Background and Context

Behaviour in our early years setting is seen as part of a child’s wider development. Children go through rapid changes within the early years both physically and in terms of their cognition, emotion and social interactions. Our behaviour policy is part of our wider ethos of learning and teaching and is rooted in our understanding of child development.

Principles

At Mill Hill we want to promote positive, productive behaviour. This depends on children building skills in self-knowledge, self -worth and self –control. The children at Mill Hill will be supported to understand themselves and their behaviour and the effect this has on themselves and others.  Staff will work alongside children showing consistency and providing appropriate support. We need to work in close partnership with parents to help the children become self-controlled and motivated, able to fulfil their own needs and contribute to their community. Mill Hill sees any form of corporal punishment as totally unacceptable at any time. Our staff use a calm and measured tone and raise their voices only to gain a child’s attention urgently. Physical intervention is only ever used to prevent a child from harming themselves or others of from damaging property. A record is kept of this type of intervention and the parent/carer informed.

Aims

At Mill Hill we aim to achieve an environment in which…

  • Everyone is treated as an individual 
  • Everyone is treated with respect
  • Staff observe each child individually and continuously assess their well-being
  • Staff understand the context in which each child is growing up
  • Staff and parents work in partnership to cater for children’s needs
  • Everyone works closely as a team to communicate about children’s individual needs
  • Everyone speaks kindly to one another
  • Staff pay particular attention to sensitive transition periods for children
  • Children are offered real choices and are consulted about their environment and learning journey
  • Staff acknowledge children’s difficult feelings and work with them to understand and regulate those feelings
  • Staff encourage children to talk about types of behaviour they do not like and to communicate how they want to be treated

Practice and Expectations

To support children gaining control of their own behaviour we will:

  • Always take into account the child’s age and stage of development
  • Provide a safe environment that is appropriate for children’s emotional and physical needs 
  • Set consistent boundaries which make sense to the children
  • Use intervention strategies that match the child’s level of development and understanding
  • Staff acknowledge children’s endeavours to behave in a positive way
  • Help children to understand that people may have different views and that everyone has the right to make their own decisions
  • Support each child in understanding their behaviour , why is happens, the effect it has and how to take control and to put things right when they have gone wrong
  • Work positively and constructively with parents and carers to provide the child with a sense of security and trust through honesty, consistency and fairness in dealing with any conflict

When children are finding it particularly difficult to interact with their peers and adults within the setting we will:

 

  • Acknowledge that some children may need specialist support with behaviour due to disability or learning difficulty
  • Consult with the Special Educational Needs Co-ordinator for advice on monitoring and understanding the behaviour
  • Talk with the child’s parents and ask them to support any interventions
  • Observe the child to discover the reasons for their behaviour and identify potential trigger
  • Talk to the child about why the behaviour is not acceptable and what the consequences are for themselves and others
  • Draw up an action plan, communicate it with parents and staff and monitor its effectiveness
  • Provide additional resources for the child if needed 
  • With parents’ consent seek the help of other colleagues from other agencies

Summary

 

This policy aims to keep children safe and ensure equality of opportunity. All cases will be considered on their own merit against the policy.

The Headteacher is responsible for behaviour management and ensuring the policy is implemented fairly across the school. If parents have any concerns they should initially contact the Headteacher. If the concern remains they should contact the school governors, if these discussions cannot resolve the problem a formal complaints procedure can be implemented. Parents have the right to inform Ofsted.