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Behaviour

Promoting Good Behaviour

At Chelford Pre-School we aim to:

  • Provide a secure, safe, happy and effective learning environment.
  • Develop in the children attitudes of consideration and respect for others and for their environment.
  • Encourage children to take responsibility for their own behaviour, safety, and to begin to develop self-control.
  • Foster a supportive attitude where children can understand and express their feelings and respect those of others.
  • Ensure an environment where all are treated fairly with kindness and respect.
  • Promote a working partnership between parent, child and school.

The school ethos, aims and practice support good behaviour and care and respect for each other through:

  • School behaviour rules and policy.
  • Circle time.
  • Personal, social and emotional teaching in the curriculum.
  • Staff teach the children strategies to use to deal in a positive and peaceful way with each other e.g encouraging children to say ‘I don’t like you doing that, I want you to stop it’ and to respond assertively rather than aggressively .
  • Children are encouraged to tell a member of staff if they or someone else is hurt, excluded from play or picked on.
  • Children are encourage not to exclude others from their play.
  • By adult example, modelling care and respect for each other.
  • By the provision of resources to support good behaviour- e.g. books, stories, pictures, toys and equipment for co-operative play.
  • Through the organisation of the Pre-school.

Objectives for the children

We aim to support children to enable them to:

  • show respect for themselves and others
  • show understanding of others and appreciation for what others do for us, for example saying please and thank you
  • show consideration for others and feel and show remorse when they have hurt someone, whether physically or emotionally
  • make amends in a way appropriate to their stage of development
  • make successful relationships with their peers develop a sense of fairness and an understanding of the need for rules, be able to negotiate, take turns and share
  • develop confidence and self-esteem – taking pride in their achievements and interest in their activities
  • begin to take responsibility for their learning environment by respecting equipment and their own and other’s work

The adult’s role in supporting this:

  • to praise positive behaviour as much as possible
  • to encourage a sense of responsibility by asking a child to pick up something they have dropped or to help them mend something they have broken
  • to support a child to make amends according to the circumstances and their stage of development e.g. get a tissue, help rebuild a model
  • to have clear, consistent boundaries and explain these to the child in a way they will understand
  • to show by our own behaviour respect for each other and the children and parents

What we expect of the children:

  • to make the best possible use of opportunities in school and take pride in their work
  • to act with consideration and respect towards others
  • to listen and respond to others especially to listen to adults and obey their instructions
  • to work in a harmonious and co-operative way
  • to take responsibility for and think about their actions, accepting sanctions and saying sorry when necessary
  • to come to staff with their problems
  • to accept fair criticism and accept that sometimes people make mistakes.
  • to behave in a way that is acceptable, be polite and use people’s proper names
  • not to hurt others, be unkind, fight or use toy weapons, or use sticks or stones as weapons or in a way which might hurt others
  • to respect the property and equipment of the school and the possessions of others
  • to care for the nursery environment, garden and living things around the school
  • to care for the safety of everyone in the school
  • to keep the school rules. To follow safety rules indoors and outdoors.
  • to walk in the building to avoid collisions.

What children can expect from us:

  • to provide a safe and stimulating learning environment appropriate to their individual need
  • to be listened to and taken seriously
  • to be treated in a kind, polite, fair and reasonable manner
  • to be helped to develop a positive self-image
  • to be helped to develop their negotiating skills and to develop the ability to talk through situations
  • to be recognised and praised for their efforts and achievements
  • that bullying in any form will not be tolerated

What parents can expect from us:

  • the provision of a safe environment appropriate to their child’s needs and stage of development
  • the opportunity to discuss their child’s progress, by arrangement with their key worker or class teacher
  • to be kept informed of activities and main curriculum focuses in the classrooms
  • to be notified of any concerns the school may have relating to their child’s education or welfare
  • to be treated with consideration and in a professional manner

How parents can help to support the school:

  • support the school policies on behaviour
  • encourage children to follow the school rules and care for their environment and each other, e.g. not hit back
  • ensure your children are punctual and attend regularly
  • become involved in school activities, e.g. offer help for visits, attend workshops, help in the classroom or with events. etc.
  • read school letters and communications and talk with your child about their work and activities
  • keep all school appointments
  • for safety reasons please take care of babies and younger children when in school
  • ensure your child does not bring money, toys or sweets to school, except in special circumstances, e.g. for projects or items of specific interest
  • contact staff if you have any information or concerns relating to your child

This policy promotes a consistency of approach by all adults working with the children in the nursery.

