Behaviour Management Policy 

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We aim to present all children with a code of behaviour. We promote the development of a sense of right and wrong by teaching your child the appropriate way to act and discouraging unacceptable behaviour.

Sometimes it is necessary to help children understand their own boundaries in certain situations, explaining why we do not accept certain behaviours.

We believe that all children have a right to feel valued, respected, and safe. For this to happen in practice, we have a responsibility to behave in ways that enable all of us to feel free to explore and learn without fear of being hindered or hurt. This policy provides guidelines on how to support this vision; it recognises that learning self-regulation and socially appropriate behaviour is always a developmental process and that modelling positive behaviour, managing challenging behaviour appropriately and competently, we can provide for the needs of the individual as well as ensuring the safety and wellbeing of everyone at Montessori Kindergarten Ilfracombe.

There are 5 characteristics that we are aiming to develop which underpin good behaviour.

1. Confidence

2. Communication

3. Co-operation

4. Curiosity

5. concentration

Promoting Positive behaviour

For children to follow and co-operate with routines and “expected behaviour” we need to promote positive behaviour by:

• Being a good role model

• Being consistent

• Positive reinforcement

• Giving children a chance to change their behaviour

• Using positive body language- do not stand over children, come down to their level etc.

Young children usually misbehave because they have not yet learnt how to react to feelings and needs in acceptable ways. The most common needs and feelings that can trigger unacceptable behaviour are- attention, boredom, anxiety, fear, anger, curiosity, independence and anticipation.

• Respect and recognition- to value and celebrate our own and other contributions and uniqueness, and to show consideration for our own feelings and the feelings of others.

• Freedom and responsibility- to enable children and adults to explore and express themselves freely in an environment which supports decision making and opportunities to consider the consequences of our words and actions

• Inclusion- to provide access to learning for all, considering everyone’s needs, background and ability, working together to share the same vision and work together the same goal.

• Honesty- to empower everyone to communicate openly and honestly in their interactions with each other.

• Safety and trust- to help everyone to feel able to express their concerns and fears in an appropriate way and to thrive physically and emotionally in their learning.

At no time during disciplining your child would staff use physical punishment, e.g. smacking, shaking or slapping and it is our belief that using negative words like “no” and “naughty” are unhelpful and leave no room for movement.  If a child presents us at any time with unacceptable behaviour, staff will approach the situation in the following way:

• Intervene at the time of conflict to establish the cause of upset.

• Talk to the children involved to gauge their feelings and reactions to the situation.

• Ask each child how they feel and how the other must be feeling so that both may realise that it is not just one person involved.

• In younger children who are not yet able to reason diversionary tactics, distraction would be used at this time.

• Where possible staff will anticipate and defuse difficult situations before disagreements arise that the child might find hard to handle.

 

 

Achieving positive behaviour

Our setting believes that children flourish best when their personal, social, and emotional needs are met and where there are clear and developmentally appropriate expectations for 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. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social, and emotional development.

If all the above have been tried consistently and there is still a need for modification of behaviour, the following methods will apply:

• Whilst reassuring the child that it is the behaviour, which is unacceptable and not the child, firm guidance will be given should the unacceptable behaviours arise again.

• At all times praise is freely given to the child at the slightest sign of positive change in behaviour.

• During this period the Manager will talk with the parent/career to inform them of the situation and to ask if they are experiencing similar difficulties.

• Advice will be given if it is needed regarding help from outside agencies. e.g. SENDco, Health Visitor or GP.

• A record will be kept of incidents which occur, and daily written observations made to learn what the trigger cause was.