At the Ark nursery school all staff work together as a team to create a happy relaxed atmosphere.
Corporal punishment is not permitted to be used at anytime at the nursery school.
It is central to the ethos of the nursery school that all staff should be very positive at all times towards the children and each other. Any issues arising with the children, staff or parents should be discussed in private with the manager and negative comments about the staff, parents or children are not acceptable in any other forum.
The guidelines for promoting good behaviour have been established to promote an environment where children, parents and staff respect and care for each other.
Guidelines for promoting good behaviour
- 1. Practitioners are positive role models towards the children, parents and each other.
- Staff talk and do not shout; they discuss rather than argue;
- Staff are smiling and welcoming and greet everyone alike;
- Staff enjoy being together;
- Touch is used in a positive way to reassure, comfort and praise;
- Staff encourage children to care for their environment by keeping it well maintained and presented;
- Children’s work is celebrated through well presented displays and scrap books.
2. Practitioners understand the needs of the children and plan a curriculum which encourages high levels of involvement, learning and positive behaviour.
- Personal, social and emotional development are a priority and are promoted across all areas of learning;
- Children’s self esteem is supported by enabling them to be successful in play experiences and activities;
- Lessons are carefully planned and planning is informed by observations and assessment activities;
- It is ensured that there are enough resources for the children to use and the learning area is set out in a way in which encourages good behaviour;
- Children are encouraged to take turns and share;
- Children are encouraged to resolve conflict through discussion and negotiation, and not just though adult intervention;
- Meaningful praise and encouragement is frequently used;
- Enough challenge is presented to keep the children motivated;
- Provision is made for child led as well as adult directed activity;
- Children are engaged and active outdoors as well as indoors;
- Time is allowed for children to be restive as well as active;
- Children have a healthy snack and access to drinking water throughout the morning;
- All behaviours are assessed in the context of the individual child’s stage of development;
- It is ensured that children’s well being is high. This also applies to parents and staff.
3. Consistent boundaries for children’s behaviour are set.
- It is ensured that staff, parents and children know the rules and routines within the nursery;
- Staff take a positive and consistent approach towards managing children’s behaviour;
- There are no unnecessary rules to confuse or frustrate the children;
- Children are encouraged to understand the reason for the rules and the effects of their behaviour on others;
- Resources are labelled and organised so that they are accessible to the children;
- Children are encouraged to care for their environment and have responsibility, for example by being involved in tidying up throughout the morning.
Examples of nursery rules:
- Walking feet inside, running feet outside;
- Only 4 children on the climbing frame;
- No smacking, hitting or kicking (practitioners should model positive, gentle and appropriate touching).
- 4. Practitioners work in partnership with parents.
- The behaviour policy and the expectations of the setting are made clear to the parents on admission;
- Parents are kept informed about how the setting works to support every child’s learning and personal, social and emotional development;
- Parents are given positive feedback on their child’s progress. Concerns are discussed with the manager before being fed back to parents;
- There is sensitivity in discussing concerns with parents, for example this is not done in front of other parents or children and only directly to the parents of the child involved;
- It is ensured that a key person is involved in meeting with parents at times which are convenient for parents.
5. All practitioners are aware of the code of practice and liase with the SENCO if concerns over behaviour persist. Stages outlined in the SEN policy then apply. This policy is reviewed annually.