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Our Behaviour Policy

We want…

  • a safe and secure environment where all children and adults are valued;
  • positive behaviour management techniques and specific praise to underpin all our strategies in the early years;
  • rewards and sanctions to maintain positive behaviour patterns and safe routines;
  • all individuals to feel respected and included, regardless of gender, race, religion, ethnicity, background, family or social circumstances;
  • children to be free from judgements – whether based on previous behaviour or the behaviour of other family members;
  • an effective learning environment that stimulates, motivates and engages all children;
  • team members to be confident in pre-empting potential triggers that could lead to the occurrence of undesirable behaviour;
  • positive interactions with children and close monitoring of situations that could cause conflict;
  • good management and support from team leaders to ensure practitioners are able to manage situations to the best of their ability;
  • adults to be effective role models – being kind, empathetic, tolerant, gentle, patient, supportive and understanding.

To achieve these outcomes we will introduce, reinforce and consistently follow our three rules;

ready, respectful and safe, in order to:

  • give children positive, clear, consistent instructions with visual supports;
  • reach the eye level of the child and maintain eye contact when giving instruction or addressing behaviour;
  • set clear and consistent boundaries and use a firm but fair tone when necessary;
  • praise children – making praise explicit “praise in public”, ensuring children who are behaving appropriately receive the attention they deserve, using praise of others to motivate those less eager to respond. Verbally acknowledge when individual children go “above and beyond” our expectations;
  • understand that these are the first steps in very young children’s learning, and respond appropriately to their mistakes – allowing them a safe place to make mistakes without humiliation;
  • avoid labelling children;
  • be discreet and limit children and adults overhearing any interactions addressing behaviour – “reprimand in private”;
  • use cue cards, photographs, etc., that continually refer back to the nursery rules so children are clearly aware of expectations;
  • children are actively involved in the discussion of and application of Nursery rules so they have ownership of them;
  • engage and involve children positively in activities that they will readily enjoy to avoid confrontation and boredom;
  • provide a stimulating environment where children can make their own decisions and choices;
  • set small achievable challenges that enable children to feel intrinsically proud of their own achievements, thus encouraging positive behaviour;
  • employ the use of our behaviour script “I noticed’s the rule about being ready/respectful/safe…what could you do now/instead? Thank you for listening”;
  • discuss concerns about any persistent behaviour problems discretely with team members (as appropriate) but never openly discuss concerns in front of the child or other children. Observe for underlying causes of undesirable behaviour – are there any triggers, patterns, sensory needs, etc.;
  • inform parents of any issues, arrange a meeting to discuss positive behaviour strategies (use judgement about what is important to discuss with parents – avoid bombarding parents with a daily list of bad behaviour, remember to chat to parents about all the positive aspects of the child’s day too);
  • employ positive behaviour strategies first (engaging child, giving praise for appropriate behaviour, setting clear boundaries, ignoring inappropriate behaviour but not the child).