Triangle Nursery School Behaviour Policy This policy applies to all staff, visitors, parents/carers and children who enter our school and children’s centre.
Our Aims: At Triangle Nursery School we are committed to supporting children’s learning through promoting positive behaviour, and creating a safe and happy environment where they feel confident and comfortable to play and learn. We aim to help all children develop in their personal, social and emotional development to include the following: • • • •
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All children and adults show respect and consideration for themselves, others and for our environment. We learn to take responsibility for our own actions. Staff will take immediate action to deal with and record any issues that may arise. To ensure that there is a shared understanding by all staff, parents and visitors of the behaviour strategies to be used, to enable children to behave within the boundaries that are set. These strategies are continuously reviewed to ensure they remain effective.
Our Philosophy We recognise that all children experience a range of feelings day to day, as well as during difficult times in their lives, which may cause them to be e.g. cheerful, friendly, angry, excited or aggressive. We believe that all children can learn to behave appropriately when given support through: • • • •
Time, understanding, acceptance, respect and encouragement Positive role models to set appropriate examples Freedom to experiment and make mistakes within clearly understood expectations and boundaries Opportunities to begin to understand the consequences of their own actions.
What is appropriate and positive behaviour? Appropriate behaviour ensures the safety of each child and adult, and that the environment is treated with care and respect. This may include: • • • • •
Thoughtful acts – e.g. helping peers/staff Caring – e.g. comforting peers when they are upset/injured Sharing – e.g. taking turns appropriately, offering a toy to a peer Including – e.g. inviting less-confident peers to join in Tidying up resources carefully 1
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Taking responsibility for own actions – e.g. picking up toys they knocked over, saying sorry if they have upset another child/adult Listening to others
What is unacceptable behaviour? There are some kinds of behaviour that we cannot tolerate. These are behaviours which may compromise the safety, confidence and comfort of individual children or adults, or that may result in resources and the environment being damaged or destroyed. This may include: • • • • •
Physical or verbal abuse to children, staff, visitors or parents/carers – e.g. swearing, name calling, hitting, biting Racial abuse, sexual harassment, physical intimidation or bullying – e.g. name calling, one child using their strength to overpower another Disruption of other children’s play or purposeful activity – e.g. by taking away equipment Unkindness to visiting pets An uncaring attitude to the nursery environment and resources
How do we deal with unacceptable behaviour? • •
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All staff share equal responsibility in dealing with inappropriate or unacceptable behaviour. We set a positive example with our own behaviour. We have a shared understanding of appropriate behaviour and are familiar with the written guidance which sets out good practice strategies we need to employ when dealing with any unacceptable behaviour in the setting (please see Positive Handling policy, and Minimum Use of Force Guidelines appendix 1 and 2). We respond to unacceptable behaviour in a positive, firm and calm manner, at a level appropriate to the child’s maturity and level of understanding – e.g. discussing with the child why the behaviour is unacceptable, and to rectify the situation or think about how their actions have affected others, and consider how to behave more appropriately in the future. Children may be given ‘time-out’ to allow them time to reflect. This should be only for a short period of time; usually the total number of minutes will be commensurate with the age of the child. In extreme circumstances, during instances where a child’s behaviour may result in physical harm being caused to another person or themselves, it may be necessary for a member of staff to physically intervene or restrain a child. This is done in accordance with our Positive Handling Policy. Any incidents involving restraint or positive handling are recorded and parents are informed at the end of the session. We will inform parents/carers of any incidents of unacceptable behaviour, and support them to reinforce positive behaviour in their children. We will use ABC charts (please see appendix 4) to understand and pre-empt any difficulties in behaviour and to work in partnership with parents to support the child. The SENCO may offer support where specific strategies are needed to support a child’s behaviour. In extreme cases, the Deputy Head or Head teacher maybe asked for support to deal with a situation We have a contract of employment which includes acceptance of all the school policy documents. 2
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Any infringement of this would have to be dealt with by the head teacher and any complaints by parents/carers would need to be logged as part of the complaints policy and the procedures for dealing with this would have to be followed.
