Behaviour policy

All children and adults are treated with equal concern and are made to feel welcome in my setting. I aim to offer a quality childcare service for parents and children. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of the children in my care.

By providing a happy, well-maintained environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up.

I do not, and will not, administer physical punishment or any form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care.

I endorse positive discipline as a more effective way of setting limits for children. 

Procedure:
I keep up to date with behaviour management issues and relevant legislation by taking regular training and by reading relevant publications, such as Practical Pre-School, Childcare Professional, Early Years Educator, and Nursery Education.

All parents receive a copy of my Behaviour Policy.

Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents.

I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour, such as a new baby, parents’ separation, divorce or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue.

I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will take action to facilitate effective communication. This may include seeking guidance from the local early years team or language line service. 

I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and makes sure that the child is not confused.

I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage.

All significant incidents are recorded in an incident log and will be shared and discussed with the parents of the child concerned, so that together I can work to resolve any behavioural issues.

From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions, in liaison with their parents.

Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour.

I encourage responsibility, by talking to children about choices and possible consequences.

I aim to be firm and consistent, so that children know and feel secure in the boundaries I set. I am a big believer in consistent boundaries, making for contented and well adjusted children.

I will respond positively to children who constantly seek attention or are disruptive.

I will ensure children maintain their self esteem by showing I disapprove of the behaviour not the child.

If I have concerns about a child’s behaviour, which are not being resolved, I will ask for permission from the parents to talk it through with another childcare professional. I may contact either the Professional Association for Childcare and Early Years, the NSPCC, health visitor or the local early years team (or other relevant advice service) for confidential advice.  

Concerns that could identify a particular child are kept confidential and only shared with people who need to know this information.

Positive discipline is how I intend to manage children’s behaviour. It involves:

Rewarding good behaviour. Because rewards are constructive, they encourage further effort. Punishment is destructive – it humiliates the children and makes them feel powerless. 

Encouraging self-discipline and respect for others. Because children need to grow into people who behave well even when there’s no one to tell them what to do. 

Setting realistic limits according to age and stage of development. Because as children grow and develop, my expectations of them change. 

Setting a good example. Because young children take more notice of how I behave and what I say. 

Encouragement, not orders and instructions. Because “Do as your told” teaches nothing for next time. Positive discipline means explaining why. 

Being consistent – saying no and meaning no. Because children need to know where they stand and it helps if they know that I mean what I say. 

Praise, appreciation and attention. Because when children are used to getting attention with good behaviour, they won’t seek it by misbehaving. 

Building children’s self esteem. Shaming, scolding, hurting and humiliating children can lead to even worse behaviour. Attention, approval and praise can build self-esteem, a child who feels valued is more likely to behave well. 


I encourage appropriate behaviour by:
Setting a good example, I aim to be positive role models because children copy what they see. Children learn values and behaviour from adults.

I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem.  

I praise children to their parents and other people, when they have behaved as expected.  

I try to be consistent when saying “no” and explain reasons why it is not appropriate and considered unwanted behaviour.  

My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child.

I try to involve the children in setting and agreeing house rules.

Coronavirus addendum:
I will expect all children to adhere to my clear health and safety guidelines, for managing hygiene and infection control. These plans have been put in place with consideration of different children’s ages and stages of development.
Where a child is unable to adhere to these guidelines, and it is therefore deemed they are being unsafe to both themselves and others, I will ask that the child reverts to learning from home, until the guidelines change.
For pupils with EHCP/Behaviour plans, this will be part of the planning of pupil specific risk assessments, which will be drawn up in agreement with me, parents/carers and the child.