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BEHAVIOUR
MANAGEMENT
POLICY
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
Purpose of the Policy for Behaviour Management
The purpose of this document is to provide information and guidance, which will
enable all staff to deal with any discipline problems that may arise within the school.
As a Nursery, our main priority as staff, parents and governors is to work together
to provide:
 a positive, safe and stimulating environment
 an atmosphere which encourages everyone to value themselves and others
regardless of race, gender, creed and ability
 opportunities for success rather than failure
 an environment which encourages respect for others, honesty and fairness,
tolerance and compassion, self respect and self discipline.
Aims of Policy for Behaviour Management
1. To provide information for all staff, children and parents about acceptable
forms of behaviour in our Nursery
2. To provide a reference document for new staff and parents
3. To put forward suggestions for ways to deal with behaviour problems
4. To ensure a consistent approach to behaviour management throughout the
Nursery
5. To help children to develop a clear view of what is right and wrong
6. To try to ensure that all children feel safe in their work and play, within the
school environment and that they are not at risk from bullying or intimidation.
Basic Principles for Behaviour Management
There should be good relationships between staff, children and parents.
All staff should have high expectations of the children in both their achievements
and behaviour, bearing in mind their age and stage of development.
There should be a code of conduct agreed by children, staff and parents. This should
be regularly reviewed to establish a consistent approach.
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Emphasis should be on praise and rewards rather than sanctions and punishments.
All staff need to be good models of adult behaviour - they need to co-operate and
support one another and treat children with respect.
What is unacceptable/acceptable behaviour at Sand Dunes?
We wish to develop self-respect and a feeling of trust throughout the Nursery.
We wish to develop a respect for:(a) other people
(b) others' feelings
(c) the safety of others
(d) other peoples' belongings (including our resources)
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
We wish to develop listening skills in our children
We will not accept bullying in any form
We will not accept any form of aggressive behaviour
Role of the Adult
 to understand the developmental needs of young children, and to be aware of
what is ‘normal’ behaviour
 to ensure that children receive a broad, balanced curriculum with activities
matched to their needs
 to have high expectations of the children in both their achievements and
behaviour.
 to provide an attractive, stimulating learning environment, which is well
organised and encourages children to take responsibility for resources and
equipment.
 to plan and organise both the room and activities to keep children interested
and minimise opportunity for disruption, i.e. furniture layout, grouping of
children, being enthusiastic and using humour to create a positive atmosphere.
 to provide challenging, motivating activities, which encourage children to
develop as independent learners.
 to plan activities which encourage the development of self esteem.
 to follow the agreed code of behaviour management and to deal with disruption
in a consistent, calm way.
 to liaise with parents to keep them informed of children's good, as well as poor
behaviour.
 to seek support and advice from the Headteacher/Class teacher and other
colleagues, when necessary.
 to ensure that children understand clearly what is expected of them.
 to know the children as individuals, i.e. know their names, friends, family
members, interests, etc.
 to be flexible in order to take advantage of unexpected events.
 to continually scan the behaviour of the whole group, even when working with an
individual/small group
 to model the standards of courtesy they expect from children.
 to emphasise the positive, including praise for good behaviour as well as good
work.
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Areas/times in setting where inappropriate behaviour may be more likely to occur
(a) during outdoor play
(b) any spaces where space is limited or areas that are out of sight
Staff should be aware that when children are in these situations or areas, there
could be an increased possibility of inappropriate behaviour.
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
 to make sparing and consistent use of rules, i.e. be firm not aggressive, target
the right child, criticise the behaviour not the child, be fair and consistent.
 to admit mistakes when made and to be able to apologise, when necessary.
 to avoid labelling children.
Dealing with Behaviour Problems
At Sand Dunes, our behaviour management strategy is based on the positive
reinforcement of appropriate behaviour.
Emphasis is placed on recognising and rewarding good role models. Acceptable
behaviour is commented upon regularly.
Older children are encouraged to play with and help younger children.
We constantly promote British values; democracy, the rule of law, individual liberty,
mutual respect and tolerance and concern for others, self discipline, self-respect,
honesty and fairness. This is reinforced through teaching across the curriculum and
through the constant presentation of good role models from the adults in school.
Strategies for dealing with behaviour problems
 Ask the child to explain what has happened if he/she is able - listening may
avoid the pressure of jumping to conclusions.
 Speak firmly and explain why the behaviour is unacceptable.
 If necessary, work individually with the child - it is often the case that the
child who is disruptive demands a disproportionate amount of adult time. By
making the time spent positive, the child may feel better about himself and the
adult may feel less frustrated.
