Behaviour Policy
My approach to behaviour is based on positive relationships, clear and consistent boundaries, age-appropriate expectations and an understanding of each child’s individual needs.
To maintain a happy, safe and fun environment, we have kind hands, kind feet and kind words. I will help your child to respect their friends, personal belongings and toys.
I will help your child manage their behaviour by a combination of praise for good behaviour and a clear consistent set of boundaries. These include: no hitting, scratching or kicking; no biting or throwing things; no swearing, using rude words, or teasing and no jumping on the furniture. I will encourage your child to be kind and caring towards others, listen to others; take turns and share where developmentally appropriate; respect other people’s belongings and the setting’s resources; help to look after the environment; tell an adult when they are worried, upset or need help; begin to recognise and manage their own feelings, and develop independence and responsibility by talking to your child about choices and their possible consequences. I will help them to recognise feelings and emotions and find constructive solutions for managing them. It is really important there is a consistent approach between my setting and home, to promote positive behaviour and discourage unwanted behaviour, so your child is not being confused by mixed messages. If we work together as partners, your child will know and feel secure within the expectations set.
I aim to be a positive role model, because children learn good behaviour and values, such as being kind, gentle, polite and considerate, from the adults around them.
I will share your child’s achievements with you at the end of the day, including acts of kindness and sharing. This will help build your child’s self-esteem and help them to learn and develop expectations of behaviour.
I recognise that behaviour is communication. When a child behaves in a challenging way, I will consider what the child may be communicating or experiencing. Possible reasons include: tiredness, hunger, frustration, difficulty communicating, developmental stage, changes in routine, anxiety or uncertainty, difficulties with transitions, sensory needs, overstimulation, another child, unfamiliar environments, changes at home, additional needs or SEND, or difficulty understanding expectations.
l promote positive behaviour by: modelling respectful behaviour; using calm and appropriate language; giving children clear and realistic expectations; providing predictable routines; preparing children for changes and transitions; offering appropriate choices; providing sufficient opportunities for active and outdoor play; supporting children’s communication and language; helping children identify and name emotions; acknowledging children’s feelings; using praise and encouragement; noticing and reinforcing positive behaviour; teaching children how to solve problems; supporting children to repair relationships after conflict.
When praising a child I am specific and ensure the praise is meaningful.
For example:
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“You waited for your turn. That was very kind.”
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“You used gentle hands when you helped your friend.”
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“You were frustrated, but you used your words to tell me.”
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“You helped tidy everything away. Thank you.”
This helps children understand which behaviours are positive and why. I always praise positive behaviour with rewards of smiles, hugs, words of praise, stickers or treats of trips to the park or an activity of their choice. |f positive behaviour is always acknowledged and a child feels valued and listened to, there is little need to seek attention through unwanted behaviour.
When a child displays challenging behaviour, I remain calm and respond according to the child’s age and developmental level. I immediately assess whether the child, another child or an adult is at risk of harm. Where necessary, I move children or remove an unsafe object. I use a calm voice and avoid shouting, threatening or humiliating the child. Where appropriate, l acknowledge the child’s emotion. For example: “I can see you’re very cross because you wanted the toy.” l explain clearly what behaviour is expected. For example: “It is okay to feel cross. It is not okay to hit.” l help the child identify an appropriate alternative. For example: “You can tell Sam that you want a turn, or you can choose another toy while you wait.”
If necessary, I will help the child calm down in a safe and supportive way, which may include: sitting quietly with me; moving to a quieter area; breathing or calming activities; sensory activities; cuddling or reassurance where appropriate and welcomed by the child; distraction or redirection; offering a different activity. I do not use a 'naughty' step or corner. I will not use isolation as a punishment.
Once the child is calm, I will help them understand what happened and, where appropriate, how they can respond differently next time. The emphasis will be on learning rather than punishment.
If a child hits, kicks, bites, pushes or otherwise physically hurts another person, I will: ensure everyone is safe; calmly stop the behaviour where possible; attend to the injured child; acknowledge the feelings of the child who behaved aggressively; clearly explain the boundary; help the child identify an alternative response; consider what caused or contributed to the incident; monitor whether further support is required; record the incident where appropriate; inform parents/carers where the incident is significant or where this is necessary to support the child. I will not label a child as “naughty”, “bad” or “aggressive”. I will help the child maintain their self-esteem by showing I disapprove of their challenging behaviour, not the child themselves.
