We are delighted to have you and your child as a part of our Nursery. This
booklet contains a summary of our educational philosophy, details of our
curriculum and other practical information you may need. If you have any further
queries about these or other matters, please do not hesitate to ask Didi.
SUNRISE EDUCATION TRUST
1, CAZENOVE RD
London N16 6PA
Charity number 284833
1
AN INTRODUCTION TO SUNRISE SCHOOLS
OUR AIMS, APPROACH AND PHILOSOPHY
Sunrise Schools are an international, non-profit making educational trust. Their aim is to
develop every child towards his or her highest potential by caring for and educating all
aspects of their being: physical, emotional, intellectual, creative, intuitional and spiritual.
Our educational philosophy is known as Neo-Humanism, and was developed by the Universalist
spiritual teacher and activist P.R. Sarkar. In 1955, Sarkar founded “Ananda Marga” (Sanskrit
for “The Path of Bliss”) as a socio-spiritual organisation in West Bengal, India. Since then,
through the efforts of its many voluntary workers, Ananda Marga has become a global
organisation, offering instruction of yoga and meditation techniques and running social projects
such as Sunrise Schools.
Neo-Humanism goes beyond traditional humanisms by taking into account the welfare of the
animate and inanimate worlds, as well as that of our fellow human beings. It is based upon
the universal values of individual growth – through education, creativity and spirituality – and
loving service to humanity and the created world.
Thus according to our aims and our
philosophy, Sunrise Schools approach
education on many levels. To develop the
children’s physical well-being, suppleness
and mental balance we teach them specially
adapted yoga and breathing exercises in
addition to traditional sports and games. In
order to encourage the
exploration and
refinement of their senses, our classrooms are
stimulating environments full of different
shapes, colours, textures and smells. We
follow the Montessori method of teaching,
which uses special materials and practical life
exercises to develop the children’s sensorymotor skills, laying the foundations for later
intellectual development.
To foster an ecological consciousness we study nature and care for plants and animals,
encouraging awareness that human beings are part of a world and a universe that deserves
care.
Our unique curriculum consist of a series of themes from the “cycle of creation”, and ranges
through the elements of space, air, water, fire and earth, to plants, insects, fish, reptiles, birds and
animals, and from there to oneself, our family, other people, universal family and God or
Supreme Consciousness. This provides a unifying frame work for the whole range of our
activities throughout the term, whether creative visualisation and fantasy, lively educational
stories, drama, dance, yoga postures or arts and crafts. These themes thus stimulate the child’s
intellect but are taught in a holistic way, ensuring that knowledge is not fragmented and
compartmentalised but related to, and interlinked with, the elements, experiences and activities
of children’s everyday lives.
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CIRCLE TIME
Great importance is given to the daily circle. Circle time creates a family feeling of
togetherness, a chance to share and listen, to sing and dance joyfully. It is a special
morning time celebration where the magic and the true heartbeat of the school can be
experienced by all from the youngest nursery child to the oldest children and by the
teachers as well.
Practising this meditation in circle
time each morning develops the
children’s
concentration
and
awareness and most importantly,
gives them a direct experience of
their own inner life. The children
learn to be still and feel love ‘above
and below, around and inside them.
Before meditation, we dance and sing Kiirtan with our eyes closed and our arms reaching
upwards in a gesture of openness, a willingness to receive positive energy from the
universe.
Kiirtan is sung using the powerful Sanskrit mantra “Bába Nám Kevalám”, which means
“Everything is love; everything is one.” Whilst meditating, the children are encouraged to
concentrate upon the meaning of this mantra and the feeling of love in their own hearts.
Such meditation and ideation develop in the children a sense of security and peace within
themselves and a feeling of love for the universe to which to they belong.
After this quiet time the children can listen to a story, enact a drama or have a learning
moment. Circle time helps to develop each child’s intuitive, creative and spiritual capacity.
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FOUNDATION STAGE CURRICULUM
The early years foundation framework set the standards for learning, development and care
for children from birth to age five. The four themes of the EYFS are: A Unique child,
positive R4elationship, Enabling Environments and Learning
OUR TEACHERS
Children flourish in an atmosphere of love and trust between them and the adults who care for
them. Sunrise teachers create this in small class settings, where children can comfortably
absorb knowledge and positive character traits.
Our core group of teachers are experienced and trained in a variety of different methods.
They implement the National Curriculum in their classrooms and may be practitioners of Yoga
and meditation themselves. We hold regular training days when they can build up more
understanding of Neo Humanism and its practical application in the classroom.
We strongly believe that if children are to grow into kind, responsible adults, who respect
others and their environment, they need to see these qualities in the adults who love and
guide them.
Principal/Nursery Teacher
Didi Ananda Manika
NVQ Level 3.
Nursery Teacher/Deputy
Julia feltz
Montessori Level 4
Nursery Teacher
Christine Marie
Montessori Diploma Level 4
Nursery Assistant
Nargish Patail
Neo-Humanistic training
Nursery Teacher
Leah Kyprainou
NVQ level3
Nursery Teacher
Ouhiba
NVQ level 3
Assistant
Maimuna Patail
Child minder level 2
Cook:
Saba Getachew
Health & Hygiene level 2
4
ORGANISATION OF OUR TRUST
Our Structure:
Sunrise has four bodies, which contribute to the organisation and running of the schools in Britain.
1. Sunrise Education Trust
The trustees oversee Sunrise’s property and land transactions, along with its loans and mortgages.
They also ensure that the schools are being run in accordance with the aims and ideals of
NeoHumanistic education.
The trustees are:
Govinda Lovage
Pippa Robins
Yogeshwari Ramaswamy
2. Management Committee.
The management committee meets every two months and is responsible for making and implementing
decisions regarding:
-
Staff conditions
The upkeep and renovation of the buildings
Finance (monthly reviews and budgets)
Enrolment policy
School policy
Administration
Curriculum
Management committee structure:
Chair person: Meeta Lovage
Secretary:
Didi Ananda Manika
Three sitting members from the local Ananda Marga Community:
Govinda Lovage,
Saradadevii Hull-Jurkovic,
Ginny
Address;
1 Cazenove Rd
London N16 6PA
5
PRACTICAL INFORMATION
PLACEMENT
The first week of attendance is seen as a settling in
period, therefore the children will attend only half
days from 9.00 am to 1pm during this time. For at
least the first half-day, we would like the parent to
remain for the entire morning session. This enables
your child to explore and experience the programme
in the comfort of your presence.
Children may be present from 8.30am to 5 pm .We
would ask that all children arrive by 9.30pm at the
latest, so they can participate in circle time.
ARRIVING & LEAVING
For the first few mornings parents are very welcome to sit with their children in the classroom,
encouraging them to feel comfortable in their new surroundings.
After this time, however, we’ve observed that children settle more easily and happily if they are
handed over to their teacher and the parent leaves immediately.
Although this may initially cause some tears (on both sides), we have found it to be the best
method in the long term, enabling the child to develop a good relationship with their teacher, and
a sense of their own independence.
At the end of the day only custodial parents or authorised individuals may collect a child from
the nursery. Should it be necessary for your child to be collected by someone unknown to the
nursery staff, please advise us beforehand, preferably in writing, and ensure that your
replacement can produce some form of identification. We take the issue of child safety very
seriously, so please help us by following this procedure. Without direct conformation – either
written or oral – from you we cannot release a child from the nursery.
MEALS
We are a vegetarian nursery, and we can also cater for a vegan diet. A wholesome lunch is provided
each day, which includes a hot meal and a salad. A snack of fresh fruits is provided in the morning
and the afternoon.
The children are discouraged from bringing
