You are here: Information for Parents > Promoting Positive Behaviour
PROMOTING POSITIVE BEHAVIOUR
Policy Aims
The aims of the policy are as follows:
1. Highlight staff and parents in supporting all children to reach their potential.
2. To promote good working partnerships and consistent approach to supporting children.
3. To outline the positive behaviour strategies used in the nursery.
4. To outline the staged intervention approach being used to support children’s social,
emotional and behavioural needs.
Rationale
The purpose of this policy is to ensure every child meets their potential within the Nursery. It is intended to support staff by outlining agreed strategies to be used and to promote effective collaboration with parents. Processes for identifying/supporting additional support needs are outlined in accordance with Glasgow’s Every Child Is Included Draft (Glasgow City Council, 2010).
Promoting Positive Behaviour
High importance is given to ensure a positive ethos in the nursery. Priority will be given to:
- Listening
- Building an ethos of respect
- Setting clear expectations
- Modelling positive behaviour
- Teaching positive behaviour
- Praise and encouragement
The health and wellbeing of children is of paramount importance, and staff are responsible for promoting to all children positive behaviour and relationships with their peers.
A number of approaches will be used to support the development of children’s awareness of their emotions and social skills as part of curriculum, for example, through the provision of circle time, stories, role play etc.
Supporting Positive Behaviour
When more challenging behaviour arises staff use the following strategies to support a child:
- A child may be redirected to another activity
- Staff will discuss children’s behaviour with the.
- Children will be praised for their efforts and improvement
- When appropriate staff may use visual prompts e.g. smiley faces
- Staff may teach children new skills e.g. turn talking
- Restorative practices will be used. This means that children will be encouraged to make amends for any upset or disruption. For example, if a child has knocked over a tower they could help to rebuild it.
- Time out will be used only when necessary. This will be appropriate to the age of the child e.g. four minutes for a child of four. At all times children will be supervised.
Parents will be kept informed if their child would benefit from any additional support and of any strategies being used. Staff listen to parents and information will be sought about strategies using at home to enable us to work together.
A Staged Approach to Intervention
Most children will be supported effectively by good management of the playroom and consistent use of the strategies outlined above. Staff regularly observe the day-to-day assessment of all children to meet their needs effectively. When any additional support is required a staged approach will be used as outlined.
A staged approach to meeting children’s needs
Stage One
The Key Worker is responsible to monitor the progress of the children. If any concerns arise, the Key Worker will report these to the Management Team. The Key Worker will regularly observe the playroom and strategies will be devised to support the child based on these observations. To maintain a consistent approach, all staff will be made aware of the strategies being used. Progress will be made and continually monitored. The Key Worker will discuss any support being used with the parent. A planning and recording framework will be opened.
|
|
Stage Two
If staff continue to have concerns they may undertake more detailed observations. Strategies to support the child will be devised with the Management Team. Staff may ask for advice from other professionals e.g. the Educational Psychologist. Parents will be continually informed of strategies being used and progress. The planning and reporting framework will be updated.
|
Stage Three
If staff feel more support is required e.g. advice, then with parental permission, a referral will be made to a particular agency e.g. Educational Psychologist. Further assessment of the child’s needs will be undertaken collaboratively with staff and parents. Advice will be given on strategies and supports which will be put in place and evaluated. At this point an additional support needs plan will be written together. Parents will be encouraged to contribute. This plan will be evaluated every six months.
|
|
Working Together
Staff are keen to work in partnership with parents. If parents have any concerns they are encouraged to let staff know enabling staff and parent to work together to support the child.
During transition between playrooms and primary school, any information about additional support needs will be passed on between Child Development Officers and relevant schools. To make transition run smoothly, joint planning will take place 6 months before they move. Parents are encouraged to contact staff if they have any concerns.