Ways in which good behaviour is encouraged. By:

  • Example – through adult’s own behaviour and consistency of approach to pupils and colleagues, we set an example to the children by showing respect and kindness towards each other and to them.
  • Using day to day incidents, praising desirable behaviour and achievement. We recognise and reward positive behaviour and good work, e.g. through praise, reward certificates, Little Star vouchers, stickers
  • We have high expectations of every child and try to be positive and encouraging when talking with them about their work or behaviour.
  • Including teaching on behaviour issues in our planning. We particularly use Circle Time to remind children of behaviour expectations and why we have them and to develop children’s children’s feelings of ownership, pride and ‘belonging’ to the school through group and individual discussions.
  • Organising and differentiating teaching and learning activities. Children with specific behavioural difficulties are given support by the adult, and through special needs provision if appropriate.
  • Dealing promptly and sensitively with unacceptable behaviour, i.e. bullying. We give children clear boundaries for their behaviour with clear explanations. We warn children whose behaviour is ‘close to the limit’, explain why and allow them time to modify their own behaviour.
  • Giving children strategies to help them manage their own behaviour.
  • We encourage children to seek adult help and not retaliate if they are being teased, bullied or provoked. We encourage children to be assertive not aggressive.
  • Using resources on behaviour management and Circle time activities and materials.
  • Supporting colleagues by adopting consistent approaches to all pupils.
  • Giving parents regular feedback relating to their child’s achievements and behaviour.

Unacceptable behaviour

This can take the form of:

  • physical violence – hurting others e.g. – hitting, biting, kicking, throwing things at people
  • hurting someone verbally, name-calling, racist or sexist behaviour, shouting at others
  • all forms of bullying
  • showing disrespect for the feelings of others e.g. not waiting a turn, spoiling or belittling the work of others, threatening or manipulation of others
  • swearing, spitting, stealing, rudeness
  • abuse or disrespect of equipment and property
  • not saying sorry

The judgement of this should be made according to the child’s age and stage of development, bearing in mind that children may respond very differently. Factors such as how tired the child is and events happening at home should also be considered. It is important to encourage parents to share these in confidence with the key worker e.g. a parent being in hospital etc. If the behaviour is uncharacteristic, our way of handling it may need to be different from when a consistent pattern of behaviour has been recognized and a strategy agreed.

Managing unacceptable behaviour

There is the expectation that school and home will support each other to prevent such behaviours re-occurring. In most cases the member of staff responsible at the time of an incident will deal with it. For serious or repeated occurrences the Manager might become involved. For serious behaviour difficulties the Manager and Committee members have the right to exclude a child from the school.

What the adults in the nursery will do:

  • approach, quieten and calm the situation
  • intervene to stop the behaviour, especially if someone is being hurt or is in danger
  • comfort the child who is the victim – this may mean someone else does this while you deal with the other child
  • acknowledge children’s feelings
  • gather information from the children involved
  • try to find out the reasons for the behaviour
  • restate problem for the children, help them to think about the situation and their behaviour
  • ask the children for ideas for solutions
  • depending on the children’s level of maturity help them to resolve the dispute themselves
  • help the children to choose a solution
  • explain clearly and in language appropriate to the child’s level of understanding what it is that is unacceptable
  • label the behaviour rather than the child e.g. ‘that was an unkind thing to do’ instead of ‘you unkind boy/girl’
  • ensure that the child says ‘sorry’ and help the child to make amends appropriately e.g. comforting the victim, getting a tissue, clear up the mess.
  • whenever possible use positive language e.g. ‘we can run in the garden,’ rather than ‘Stop running indoors’
  • tell the child clearly what will happen if they do not stop this behaviour e.g. moving the child to another area to get involved in something else
  • if appropriate, remove the child from the situation and reminding him/her of what is not acceptable
  • give the child time to think about/reflect on their actions and if appropriate, for a short time, remove the right to participate
  • share concerns with other staff and parents and discuss strategies for encouraging good behaviour
  • give follow up support

