Telephone Number:- 02380 864 228 Calmore Infant School Calmore Drive  Calmore, Totton SO40 - 2ZZ AT CALMORE Registered Charity Number:- 1062510
© Caterpillars Pre-school 2018
Achieving Positive Behaviour
Caterpillars believe that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations of their behaviour. 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. We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour.  The named person is Tracy Mitchell She is required to: Keep up to date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support. Check all staff have up to date training and keep a record of this training. 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 work in partnership with the children’s parents.  Parents 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 cause and to decide jointly how to respond appropriately. Strategies: We require all staff, volunteers and students to use positive strategies for handling and inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development.  For example, acknowledgement of feelings, explanation as to what was not acceptable, and supporting children to gain control of their feelings so that they can learn a more appropriate response. We ensure 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. We acknowledge considerate behaviour such as kindness and willingness to share. We support each child in developing self-esteem, confidence and feelings of competence. We support each child in developing a sense of belonging to the group so that they feel valued and welcomed. We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour. We never send children out of the room by themselves, nor do we use a “naughty chair” or a “time out” strategy that excludes children from the group. We never use physical punishment, such as smacking or shaking, and children are never threatened. We only use physical restraint such as holding to prevent physical injury to children or adults and/or serious damage to property. Using guidance from our Physical restraint policy. Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of the Supervisor and are recorded in the Child’s personal file.  The child’s parent is informed on the same day. 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 explanation’s rather than personal blame. Children under three years When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those older children. We recognise that 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 inconsiderate 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 promote understanding. If tantrums, biting or fighting are frequent, we try to find out the underlying cause – such as a change or upheaval at home, or frequent change of carers.  Sometimes a child has not settled in well and the behaviour may be a result of separation anxiety. The role of the key person is vital in the settling in process to provide security to the child. Rough and tumble play, hurtful behaviour and bullying Young children often engage in play that has aggressive themes – such as superhero and weapon play: some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above. We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits.  We regard these kinds of play as pro-social and not as problematic or aggressive. We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behaviour boundaries to ensure children are not hurt. We recognise that fantasy play also contains many dramatic strategies, blowing up, shooting etc and that the themes often refer to “goodies and baddies” and as such offer opportunities for us to explore concepts of right and wrong. Hurtful behaviour We take hurtful behaviour very seriously.  Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as “bullying”.  For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they hurt. We understand self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear. Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour.  By helping the child to return to a normal state, we are enabling them to manage his or her own feelings. We help younger children express themselves by discussing the event “Adam took your car, didn’t he, and you were enjoying playing with it weren’t you? You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?  Older children will be able to verbalise their feelings better and understand the feelings that motivated their behaviour. We help young children learn to empathise with others, understand that they have feelings too and that their actions may impact others. We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop.  In order for both the biological maturation and cognitive development to take place, children will need repeated experience with problem solving, supported by patient adults and clear boundaries. We support social skills through modelling behaviour, through activities, drama and stories.  We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them. We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage  this where it is clear they are genuinely sorry and wish to show this to the person they have hurt. Where hurtful behaviour becomes problematic, we work with parents to identify the cause and to find a solution together.The main reasons for very young children to engage in hurtful behaviour are that: They do not feel securely attached to someone who can interpret and meet their needs- this may be at home or in the setting. Their parent, or carer in the setting, does not have the skills in responding appropriately, and consequently negative patterns are developing where hurtful is the only response the child has to express feelings of anger. The child may have insufficient language to express him or herself and may feel frustrated. The child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse. Where this does not work, we make appropriate referrals to Inclusion Team.   Bullying We take bullying very seriously.  Bullying involves the persistent physical or verbal abuse of another child or children.  It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour. If a child bullies another child or children: We show the children who have been bullied that we are able to listen to their concerns and act upon them and give reassurance. We intervene to stop the child who is bullying from harming the other child or children. We explain to the child doing the bullying why her/his behaviour is not acceptable, and the impact their actions have had upon others. We do not label children as “bullies”. We recognise that there may be reasons for the bullying taking place, for example, the bully may be bullied him/herself, or the bully may be subject to abuse. We discuss what has happened with the parents of the child who has been bullied. References to other relevant policies: Safeguarding Children & Child Protection, Confidentiality & Client Access to records, Information Sharing, Valuing Diversity & Promoting Equality , Achieving Positive Behaviour, The Role of the Key Person, Children’s Records Policy Monitoring and Evaluation Information This policy will be monitored and evaluated as per our rolling programme at staff meetings. It will be reviewed annually by the Chairperson in conjunction with the staff team and Committee unless new legislation or an incident occurs which requires an immediate review of the policy    This policy was adopted on: July 2017