We acknowledge that children’s exhibited behaviour is an expression of their feelings and is often shaped by previous and/or current experiences and learning. As adults we appreciate that such interactions may offer an opportunity to see into their world, and give us deeper insights to their inner selves. By using this information we are then able to respond appropriately on an individual basis promoting positive interactions, enabling children to succeed, and feel good about themselves.
Through our interactions with children we aim:-
To enable children to feel good about themselves
To promote high self esteem and confidence
To enable children to experience positive interactions
- To ensure children feel safe, secure and happy
- To empower children to have control over their own behaviour
- To empower children to become assertive in order to protect themselves appropriately from other peoples behaviour
- To encourage care of self, other people, environment and property To foster respect for self, other people, environment and property.
- To enable children to learn that different behaviours are acceptable in different situations
Adults will have high expectations of children’s behaviour and maintain a calm and consistent approach at all times, using voice, gesture and body language to communicate.
- By making the school a secure and nurturing community and environment, where each and every child and adult develops a sense of belonging.
- By adults respectfully showing consistent care of self, other people, environment and property
- By adults giving explicit and relevant praise to all children in appropriate situations and enabling them to feel valued
- By making it explicit that children have the right to be safe and be assertive with others to ensure their well being, and be confident to seek adult support
- By supporting children to articulate and express their emotions appropriately.
- By offering a curriculum that empowers children to be independent and make appropriate choices about their learning
- By enabling children to experience positive interactions
- By adults modelling and enabling children to acquire and use skills of negotiation
- By adults providing good role models
- By encouraging children to act independently in difficult / different situations
- By providing consistent and agreed boundaries for expected and acceptable behaviour
- By working closely in partnership with parents/ carers, sharing significant daily events, and involving them in planning for and promoting positive behaviour
- By “wherever possible staff using positive, preventative, calming, defusing, and problem solving skills, and on many occasions this will be successful. However where physical skills are needed, then the use of safe touch, holding and restraint skills have been developed. These are designed to keep both children and staff as safe as possible and are based on “making movement safe” rather than “overpowering” – From “Keeping Safe Training March 2007”
- By adults drawing on their professional skills and judgement to employ a range of appropriate strategies which may include:- highlighting specific behaviour; making consequences explicit; modelling strategies; pre-emptive action; distraction; reward positive behaviour; use peer support; give verbal warning; give choices; remove from situation; use safe touch, holding and restraint; give thinking time; record behaviour; liaise with parents/ carers; planned programme of response; Individual Education Plans
Children want adults to:-
Treat them as a person
Help them learn and feel confident
Make the day a pleasant one
Be just and fair
Have a sense of humour
By experiencing a range of supportive interventions, children are able to decentre and take account of how other people feel. These experiences will enable children to begin to make informed choices and develop self control, learning that can be transferred to a variety of situations and settings. It is important that all members of our community experience justice and fairness in all their dealings within our setting.