Lea Nursery School

BEHAVIOUR MANAGEMENT POLICY

INTRODUCTION

Lea Nursery School’s Policy on behaviour management is informed by the Social and Emotional Aspects of Learning (SEAL) and the Family Links Programme. The majority of staff have received training in both aspects.

The School seeks to promote behaviour based on mutual respect between all members of the School community. Staff encourage the highest standards in collective and self discipline.

The ethos of the School and the planning of the broad curriculum, promote the attitudes and values necessary for individual children to contribute positively to their own personal development and to that of the School. These attitudes and values are further encouraged through a system of rewards and sanctions. It is noted that a lack or poor discipline can be the result of problems within the family unit or the lack of social skills.

There is a great deal of support given to children with emotional and/or behavioural difficulties - some of whom may or may not be statemented. Teaching and support staff offer individual support to children who experience emotional/behavioural difficulties.

Emotional and behavioural difficulties take many forms, i.e.

  • a child may become withdrawn;
  • unable to make friends;
  • a child may be unable to concentrate;
  • a child may become disruptive and/or aggressive.

In such cases the causes of the emotional/behavioural difficulties should be determined (see later section on 'Health' related causes) and strategies may well be needed to build or rebuild the teacher/child relationship. The child will be encouraged to talk about their feelings. In certain cases tangible rewards may be offered in return for improved behaviour and effort. The use of Positive Behaviour Management often leads to successful improvements.

Close liaison with all concerned individuals and agencies, e.g. parents, teachers, Education Welfare Officer, Education Psychology Service, Social Services, etc. is essential for effective modification of the child’s behaviour.

We believe that in dealing with children:

  • Do’s work better than don’ts ( e.g. walk instead of don’t run)
  • Praise works like magic in reinforcing positive behaviour.
  • Empathy helps people to feel understood.
  • We will enable the children to be clear about the positive and negative choice of behaviour and the positive and negative consequences that follow.

GENERAL MANAGEMENT

  • all children have a right to work in a calm, supportive and purposeful atmosphere;
  • details of children with special educational needs are available for all temporary and permanent teaching staff to quickly identify and resolve problem areas;
  • staff share problems that they have with specific children, information about the children and strategies for dealing with the specific problem/individual on a regular basis.

HEALTH RELATED CAUSES OF EMOTIONAL/BEHAVIOURAL DIFFICULTIES Many instances of emotional/behavioural difficulties are caused by undiagnosed medical/psychological problems such as hearing loss, visual impairment or depression. A known medical condition, such as epilepsy or asthma, even when effectively managed by medication can cause emotional/behavioural difficulties. The treatment itself can sometimes cause side effects that may lead to emotional/behavioural difficulties.

The School recognises the importance of INSET on emotional/behavioural management. Further INSET will be provided if required.

STAFF

All staff have responsibility for pastoral care. This includes:

  • giving rewards and sanctions;
  • watching out for children who are behaving out of character;
  • looking for signs of distress and upset;
  • through talking and listening to children, suspected occurrences of non-accidental injury or child abuse can be picked up and reported to the Headteacher for further investigation.

REWARDS

Rewards are a very powerful tool for staff to use. The general practice of classroom management involves many rewards being given to children on a daily basis. These include:

  • verbal praise and stickers.

SANCTIONS

Under normal circumstances a clear distinction is made between minor and more serious offences, e.g. problems in the classroom should initially be dealt with by the staff. The staff use sanctions which are appropriate to the particular offences in a flexible manner, i.e. by considering individual circumstances. Only in severe cases or those exhibiting no signs of improvement should the Headteacher become involved.

ACTION TO BE TAKEN

In many cases of inappropriate behaviour there are offenders and victims. In such a case we talk to the suspected victim, the suspected offender and any witnesses (if appropriate). If any unacceptable behaviour is confirmed, the following action will be taken:

Help, support and counselling will be given as is appropriate to both the victims and the offenders.

We support the victims in the following ways:

  • by offering them an immediate opportunity to talk about the experience with a member of staff or their keyworker if they choose;
  • by discussing appropriate and inapt behaviour in circle time;
  • informing the victim's parents/carers but at the same time respecting that the offender’s name is kept confidential;
  • by offering continuing support when they feel they need it;
  • by taking one or more of the three disciplinary steps described below to prevent more bad behaviour by the offenders.

