Promoting positive behaviour
Safeguarding and Welfare Requirement: Managing behaviour
Promoting positive behaviour Policy statement
We believe that children flourish best when their personal, social and emotional needs are understood, supported and met and where there are clear, fair and developmentally appropriate expectations for their behaviour. At Little Learners @ Central we have high expectations of our children and will work hard with parents/carers and other professionals where necessary to improve every child’s personal, social and emotional development.
As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views, feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate and manage their actions. In order to manage children’s behaviour in an appropriate way we will:
-
attend relevant training to help understand and guide appropriate models of behaviour.
-
implement the setting’s behaviour policy and procedures .
-
have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary.
-
make sure that all new staff, student and volunteers read the behaviour policy as part of their induction and adhere to it.
-
We ensure that EYFS guidance relating to managing behaviour is incorporated into relevant policy and procedures.
-
We undertake an annual audit of the provision to ensure the environment and practices supports healthy social and emotional development. Findings from the audit are considered by management and relevant adjustments applied.
-
ensure that all staff are supported to address issues relating to behaviour.
Our Four Rules We keep our rules simple at Little Learners to make it easy for the children to follow and understand. They are:
-
Kind and sharing hands and feet
-
Walking feet inside and running feet outside
-
Quiet inside voices
-
Listening ears
Throughout the session these rules will be reinforced with the children in a positive way and children will be praised regularly for following the rules.
Positive behaviour
All children begin the day with their picture on the green smiley face. Children who follow the rules and do the right thing will remain on green and will be praised for their efforts.
If a child does something exceptional for them they will move their picture onto the gold smiley face and will receive a sticker.
Staff will speak to parents at the end of the day about their achievements and/or upload their observations onto Tapestry for parents to see.
Negative Behaviour
If a child chooses to do the wrong thing they will be warned about their behaviour and the rules will be reinforced.
If a child continues to make the wrong decisions they will be warned again and the positive behaviour modelled.
If the child chooses to do the wrong thing for a third time or is still struggling to follow the rules, their picture will be moved onto the blue, sad face and the child will receive 2 minutes thinking time. After the 2 minutes their key person will talk to them about their behaviour and reassure them that they will help them to follow the correct behaviours.
Children are then given the opportunity to work towards moving their picture back onto the green smiley face.
If a child fails to use kind hands and feet and hurts another child then their picture will be moved onto the blue, sad face immediately and they will receive thinking time. After 2 minutes their key person will talk to them and will help the child to apologise to the injured child.
The behaviour policy is to be used consistently for all children within the setting.
We acknowledge that there may be some children with special educational needs who may need extra support or adaptions to the policy to suit their needs. The key person and the SENCO will discuss these children and adapt the policy where necessary
We will keep a constant dialogue with parents/carers to address any behaviours that are causing concerns or any potential trigger points for bad behaviour.
No child will be labelled in a negative way because of their behaviour. When staff are addressing bad behaviour it is the behaviour that they disapprove of, not the child.
If, despite applying the behaviour policy, the behaviour continues to occur and/or is of significant concern, then the key person and SENCO will invite the parents to a meeting to discuss the next steps. At this point they setting will ask permission to contact the health visitor and the possibility of external referral to support the child will be discussed.
It may be agreed that an Early Help Assessment should begin and that specialist help be sought for the child – this support may address either developmental or welfare needs. If the child’s behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 9.2)
Advice provided by external agencies should be incorporated into the child’s action plan and regular multidisciplinary meetings held to review the child’s progress.
Use of physical intervention
At Little Learners the term physical intervention refers to staff moving children away from a situation where they are liable to cause themselves or another physical harm.
The child will be picked up in a way that does not injure the child and will be moved to a thinking space to calm down. This will always be with the support of the key person who will remain with the child and talk them through the calming down process.
Physical intervention will always be a last resort and will only be used when there is no other way to prevent the child or another child from being hurt. “reasonable force in order to prevent children from injuring themselves or others or damage property” (EYFS).
The intervention will always be recorded as soon as possible within the child’s file, which states clearly when and how parents were informed
Parents will be informed when they arrive at the end of the session.