 

Strategies to assist the adult:

  • get down to the child’s level
  • try to maintain eye contact to emphasise that you are serious
  • use a firm and controlled voice rather than shouting
  • don’t embarrass or humiliate the child
  • call a colleague for help if you feel yourself getting upset or angry
  • deal with behaviour immediately and then drop it

Positive approaches

Positive approaches are the most valuable way of dealing with a child

  • in the there should be a good positive atmosphere
  • in the event of an incident a verbal reprimand may be sufficient or a quiet word with the child away from the others
  • when any behaviour problems arise, parents are contacted at an early stage.
  • persistent behavioural difficulties should be discussed with the manager
  • the child is spoken to, and the problem discussed with them and then immediately discussed with the parent. If necessary the child will be given ‘time out’.
  • sometimes tangible rewards, such as smiley face stickers with praise, can help in modifying a child’s behaviour

If the problem persists:

  • discuss at team or staff meetings, talk to the manager
  • talk to parents to discover if this behaviour is repeated at home
  • agree a strategy to be used at Nursery and home and share this with all staff involved
  • review after an agreed time and agree further strategies
  • with the parents co-operation, if this is still recurring, start a behaviour plan.
  • agree a review date
  • monitor behaviour and record observations
  • if behaviour persists consult outside agencies in consultation with parents.
  • Significantly unacceptable, dangerous and violent behaviour will trigger a referral to the Behaviour Support team and procedures to set up a ‘team around the child’ will be instigated.

Racist remarks

All staff are expected to deal with these promptly. The incident should be recorded and reported to the Manager. If incidents are repeated the matter should be discussed with the parents.

Health and safety

It is the adult’s role to judge the safety of what a child is doing and to decide the appropriate response. This decision should balance the need of the child to explore and stretch their strength and abilities with the risk of them injuring themselves. This can sometimes vary according to the adult’s own personal confidence and experience so a consensus of opinion may need to be taken for certain areas e.g. climbing trees. If a child is repeatedly doing something thought to be unsafe then a review of the experiences being offered may be needed. For example there may need to be opportunities to do that activity elsewhere, e.g. outside. Where necessary to protect the safety of the child or other children, a risk assessment will be completed and put in place.

Physical contact

Staff should be wary of physical contact with a child which could be misconstrued. Physical restraint is dealt with in the child protection policy. Where necessary to ensure the safety of the child, a risk assessment will be completed and put in place.

Agencies

The school has established links with support agencies, the educational psychologist, the Behaviour Support team and Health visitors.

Policy implementation

This policy will be followed and implemented by all staff and monitored by the Manager.

 

Chelford Pre-School policy on attendance and punctuality

We regard regular attendance and punctuality as a major factor in helping children to achieve their full potential.

Regular attendance and punctuality are important because:

  • Absence and lateness affects pupil’s ability to participate and benefit from the curriculum.
  • Children who arrive late disrupt the routine of the classroom and the work/ progress of others
  • Poor attendance and punctuality may result in a child finding it difficult to settle, to become involved and to form social relationships. This may then create difficulties for the child that result in disruptive behaviour.
  • Regular attendance and punctuality may help to instil good habits and promotes the development of a positive attitude towards school.

 

Strategies for Promoting Regular Attendance and Punctuality:

The importance of regular attendance and punctuality is stressed to parents through:

  • Induction meeting with the Manager
  • Discussion with child’s key worker
  • ‘consultation with parents’ meeting.

The time and procedures for registration are made clear to parents and staff and are followed consistently. Staff work continuously to create an environment in which parents and pupils feel welcome and want to be a part of.

Updated October 2014

The named behaviour co-ordinators are Hannah Lawson and Janet Stott.