How is the policy supported by the curriculum? We aim to help all children to have a responsible, mature and considerate attitude to others and the environment and to treat each other accordingly. To support this end, careful consideration will be give to the planned curriculum both inside and outside. The curriculum for the Early Years Foundation Stage of learning which forms the basis for our planning highlights the importance of providing opportunities and experiences to talk, to share, to turn take, to discuss our feelings and support each other in a caring and considerate manner. Opportunities will also be set aside for discussion, both at individual and at group level to discuss issues as and when they arise.
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APPENDIX 1 Triangle Nursery School
Positive Handling Policy Aims • The aim of this policy is to inform staff, children, parents/carers and outside agencies the rationale and use of physical interventions in managing challenging behaviours warranting their use. • To establish consistent procedures and a solid framework for the safe restraint of children in the setting, to maintain good order in the school. Legal Position • All staff are required to maintain good order among children and to safeguard their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. • “All school staff members have a legal power to use reasonable force to prevent pupils committing a criminal offence, injuring themselves or others or damaging property, and to maintain good order and discipline” (Use of force guidance, DCSF 2010) • This policy on physical intervention and the procedures therein is one part of our whole school arrangements to safeguard and promote the welfare of children in line with our statutory duties set out at s175 of the Education Act 2002. When physical intervention may be appropriate We recognise that force to restrain or control children must be used as a last resort and only for the minimum amount of time necessary to resolve or contain a given situation, using the minimum amount of force and giving due consideration to the safety and welfare of all children, and staff members as appropriate at all times. To minimise the use of force, other strategies and techniques must be used before the application of force to control or restrain as endorsed in this policy. All staff must use consistent positive strategies to encourage acceptable behaviour by: •
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Creating a calm, orderly and supportive school climate that minimises the risk and threat of violence or any kind and developing positive relationships between children and staff. Using Social and Emotional aspects of learning approaches to teach children how to manage and resolve conflict and strong feelings. Ensuring appropriate training that helps staff to acquire the skills of positive behaviour management and managing conflict, as well as supporting after each incident. Recognising that situations which trigger challenging behaviours are often foreseeable (Identifying patterns/triggers from ABC charts).
Physical intervention must never be used as a form of physical chastisement or punishment. That being said, physical intervention is rarely used in the setting. Most incidents of challenging behaviour can be managed by talking to the children and following the strategies in our Behaviour policy. However on rare occasions it may be necessary for intervention for the following reasons: 4
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When there is immediate danger of personal injury to the child When there is immediate danger of injury to another person To avoid damage to property When a child is behaving in a way to cause serious disruption to other children
What do we mean by physical intervention? Physical intervention by staff can take several forms. It could include: • Physical interposing self between children • Blocking a child’s path • Holding, using appropriate hold as shown in positive handling INSET • Leading a child by the hand (not the wrist) • Guiding a child gently with hand in the small of the back • Removing shoes if a child has kicked or attempted to kick a person or property • Holding a child around the shoulders while sitting adjacent to them • Moving a child to another room or restricted place (this will depend on the severity of the situation) • Stopping rough play How do we involve parents? • We encourage parents/carers to support the school in promoting good behaviour in their children so as to minimise the use of force in our school. • We will encourage parents/carers to comment on and contribute to the reviewing of this policy. • However, parental consent is not required for an authorised member of staff to use force to control or restrain any child, in accordance with this policy. • All parents/carers will be informed on the day if their child is involved in an incident. Say “I need to talk to you about your child’s behaviour today”. How is physical intervention recorded? • All incidents of physical intervention are recorded on the Physical Intervention Form attached (please see appendix 3). • The report form must be filled in on the day the incident occurred • All parents/carers will be informed on the day if their child is involved in an incident. They may be given a copy of the form if requested, and time to talk to the member of staff involved. • A copy of the form will be kept in a folder in the Incident folder in Head Teacher’s office Complaints • Any complaints from a parent/carer will be dealt with in accordance with our Complaints Policy. Training • All staff have received training in ‘The Use of Force’ April 2012, by the Lambeth Safeguarding and Inclusion team. • At least two members of staff to attend specialist training on positive handling as appropriate to the needs of the children. Monitoring of the policy Will take place through: • Planned observations by Head teacher/SENCO/Deputy Head. 5
