Positive Behaviour

St. Edmund Campion Nursery School                                                       

 

POLICY DOCUMENT

 

 

Revised:          March 2014

Governors:    

 

 

A POLICY FOR ACHIEVING POSITIVE BEHAVIOUR

I have come that you may have life and have it to the full.

John10:10

 

MISSION STATEMENT

 

God is at the centre of everything we do

 

Policy statement

Our nursery believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

Children need to learn to consider the views and feelings needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement and teaching. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

 

EYFS key themes and commitments

 

A Unique Child Positive Relationships Enabling Environments Learning and Development
1.1 Child development

1.2 Inclusive practice

1.3 Keeping safe

2.2 Parents as partners

2.3 Supporting learning

3.2 Supporting every child

3.3 The learning environment

4.4 Personal, social and emotional development

 

Procedures

We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour.

The named person is Linda Smith.

We follow a Foundation Stage system to implement a positive approach to managing behaviour.

We use a visual sunshine chart which is explained to each child as they attend the setting. In conjunction with this, we believe that every child, member of staff and parent has their right to an enjoyable experience whilst at the Nursery, therefore has the responsibility to implement this.

We have rules that we implement and abide by.

 

  • We require the named person to:
  • We recognise that codes for interacting with other people vary between cultures and require staff to be aware of – and respect – those used by members of the nursery.
  • We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
  • We familiarise new staff and volunteers with the nursery’s behaviour policy and its guidelines for behaviour.
  • We expect all members of our nursery – children, parents, staff, volunteers and students – to keep to the guidelines, requiring these to be applied consistently.
  • We work in partnership with children’s parents.  Parents are regularly informed about their children’s behaviour by their key person.  We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.
  • keep her/himself up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support; and works in conjunction with the Parent Support Advisor.
  • access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development.

 

Strategies with children who engage in inconsiderate behaviour

  • We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable, and supporting children to gain control of their feelings so that they can learn a more appropriate response.
  • We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
  • We acknowledge considerate behaviour such as kindness and willingness to share.
  • We support each child in developing self-esteem, confidence and feelings of competence.
  • We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.
  • We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
  • When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.
  • We never send children out of the room by themselves, nor do we use a ‘naughty chair’ that excludes children from the group.
  • We never use physical punishment, such as smacking or shaking. Children are never threatened with these.
  • We do not use techniques intended to single out and humiliate individual children.
  • We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property.
  • Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our nursery leader and are recorded in the child’s personal file.  The child’s parent is informed on the same day.
  • In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
  • We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.

 

 

Rough and tumble play, hurtful behaviour and bullying

Our procedure has been updated to provide additional focus on these kinds of inconsiderate behaviours.

 

Rough and tumble play and fantasy aggression

Young children often engage in play that has aggressive themes – such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.

 

  • We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
  • We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
  • We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting etc., and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong.
  • We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

 

Hurtful behaviour

We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.

 

  • We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
  • We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for themselves.
  • We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.
  • Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.
  • We do not engage in punitive responses to a young child’s rage as that will have the opposite effect.
  • Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.
  • We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. “Adam took your car, didn’t he, and you were enjoying playing with it. You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?” Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.
  • We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Adam, it hurt him and he didn’t like that and it made him cry.”
  • We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. “I can see you are feeling better now and Adam isn’t crying any more. Let’s see if we can be friends and find another car, so you can both play with one.”
  • We are aware that the same problem may happen over and over before skills such as sharing and turn taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.
  • We support social skills through modelling behaviour, through activities, drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
  • We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.
  • When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:
  • Where this does not work, we use the SEN Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team in the LEA where necessary.
  • they do not feel securely attached to someone who can interpret and meet their needs – this may be in the home and it may also be in the nursery;
  • their parent, or carer in the nursery, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger;
  • the child may have insufficient language, or mastery of English, to express him or herself and may feel frustrated;
  • the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse;
  • the child has a developmental condition that affects how they behave.

 

 

This policy was adopted at a meeting of St. Edmund Campion Nursery
Held on 12th March 2014 (date)

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