sweets to the nursery, and no highly processed
or sugary foods are served. We also cater for
children suffering from allergies – particularly
dairy and wheat intolerances. Please let us know
of any special dietary requirements when you fill
in the application form.
In addition to being a vegetarian nursery, all food
served follows the Yogic sentient diet. This
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excludes eggs, onion, garlic, mushroom and anything pertaining to these families (eg leeks
and shallots), as these foods are detrimental to concentration and meditation.
On children’s birthdays, parents are welcome to bring healthy cake or healthy party food (not
full of colours or additives). We usually plan some games or activities to celebrate this
special day.
NECESSITIES
Each child should be equipped with the following:
•
A complete change of clothing
•
Wellington boots
•
Nappies and baby wipes (if used)
•
Slippers
•
A raincoat
•
A bag to hold all of these (not plastic if possible)
Please label all your child’s clothing
COMMUNICATION
The Parents committee, to which all parents automatically belong, holds regular meetings with
the principal and teachers as a forum for general communication. It also produces a regular
newsletter with the latest news. Please check the front door and the hallway pin board for
details of meetings, copies of the newsletter and other notices.
COMPLAINTS PROCEDURE
These procedures are in our policy folder available for parents in our office.
Safe-Guarding Children Policy
You will receive a copy of the policy at your registration. They are also in our policy folder.
Reporting System
Teachers issue formal reports on the progress of the children once a year, in which they
comment on each subject the child studies. These reports are designed to be non-competitive,
instead, giving information on the levels of skill each child has developed in and the different
area and how they relate to the standards of achievement expected in Neo-Humanistic and by the
National Curriculum.
In addition to written reports there is a parent-teacher interview held during the spring term and
folios of the children’s work (which are sent home each term).
7
HOLIDAYS
We have three main holidays each year.
• Two weeks at Christmas
• One week at Easter
• Three weeks during the summer
• 2 days each half term.
The nursery is also closed on Bank Holidays and for 1 day each term for Teacher Training days.
PERSONAL TOYS, JEWELLERY AND MONEY
We would ask that children do not bring personal toys, jewellery and money to nursery. These
items often become a source of distress rather than comfort when other children wish to play
with them, they get lost or broken.
8
WITHDRAWALS
Should it be necessary to withdraw your child from the nursery, we ask that you provide us with
three weeks’ notice.
This period is covered by your initial deposit which without sufficient notice, we are unable to
return. Thank you.
FEE STRUCTURE
Opening hours: 8.30am - 5pm (flexible to 6pm)
46 Weeks
Initial deposit 3 weeks fee to be paid before commencing.
We ask that nursery fees are paid weekly by standing order.
Invoices will be issued at the start of each term.
Days at Nursery
Under 3’s cost per week
3-5
1
£75
-
2
£120
£61
3
£140
£100
4
£160
£120
5
£180
£146
If you would like your child to stay after 5pm the cost is £7.
The fee structure for 3 to 5 year olds is the final figure AFTER the government funded care has been
deducted.
The school term consists of 46 Weeks. Any absence due to illness or extra holidays during
term times, still requires parents to pay for the child’s absence.
Nursery Grant
When your child is 3 years old you are eligible to apply for a Nursery Education Grant from the
Learning Trust/ Hackney Council. Didi can provide further information about this.
OUR BANK DETAILS:
Payments by standing order can be made to:
Sunrise Education Trust Nursery (London)
National Westminster Bank
198 Stoke Newington High Street
London N16 7JH
Sort Code: 60-20-32 Account Number: 11079665
Please ensure that your name is entered into the account records when setting up the standing
order mandate with the bank, and inform Didi of whether it will be paid weekly or monthly, and
the date from which payments will start.
9
SUNRISE NURSERY/SCHOOL APPLICATION FORM
To return to Sunrise School, 55 Coniston Road, London N17 0EX/
1, Cazenove Rd.N16 6PA
Please Circle as appropriate:
Applying for: Stoke Newington Nursery / Tottenham Nursery /Tottenham Primary
Child’s Details
Child’s Name ………………………………… Gender ……………………..
Date of Birth:………………………………… Preferred Name:……………..
Language(s) Spoken at Home...........................................................................
Start date: Date you would like your child to start on .....................................
I/We would like the child to join on the following days/sessions:
Monday am/pm; Tuesday am/pm; Wednesday am/pm; Thursday am/pm; Friday am/pm.
Parent/Carer Address & Contact Information:
Name…………………………………………………………………………………………....
Home Address
………………………………………………………………………….……….………………….:.............
..........................................................................................................
Postcode.......................................................................................................................................
Email……………………………………………….....Telephone..............................................
Parents’ Details
1. Name and relationship of the parent/carer the child lives with.
……………………………………………………………………………………………….......
Does this parent/carer have parental responsibility?
Yes/No (delete)
Tel. No. ……………………..Mob. No……………………….…………………………….…
Occupation…………………………………Work No.………………………………………...
Employers Name & Address
………………………………………………………………………………………………......…………
………………………………………………………………………………….….…
Tel. No. ………………..Mob. No…………… ………………………………………………
2. Name and relationship of the parent/carer the child lives with.
…………………………………………………………………………………………………..
Does this parent/carer have parental responsibility?
Yes/No (delete)
Tel. No. ……………………..Mob. No……………………….………………………….……
Occupation…………………………………Work No.………………………………..……….
Employers Name & Address
……..………………………………………………………………………………………………………
………………………………………………………………………………………
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Please state any skills you’d be willing to offer.
.........................................................................................................................................................................
...........................................................................................................................……
Are there any other children in your family? If so, how old are they?
.........................................................................................................................................................................
...................................................................................................................................
Emergency Contact Details
Name……………………………………………………………………………………………
Tel. No. ………………………………………. Mobile……………………………………….
Name …………………………………………………………………………………...............
Tel. No …………………………………………Mobile……………………………………….
Persons authorised to collect the child (must be over 16 years of age)
Name ………………………………………Relationship to child ……………………………
Tel. No ……………………………….Mobile…………………………………………………
Name ………………………………………Relationship to child …………………………….
Tel. No ……………………………….Mobile…………………………………………………
Child details
Has the child attended any previous nursery /playgroup/school? Please give details.
………………………………………………………………………………………………….……………
…………………………………………………………………………………….
Any special words that the child responds to?
………………………………………………………………………………………………………………
……………………………………………………………………………………
Any special way of asking for things?
.………………………………………………………………………………………………….…………
……………………………………………………………………………………….
Things that help him/her to sleep/ rest, particular toys/ comforters etc?
………………………………………………………………………………………………….……………
…………………………………………………………………………………….…………………………
……………………………………………………………………….
Toilet training?
…………………………………………………………………………………………………..…………
……………………………………………………………….……………………….
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Any other information about the child eg any fears, any dislikes etc
…………………………………………………………………………………………………..…………
………………………………………………………………………………………..
Doctor’s Name and address……………………………………………………………………..
…………………………………………………………………………………………………..
Telephone number……………………...
Has the child had (please tick where applicable):
Scarlet Fever
□ Mumps
□ Measles
German Measles □ Diptheria □ Chickenpox
□
□
Has the child been immunised against (tick where applicable):
Mumps
□
Measles □
German Measles □
Diptheria □ Polio
□
Whooping Cough □
Tetanus □
Please give a brief description of any serious illnesses, accidents, physical or
emotional shocks that the child has experienced in the past.
:........................................................................................................................................................................
..................................................................................................................................
Does the child have any special needs or disabilities? Yes / No
Details………………………………………………………………………………………….……………
…..…………………………………………………………………………………………………………
………………………………………………………………………….
If ‘Yes’ what support will the child need in our setting?
.........................................................................................................................................................................
...................................................................................................................................
Does the child have any special dietary needs or preferences?
.........................................................................................................................................................................
....................................................................................... ……….…………………
Does the child have any allergies?
………………………………………………………………………………………………………………
…………………………………………………………………………………….
If ‘Yes’ state the ‘Allergen’ and the action to be taken.
………………………………………………………………………………………………....
………………………………………………………………………………………………………………
……………………………………………………………………………………
Does the child have any other health problems?
………………………………………………………………………………………………………………
……………………………………………………………………
Are there any other professionals working with the child eg therapists, social workers
etc?..................................................................................................................................................................
.................................................................................................................................
Cultural Background
The main language(s) spoken at home. ……………………………………………………….
Any special words in your language(s)…………………………………………………………
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………………………………………………………………………………………………………………
……………………………………………………………………………………
If English is not the main language spoken at home, will this be the child’s first experience of being in an
English speaking environment?
Yes/No
If so, discuss and agree with the key person how child’s settling in can be supported.
Any main religion in the family?
..........................................................................................................................................
Any festivals or special occasions celebrated in your culture that the child will be taking part in that you
would like to see acknowledged and celebrated while he/she is in our setting?
…………………………………………………………………………………………
Authorisation
1. We organise outings to theatres, museums, parks, etc. termly.
Also as a part of our planning we like to take the children on daily outings to the local
parks/shops/libraries or any other local areas which could help towards children learning and
development.
Please sign below to give permission for your child to be included in these:
(signed).............................................................................................................................
2. We take photos of the children to make a record of their achievements and to share them with parents.
Children’s photos may appear in other children’s folders as well if taken in groups. We may also include
a photo of your child in promotional materials including our Website.
Please sign below to give permission for your child to be included in these:
(signed) ............................................................................................................................
3. In case of accident or medical emergency, we may seek emergency medical advice or treatment.
Please sign below to give permission for this:
(signed) ..............................................................................................................................
4. In case of minor accidents we could use any of the following
Homeopathic treatments : Remedies, Calendula,
Arnica…………………………………………………………………………………….........
Bach Flower Remedies………………………………………………………………………...
Plasters……………………………………………………………………………………........
(Please tick/ cross individually for all of the above)
Please sign below to give permission for this:
(signed) ......................................................................................................................................
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5. We may need to share information about any additional needs that the child may have or
to pass on child development summaries to the next provider/school/ any other professional.
Please sign below to give permission for this:
(signed).......................................................................................................................................
.
Parent / Carer acknowledgement form
Sunrise Primary & Nursery School has a child protection policy which means that staff will do everything they
can to make sure that all the children in the nursery and the primary are free from harm, either in the school or
when the children are away from the school.
To help staff keep your child safe, every member of staff must have training in child protection at least once
every three years, and the school has a designated Child Protection Officer who looks into any worries about
children in the nursery, and who looks out for children who are thought to be at risk.
Sunrise Primary & Nursery School will inform the local authority if there are any significant reasons to be
worried about your child’s wellbeing. The school may become worried about a child if they notice behaviour
and mood changes, physical marks, worrying play or social behaviour, or if a family member or a child says
something that makes the school think that the child might be at risk of harm.
The school will usually inform you that they are making a child protection referral, but they are not required to
tell you, nor do they need your consent to make a referral.
Name of Child
Child’s Date of Birth
Name of Parent / Carer (1)
Relationship to Child
I have read this Child Protection Policy and I
understand the actions that might be taken if
there are any concerns about my child
Signature
Date
Name of Parent / Carer (2)
Relationship to Child
I have read this Child Protection Policy and I
understand the actions that might be taken if
there are any concerns about my child
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Signature
Date
Fees
The Nursery fees are .........................................per week.
I understand that this amount is to be paid for each of the 46 weeks that the nursery is open. I
agree to pay this on …………………… of every month/ week.
(this also includes if my child is absent from school due to illness or taking a holiday during
term time).
Three weeks deposit is due upon enrolment. I understand that this covers the last three weeks
of my child’s attendance at the nursery, and is therefore only refundable when three weeks
notice is given before withdrawing my child from the nursery.
I enclose three weeks deposit, totalling £.......................
NB Bounced Cheques will incur a £5 fee to cover bank penalties.
Parent’s Signature ............................................Date………………..................
Agreements
 I/We agree to respect the setting’s approach regarding non-toleration of aggression in
language or behaviour
 I have read, agreed and signed the current ‘Safeguarding Children Policy’ and
‘Behaviour Policy’
(All the other Policies/Procedures, including the Complaints procedure are available upon
request).
Signature…………………………………………………………………..
Nursery Grant
Your child is eligible for a Nursery Education Grant (NEG), the term after their third birthday.
We will apply for the same on your behalf from the Hackney Learning Trust/ Haringey
council (which ever applicable) and deduct its value from your termly fee.
Office Use
Start date:
15
COMPLAINTS POLICY / PROCEDURE
1. In a situation where there is a complaint from a member of staff or a parent, an attempt
should first be made to resolve the situation verbally. Parents should speak directly to
the child’s key worker and staff to their line manager. If this does not resolve the
issue, they should then put the complaint in writing where it becomes a formal
complaint to be investigated by senior management.
2. Management should be made aware of all minor complaints that are made to key
workers via the Managers log of concerns into which staff log all verbal complaints.
3. Those making a formal complaint will be informed that they will receive a written
response within 28 days.
4. Managers will investigate all formal complaints and make every effort to reach a
satisfactory resolution, with the help of the Management Committee if necessary.
Contact numbers are:

our Principal, DidiAnandaManika, 02088066279

in her absence, Felix Birianzi on 07909704512
5. Where a complaint has been made, a copy of the findings will be sent by email or
otherwise to the complainant and to the person complained about, and also be
available on the school premises.
6. All allegations against staff or volunteers should be immediately brought to the
attention of the Manager. Children’s Social Care can also be informed. You can
contact them on 02084891192.
7. Where a complaint has been made against a member of staff or volunteers concerning
an issue of Child Protection, suspension will be considered when:
 there is a cause to suspect a child is at risk of significant harm or
 The allegation warrants investigation by the police or
 The allegation is so serious that it might be grounds for dismissal
8. Any disciplinary investigation should be carried out once the child protection
investigation has been completed
9. If you have a complaint on a matter of child protection concerning the
Manager/Headteacher, you should contact Childrens’ Social Care directly on
02084891192.
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Sunrise Early Years Behaviour Management.
PRINCIPLES OF SUNRISE'S BEHAVIOUR POLICY
At Sunrise Primary School and Nursery we believe that children and adults flourish best in an
environment in which everyone knows what is expected of them and children are free to
develop their play and learning without fear.
These principles can be summarized as follows:










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
Sunrise promotes mutual respect and encouragement between all adults and children in
the school community.
Sunrise wants to inspire children with a spiritual vision of their lives helping them to
know that they are not just their bodies and mind but an eternal and precious part of
creation.
Sunrise promotes individual welfare motivated by the spirit of promoting collective
welfare.
Sunrise promotes teachers to become themselves the personification of the qualities and
behaviour expected from their students.
To develop physical, mental and academic capabilities through yoga, meditation, sports,
play and through the Early Years Foundation Stage (EYFS).
To facilitate personal growth in areas such as morality, integrity, self-confidence, selfdiscipline, co-operation, teamwork leadership ability through planned and spontaneous
activities, circle times, role play, story times and by adults acting as role models for the
children.
To awaken a thirst for knowledge and love of life long learning.
To equip students with academic and practical skills necessary for life and for higher
education.
To develop a sense of aesthetics and appreciation of culture and to infuse the curriculum
with literature, art, drama, music and dance.
To encourage a universal outlook, free from discrimination based on religion, race, creed
or sex, and to foster a respect for all cultures through our curriculum and planned
activities.
To develop independent problem solving skills and a benevolent rational intellect
supporting the development of characteristics of effective learning. An awareness of
schemas amongst staff helps with observations and planning relevant to the child’s
interests.
To promote an awareness of ecology in its broadest sense - the realization of the interrelatedness of all things - and to encourage respect, care and universal love for all.
To apply what is learned to practical life and to encourage students to become active and
responsible members of society.
Our behaviour policy is read by all new staff. Parents are informed of it through the
prospectus and the time of enrolment.
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PROMOTION OF GOOD AND POSITIVE BEHAVIOUR
Sunrise school encourages personal growth in areas such as morality, integrity, self confidence,
self discipline, co-operation, teamwork, leadership ability.
Good behaviour as defined by the Nursery Class Rules (see Appendix), is encouraged and
acknowledged throughout the nursery by verbal acknowledgment and praise for developing
intrinsic motivation and sometimes, for extrinsic motivation we reward them with:
 Certificates, Prizes, Mystery bags
 Treats
 Books
 Collective stars in night sky
 Trips
Children are encouraged to develop, discuss and review the nursery class rules thereby having
a sense of ownership and co-operative participation.
Promotion of Good Standards of Behaviour
1
Undertaking annual review of the behaviour policy and provide regular training
for staff in effective behaviour management.
2
Developing our focus on promoting positive behaviour by evaluating anddeveloping
our use of incentives and rewards
3
Using Circle time, meditation and yoga time daily as a forum to work together with
positive songs, sharing of ideas, and a time to encourage personal and collective positive
reflection in age / stage appropriate way. We adapt what we do with older
group to ensure it is effective and enjoyable for the younger ones.
4.
Adults are trained / experienced in child development in order to have realistic
expectations of young children’s behaviour and Personal, Social and Emotional
Development.
5.
Adults plan and provide interesting and engaging activities based on accurate
observations of children’s interests and development stages, to minimise potential
time s of boredom or conflict
6.
Adults ensure there are sufficient recourse and toys / activities for all children to take
part without over long waiting times leading to conflict – they use language /
explanations to support children waiting their turn as well as visual and auditory aids
(e.g. sand timers / cooker timers)
7.
Adults are models for children, remembering to say please/ thanks you & sorry
8.
Activities that support key social skills such as turn taking or sharing, are planned and
provided in age / stage appropriate ways, e.g. VERY small groups with VERY
short waiting times.
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BEHAVIOUR MANAGEMENT POLICY
We all know how difficult it can be knowing how to deal with a child's challenging actions
and behaviour effectively. As carers, we strive to support our children and their families in a
positive way.
1. We won't label the children as 'naughty'; it is their behaviour we are not pleased with,
not them.
2. We will deal with all inappropriate behaviour with consistency, so the children know
they have boundaries.
3. We will not shout at the children or use threats as a way to deal with challenging
behaviour.
4. We will praise and encourage good behaviour and kindness.
5. We will discourage negative behaviour and try to intervene before an incident occurs,
if possible to distract their attention to another activity.
6. When dealing with tantrums or challenging behaviour we aim to be consistent in
supporting our collective approach. E.g. High Scope Conflict Resolution, thinking
time.
7. We will talk to the children on their level; we will not shout or speak harshly to them
but try to explain why their action or behaviour is unacceptable.
8. We will encourage the children to have respect for one another as well as the toys and
equipment. Adults will equally show respect for children and equipment
9. We will discourage the children from throwing or being destructive with the toys and
from pushing, hitting or being unkind to one another in a physical or an emotional way.
10. Should the child continue to behave disruptively, we will remove them from the
situation for a 'thinking time' period to calm down, then we will acknowledge their
feelings and talk about why their actions were unacceptable.
Possible Behaviour Concerns







Physically aggressive behaviour towards staff, parents/carers or other children
Failure to co-operate/unwilling to share, depending on child’s age / stage of
development.
Non-compliance with nursery rules (see appendix)depending on age / stage of
development
Deliberate spoiling of materials/equipment
Verbal abuse (e.g. swearing), temper tantrums that are not age appropriate
Difficult behaviour at meal times depending on age/stage of development with careful
regards as to adult expectation.
Sexual awareness inappropriate to the age (also, see our child protection policy)
Every Child is Unique.
We aim to be realistic in our expectations of children in our care taking into account the
child's age and stage of development and also aim to be aware at all times of any underlying
reasons or causes that might explain the behaviour concern.
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DISCIPLINE GUIDELINES
We aim to promote positive behaviour in children, we do this through:
Talking to children and explaining activities, rules and routines before hand so that children
aren’t reprimanded for something they had no awareness of
Planning activities and routines that are age / stage appropriate and ensuring that all children
have opportunities to take part without excessive waiting times
Playing with the children, being on hand to intervene early, should it be necessary to avoid
potential conflict
Encouraging children to verbalize how they feel and verbalize their requests….narrating and
naming for pre-verbal / non-verbal children
Through this we reduce the need to implement any discipline
No child will be smacked, roughly treated or verbally or emotionally belittled. All
behaviour will be dealt with by:










Speaking directly to the child and explaining why their behaviour is unacceptable.
Listening to children to find out why they are upset / angry and giving them the
opportunity to say how they feel, why the acted in the way they did
Distracting child's attention
Removing the child from the source of disruption and involving them in an alternative
activity.
Giving the child/children concerned the opportunity to talk about their behaviour, why
they thought it happened and give ideas and opinions on how to solve their
problems/manage their behaviour.
Giving them the time and space to calm down and reflect on their behaviour.
Offering the opportunity of a physical outlet of their aggression by means of physical
play.
Asking them to choose what they would like to do as an alternative.
Pointing out examples of positive behaviour, sharing and kindness by other children
on a 'walk about' with the teacher
Encourage them to play a part by apologizing to the person they have hurt/offended as
appropriate for their stage of development
Following that, encourage the child that has been hurt to speak to the offender and say
what they would like to see happen.
In the case of an emergency risk assessment to prevent personal injury or serious damage to
property, a physical action may be required. We will ALWAYS tell parents in these cases and
record any physical intervention we have made
By liaising closely with the staff team, manager and parents/carers, we would hope to be able
to overcome any problem. However, if we feel it necessary, we will seek advice, with parental
permission, from outside agencies, such as speech therapists, educational psychologists, etc
and implement any plan of action they recommend.
In extreme cases of serious disruptive behaviour and where all efforts made have failed to
overcome the problem, we aim to support parents / families to find more appropriate childcare
that can best meet their child’s needs.
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POLICY ON VERBAL BEHAVIOUR MANAGEMENT
It is central to our philosophy that all staff members should act as positive role models at all
times towards the children, their colleagues, parents and the nursery. Any issues or problems
arising with the children, other members of staff or parents should be discussed in private with
the manager of the nursery. The passing of negative comments about parents, other staff or
children is not acceptable.
We recognize that children will occasionally pick up an unacceptable word or phrase from a
variety of sources e.g. older family member, TV, public spaces etc.
We work alongside parents and carers to support the child in using more acceptable phrases
and discouraging those inappropriate words used such as swear words, racial comments,
aggressive words e.g. 'shut-up'. We recognise that often children are just repeating what they
have heard and do not understand its meaning. If this happens, parents will be informed and
the circumstances explained. We do not single out individual children in these cases, we will
use group / circle times to talk generally to children about feelings, appropriate or
inappropriate comments They will be asked to work alongside staff, with the nursery policy
to encourage alternative words e.g. 'be quiet please'.
The incident may be written down and recorded in the incident book for monitoring purposes.
If the issue is not resolved, we will follow the discipline guidelines procedure as stated above.
PARENTS BEHAVIOUR POLICY
Parents are subject to appropriate behaviour towards their child or other children in our care.
Please also refer to our Child Protection Policy.
We do not find any of the following acceptable examples of a parent’s actions and could ask
the parents to leave the premises immediately or on a permanent basis if they were to:
2.
3.
4.
5.
Smack their child in the nursery or threaten them physically
Threaten to smack or hit another child on our premises
Encourage their child to smack, push or physically attack another child.
Use foul language or threatening behaviour towards staff, children or any other parents
on the premises
6. The usage of a mobile phone is strictly prohibited while in the school premises.
7. Should any parent have a concern about the behaviour of any staff member, they
should in the first instance speak to the manager
We have included advice for parents to manage difficult behaviour in our
'Dear parents' folder, displayed outside the Nursery Garden Room.
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POSITIVE POINTS FOR BEHAVIOUR MANAGEMENT FOR STAFF
Be fair: Don’t make any child feel picked on or suffer for your bad mood.
Be clear: Think ahead, state the rule clearly and in advance and keep them simple.
Be firm: But friendly, make sure children keep to the rules – look them in the eye, repeat the
request once, and then stay quiet, don’t raise your voice.
Be trusting: Use positive affirmations
Be positive: Praise and rewards work better than punishments. Describe what it is you see
and like, and praise the process and effort rather than the product.
Be creative: A confrontation avoided is better than a battle won. Use humour, distraction and
compromise wherever appropriate.
Be sensitive: Consider individuals’ feelings and moods. Don’t ask for more than each child
can deliver at the moment.
Be honest: Let children know what they have done, and how it makes you feel.
Give time: Don’t let bad behaviour be the only way to gain attention. Attention seeking
behaviour is attention needing, so respond to this need at another, but at the earliest
opportunity.
APPENDIX
NURSERY CLASS RULES






Being Kind
Sharing
Listening
Talking turns
Respecting others
Respecting toys
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Child Protection Policy
Table of Contents
1.
Introduction
2.
Child Protection Procedures
3.
Roles & Responsibilities
4.
Information Sharing
5.
Allegations Against Staff
6.
Child Protection Training
7.
Implementation, Dissemination & Review Strategies
Setting’s Name:
SUNRISE PRIMARY & NURSERY SCHOOL
Designated
Child Protection Officer:
Didi A. Manika
Deputy Designated
Child Protection Officer:
Julia Feltz
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Introduction
This policy aims to provide all members of staff (paid and unpaid), children and their families with a clear and
secure framework for ensuring that all children in the nursery are protected from harm, both while at nursery
and when off the nursery premises.
Practitioners who work with children in this nursery will read this policy within the framework of:







London Child Protection Procedures, 4thEdn. (2010)
Working Together to Safeguard Children (2010)
Safeguarding Children and Safer Recruitment in Education (2007)
Information Sharing (2008)
Children Act 1989
Children Act 2004
Education Act 2002
As a school, Sunrise Primary & Nursery School believes in supporting all aspects of children’s development
and learning, and keeping children safe.
We understand that emotional and social aspects of learning create a foundation for all learning. If a child has
not been supported to understand, express and resolve their feelings, they may not have the ability to share with
other children, resolve the small conflicts that arise in day-to-day life, or concentrate on learning. Their
frustrations may cause a range of antisocial, disruptive, overly compliant or withdrawn behaviours.
All staff will work to ensure that:

Children feel listened to, valued and respected

Staff are aware of indicators of abuse and know how to share their concerns appropriately

All paid and unpaid staff are subject to rigorous recruitment procedures

All paid and unpaid staff are given appropriate support and training
Staff play a crucial role in helping to identify welfare concerns, and indicators of possible abuse or neglect, at
an early stage. Sunrise Primary & Nursery School is committed to referring those concerns via the Designated
Child Protection Officer to the appropriate organisation, normally local authority children’s social care,
contributing to the assessment of a child’s needs and, where appropriate, to ongoing action to meet those needs.
In order to ensure children are adequately protected, we will ensure that:





We have a designated child protection officer (CPO) who attends multi-agency training at least once
every two years
All staff are trained in basic Child Protection awareness as part of their induction and then every three
years
All staff have read and understand the Child Protection Policy and are aware of the indicators of child
abuse and how to respond to concerns or disclosures of abuse by children
All children and young people understand about keeping safe and having trusted adults to whom they
can talk to. Parents/carers are familiar with the Child Protection Policy
The child protection policy is reviewed on an annual basis by the CPO and staff.
Recognising Abuse
Safeguarding and promoting the welfare of children is defined in Working Together to Safeguard Children
(2010) as:

protecting children from maltreatment;

preventing impairment of children’s health or development;

ensuring that children are growing up in circumstances consistent with the provision of safe and
effective care;
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
undertaking that role so as to enable those children to have optimum life chances and to enter
adulthood successfully.
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting
harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or
community setting, by those known to them or, more rarely, by a stranger for example, via the internet. They
may be abused by an adult or adults, or another child or children.
The Children Act 1989 introduced the concept of significant harm as the threshold that justifies compulsory
intervention in family life in the best interests of children, and gives local authorities a duty to make enquiries
to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or
likely to suffer, significant harm.
Physical abuse
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating,
or otherwise causing physical harm to a child.
Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces,
illness in a child.
Emotional abuse
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent
adverse effects on the child’s emotional development:

It may involve conveying to children that they are worthless or unloved, inadequate, or valued only
insofar as they meet the needs of another person.

It may include not giving the child opportunities to express their views, deliberately silencing them or
‘making fun’ of what they say or how they communicate.

It may feature age or developmentally inappropriate expectations being imposed on children. These
may include interactions that are beyond the child’s developmental capability, as well as
overprotection and limitation of exploration and learning, or preventing the child participating in
normal social interaction. This can also occur when a child is a young carer for a parent who is
disabled, has mental health problems or misuses alcohol or drugs.

It may involve seeing or hearing the ill-treatment of another – for example where there is fighting or
violence in the home.

It may involve serious bullying (including via electronic media), causing children frequently to feel
frightened or in danger, or the exploitation or corruption of children.
Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Sexual abuse
Sexual abuse involves forcing or enticing a child to take part in sexual activities, not necessarily involving a
high level of violence, whether or not the child is aware of what is happening.
The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or
non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.
They may also include non-contact activities, such as involving children in looking at, or in the production of,
sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or
grooming a child in preparation for abuse (including via the internet).
Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can
other children.
Neglect
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in
the serious impairment of the child’s health or development.
Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may
involve a parent or carer failing to:


provide adequate food, clothing and shelter (including exclusion from home or abandonment);
protect a child from physical and emotional harm or danger;
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


ensure adequate supervision (including the use of inadequate caregivers); or
ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
The Child Protection Officer
The designated child protection officer (CPO) takes the lead responsibility for child protection, including support for
other staff and information sharing with other agencies, developing policies and staff training. Most settings have
one CPO although it is good practice for settings to have a Deputy CPO. Usually, the Manager is the named person
who responds to allegations made against members of staff as they will be conducting any investigations in line with
the Local Authority Designated Officer (LADO).
The CPO should be a senior member of staff with the authority and seniority to carry out the functions of the role.
CPO Responsibilities

Refer suspected abuse and neglect to the appropriate Local Authority‘s First Response Service (Children’s
Social Care).

Report allegations made against members of staff to the Local Authority Designated Officer or LADO and
Ofsted.

Develop and update the Child Protection and other safeguarding policies, ensuring that staff and
children/families/parents are aware of them

Provide support and advice to all members of staff within the setting regarding child protection concerns

Keep the Manager informed about any issues that arise

Ensure that cover is provided for the role when absent from the setting

Ensure that a child's child protection file is copied for the new educational establishment when a child moves
educational settings, and that this file is transferred securely and separately from the main pupil file.

Ensure that all staff receive appropriate Child Protection and Safeguarding Training, and maintain training
records

Cooperate with any requests for information from the local authority, such as Child Protection training returns
and self-evaluative forms for safeguarding and child protection, in compliance with Section 11, Children Act
2004
Other Staff’s Responsibilities
It is the responsibility of all other members of staff to ensure that all safeguarding concerns, both minor and
serious, are reported to the CPO as soon as reasonably possible.
The CPO may have other information regarding a child, young person or their family of which other staff may
not be aware. Minor concerns may take on greater significance within the wider context of knowledge of a
child or family that the CPO may have.
Child Protection Procedures
1.
You have a concern about a child / young person’s wellbeing, based on:
a.
Something the child / parent has told you
b.
Something you have noticed about the child’s behaviour, health, or appearance
c.
Something another professional said or did
Even if you think your concern is minor, the CPO may have more information that, together with what
you know, represents a more serious worry about a child.
It is never your decision alone how to respond to concerns – but it is always your responsibility to
share concerns, no matter how small.
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2.
Decide whether you need to find out more by asking the child or their parent to clarify
your concerns, being careful to use open questions:
…beginning with words like: ‘how’, ‘why’, ‘where’, ‘when’, ‘who’?
Only ask further questions if absolutely necessary. Be very careful in your approach as it could be
seen to be taking a role beyond your remit and jeopardise subsequent investigations.
3.
Let the child / parent know what you plan to do next if you have heard a disclosure of
abuse or you are talking with them about your concerns. Do not promise to keep what s/he tells you
secret.…for example, ‘I am worried about your bruise and I need to tell Mrs Smith so that she can
help us think about how to keep you safe’
4.
Inform the CPO immediately. You may also contact Children’s Social Care for advice. The
number is 0208.4891192. If the CPO is not available, inform their Deputy. If neither are available,
speak to another senior member of staff. If there is no other member of staff available, you must make
the referral yourself.
5.
6.
Make a written record as soon as possible after the event, noting:
a.
Name of child
b.
Date, time and place
c.
Who else was present
d.
What was said / What happened / What you noticed
… speech, behaviour, mood, drawings, games or appearance
e.
If child or parent spoke, record their words rather than your interpretation
f.
Analysis of what you observed & why it is a cause for concern
The CPO may take advice
from the First Response Service (Children’s Social
Care)
7.
The CPO makes the referral to the First Response Service (Children’s Social Care).
The referral will note all previous intervention by the nursery with the child, any relevant history
relating to the child, their siblings or the family.
8.
The CPO shares information with other relevant professionals, recording reasons for
sharing information and ensuring that they are aware of what action the other professionals will take
as a result of information shared
9.
The CPOinforms parent that they have made a CP referral, if the parent does not
already know, and if there is no reason not to let them know
…The First Response Service (Children’s Social Care) may suggest to delay informing the parent
where it is believed it could place the child at greater risk
…or in cases of suspected Fabricated or Induced Illness by proxy, the parent is not informed that this
is being considered
10. The CPO
remains in close communication with other professionals around the
child / young person and with the family, in order to share any updates about the child / young
person
If a child protection investigation is pursued, the CPO and other key nursery staff will:
27

Work closely and collaboratively with all professionals involved in the investigation, to keep
the child safe

Attend a child protection conference when invited and provide updated information about the
child

Attend any subsequent child protection review conferences.

Attend core group meetings and take an active role in the implementation of the protection
plan.
Safe Practice
Safer Recruitment
Safeguarding Children and Safer Recruitment in Education (2007) outlines Safer Recruitment processes in
education settings. At least one member of staff on every recruitment panel has undertaken training in Safer
Recruitment.
Safer Recruitment processes aim to:
1.
Deter potential abusers by setting high standards of practice and recruitment.
2.
Reject inappropriate candidates at the application and interview stages
3.
Prevent abuse to children by developing robust policies and agreeing on safe practice
Please refer to Sunrise’s Recruitment Policy for procedures on Safe Recruitment.
Allegations Against Staff
Allegations of abuse can be made by children and they can be made by other concerned adults.
All allegations against staff or volunteers should be immediately brought to the attention of the Manager.
In all cases, the LADO (Local Authority Designated Officer), who is one of the Child Protection Advisers,
should be notified.
The Manager should take the following actions:

Ensure that the child reporting the allegation is safe and away from the member of staff against whom
the allegation is made

Make a referral to the Children’s Service where the child resides, if appropriate

Contact the LADO in Haringey immediately

Contact the parents/carers of the child, following advice from the LADO

Suspend the member of staff or review his/her working arrangements, pending the investigation,
following advice from the LADO

Attend strategy meetings convened by the LADO and act upon the decisions made at these meetings
Suspension should be considered when:

There is a cause to suspect a child is at risk of significant harm or

The allegation warrants investigation by the police or

The allegation is so serious that it might be grounds for dismissal
Any disciplinary investigation should be carried out once the child protection investigation has been
completed. Sunrise has a responsibility to refer to the DBS (Disclosure and Barring Service) if the allegation
has been founded (whether the adult has been dismissed or resigned).
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Visitors

All visitors MUST sign in. ID should be gained if possible.

No visitors, including tradespeople, should be allowed to wander around the premises unaccompanied
when children are present.

Staff should be alert to strangers frequently waiting outside a venue with no apparent purpose.

Children should not be collected by people other than their parents unless written notification has been
received in advance;

If a child is not collected after a session it is reasonable to wait approximately half an hour for a parent or
carer to arrive. If the parent or carer cannot be contacted, staff should contact the First Response Service.
Supporting Nursery Provision
Many other aspects of nursery provision support the aims of this policy. Nurseries play an important role in
making children aware both of behaviour towards them that is not acceptable, and of how they can help keep
themselves safe.
The PSE curriculum provides opportunities for children to learn about keeping safe. Discussions about
personal safety and keeping safe can reinforce the message that any kind of violence is unacceptable; let
children know that it is acceptable to talk about their own problems, and signpost sources of help.
Use of Force, Restraint and Positive Handling
The law forbids members of staff from using any degree of physical contact that is deliberately
intended to punish a child, or that is primarily intended to cause pain or injury or humiliation.
Staff are allowed to use reasonable force to control or restrain children under certain circumstances.
In some circumstances, authorised members of staff can restrain children in order to protect them and
others. This will be recorded and parents/carers informed on the same day.
Any concerns or allegations that a member of staff may have acted inappropriately should be brought
to the Manager immediately, in confidence. The Manager, in turn, will contact the Local Authority
Designated Officer (LADO). Please refer to Sunrise’s Behaviour Management Policy.
Staff Conduct
In order to protect children and members of staff, we encourage staff to follow our professional code
of conduct. This covers appropriate dress, the use of appropriate boundaries, social contact outside
setting (including on social networking sites), the receiving and giving of gifts and favouritism, and
the safe use of technology.
STAFF CODE OF CONDUCT:
•
•
•
•
•
•
•
Being alone with the child / young person
Physical contact / restraint
Social contact outside setting / appropriate boundaries
Gifts & favouritism
Behaviour management
Intimate care
Safe use of technology (Security / Internet / mobile phones / digital images of children, etc)
Child Protection Training
The CPO will keep detailed records of all staff’s child protection training and will issue reminders
when training updates are required. We include a safeguarding and child protection agenda item in
all staff meetings.
29
All paid and unpaid members of staff, undertake single-agency, basic awareness child protection
training once every three years.
In addition, the designated members of staff will undertake multi-agency training every two years.
Implementation, Dissemination & Review Strategies
This policy is reviewed annually by the CPO and staff.
All members of staff read and agree to the child protection policy before the start of their
employment. See Staff Acknowledgement Form.
All parents/carers are asked to read and agree to the policy, and are therefore aware our safeguarding
responsibilities before enrolment. It is important for families to be aware of actions staff may take if
there are any concerns for a child’s safety, and for them to understand that they might not be
consulted before action is taken. Knowing about child protection procedures ahead of time helps
parents to engage better in the process, meaning that change is more likely to take place.
Copies of this) are easily accessible in the following areas:

School’s office – policy folder
MOBILE PHONES
Mobiles phones have recently become a common possession, and many people view them as
an essential of modern life. There are however many issues that relate to mobile phone use,
in nursery/school such as:
-
Adults talking on the phone and not giving their full attention to the children in their
care.
Disturbance of lessons and loss of concentration in class.
Microwave radiation.
Personal conversations being overheard.
Procedure
No mobile phones are to be used on the nursery/school premises except by staff on breaks
and away from the children, or in emergency situations.
30
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Settling In at Sunrise – Notes for Parents
Starting nursery is a big step.
We allow settling in to take the time that your child needs. Taking more time at the start leads to the child
settling more securely.
We appreciate that the well being and development of the child must come first before learning can start to
happen.
Some children find separation easier than others. Indeed some people cope with change better than others.
The following is a list of things you can do to help your child settle in quickly:
 Make at least one trip together to Sunrise before your child starts. Allow them to stay for an hour to
play with or along side the other children. (please call before coming)

Talk to your child about starting Sunrise and the fun things that they will do,.

Familiarise your child with their spare clothes bag, their water bottle, coat, slippers and wellies (please
remember to label them)

Help your child learn to play with new children and get used to sharing toys : in a park or at a library
children's group, local playgroup or activity centre.

Please bring in 2 photos of your child for their peg and their group picture board, and a photo of you
and your child for the parents' notice board

Stay a while in the first few days or weeks to help your child get used to Sunrise quicker

Speak to your child's key worker to decide whether you need to stay longer

Allow your child to bring in a comforter or favourite toy:something that they are used to from home

Try to remain cheerful and positive in front of your child at goodbye time

Encourage them to talk to you about what happened in their day but don't push them to

Show interest in anything that they have done and the things that they bring home and where possible
display them to see and feel proud about

If you or your child have any worries at Sunrise please talk to their key person and sort them out
before they become problems.

Pleasespeaktoamemberofstaffifyouoryourchildareexperiencinganydifficulties at home so that we can
plan how to support you and your child through them

Your child's key person will arrange for an Initial assessment meeting in the first month to discuss
your child's development and possible next learning steps and to familiarise you with your child's
development folder and special book.

Strong links between home and Sunrise are important for your child's well being, learning and
development, particularly during settling in time.
32
KEY-PERSON
The nursery has a key-person system in operation.
Your child will be given a member of staff who will be responsible for the initial settling-in
period. This will enable your child to form a bond with his/her key-person and yourself as
the parent. Your child's key-person will also be responsible for keeping a developmental
record and writing out your child's reports.
All staff carry out observations and your key person will be responsible for collating these
and using them to plan appropriate activities as a result.
In the first instance they are the person you should exchange information and talk to about
your child. However, please note that the key-person does not have sole charge of your child
throughout the day and at times they will not be the person giving you feedback at the end of
each day.
33