• Monitoring the amount and frequency and the appropriateness of incidents by key persons, Head teacher and Governors on a termly basis, or as appropriate. • Self-evaluation by staff involved in incidents. Evaluation of the policies Will take place through: • Self-evaluation by staff • At staff meeting every year, to review/discuss recorded incidents and to review this policy. Policies adopted by governors on: _________________________ Policies last reviewed: May 2012 Policies due for review on: May 2013
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APPENDIX 2 Minimum Use of Force with Children: Guidelines 1. Always focus on reinforcing positive behaviour, especially: • Role model appropriate interactions and behaviour • Give all children positive attention, recognising and praising appropriate behaviour • Use short, clear phrases to talk to the child in a calm, firm voice 2. Watch for potential conflict with other children, e.g.: • Walking towards a child playing with new trains on the carpet • A child holding an object they have just made • Limited or timed resources outside or inside that children have to take turns with 3. Prepare children for having a positive interaction, e.g.: • “Justin’s playing with the new trains….is there room for us? Justin, can we have one?” • “Shall we make one....what do we need?” • “This is where we wait for a turn, what shall we do while we’re waiting?” 4. Distract child away from potential or actual conflict • By offering a favourite or alternative toy or activity • By reminding children to use their words • By moving other children or objects out of reach 5. How to move a child from area if not possible to move other children /objects • Always explain what you are going to do • Stand behind or beside child • Hold child’s shoulders/torso/back, not their arms, hands or wrists • Move child by pushing gently, not pulling 6. Ensure children are safe and are able to calm down • Bring a chair to where the child is for ‘time out’ • Describe what is happening in a ‘matter of fact’ tone of voice 7. Ask other adults working nearby to support e.g.: • Manage area while you are dealing with incident • Move toys etc. out of reach • Bring sand timer • Move other children away – avoid having an audience (of children or adults) 8. When child is calm and if they are able to reflect: • Take them to make amends for aggressive behaviour towards others • Clear up things they have thrown or spilled • If child repeats the behaviour ‘time out’ must be repeated 9. Report and Record events on the day the incident occurred • Discuss with KW, Class teacher, SENCO, SMT other TAs supporting child • on Physical Intervention Report form – Appendix 3 • Notify parent/carer by the end of the day 7
APPENDIX 3 Triangle Nursery School
Physical Intervention: REPORT FORM Child’s name: _______________________ Date: ___________________ Staff involved: _____________________________________________ Duration: (approximately) _____________________________________
Where did the incident occur?
Briefly described what happened
Who witnessed the incident? (names of staff)
Reason for intervention 1. Immediate danger of personal injury to pupil ( ) 2. Immediate danger of injury to another person ( ) 3. To avoid damage to property ( ) 4. Disruption to other pupils ( ) What was the immediate response from the adult/s involved?
What happened next?
Was any injury sustained? Yes/No (please delete)
If yes, please indicate to whom and/or what
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What steps have been taken as a result of the incident? Short term
Long term
Any other relevant information
Parent/carer must be notified by the end of the day (*by phone/when collecting child) *please delete Parent/carer’s signature: _____________________________________ Member of staff notifying parent: ________________ Date ___________ Name of person reporting _____________________________________ Position ________________________ Signature __________________ Name and position of person checking (HT/DH/AH) _________________________________________________________ Signed ___________________________ Date ____________________
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Date What did the child actually do?
When did it happen? Where? Who else was involved?
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Behaviour
A.B.C. Chart
Triangle Nursery School
Antecedents
APPENDIX 4
What happened afterwards? What did you do?
Consequences
