7.1 Achieving positive behaviour
At Southmoor Pre-School we believe that children flourish when they know how they are
expected to behave. Children gain respect through interaction with caring adults who show
them respect and value their individual personalities. Positive, caring and polite behaviour
will be encouraged and praised at all times in an environment where children learn to
respect themselves, other people and their surroundings.
Children need to have set boundaries of behaviour for their own safety and the safety of their
peers. Within the Pre-School we aim to set these boundaries in a way which helps the child
to develop a sense of the significance of their behaviour, both on their environment and on
those around them.
We aim to:
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Recognise the individuality of all our children and that some behaviours are normal
stages in child development e.g. biting
Encourage self-discipline and consideration for each other, our surroundings and
property
Encourage children to participate in a wide range of group activities to enable them to
develop their social skills
Ensure that all staff act as positive role models for children
Work in partnership with parents by communicating openly
Praise children and acknowledge their positive actions and attitudes, therefore
ensuring that children see that we value and respect them
Encourage all staff working with children to accept their responsibility for
implementing the aims in this policy and are consistent
Promote non-violence and encourage children to deal with conflict peacefully
Provide a key person system enabling staff to build a strong and positive relationship
with children and their families
Have a named person who has overall responsibility for issues concerning
behaviour.
The named person for managing behaviour (Jackie Taylor) will advise other staff on
behaviour issues and will keep up to date with legislation and research and support
changes to policies and procedures within the Pre-School, access relevant sources of
expertise where required and act as a central information source for all involved, attend
relevant training for behaviour management.
We recognise that codes for interacting with other people vary between cultures and staff
are required to be aware of this and respect those used by members of the Pre-School.
Pre-School rules are concerned with the safety, care and respect for each other.
Children who behave inappropriately by physically abusing another child or adult e.g.
biting, or through verbal bullying, will be required to talk through these actions and
apologise where appropriate. The child who has been upset will be comforted and the
adult will confirm that the other child’s behaviour is not acceptable. It is important to
acknowledge that it is the behaviour that we are rejecting, not the child.
Dealing with unacceptable behaviour:
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Physical punishment, such as smacking or shaking, will neither be used or
threatened. However, it may be necessary to use restraining action to prevent
personal injury and protect the safety of other children and staff
Children will not be singled out or humiliated in any way. Staff will redirect
children towards other activities. Discussions with children will take place
respecting their level of understanding and maturity
Staff will not raise their voices in a threatening way
It will always be made clear to the child that it is their behaviour that is
unwelcome (and not the child themselves)
How a particular type of behaviour is handled will depend on the child’s age, level
of development and the circumstances surrounding the behaviour. It may involve
the child being asked to talk about their actions. It may also include asking the
child to apologise for their actions
Parents will be informed if their child has been unkind to others or if their child
has been upset. In all cases inappropriate behaviour will be dealt with in PreSchool at the time of the incident. Parents may be asked to meet with staff to
discuss their child’s behaviour, so that we can work together to ensure
consistency between home and Pre-School. In some cases we may request
additional support from other professionals or outside agencies
Children need to develop non-aggressive strategies to enable them to stand up
for themselves so that adults and children listen to them. They need to be given
opportunities to release their feelings in more acceptable ways
Confidential records will be kept on any negative behaviour that has taken place.
Parents will be informed and asked to read and sign any entries concerning their
child
If a child requires help to develop positive behaviour, every effort will be made to
provide for their needs
Through partnership with parents and formal observations, staff will make every
effort to identify any behavioural concerns and the causes of that behaviour.
In the event where a child’s behaviour involves aggression towards other children
or staff, e.g. hitting, kicking etc the manager will complete a risk assessment
identifying any potential triggers or warning signs ensuring the safety of other
children and adults. In these instances it may be necessary to remove the child
from that area until they have calmed down and/or for staff to use restraining
techniques
The manager is responsible for the safety of all children, staff and visitors. In
exceptional circumstances it may be necessary for the manager/deputy to
contact a child’s parents and ask for them to be collected immediately. Should
this be the case, parents will be asked to meet with staff to discuss possible
causes of the behaviour and any measures/strategies that need to be
implemented before the child’s return to Pre-School
Bullying
We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of
another child or children. It is characterised by intent to hurt, often planned, and
accompanied by an awareness of the impact of the bullying behaviour.
A child who is bullying has reached a stage of cognitive development where he or she is
able to plan to carry out a premeditated intent to cause distress to another. Bullying can
occur in children five years old and over and may well be an issue in after school clubs and
holiday schemes catering for slightly older children.
If a child bullies another child or children:
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we show the children who have been bullied that we are able to listen to their concerns
and act upon them;
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we intervene to stop the child who is bullying from harming the other child or children;
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we explain to the child doing the bullying why her/his behaviour is not acceptable;
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we give reassurance to the child or children who have been bullied;
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we help the child who has done the bullying to recognise the impact of their actions;
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we make sure that children who bully receive positive feedback for considerate
behaviour and are given opportunities to practise and reflect on considerate behaviour;
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we do not label children who bully as ‘bullies’;
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we recognise that children who bully may be experiencing bullying themselves, or be
subject to abuse or other circumstances causing them to express their anger in negative
ways towards others;
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we recognise that children who bully are often unable to empathise with others and for
this reason we do not insist that they say sorry unless it is clear that they feel genuine
remorse for what they have done. Empty apologies are just as hurtful to the bullied child
as the original behaviour;
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we discuss what has happened with the parents of the child who did the bullying and
work out with them a plan for handling the child's behaviour; and
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we share what has happened with the parents of the child who has been bullied,
explaining that the child who did the bullying is being helped to adopt more acceptable
ways of behaving.
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.
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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.
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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.
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We recognise that fantasy play also contains many violently dramatic strategies, e.g.
blowing up and shooting, and that themes often refer to ‘goodies and baddies’ and as
such offer opportunities for us to explore concepts of right and wrong.
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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.
Further guidance
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Special Educational Needs Code of Practice (DfES 2001)
This policy was adopted at a meeting of
(name of
provider)
Held on
(date)
Date to be reviewed
(date)
Signed on behalf of the provider
Name of signatory
Sarah Moffatt - 12/10/16
Role of signatory (e.g. chair, director or
Chair
owner)
Other useful Pre-school Learning Alliance publications
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The Social Child (2007)
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Reflecting on Behaviour (2010)