Behaviour Policy

Rachel McMillan Nursery School and Children’s Centre MANAGING AND PROMOTING POSITIVE BEHAVIOUR POLICY This behaviour policy will apply to all staff, mums, dads and carers, students, volunteers and all professionals who work at or support the nursery.

At Rachel McMillan we believe that challenging behaviour is a method of communication and should be treated as such.

We expect children and adults: • • • • •

To be respectful To be polite To care for each other To regulate their feelings appropriate to their age and ability To look after all the resources

At Rachel McMillan, we believe that children will often behave as well as the adults they come into contact with. Therefore, it is expected that adults, staff, mums, dads and carers will be good role models. We believe that there should be a shared approach to supporting the children’s behaviour, a partnership between home and nursery.

We will take into account that children have individual needs, depending on their age, stage of development, life experiences, cultural and family values. We appreciate that children will behave in different ways at different times. We want children to be able to express themselves and develop their own personality in a socially acceptable manner and to develop as good, caring citizens now and in the future, in our multicultural society.

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At Rachel McMillan respect is very important – respect of self, others, environment, equipment and property.

We have routines to enable children to predict what is to happen next and to feel empowered. e.g. Every shelter has a visual timetable to help the children understand the flow of the day.

All staff recognise the importance of acknowledging children’s positive behaviour rather than highlighting children’s challenging actions.

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At no time will we condone any physical punishment of children either at nursery or at home e.g. hitting; slapping etc Children will be encouraged to: •

Help with daily tasks and with tidy up times. Staff will lead by example and make tasks fun as far as possible.

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Take care of equipment following the positive example set by the adults.

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Bring back to nursery any toys or equipment that they take home.

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Play and socialise with both adults and children in a positive and respectful way.

Staff will demonstrate this by setting an excellent example and by using strategies such as the ‘I statement’ to assist with problem solving and conflict resolution: I feel……………… because you……………..…..I want you to…………………….

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Learn and use the language of negotiation e.g. ‘Can I be next?’ ‘In 5 minutes’

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Learn and use assertive language e.g. ‘Stop! I don’t like that!’

Staff and mums, dads and carers will always remember to be polite to each other and children e.g. using please and thank you. Adults and children should not shout at each other.

As far as possible, children should be allowed, sometimes with adult support, to sort out conflicts themselves, using the strategies outlined above. This is because children need to learn to be resilient, to get on with other people and to self-regulate their feelings and emotions. If adults always step in to help, the children will always rely on other people to sort out their difficulties and will not develop resilience and the strategies needed to help themselves.

If a child shows persistent challenging behaviour, staff may use one of the following strategies, (taking into account each child’s age and stage of development): • •

Children will be given verbal warnings before further action is taken (unless another child is being hurt or equipment destroyed).

Children will be ‘distracted’ from challenging behaviour and directed to appropriate actions.

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Staff will look out for ‘triggers’ that may indicate that challenging behaviour could follow and then intervene with a ‘distraction’.

• Where appropriate, children will be encouraged to ‘rectify’ the situation e.g. if paint or water has been spilt – to mop it up!

• In most situations the attention will be focussed on the victim. The challenging behaviour will be given minimal attention, but will always be appropriately followed up.

• Time out may be used – this is when children’s behaviour is either dangerous or disruptive to self or others. At this time, the child will be moved away from the situation. This might be for a maximum of 2/3 minutes and will always to be supervised by a member of staff, who will ensure children are safe but will give the child minimal attention in order that the challenging behaviour is not rewarded. Children will not be placed in isolated unsafe areas. A sand timer may be given to the child so they can see the passing of the time allotted.

Once the 2/3 minutes is over, staff will encourage the child (where appropriate) to: • Join the group or activity.

• Rectify challenging behaviour e.g. clear away toys or equipment (if appropriate).

• Encourage the child to comfort the other child (only when appropriate and not as a further punishment).

• Talk through the situation and find out if the child knows why they were ‘Timed Out’ and what improvement is desired – (where appropriate).

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If the challenging behaviour continues it may be necessary for the shelter team to: •

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Make some observations of the behaviour and record them to establish what the undesirable behaviour is and any possible causes.

An ABC chart (Antecedent, Behaviour, Consequence) could be used to capture this information.

Using the observations, the shelter team could plan some strategies and carry them out in a consistent way – this will be shared with the Mum, Dad or Carer, the Head or Deputy and the wider staff team at the fortnightly Children’s Meeting. The planned strategies will encourage positive behaviour.

The strategies will be monitored and reviewed after an agreed period of time, once again shared with involved parties.

If, having tried all the above, the behaviour continues to happen: • •

The staff may need to take the child up to the Headteacher’s office for a short time out The Head or Deputy may decide that the child needs to be sent home for the rest of the day, to give the child a break from a stressful situation.

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Should staff need the support of outside agencies in dealing with children’s behaviour, for example CAMHS or an Educational Psychologist, staff will negotiate this with the Inclusion Leader and the families. Consent will be required.

If children have had negative times throughout the day, nursery staff will deal with this at the time – and share this with mums, dads or carers at the end of the day, if appropriate.

Should further discussion be thought necessary, a time will be set aside for longer discussions to take place.

These discussions will not take place in the presence of children.

It is not constructive for mums, dads or carers to continue to tell their child off after the event, but it is appropriate to have a quiet discussion about what has happened during the day with their child.

We never use the word naughty with the children. We always stress that it is the challenging behaviour that we are unhappy with, not the child.

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Rachel McMillan Nursery School and Children’s Centre Examples of Strategies used in Managing Behaviour

Example strategies: • •

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Adults will model play and conversation in order to encourage the children to talk and play appropriately By learning to use the I Statement and the negotiation skills, children will feel empowered and will feel frustrated less often. Adults will form partnerships with children rather than dictate to them. Routines will be familiar and the room layout child centred, where children are encouraged to make their own choices. There will be plentiful equipment that is open ended to allow children freedom to explore, experiment and be creative.

Adults will support children to problem solve and resolve conflict in an age appropriate manner. Adults should resist making assumptions about what has happened.

Ask children to consider solutions to problems such as, ‘What would someone have to do to join your game?’ Use Persona Dolls, simple drama, story dictation etc to explore real scenarios. Children could be asked what they would do if such a situation occurs again.

When a child is being friendly, make positive comments to highlight specific behaviour that is appropriate. This can then be linked to positive feelings for the child.

Situations can be set up and structured which allow adults to comment positively on individual actions, such as asking a child to show someone where something is or how to do something.

Use strategies to give children a voice e.g. choice cards, now and next boards, gestures, talking objects, PECS or Makaton. Adults may need to interpret a child’s feelings and model an appropriate phrase.

Give children daily opportunities to help or be kind, such as joining in activities, sharing and making space for others.

Help children learn to ask, ‘Whose game is it?’ and to ask, ‘Can I play?’ Some children may need help with decisions about other children joining their games e.g. It might be appropriate that other children don’t join at that time. There may need to be support so some children do not feel left out. Some children may need adults to be their voice and to help with any negotiation.

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Help children learn turn taking and sharing in a graded way. Begin with a supervised pair of children until a child is able to manage a larger group activity.

Help children relate feelings to actions. Help to raise children’s self esteem by acknowledging their strengths and progress, especially with regard to positive behaviour.

We never make a child say they are sorry. This can often create an unnecessary conflict situation between the adult and child, which can be difficult to resolve. Instead, we will ask the child if there is something they can do to make the other person feel better.

Reviewed January 2015

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