Acorn Pre School | Behaviour Management

Registered Charity No. 1042353 - Ofsted No. EY371758 - PSLA No. 1580

Website Designed by Alex Trevor

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Acorn Pre-School & the Mighty Oaks Out of School Club

Statement of intent

Our setting believes that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.
We aim to provide an environment in which there is acceptable behaviour and where children learn to respect themselves, other people and their environment.

Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

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Methods

· We have a named person who has overall responsibility for issues concerning behaviour (April Lyness.)

· We require the named person to:

· keep themselves up-to-date with legislation, research and thinking on handling children's behaviour;

· access relevant sources of expertise on handling children's behaviour;

· check that all staff have relevant in-service training on handling children's behaviour. We keep a record of staff attendance at this training.

· Staff should actively encourage positive behaviour through the use of praise, encouragement and a desire to build the self-esteem and value of all who attend Acorn. They should challenge negative behaviour when it occurs. They should be fair and consistent, always acting within our policies.

· We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

· We require all staff, volunteers and students to use positive strategies for handling any conflict by helping children find solutions in ways which are appropriate for the their ages and stages of development - for example distraction, discussion, withdrawing the child from the situation, praise and reward.

· Where it is appropriate, it may be helpful for staff to help children to sort out their own disagreements and to encourage them to take responsibility for their own actions.

· We familiarise new staff and volunteers with the settings behaviour policy.

· We expect all members of the setting including children, parents, staff, volunteers and students - to keep to the rules, requiring these to be applied consistently.

· We praise and encourage desirable behaviour such as kindness and willingness to share.

· We avoid creating situations in which children receive adult attention only in return for undesirable behaviour.

· We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.

· When children behave in unacceptable ways, we help them to see what was wrong and how to cope more appropriately. We ensure that it is made clear to the child/children in question that it is the behaviour and not the child that is unwelcome.

· We never send children out of the room by themselves.

· If any child displays unsociable or aggressive behaviour then they may be withdrawn from the group or activity in order to calm down. Staff will discuss the incident with the child, encouraging them to consider their actions. The child must not be left alone or be out of sight.

· The use of threats or any physical punishments such as smacking, slapping, shaking, deprivation of food or drink, humiliation, isolation or intimidation is not permissible

· We do not use techniques intended to single out or humiliate any child.

· If a child needs to be physically removed from a situation or restrained for his/her own safety, or the safety of other children, adults and/or serious damage to property, then there must always be two adults present. All actions must be clearly verbalised to the child and the witness and should be fully recorded in the incident book. Parents or carers of any children involved in the restraint incident must be informed of the action taken at the end of the session by the manager and sign the incident book to indicate that they have been informed.

· In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.

· We do not shout or raise our voices in a threatening way.

· We work in partnership with children's parents and if necessary we will work with parents to address any recurring unacceptable behaviour, using objective observation records to help us to understand the cause and to decide jointly how to respond appropriately.

· If a child is persistently disruptive, unsociable or aggressive and does not respond positively to the above steps, the manager will discuss the situation with the parents. If there is no improvement the parent/carer may be asked to make alternative arrangements for their child’s care by the manager.

Admissions

Special Educational Needs

Behaviour Management

Safeguarding children

Diet

Equality inclusion and diversity

Complaints