Further guidance
Special Educational Needs and Disability Code of Practice (DfE 2014)
This policy was adopted by
(name of provider)
On
(date)
Date to be reviewed
(date)
Signed on behalf of the provider Name of signatory Role of signatory (e.g. chair, director or owner)
Promoting positive behaviour Policy statement
We believe that children flourish best when their personal, social and emotional needs are understood, supported and met and where there are clear, fair and developmentally appropriate expectations for their behaviour. At Little Learners @ Central we have high expectations of our children and will work hard with parents/carers and other professionals where necessary to improve every child’s personal, social and emotional development.
As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views, feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate and manage their actions. In order to manage children’s behaviour in an appropriate way we will:
-
attend relevant training to help understand and guide appropriate models of behaviour.
-
implement the setting’s behaviour policy and procedures .
-
have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary.
-
make sure that all new staff, student and volunteers read the behaviour policy as part of their induction and adhere to it.
-
We ensure that EYFS guidance relating to managing behaviour is incorporated into relevant policy and procedures.
-
We undertake an annual audit of the provision to ensure the environment and practices supports healthy social and emotional development. Findings from the audit are considered by management and relevant adjustments applied.
-
ensure that all staff are supported to address issues relating to behaviour.
Our Four Rules We keep our rules simple at Little Learners to make it easy for the children to follow and understand. They are:
-
Kind and sharing hands and feet
-
Walking feet inside and running feet outside
-
Quiet inside voices
-
Listening ears
Throughout the session these rules will be reinforced with the children in a positive way and children will be praised regularly for following the rules.
Positive behaviour
All children begin the day with their picture on the green smiley face. Children who follow the rules and do the right thing will remain on green and will be praised for their efforts.
If a child does something exceptional for them they will move their picture onto the gold smiley face and will receive a sticker.
Staff will speak to parents at the end of the day about their achievements and/or upload their observations onto Tapestry for parents to see.
Negative Behaviour
If a child chooses to do the wrong thing they will be warned about their behaviour and the rules will be reinforced.
If a child continues to make the wrong decisions they will be warned again and the positive behaviour modelled.
If the child chooses to do the wrong thing for a third time or is still struggling to follow the rules, their picture will be moved onto the blue, sad face and the child will receive 2 minutes thinking time. After the 2 minutes their key person will talk to them about their behaviour and reassure them that they will help them to follow the correct behaviours.
Children are then given the opportunity to work towards moving their picture back onto the green smiley face.
If a child fails to use kind hands and feet and hurts another child then their picture will be moved onto the blue, sad face immediately and they will receive thinking time. After 2 minutes their key person will talk to them and will help the child to apologise to the injured child.
The behaviour policy is to be used consistently for all children within the setting.
We acknowledge that there may be some children with special educational needs who may need extra support or adaptions to the policy to suit their needs. The key person and the SENCO will discuss these children and adapt the policy where necessary
We will keep a constant dialogue with parents/carers to address any behaviours that are causing concerns or any potential trigger points for bad behaviour.
No child will be labelled in a negative way because of their behaviour. When staff are addressing bad behaviour it is the behaviour that they disapprove of, not the child.
If, despite applying the behaviour policy, the behaviour continues to occur and/or is of significant concern, then the key person and SENCO will invite the parents to a meeting to discuss the next steps. At this point they setting will ask permission to contact the health visitor and the possibility of external referral to support the child will be discussed.
It may be agreed that an Early Help Assessment should begin and that specialist help be sought for the child – this support may address either developmental or welfare needs. If the child’s behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 9.2)
Advice provided by external agencies should be incorporated into the child’s action plan and regular multidisciplinary meetings held to review the child’s progress.
Use of physical intervention
At Little Learners the term physical intervention refers to staff moving children away from a situation where they are liable to cause themselves or another physical harm.
The child will be picked up in a way that does not injure the child and will be moved to a thinking space to calm down. This will always be with the support of the key person who will remain with the child and talk them through the calming down process.
Physical intervention will always be a last resort and will only be used when there is no other way to prevent the child or another child from being hurt. “reasonable force in order to prevent children from injuring themselves or others or damage property” (EYFS).
The intervention will always be recorded as soon as possible within the child’s file, which states clearly when and how parents were informed
Parents will be informed when they arrive at the end of the session.
Further guidance
Special Educational Needs and Disability Code of Practice (DfE 2014)
This policy was adopted by
(name of provider)
On
(date)
Date to be reviewed
(date)
Signed on behalf of the provider Name of signatory Role of signatory (e.g. chair, director or owner)
