Behaviour Management Policy

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Policy Overview #

This policy outlines our commitment to promoting positive behaviour, preventing and addressing challenging behaviour, and treating all children with respect and dignity. We focus on reinforcing positive behaviour and working closely with parents to develop strategies that support their child’s individual behaviour patterns. Our policy is regularly reviewed to ensure its effectiveness and we expect all staff, children and parents to adhere to it.

We believe that every child has the right to learn and play in a safe and supportive environment, and it is our role as educators to guide and support them in developing positive behaviour. By working together, we can help children develop the skills and behaviours they need to succeed both in and outside of the nursery.

The intention of this Policy is to: #

• Help promote positive behaviour and prevent challenging behaviour
• Respectfully address challenging behaviour and treat all children with respect and dignity
• Reinforce positive behaviour and work with parents to develop strategies to support behaviour development
• Create a safe and supportive environment for learning and playing, and help children develop the skills and behaviours they need to succeed.

Who is this policy aimed at? #

This policy applies to all The Norfolk Childcare Company LTD employees, Volunteers, students, temporary staff, or anyone working for or on behalf of The Norfolk Childcare Company LTD.

Where does this Policy Apply? #

• – Any location The Norfolk Childcare Company LTD operates

Promoting Positive Behaviour #

In order to encourage children to follow and cooperate with established routines and expected behaviours, it is important for us to promote positive behaviour. This can be achieved through a number of measures, including:

• Setting a good example and being a positive role model for children to emulate
• Consistently reinforcing positive behaviour and addressing challenging behaviour in a respectful and constructive manner
• Providing opportunities for children to modify their behaviour and learn from their experiences
• Using positive body language, such as coming down to children’s level, to create a supportive and non-threatening atmosphere

It is important to recognise that young children may misbehave because they have not yet learned how to react to their feelings and needs in acceptable ways. Some of the most common needs and feelings that can lead to challenging behaviour include boredom, anxiety, fear, anger, curiosity, independence, and anticipation. By understanding and addressing these underlying factors, we can support children in developing positive behaviour and social skills.

Our nursery firmly prohibits the use of physical punishment, such as smacking, shaking, or slapping, during any disciplinary action taken with children. We also believe that using negative language, such as “no” and “naughty,” can be unhelpful and limit opportunities for positive change. Instead, if a child displays unacceptable behaviour, our staff will approach the situation in the following manner:

• Intervene immediately to establish the cause of upset and prevent further conflict
• Engage in dialogue with the children involved to understand their feelings and reactions to the situation
• Encourage each child to reflect on how they and the other person might be feeling, helping them to recognise that more than one person is involved in the situation
• For younger children who may not yet be able to reason, diversionary tactics or distraction will be employed
• Proactively anticipate and address potential conflicts before they arise, in order to prevent situations that children may find difficult to manage.

Achieving Positive Behaviour #

We believe that children thrive when their personal, social, and emotional needs are met, and when clear and developmentally appropriate expectations for their behaviour are established.

We recognise that it is important for children to learn how to consider the views, feelings, needs, and rights of others, as well as the impact that their behaviour can have on people, places, and objects. This is a developmental task that requires support, encouragement, teaching, and setting the correct example. The principles that guide our approach to promoting positive and considerate behaviour are based on the programme for promoting personal, social, and emotional development.

If all of the above approaches have been consistently tried and a need for further behaviour modification still exists, the following methods will apply:

• We will continue to provide firm guidance while reassuring the child that their behaviour, and not them as an individual, is deemed unacceptable.
• We will offer praise for any positive changes in behaviour observed.
• Our Manager will communicate with the child’s parent or caregiver to discuss the situation and inquire whether they have observed similar behaviours at home.
• Advice will be offered regarding outside agencies, such as SENDco, Health Visitors or GPs, if necessary.
• We will keep a record of incidents that occur, as well as making daily written observations to identify the underlying causes.
• We will use ABC (Antecedent, Behaviour, Consequence) forms to help identify any patterns or triggers and evaluate what occurs before and after the incidents.

Biting #

Biting is a common behaviour among young children that can cause concern for adults. It can be very painful and frightening for the child who is bitten, as well as upsetting for the child who bites and those around them. The strong reaction that biting often elicits can make the child who bites feel powerful, but this power can also be overwhelming and frightening. As such, it is important for children to feel secure that their feelings can be controlled.