We also discipline, yet try to help the offenders by talking about what happened to discover why they offended. Sometimes this can be best conducted in private or public (within the class) or possibly with the victim present - great care, experience and knowledge of the individuals is necessary for an appropriate choice to be made to avoid damage to relationships and children’s self-esteem.

The most powerful sanction is the disapproval of individuals who an offender respects, e.g. his/her peers, a parent or a particular teacher. Teachers should also have opportunities to learn from what has happened. The school makes every effort to create a climate in which any sanctions will:

  • have the greatest effect;
  • preclude any reoffence.

We also continue to work with the offenders in order to get rid of unsociable attitudes as far as possible - this may involve the assistance of outside agencies.

Staff may also take one or more of the disciplinary steps described below to prevent more bad behaviour.

STEPS

The offenders may:

  1. be warned to stop offending;
  2. be given time out to calm down ( see appendix)

3.have their parents/guardians informed (parents may be called in to the School);

4.be withdrawn from participating in a particular activity.

N.B. In the cases of racist or sexist behaviour see the relevant policies.

Monitoring Behaviour

The Nursery keeps a diary where instances of inappropriate behaviour are logged, if

these are repeated by the child. The purpose of keeping a log is to monitor the

impact of positive behaviour strategies and to involve other agencies if further

support is needed.

OUTSIDE AGENCIES.

All schools have a wealth of experience amongst the staff and by applying this valuable resource appropriately most problems can be resolved without recourse to specialist help. However on certain occasions help may need to be sought from outside agencies.

Restrictive Physical Intervention

At Lea Nursery School we believe that children need to be safe, know how to behave, and know that the adults around them are able to manage them safely and confidently. For a very small minority of children only will the use of physical intervention be needed, and, on occasions, acceptable forms of intervention are used.

The majority of children behave well and conform to the expectations of our setting. We have responsibility to operate an effective behaviour policy that encompasses preventative strategies for tackling inappropriate behaviour in relation to the whole group of children, and to individuals.

All the staff need is to feel able to manage appropriate behaviour, and to have an understanding of what challenging behaviours might be communicating. They need to know what the options open to them are, and they need to be free of undue worries about the risks of legal action against them if they use appropriate physical intervention. Parents need to know that their children are safe with us, and they need to be properly informed if their child is the subject of a Restrictive Physical Intervention, including the nature of the intervention, and the rationale for its use.

Definition of "Restrictive Physical Intervention"

The law allows for members of staff authorised by the Headteacher to use Restrictive Physical Intervention to prevent a child from doing or continuing to do any of the following:-

  • Injuring themselves or others
  • Causing damage to property
  • Engaging in any behaviour which is prejudicial to maintain the good order and discipline at the setting.

"Restrictive Physical Intervention" is the term used by the DCFS to include interventions where bodily contact using force is used. It refers to any instance in which a member of staff authorised by the Headteacher has to, in specific circumstances, use "reasonable force" to control or restrain a child.

There is no legal definition of "reasonable force". However, there are two relevant considerations:

  • the use of force can be regarded as reasonable only if the circumstances of an incident warrant it;
  • the degree of force must be in proportion to the circumstances of the incident and the seriousness of the behaviour or consequences it is intended to prevent.

The definition of physical force also includes the use of mechanical devices (e.g. splints on the child prescribed by medical colleagues to prevent self-injury), forcible seclusion or use of locked doors. It is important for staff to note that, although no physical contact may be made in the latter situations, this is still regarded as a Restrictive Physical Intervention.

When the use of Restrictive Physical Interventions may be appropriate at Lea Nursery School

Restrictive Physical Interventions will be used when all other strategies have failed, and therefore only as a last resort. However there are other situations when physical handling may be necessary, for example in a situation of clear danger or extreme urgency. Certain children may become distressed, agitated, and out of control, and need calming with a brief Restrictive Physical Intervention that is un-resisted after a few seconds.

The safety and well-being of all staff and children are important considerations. Under certain conditions this duty must be an over-riding factor.

Who may use Restrictive Physical Intervention at Lea Nursery School

All teaching staff are trained to have control of children, and must be aware of this Policy and its implications.

We take the view that staff should not be expected to put themselves in danger, and that removing children and themselves is the right thing to do. We value staff efforts to rectify what can be very difficult situations and in which they exercise their duty of care for the children.

Names of Authorised staff

Kusum Trikha-Head Teacher

Planning for the use of Restrictive Physical Interventions at Lea Nursery School

Staff will use the minimum force needed to restore safety and appropriate behaviour.

The principles relating to the intervention are as follows:-

  • Restrictive Physical Intervention is an act of care and control, not punishment. It is never used to force compliance with staff instructions.
  • Staff will only use it when there are good grounds for believing that immediate action is necessary and in the child's and/or other children's best interests.
  • Staff will take steps in advance to avoid the need for Restrictive Physical Intervention through dialogue and diversion, and the child will be warned, at their level of understanding, that Restrictive Physical Intervention will be used unless they cease the unacceptable behaviour.
  • Only the minimum force necessary will be used to prevent severe distress, injury or damage.
  • Staff will be able to show that the intervention used was in keeping with the incident.
  • Every effort will be made to secure the presence of other staff, and these staff may act as assistants and/or witnesses.
  • As soon as it is safe, the Restrictive Physical Intervention will be relaxed to allow the child to regain self-control.
  • A distinction will be maintained between the use of a one-off intervention which is appropriate to a particular circumstance, and the using of it repeatedly as a regular feature of the setting.
  • Escalation will be avoided at all costs, especially if it would make the overall situation more destructive and unmanageable.
  • The age, understanding, and competence of the individual child will always be taken into account.
  • In developing Individual Education/Behaviour Plans, consideration will be given to approaches appropriate to each child's circumstance.
  • Procedures are in place, through the pastoral system of the setting, for supporting and debriefing pupils and staff after every incident of Restrictive Physical Intervention, as it is essential to safeguard the emotional well-being of all involved at these times.

Acceptable Forms of Intervention at Lea Nursery School

  • There are occasions when staff will have cause to have physical contact with children for a variety of reasons, for example:
  • To comfort a child in distress (so long as this is appropriate to their age);
  • To gently direct a child;
  • In an emergency to avert danger to the child or children;
  • In rare circumstances, when Restrictive Physical Intervention is warranted.
  • In all situations where physical contact between staff and children takes place, staff must consider the following:
  • The child's age and level of understanding;
  • The child's individual characteristics and history;
  • The location where the contact takes place (it should not take place in private without others present).

Physical contact is never made as a punishment, or to inflict pain. All forms of corporal punishment are prohibited. Physical contact will not be made with the participants neck, breasts, abdomen, genital area, other sensitive body parts, or to put pressure on joints. It will not become a habit between a member of staff and a particular child. Should a child appear to enjoy physical contact this must not be sought via Restrictive Physical Intervention.

Developing a Positive Handling Plan at Lea Nursery School

If a child is identified for whom it is felt that Restrictive Physical Intervention is likely, then a Positive Handling Plan will be completed. This plan will help the child and staff to avoid difficult situations through understanding the factors that influence the behaviour and identifying the early warning signs that indicate foreseeable behaviours that may be developing. The plan will include:-

  • Involving parents/carers and child to ensure they are clear about what specific action the school may take, when and why
  • A risk assessment to ensure staff and others act reasonably, consider the risks, and learn from what happens
  • A record needs to be kept of risk reduction options that have been examined and discounted, as well as those used
  • Managing the child, strategies to de-escalate a conflict, and stating at which point a Restrictive Physical Intervention is to be used
  • Identifying key staff who know exactly what is expected. It is best that these staff are well known to the child
  • Ensuring a system to summon additional support
  • Identifying training needs

A setting may also need to take medical advice about the safest way to hold a child with specific medical needs.

Guidance and Training for Staff

Guidance and training is essential in this area. We need to adopt the best possible practice. At Lea Nursery School this is arranged at a number of levels including:-

Awareness for governors, staff and parents

Behaviour management for all staff

Managing conflict in challenging situations - all staff

Specific training on Restrictive Physical Intervention techniques - all staff

At Lea Nursery School, Team Teach is the preferred approach to using positive handling strategies. Team Teach remains committed to the term "Positive Handling" to describe a broad spectrum of risk reduction strategies. Positive handling is a holistic approach involving policy, guidance, management of the environment and the deployment of staff. It also involves personal behaviour, diversion, definition and de-escalation. Physical restraint is only a small part of the framework.

All teaching staff have received training on the Team Teach approach.