers to share any information such as this from home, so we can monitor the children’s mental well-being and help them feel safe and secure.
Each child has a key worker who is responsible for identifying any key issues with a child’s learning, development and well being and for discussing any key concerns with relevant people such as the child’s parents, behaviour co-ordinator, Special educational needs co-ordinator (SENCO) or other professionals. The key person, the Behaviour co-ordinator and Pre-school Manager are also responsible for ensuring information regarding a child is shared with all staff so they are aware of any issues, or reasons why a child’s behaviour may have changed. An exception to this may be where the information is provided on a needs to know basis in the case of Child Protection.
Ensuring children’s overall positive behaviour and healthy social and emotional development is the responsibility of the Pre-school Manager and Deputy Manager.
Staff training
Staff are introduced to our behaviour policy as part of their induction. They attend training related to behaviour management and we give recognition to the Five to Thrive process.
Working with parents and carers
We are aware that situational problems may affect your child’s behaviour, such as a new baby, a house move or a change in family circumstances. It is very important to share this information with your Key Person so that we can ensure your child receives the support they need within the setting.
Where a parent has concerns about their child’s behaviour at home, or they are looking for advice on how to deal with certain situations, we will give guidance ourselves and can also signpost them to relevant workshops and support groups. In some cases we can refer them for parenting programmes such as Five to Thrive and PEEP.
We do not think it benefits anyone to notify parents of every single incident that occurs at Pre-school. It is typical for Pre-school aged children to test the boundaries and make the wrong decisions as part of their learning and development. All incidents will be dealt with at the time in the most appropriate way. However, parents will be notified if another child or adult is physically harmed and marked, if a number of incidents (small or big) have occurred on the same day or if there is a recurring pattern of negative behaviour.
Bullying, racial abuse & physical punishment
Bullying, either verbal or physical, will not be tolerated by children or adults in the group.
Physical punishment will not be used by staff, volunteers or parents/carers under any circumstances whilst in Pre-school. Physical punishment refers to any treatment which could hurt the child, e.g. smacking, pushing, shaking etc. Physical punishment of any kind by an employee would result in gross misconduct.
On occasions children may need to be physically removed from a situation, either to protect the child, or to protect the children they are with or to prevent damage to Pre-school. This will be done carefully and with respect for the child. Parents will be notified when they come to collect their child.
Where appropriate, children who have witnessed behavioural incidents which may concern them will be spoken to about what has happened (in line with their age and stage of development) and their parents may be notified.
We do not use techniques intended to single out and humiliate individual children, such as ‘naughty chairs’. Children are never threatened with the use of these techniques or with physical punishment. We will not label children as ‘naughty’ as this is unhelpful, demoralising and may be difficult for the child to break out of that mould.
In the case of racial abuse we will make clear immediately the unacceptability of the behaviour and attitudes in a way that the child can understand.
Understanding the cause of behavioural issues
Sometimes, challenging behaviour may be an indication that children do not feel comfortable or something is wrong. We will do our best to investigate this and take action where possible. We will promote an inclusive practice by identifying children’s needs and thinking about how we can accommodate all children rather than always expecting the child to adapt and fit in with existing provision.
Children will be genuinely listened to and given opportunities to voice their opinions.
Some children with challenging behaviour may have poor language and social skills and limited concentration spans. We will help all children to develop their language skills and provide a curriculum which supports social skills and increasing concentration. In any case of misbehaviour, it will be made clear that it is the behaviour and not the child that is unwelcome.
SEND
Behavioural issues which may occur as a result of a child’s special educational needs or disability will be coordinated by the SENCO and strategies put into place to support their needs and behaviours. Some of the strategies we use include: zone of regulation, feelings visuals and aids, choice boards, setting a safe place.
How do we help children and address issues?
We use praise and reward positive behaviours and actions rather than criticise. We believe focussing on the positives helps a child learn to make good choices and feel confident and proud of themselves.
We listen to the children and are considerate of their individual feelings, thoughts and needs. We recognise this helps them to feel valued and respected.
We help children develop self-discipline and respect for the needs of others. Adults will provide a positive model of behaviour with regard to politeness and friendliness towards other people.
We will not stereotype children, for example, assuming different types of behaviours from girls and boys.
The boundaries in Pre-school will be applied consistently by all staff members so that the children feel secure and know what is expected of themselves and others. We will help children understand the reasons for the boundaries that we have in place.
Adults in the group will aim to anticipate problems and redirect children where possible.
The child’s behaviour will be discussed with them at a level appropriate to their development and understanding. We recognise that very young children are unable to regulate their own emotions, such as fear, anger or distress, and need a sensitive approach to help them do this. Children who do not have adequate language or level of understanding will not be expected to say sorry as this may be meaningless to them, however, an adult will model apologising to the other child and state why for example “I am sorry that (child) took your toy and made you sad”. This shows the child with limited understanding how to acknowledge what has happened and develop an understanding of how their behaviour affects others and how to recognise feelings of others. Instead they will be encouraged to acknowledge what has happened and develop empathy for other people’s feelings.
Our strategies for dealing with a specific misbehaviour:
Approach calmly at the child’s level and stop any hurtful actions.
Acknowledge the children’s feelings and use language which is appropriate to their level of development.
Gather information about the situation.
Restate what the problem is so that the children’s feelings are acknowledged and there is a sense of support from the adult.
Explain in simple terms what is not acceptable and why. Ask the children for solutions and choose one together.
Encourage the child to show sympathy and / or empathy, for example, offering a tissue, giving a hug or saying sorry. If the child is not able to, the member of staff will model this for them.
If the incident is considered to be serious or if repeating the above actions two more times has no effect then the child will be taken away from that situation with an adult to allow some reflective time.
If a persistent behaviour continues then the key person, SENCO or Manager will liaise with parents to identify any known causes for the behaviour and agree next steps. With the parents we will agree on a support plan which can be followed both at home and at Pre-school if necessary.
The support plan will be reviewed half-termly with parents. If the expected level of progress is not achieved then we may seek advice from our Early Years team or make a referral to the Children’s Development Centre for further advice and support (with permission from parents).
Our rules for the children within Pre-school:
We walk rather than run indoors, so that everyone can play safely. There are lots of opportunities to run and for physical play outside in the garden.
We do not climb on furniture or chairs, to keep ourselves and others safe. There are small steps available to use with adult supervision, when we need to reach something or look out of the window.
We wash our hands after using the toilet, painting or gluing, before cooking and before having our snack or lunch.
We practise using good manners, such as saying ‘please’ and ‘thank you’.
We share and take turns with our friends.
We are kind and think about our friends' feelings.
We listen to our friends when they are talking and use our indoor voices.