Policy on Managing Behaviour

The Management and Staff of Poppins Afterschool Club believe that children should be encouraged to grow and develop to their full potential in a suitably planned environment, where they know what is expected of them, and where clear limits are set, appropriate to their age and stage of development and any special needs they may have.  An important part of our programme of care involves setting limits for children to ensure the safety and protection of all.  We use a positive interactive approach respecting each child’s integrity.  Learning to control and manage their own behaviour as well as self-regulation is an important part of children’s social and emotional development. We try to promote a positive, self discipline in all the children in our care.

 

Principles/Procedures

 

The following principles/procedures are observed in the provision and practice in our service:

 

• Rules that apply to children and adults in the group will be discussed and agreed. There are a separate set of child friendly policies on behaviour management is available to all children.

• Children’s efforts, achievements and feelings will always be acknowledged to promote the growth of self-esteem and self discipline.

• The service will strive to manage behaviour consistently in order that children have the security of knowing what to expect and can build up good patterns of self-discipline.

• Staff will always lead by example and model appropriate and acceptable behaviour.

• Being clear, fair and consistent is a vital part of our behaviour management approach.

• Every child will be respected and treated as an individual.

• Humiliation, sarcasm or disrespect will be avoided at all times.

• Children will be encouraged to respect each other and to develop self-control, self-discipline and tolerance.

• When dealing with “challenging behaviour” we make it clear that it is the behaviour, not the child that is unacceptable.

• Good behaviour will always be noted and praised, encouraging the growth of self-esteem and self-discipline.

• Staff will endeavour to remain calm and not raise their voices.  They must be good role models by following codes of behaviour and showing respect for each other and the children.

• It is recognised that the key to behaviour management is good observation skills in the adults.

• Ongoing discussion, training and practice will be availed of to train staff in the skills of behaviour management.

• Consistent rewarding of good behaviour rather than drawing attention to bad behaviour.

• Staff will remain aware and alert in the classroom and endeavour to diffuse situations before a problem arises.

 

 

How inappropriate behaviour is anticipated and then managed:

 

• Distraction can be used in some situations.

• One to one adult support will be offered to the child that has misbehaved to help the child to see what went wrong and offer possible solutions.

• Comfort and support will be offered where another child has been hurt in an incident

• Explanations for challenging unwanted behaviours and attitudes will be made clear immediately to the child/children.

• It will always be made clear to the child in question that it is the behaviour and not the child that is unacceptable.

• Staff will use simple language, speaking calmly and quietly to the children when dealing with these situations

• Staff will demonstrate respect and empathy by listening and being interested

•  By offering alternatives, positive behaviour is encouraged and helps to teach children about the value of compromise.

• Recurring problems will be dealt with in an inclusive manner following observations and involving the child’s parents, and other appropriate adults.

•  Books and activities will be available to help the children explore and name their feelings, where appropriate, in conjunction with an adult.

• A child-friendly behaviour policy is available for all children to read.

• Removing a child from a situation, area, or another child’s company can also diffuse a difficult situation.

• Respecting and listening to children means we can better understand and see the causes of certain behaviours – this also makes it easier to explain to a child why a type of behaviour is unacceptable.

• If a child has difficulty verbalising his needs, i.e. his speech is delayed and he’s not able to communicate well with his peers, he may hit out at other children in frustration.  In this situation we would liase with his parents and have a meeting to discuss his behaviour and make a plan to support him. 

• Always offering choices encourages co-operation and helps a child develop a sense of responsibility and self-discipline.

• By maintaining and developing good relations and communications with parents, we facilitate the exchange of information and ideas.  An awareness of happenings and changes in a child’s life can help greatly in managing behaviour.

• If difficult behaviour is continuing, a long-term plan can be devised using observations and parental input.  A joint co-operative approach with the afterschool and parents is usually best.

• If all efforts fail and a child’s behaviour is having a negative effect on other’s safety or well-being it may mean that our service cannot meet the child’s needs.  As a last resort, following consultation with the parents, the child may have to be withdrawn from the service.

• All staff shall ensure that no corporal punishment is inflicted on any child in our service.

• We do not use a “bold chair”, “bold step” or a “bold corner”.

 

 

 

 

This policy was adopted at a meeting of the childcare service.