Watcombe Primary School & Children’s Centre Nursery

Behaviour Policy

Rationale

We believe that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by someone else. We aim to provide an environment in which there is acceptable behavior and where children learn to respect themselves, other people and their environment.

Methods

· Our named person who has overall responsibility for issues concerning behaviour is: Donna Frost

· We require the named person to:

- keep themselves up-to-date with legislation and research and thinking on managing children’s behavior;

- Access relevant sources of expertise on handling children’s behavior;

- Check that all staff has relevant training on managing children’s behavior. We keep a record of staff attendance on this training.

· Watcombe Children’s Centre Nursery staff believe in using the ENABLE approach to behavior management. The enable program includes dozens of differentiated strategies to help children and young people have the experiences they need to develop emotional literacy and behave well. ENABLE helps children develop self discipline and an ability to interact positively with their peers. We believe that children who develop self discipline and positive attitudes towards others learn to feel good about themselves and become increasingly independent.

· ENABLE use’s development learning blocks to identify what children need during age bands. If a child has had an interruption during these blocks it may explain the child’s behaviour, once the interruption had been identified staff can implement strategies to put into place. (See additional assessment sheets and observation sheets.)

Development learning blocks

Being 0-6 months

Safety

Having needs met

Being special

Doing 6-18 months

Explore safely, knowing body limits

Learn about doing

Learn about options

Thinking 2-3

Think about feelings, problem solve

Learn about cause and effect

Express a view

Power & identity Key skills one

Develop individual identity

Learn about responsibilities for behaviour

Distinguish between fantasy and reality

· Staff will not give corporal punishment to a child fro whom they provide early years provision and, so far as it is reasonably practicable, shall ensure that corporal punishment is not given to any child by: a any person who acres for, or who is in regular contact with children or any person living or working on the premises.

· Children are always treat children with respect. A child is never smacked, shaken, pulled, treated roughly, shouted at or bullied. Children are never threatened with physical punishment. There are no circumstances in which such punishment can be justified. We do not believe that punishing children in any such form ever helps them to become self-disciplined.

· Children will be greeted by staff on arrival at the nursery and a personal comment individual to the child, for example I like your new shoes or have you had a lovely weekend. We recognize that when children feel welcomed and valued they settle well.

· Childrens feelings will be identified, for example I know you are upset because you wanted the car but we don’t hit our friends.

· The use of an egg time will be used to help with sharing toys, for example the children will both be spoken to and explained that once the timer has run out they must swap toys, bike ect…( validate)

· The methods used in the nursery will only be those which promote the development of self-discipline and will always be developmentally appropriate. They will be demonstrated throughout our whole nursery approach.

· The staff are expected to act as role models of positive behavior.

· The limits imposed will always be clear and a reason for the rule will always be stated.

· Our approach will always be one that helps children to see the consequences of their actions.

· We will provide opportunities for them to express themselves and to learn how to interpret feelings, by listening to the children and giving the necessary support that will enable them to verbalize their own frustrations, hurts and disappointments.

· Children will know that they all have equal rights and responsibilities.

· Staff will give children ample praise and encouragement in order to help promote positive behavior. This will ensure that children do not use negative behavior to gain attention.

· If a child needs time out from others because of negative behavior then the child will be removed from the situation and given time to calm down. Where time out is used a warning will always be given beforehand, we ask use the 123 method if the child hasn’t done what has been asked the use of time out would be given.(Containment) Time out will only be used according to a child’s age and understanding. Time out will mean being taken away from other children, but not to a designated place.

· Staff will have a close contact with the child; they will use eye contact, facial gestures and repetition of verbal communication.

( Atunement)

· It is vital to soothe upset children, because a child who becomes too distressed may have high levels of cortysol going to their brains, which research has shown this can be dangerous. I.e. I know your feeling upset because mummy has gone but she will be back.

· Our ultimate aim is that we will work in partnership with parents to lay foundations from which children will grow into happy, self-confident, well adjusted individuals. We will always talk to parents about children’s behaviour in order to develop a consistent and mutually agreed approach to managing a difficult behavioral situation.

· We will provide a broad base and interesting curriculum so that children are kept actively engaged in activities and recognize that negative behavior could be a sign of boredom.

· A Person shall not be taken to have given Corporal punishment in breach if the action was taken for reasons that include averting an immediate danger of personal injury to, or an immediate danger of death of, any person(including a child) Details of such an incident are recorded in detail and brought to the attention of the Nursery Manager. A parent/main carer is informed on the same day, when such an incident occurs and asked to sign the record.

Bullying

Bullying includes the deliberate and persistent physical or verbal abuse of another person such as racist taunts or general name calling, socially isolating another person, making someone do things they do not want to do, making a person give things e.g. toys, damaging other people’s property and humiliating a person.

Strategies

If a child bullies another child or children:

· We intervene to stop the child injuring the other child or children;

· Explain to the child doing the bullying why their behavior is inappropriate;

· Investigate the cause of the bullying and make a written record of the findings on an incident form, which needs to contain the following: the date when the incident occurred, time of the incident, what happened, what action was taken by staff member(s);

· Give comfort to the child or children who have been bullied;

· Help the child who carried out the bullying demonstrate to the other child or children they are sorry for what they have done (e.g. apology);

· Make sure that the child who may use bullying obtains plenty of praise and encouragement when they show positive behavior;

· Make sure that children who bully are not labeled;

· When children bully, discuss what has happened with their parents and agree with them a plan for the management of their child’s behavior;

· Share what has happened with the parents of child that have been bullied and explain that the child who carried out the bullying is being helped to adopt more acceptable behavior;

· Ensure that all conversations with parents about the events are recorded on a record form. The record needs to contain the date when the conversation was held with the parents, what was discussed, any agreements and parent’s signature.

Policy adopted by Watcombe CIC Company on………………………

Signed ……………………………………….Chair of Company.

Time/date	Antecedent What happened before the behavior?	Behavior What happened?	Consequence What Happened next?	Staff Name and position

ABC Behavior chart Child’s Name: