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Behaviour Policy.

My First Friends Behaviour Policy sets out an objective to meet the requirements of Ofsted and the Children’s Act 1989 with regard to the behaviour of children. It will promote, encourage, reinforce and reward positive effort, enabling children to develop a sense or appropriate behaviour, responsibility, concern for others and a positive self image.

This policy is implemented in conjunction with our Special Educational Needs and Disabilities Policy and our Equality of Opportunities Policy.

General Principles

The early year’s practitioner in the nursery will aim to minimise anti-social or unacceptable behaviour through effective strategies using positive methods of reinforcement and planning.

The planning takes into account:

  • The physical environment
  • Materials
  • Activities
  • Flexible time tabling

It is My First Friends objective to provide a safe, secure environment where children are encouraged, not discouraged; where mistakes are seen as opportunities for learning; where differences are respected and where children are encouraged to begin to take responsibility for their own actions.

The following principles will be implemented to manage the physical environment and its impact on behaviour:

  • Setting up activities in a way that minimises over-crowding, e.g. four children in the water at any one time.
  • Avoiding over stimulation through having too many activities set out and over-crowding the available floor space.
  • The creation of pleasant surroundings e.g. attractive presentation of activities / materials, a range of colours and soft voices. The playing of loud music during free play time is avoided so that children can talk quietly with one another and resolve problems before they become conflicts.

Behaviour Co-ordinator role

  • To provide the staff with in-house training and support staff to help them develop strategies to promote positive behaviour of the children within the setting.
  • To liaise with parents and outside agencies, when required regarding behavioural issues.

Staff intervention

Safety considerations and the rights of all children in the nursery to protect from any degree of physical harm will require the nursery staff to intervene where:

  • A child engages in anti-social behaviour in the nursery (i.e. hitting, kicking, biting etc)
  • A child engages in disruptive, dangerous or destructive behaviour in the nursery.

Parental notification

Other than for minor incidents, the parents / carers of the child who has been aggressive (or destructive) and the child who has been hurt should be informed of the incident by the child’s key person (or other designated person) and advised of how the situation was dealt with.

It is important that nursery staff and parents / carers work in partnership in order to share information and devise strategies for controlling the situation.

General nursery rules and behaviours

All children will have a positive role model from all adults involved in the nursery, helping them to:

  • Be trustworthy, truthful and honest
  • Act safely and to think about others
  • Care for each other
  • Care for other peoples belongings
  • Speak politely to each other without swearing or shouting
  • Take time to listen carefully to one another

We aim to respond to good behaviour with praise, using positive and encouraging language. We have devised codes of conduct for the garden and indoors. The rules will be kept short, simple and realistic. They are called Our 5 Golden Rules

  • We look after our toys
  • We listen to each other
  • We play nicely
  • We talk to each other
  • We care for each other

The nursery as a whole uses the same rules, rewards and sanctions, although each room will have their own behaviour expectations that are appropriate for the age group of the children. These rules, rewards and Time Out procedures will be clearly displayed and the children will be reminded about them and why they were made. The children will be encouraged to remind each other in a supportive and encouraging way, about nursery rules. The children will be encouraged and supported to discourage and identify non-acceptable behaviour from each other.

In extreme circumstances, where all practices have been put into place and all relevant outside agencies have been involved, My First Friends reserves the right to exclude a child should their behaviour affect the safety and well being of others within the setting.

Biting policy

We are aware that working with children dealing with negative behaviours is common. One of the most common with the younger age group is biting. There are many reasons we as nursery practitioners believe that biting occurs and some of these are:

  • Teething – when the teeth are coming through, the ore pressure a child applies to the gums, the les painful the teething process is.
  • Lack of language – the children may not have verbal communication to deal with confrontation with their peers.
  • A child may be over tired or frustrated and may get more frustrated when peers play alongside them.
  • A child may be striving to get your attention and negative reinforcement is a way in which they will definitely get your attention.
  • A child may bite to maintain control of a situation.

There are however the occasions that occur when biting takes place where there are no apparent reasons for it. It is in situations like this that the situation becomes a little more serious. With a known trigger the child can be monitored and staff know when biting is likely to occur, but with unknown triggers this leaves the staff with no idea of when the child may bite.

We as a nursery have a policy for dealing with negative behaviour that is followed throughout the setting and each age group ensures that the vocabulary used when dealing with the situation is appropriate for the age and stage of development of the children.

Time Out Strategies

We at My First Friends have a policy for dealing with negative behaviour that is followed throughout the setting. We use time out as an effective response to unwanted behaviour, our time out strategies are;

  • The vocabulary used when dealing with the situation is appropriate for the age and stage of development of the children.
  • Practitioners explain to the child why they are in time out.
  • The amount of time a child is time out is appropriate to the age of the child for example a minute for each year of the child’s life.
  • The child is supervised during time out by a member of staff at all times.
  • A sand timer is used as a visual aid for the child.
  • At the end of the time out the practitioner dealing with the situation will again explain to the child why they were in time out, the child will then rejoin the rest of the group.