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Promote positive behaviour

Children need to learn to consider the views, 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 examples. The principles that underpin how we achieve positive and considerate behaviour exist within our programme for promoting personal, social and emotional development.

At the centre we have a named person known as a Behaviour Management Co-ordinator who has overall responsibility for this programme for supporting personal, social and emotional development, including issues concerning behaviour. However all members of staff are involved in promoting positive behaviour.

This named person is required to:-
Keep themselves up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support.
They are required along with the centre manager to be aware of whom to contact from outside the nursery if support is needed.
They also check along with the manager and HR Manager that all staff have relevant on the job training on promoting positive behaviour.
They 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.

All staff, volunteers and students are expected to demonstrate a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

We familiarise new staff and volunteers with the setting’s behaviour policy and its guidelines for behaviour.

We work in partnership with children’s parents and carers. Parents/carers are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour using our observation records to help us to understand the reason of the emerging behaviour and to decide jointly how to respond appropriately.

We Promote Positive Behaviours in Children in the following ways :

  1. By being positive role models for the children.
  2. We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns. 
  3. We acknowledge considerate behaviour such as kindness and willingness to share. We try to foster good behavior and good manners. Courtesy, thoughtfulness, kindness and respect for other children and members of staff are encouraged. We encourage the children to respect our building and its contents and the property of others.
  4. We support each child in developing self-esteem, confidence and feelings of competence.
  5. We support each child in developing a sense of belonging in our setting so that they feel valued and welcome.
  6. When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.
  7. We do not send children out of the room by themselves, or use a ‘naughty chair’. 
  8. We never use physical/corporal punishment, such as smacking or shaking. Children are never threatened with these.
  9. Physical restraint, such as holding, will be used only to prevent physical injury to children or adults. Any event of this sort will be recorded and the parent will be informed.
  10. We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.
  11. If these are any frequent issues, we try to find out the underlying cause by observing the child and discussing with parent/carers.
  12. We endeavour to ensure that the child’s attachment figure in the setting, i.e. their key person, is building a strong relationship to provide security to the child.
  13. We make sure that parents are actively involved in any decisions regarding their child’s behaviour.
  14. We understand children’s behaviour can vary with age/stage hence we use different strategies in different age/stage groups.