EYFS Positive Behaviour & Discipline Policy
This policy applies all staff, volunteers and pupils in the School, but with particular emphasis on the EYFS. See also Positive Behaviour & Discipline Policy
Status: 26/01/16 Approved
Policy Written by: Mrs B Thorn
Date Reviewed: January 2016
Headteacher: Mr J Thayer
EYFS Coordinators: Mrs B Thorn/Mrs J Coverly
Next Review: Annual cycle
EYFS Behaviour named person: Mrs B Thorn
At Crowstone we recognise that each child is an individual and as such they will enter nursery with different experiences of rules and boundaries. They also join us having had a variety of social contact with other children. We feel it is important for our children to make independent decisions and choices and that it is our role to help them develop the appropriate skills to be able to do this on their own. We use all available opportunities to encourage negotiating skills and demonstrate good examples of this between adults and children. These skills enable the children to share effectively and reduce the incidents of disruptive behaviour/arguments over toys etc.
We must have rules and boundaries to enable us to operate effectively and safely. Time is spent explaining to the children why we need to have rules and how, if we didn't all follow them, they or someone else might get hurt. Having nurtured a strong family atmosphere the children are all keen to look after each other and by combining Foundation 1 and foundation 2 classes on regular occasions, younger children can see positive behaviour being displayed by older children and they in turn can become more understanding of the younger children. We highlight children displaying positive behaviour and this often helps to act as a reminder to the others to do the same. In the EYFS each child has lots of opportunities to earn rewards for positive behaviour.
These may take the form of public praise, stickers, Merits and/or certificates. Their Stickers and Merits are recorded on class House charts. The child with the most Stickers and Merits will be presented with an Award during a full school assembly at the end of each term.
As part of typical development, children often display undesirable and challenging behaviour at times and this is dealt with on an individual basis. The following is a guide to how a toy throwing incident may be dealt with:
- The child is asked to stop the behaviour. (If they dont the request is repeated). Staff will explain why this action should not be allowed and what will happen if it is repeated.
- If they are endangering the other children they will be asked to hand over the toy.
Staff are often "very disappointed" if children don't follow rules and this disappointment is often enough for the behaviour to stop. If not, a short "Time out" is implemented to reinforce the "disappointment."
If a child displays a particularly anti-social behaviour such as smacking, biting, etc. the child will be withdrawn from the group and taken to an area of the classroom where they have time to reflect on their behaviour. After an appropriate amount of time (dependent on age) a member of staff will talk to the child and explain why they were withdrawn from the situation and help them to understand what they did was wrong. The child will then be asked to apologise to anybody else hurt in the incident.
Behaviour in each session is treated within that session. We understand the importance of having realistic expectations of the children based on their developmental level. Young children need to be supported with their behaviour immediately rather than during the course of a day. Individual target cards are sometimes created with the children to encourage and develop positive behaviours both in school and at home e.g. sharing, bedtime routines, toileting, teeth cleaning etc. These are communicated using our 'WOW' notes which are sent home to enable us to work in partnership with parents.
Corporal or physical punishments, or the threat of them, are not to be used. With regard to the Statutory Framework for the EYFS 2014 Managing Behaviour will only be used to manage a childs behaviour if it is necessary to prevent personal injury to the child, other children or an adult, to prevent serious damage to property or in what would be reasonably regarded as exceptional circumstances. For more information regarding physical intervention/contact please refer to the Safeguarding & Child Protection Policy.