The reasons for biting can vary depending on the child and the circumstances. To address this behaviour, the first step is to understand why it may be happening. By identifying the underlying causes, we can work with the child to develop strategies for controlling their behaviour and responding appropriately to their feelings.

Why do children bite #

Our nursery recognises that children may bite for various reasons and we strive to handle each biting incident with respect and sensitivity for all involved. Our policy is to address each incident on a case-by-case basis, while keeping parents and caregivers informed about the situation and respecting the confidentiality of the children involved.

While biting may be more common in group settings like nurseries than at home, we do not view biting incidents as a negative reflection on the child, staff or the nursery. We have clear behavioural expectations for all children in our care, which encourage sharing, taking turns, showing respect and playing together happily.

Exploration: #

Babies and toddlers learn through their senses. Young children often explore objects by putting them in their mouths, but may not understand the difference between gnawing on a toy and biting someone.

Teething: #

Teething can cause discomfort for babies, who may seek relief by chewing on something, sometimes biting a person.

Cause and effect: #

Around 12 months of age, babies become curious about cause and effect. If a child bites someone, they may get a reaction, which can reinforce the behaviour.

Attention: #

Older toddlers may sometimes bite to gain attention, even if it is negative attention.

Imitation: #

Toddlers often imitate others, including biting, after observing it.

Independence: #

Biting can be a way for toddlers to assert control and get what they want.

Frustration: #

Young children often experience frustration, which may lead to hitting, pushing, or biting.

Stress: #

Children can experience stress due to a lack of stimulating activities or traumatic events, which may result in biting to express their feelings and relieve tension.

When Biting (Or Other Behaviours) Happens? #

To ensure the safeguarding and welfare of all children, we have implemented the following procedures for managing behaviour:

• If a child engages in unacceptable behaviour, they will be removed from the situation by an adult.
• The adult will spend time talking with the child about the conflict to help them understand the impact of their behaviour.
• Whilst providing reassurance that the child themselves is not unacceptable, firm guidance will be given if the behaviour arises again.
• All staff members will consistently remove the child, provide reassurance, and reaffirm guidelines while praising positive behaviour.
• The Manager will communicate with the parent/carer to inform them of the situation and discuss any similar difficulties they may be experiencing.
• If necessary, we will provide advice regarding outside agency support, such as Inclusion Officer, Health Visitor or GP, to assist with managing the child’s behaviour effectively.

How We Can Prevent? #

To identify the problem, we recommend using the “who, what, when and where” method:

• Who was involved in the incident?
• What happened before or after the incident and how was the situation handled?
• When did the biting occur?
• Where did the incident take place?

We aim to keep group play sessions short and limit group sizes to minimise potential biting incidents. If we notice situations where two children may be vying for the same toy, we may consider purchasing additional toys or using diversionary tactics to prevent conflicts from escalating into biting.

We recognise that it may not always be possible for very young children to share, as they may not have the skills to negotiate or understand another child’s perspective. Therefore, we strive to provide individual toys or activities to encourage independent play and minimise opportunities for conflicts to arise.

In situations where children are known to bite, it is important to provide close adult supervision, although it may not prevent all biting incidents, especially in group settings.

If biting is motivated by a desire for attention, we aim to provide the child with positive reinforcement and attention when they engage in more positive behaviours. Additionally, if a child is experiencing stress or difficult family circumstances, we strive to create a supportive and nurturing environment by maintaining consistent meal and bedtimes and providing extra time with caring adults.

We understand that experiences such as sensory play, such as playing with playdough or water, can be effective in reducing stress and tension for children. Therefore, we incorporate such activities into our daily routines.

Parent/Career Involvement #

Working in partnership with our parents/carers it integral to the success of this behaviour policy. For it to work in practice, their contribution is vital.

We will achieve this by:

• We will ensure that parents and carers are informed of our expectations regarding behaviour through regular discussions, both formal and informal.
• We will communicate with individual parents and carers on a daily basis to discuss their child’s behaviour, as well as during regular parent meetings.
• We will approach discussions with parents and carers in a fair, non-judgmental, and consistent manner when addressing their child’s behaviour.
• We will offer additional support to parents and carers to help manage their child’s challenging behaviour, including assistance from outside agencies if necessary.