Biting can occur during early childhood and may have a range of causes. If a child bites another child, I will: calmly separate the children; comfort the child who has been bitten; provide appropriate first aid; calmly explain to the child who bit that biting hurts and is not acceptable; consider why the biting occurred; identify preventative strategies; monitor patterns or triggers; discuss repeated incidents with parents/carers. I will never shame, bite or physically punish a child who bites.
Where children have a disagreement, I will support them to resolve it appropriately. Depending on their age and developmental stage, I may help them to: listen to one another; explain what happened; recognise another child’s feelings; take turns; negotiate; share; find a solution; apologise where appropriate; repair relationships.
I recognise that very young children may not yet have the language or emotional maturity to resolve conflict independently.
Tantrums and strong emotional responses are recognised as a normal part of early childhood development. During a tantrum I will: remain calm; keep the child safe; reduce unnecessary stimulation; acknowledge their feelings; avoid lengthy explanations while the child is highly distressed; give the child time to regulate; provide reassurance; talk about what happened when the child is calm.
I will not threaten, shame, ridicule or punish children for experiencing emotions. I will avoid shouting, being aggressive, humiliating or being verbally hurtful to any child in my care. At no time will I use physical punishment such as smacking, even when a parent has requested it.
Physical intervention is not used as a form of punishment. Physical intervention may only be used where it is absolutely necessary to:
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prevent a child from seriously injuring themselves;
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prevent a child from injuring another person;
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prevent immediate danger;
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prevent serious damage to property where necessary to protect people.
Any intervention will be the minimum reasonable force necessary and will stop as soon as the immediate danger has passed. The EYFS recognises physical intervention where reasonable force is used to prevent children injuring themselves or others or damaging property, but requires every occasion of physical intervention to be recorded and parents/carers informed on the same day or as soon as reasonably practicable.
If a child’s behaviour becomes persistent, unusually severe or significantly affects their own safety or the safety of others, I will: identify and record patterns and triggers; review the child’s individual needs; discuss concerns with parents/carers; review routines, environment and activities; consider communication, developmental or sensory needs; implement appropriate strategies; monitor the impact; seek professional advice where appropriate; consider whether a SEND assessment or other additional support may be appropriate; review the plan regularly.
Behaviour can sometimes be an indicator that a child is experiencing difficulties or harm. Where behaviour raises a safeguarding concern, I will follow safeguarding procedures as per my Safeguarding and Welfare Policy.
I recognise that prevention is preferable to responding to repeated incidents. I will therefore provide: consistent routines; clear expectations; suitable activities; sufficient resources; opportunities for movement and outdoor play; age-appropriate choices; visual or verbal warnings before transitions where appropriate; opportunities for children to make choices; calm spaces; appropriate adult support; opportunities to develop communication and emotional literacy. I will regularly consider whether the environment itself may be contributing to challenging behaviour.
I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present.
Referring to my ‘Parents as Partners Policy’, I expect parents to keep me informed of any changes in home circumstance that might affect their child’s behaviour such as a new baby, parents’ separation, divorce, new partner or a bereavement. All information shared will be kept confidential unless there appears to be a child protection issue.
All significant incidents are recorded in an incident book and will be shared and discussed with parents of the child concerned so that together we can work to resolve any behavioural issues. If I have concerns about a child’s behaviour which are not being resolved, I will ask permission from the parents to talk it through with another childcare professional. I may contact the BCP Early Years Hub and Outreach team, the child’s health visitor, Pacey or the NSPCC for confidential advice.
I keep up to date with behaviour management issues and relevant legislation by taking regular training and by reading relevant publications.
Bullying
From a very early age, it is important to teach children that we are all different with different needs, views, cultures and beliefs, which need to be treated with respect, and that it’s good to be different. I recognise that young children are still developing their social, emotional and communication skills. I understand that disagreements, conflict and occasional unkind behaviour can occur as children learn to play, share and communicate with others.
I do not tolerate bullying or behaviour that intentionally or repeatedly hurts, frightens, excludes or humiliates another child. I teach the children to recognise common forms of unkindness and bullying such as name calling, leaving people out of play, intimidation or being hit, pushed, pulled, pinched or kicked. I concentrate on the word fairness, and emphasis the 'right' thing is to always be kind to the people around us. I promote kindness, respect, inclusion and positive relationships. Children are supported to understand their feelings, recognise the feelings of others, use appropriate language, share and take turns, and resolve conflicts with adult support.
Any concern that a child is being persistently harmed, intimidated or deliberately excluded will be taken seriously and dealt with promptly and appropriately.
BCP provide parents with lots of useful information and advice on bullying.