 Reward good behaviour - involving Headteacher/Class teacher - by making a
positive effort to find something to reinforce, the adult can develop the
child's repertoire of acceptable behaviour.
 Try to reinforce appropriate behaviour in another child rather than drawing
attention to negative behaviour, e.g. rather than, "Don't throw sand" try "Look
how sensibly Peter is filling the bucket".
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If the unacceptable behaviour continues:
 involve named lead for behaviour management and/or SENCO
 keep a record of child's behaviour (positive and negative)
 set targets with the child, possibly using incentive charts
 involve the parents from the early stages
 if necessary, involve outside agencies.
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
Rules, rewards and sanctions
We believe that good behaviour needs to be carefully developed. It is too important
to be left to chance. Young children learn best when they are clear about what they
are supposed to do and when they are continually encouraged to do it.
To establish and maintain good discipline in school, staff will endeavour to:
 be calm
 be consistent
 be assertive
 be organised
 be positive
 be planned
Rewards:
We believe that children will learn better in an atmosphere of positive
encouragement and in one which develops self-esteem. Verbal rewards should be
given regularly for behaving or working appropriately.
Successful rewarding:
 praise – given immediately after the good behaviour
 praise should be genuine
 specific reasons should be given for the praise e.g. “well done – you tidied the
blocks up really quickly”
 praise when rules are adhered to
 choose rewards to suit the child or the class
 try to involve parents
Effective rewards for children may be:
 verbal praise
 praise from another adult
 praise from peers or parents
 smiles, hugs, positive body language
 positive feedback about work/behaviour
 encouraging children to praise each other.
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Consequences:
We believe that it is appropriate to register disapproval of behaviour when it is
unacceptable. When dealing with undesirable behaviour we should try to:
a) cause as little disruption to the teaching /activity as possible
b) be consistent and fair in approach
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
c) make sure that acceptable behaviour is understood.
We should:
a) disapprove of the behaviour, not the child
b) be consistent, fair and calm
c) use planned strategies, not react emotionally
d) involve parents early
e) leave the child with an expectation of good behaviour in the future
f) seek support/advice from other colleagues
g) behaviour management strategies must never cause harm to a child i.e. physically
or emotionally i.e. humiliation
Involving the children:
We believe that the children should be involved in the behaviour management policy
of the Nursery as much as possible.
 They should be aware of the principles and the rules of the Nursery
 They should be aware of what we consider to be acceptable and unacceptable
behaviour
 They should be helped to understand the reasons behind these expected
behaviour patterns
 They should be involved as much as possible in any discussions about their own
behaviour patterns
 They should be encouraged to reflect about their behaviour and its effect on
others in the Nursery.
Involving the Parents/carers:
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The Nursery will  Generate an atmosphere where parents/carers feel welcome and comfortable
 Value parental contributions to Nursery life
 Maintain regular channels of communication to exchange ideas and information
 Encourage a positive involvement in children's learning
 Inform parents of the policy on behaviour management.
Parents/carers will  Realise the important role they have to play in fostering good behaviour
 Actively reinforce the Nurseries efforts to manage behaviour
 Encourage their child to speak to an adult if he/she has been involved in
physical aggression or threats of bullying.
 Explain to their child that hitting out or hitting back is wrong.
 Encourage a positive attitude to Nursery and to the staff working there.
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba
 Be consistent and calm in their approach to dealing with behaviour.
 Be willing to meet with staff to discuss the achievements and behaviour of
their child
Involvement of all Staff
This document has been discussed and agreed by all the staff of Sand Dunes Nursery
School. We believe that, if a behaviour policy is to work, it must be implemented
consistently by all staff and adults in the school.
Sand Dunes Nursery School sees safeguarding as utmost importance and has a duty
of care to protect children as required. The procedures within this policy help the
staff at Sand Dunes Nursery School to work towards these safeguarding practices
and to protect all children in the setting as required. For more information on our
Safeguarding procedures see the Safeguarding Policy.
Role of the Governing Body:
The Governing Body has a responsibility to support the Headteacher and the staff in
maintaining high standards of behaviour.
Although the Headteacher is responsible for day-to-day behaviour management in
school, the Governing Body has a general responsibility for directing the conduct of
the school and the Headteacher should have regard to any guidance they may offer in
relation to particular issues.
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Sand Dunes Nursery School sees safeguarding as utmost importance and has a duty
of care to protect children as required. The procedures within this policy help the
staff at Sand Dunes Nursery School to work towards these safeguarding practices
and to protect all children in the setting as required. For more information on our
Safeguarding procedures see the Safeguarding Policy.
Policy Reviewed Sept 16
Review Due Sept 17
Responsible Person Hayley Stoba