Our expectation is that parents/carers will feel comfortable doing the following:

• Informing us of any relevant changes to their circumstances which may affect their child’s behaviour, such as new siblings, moving to a new house, bereavement, divorce, separation, or hospitalization, etc.
• Reinforcing positive behaviour expectations by talking to their child at home and setting appropriate boundaries
• Actively supporting staff by implementing positive behaviour strategies, including those discussed during parent-teacher meetings and in the behaviour management policy at home.

If We Don’t Receive Enough/No Support From Parents/Careers? #

We understand the importance of parent/carer involvement in supporting their child’s development, and we value their input in helping us provide the best care for their child. However, there may be instances where we may not receive the necessary support from parents/carers at home, which can have an impact on the child’s progress.

In such cases, the efforts and work of our team may not be as effective as it could be. It is crucial for parents/carers to implement the strategies and recommendations discussed with them to ensure continuity in their child’s learning and development.

Lack of support from parents/carers may manifest in the following ways:

• Failing to acknowledge or address your child’s need for assistance.
• Rejecting support from external organisations that could assist with your child’s behaviour.
• Withholding relevant information about your child’s circumstances.
• Disregarding recommendations from our team or other experts regarding interventions to implemented at home.

What Will Happen If I don’t Support The Nursery? #

Unfortunately, in cases where we do not receive the necessary support to help your child, we will have to assess the situation on a case-by-case basis.

If your child poses a risk to themselves, other children, or staff, we may need to consider reducing their hours with us, temporarily suspending their attendance, or ultimately withdrawing your child’s placement with us.

Although this is not our preferred course of action, it is necessary to ensure the safety of everyone involved, including your child.

Strategies With Children Who Engage In Inconsiderate Behaviour #

• Acknowledging children’s feelings and explaining why certain behaviour is unacceptable
• Ensuring there are enough resources and activities to prevent unnecessary conflict over sharing and turn-taking
• Promoting considerate behaviour and building self-esteem, confidence, and feelings of competence
• Avoiding situations where children receive attention only for inappropriate behaviour
• Helping children understand the outcomes of their actions and supporting them in learning how to cope more appropriately
• Using reflective and calming time instead of time-outs or naughty chairs
• Never using physical punishment, threats, or humiliation within the setting
• Using physical restraint only to prevent physical injury or serious damage to property, and recording all incidents on Famly and informing parents on the same day
• Responding immediately to serious misbehaviour, such as racial or other abuse, by explaining why it is unacceptable
• Using antecedent, behaviour, and consequence charts to identify patterns and triggers of behaviour and prevent further occurrences.

Strategies For Under 3’s #

• When children under three behave in inappropriate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
• We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this
• Common inappropriate or hurtful behaviours of young children include tantrums, biting or fighting.
• Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promoting understanding
• If tantrums, biting or fighting are frequent, we try to find out the underlying causes- such as a change or upheaval at home, or frequent change of carers.
• Sometimes a child has not settled in well and their behaviour may be the result of “separation anxiety”
• We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

What Will Happen If My Childs Behaviour Does Not Improve? #

We understand that some children may require additional support to improve their behaviour. We will work closely with parents, other professionals, and the child to implement strategies that will help the child manage their behaviour.

However, if we do not receive enough support from any of the above sources or if the child presents too high of a risk, we may have to take further action.

• Our first option will be to reduce the child’s hours and then gradually increase them again gradually based on assumed improvement in behaviour.
• Next would be temporarily suspend the child’s place to give the child a break, this also may be used while we seek additional funding for resources, equipment, or a one-to-one support staff in order support your child’s return to nursery.
• If none of these options work, we may have to permanently exclude the child.

As an alternative, we may place some restrictions on your child to reduce the risk. These restrictions might include allowing your child to attend only during certain hours, or only allowing them into the setting if we have a one-to-one support staff available to look after them.

However, we will always discuss any such restrictions with the parents beforehand and work together to hopefully achieve the best outcome for all our children.

Breach of Policy #

Any member of staff, student or volunteer found to be in breach of this policy will be subject to disciplinary action as a breach of this policy and our safeguarding policy. Any breach could result in termination of employment.

Policy Commencement and Review #

Date Commencement	Review Terms	Signed By
28/03/2023	Yearly	Jonathan Tricks, Operations Director