The Behaviour Management Policy, Equality & Diversity Policy and Complaints Procedure are just three of our many policies and procedures which are all available in the Operational File at pre-school for you to look at. All our policies are designed to offer the best possible experience for the children and families in the group. Our policies are reviewed annually and comments and suggestions from parents are always welcome. The main policies can be viewed under the “Documents” section of the website.
Behaviour Management Policy
Statement of intent
We believe that children flourish best when their personal, social and emotional needs are met, where there are clear and developmentally appropriate expectations for their behaviour and, their feelings are acknowledged and supported.
At Winford Village Preschool we take a developmental approach to the management of Children’s behaviour and support them to understand their feelings throughout their time at our setting. We adjust our expectations and techniques inline with children’s developmental needs. We promote positive behaviour through a range of positive strategies. By giving positive feedback and having clear expectations, our feelings and behaviour support policy and techniques are promoted to; parents, students, volunteers and visitors. We ensure that all of our staff implement this policy and supporting techniques.
We will meet this aim through the following procedures:
• We have a named person, Natalie McLellan who has overall responsibility for promoting positive behaviour strategies. Our behaviour management lead has the necessary skills to advise other staff on supporting feelings and behaviour as they have attended Local Authority approved behaviour management training and regularly attends Local Authority Learning without Limits networks.
• This designated staff member is required to:
– Keep up to date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support.
– Access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development.
– Check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.
• We recognise that codes for interacting with other people may vary between cultures and ensure these are respected and valued.
• We familiarise new staff, students, volunteers and parents/carers with our feelings and behaviour support policy and its guidelines for behaviour. This information is included within staff/student induction packs and the policy is displayed and highlighted to parents.
• We expect all members of our setting – children, parents, staff, volunteers and students – to adhere to these guidelines, requiring them to be applied consistently at all times.
• We work in partnership with children’s parents. A child’s Keyperson regularly engages parents in discussions about their child’s feelings and behaviour. If we feel a child needs support around feelings and behaviour we will ensure we have gathered observations to share with parents and work with them to support the child appropriately in the setting and at home.
• We use praise and encouragement to reward positive behaviour.
• We build respectful relationships between children and families, through our keyperson system.
• We anticipate when behavioural issues may occur and all staff are aware of agreed strategies to support the child.
• We support children to understand boundaries within the setting and all staff apply this consistently.
• We ensure that our routine enable children to feel safe and secure.
• Adults within the setting model positive behaviour to others.
• We report achievements and positive behaviour to parents within earshot of the child
• Most importantly we smile at children and make it clear that we like them and enjoy spending time with them, whilst making time for fun and laughter.
• All adults, parents, careers are encouraged to only use positive statements when talking about children in the setting.
We aim to use positive pro-active strategies to promote positive behaviour in children, and set these strategies within our programme for personal, social and emotional development. These include:
• supporting each child in developing self esteem, confidence and feelings of competence;
• supporting each child in developing a sense of belonging in our group, so that they feel valued and welcome;
• acknowledging considerate behaviour such as kindness and willingness to share;
• acknowledging children’s considerate behaviour towards another who is hurt or upset
• providing activities, games and opportunities that encourage co-operation and working together;
• ensuring that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns;
• avoiding creating situations in which children receive adult attention only in return for inconsiderate behaviour;
• Looking at the children’s needs during levels of high intake and adjust our daily routine accordingly.
• If a child’s behaviour is causing concern adults working within our setting will explore why a child’s responses are in a particular way and use this information to inform the strategies to be implemented by all.
We do not:
• Use or threaten to use physical punishment, such as smacking, shaking or any punishment which could adversely affect a child’s well-being.
• Use techniques intended to single out and humiliate individual children, such as ridicule or sarcasm.
• Use physical restraint, such as holding, unless to prevent physical injury to children or adults and/or serious damage to property.
• Shout or raise our voices in a threatening way to children.
Equality of Opportunities and Special Educational Needs Policy
Winford Village Pre-School works in accordance with all relevant legislation, including the Equality Act 2010.
We believe that the group’s activities should be open to all children and families and to all adults committed to their welfare. We aim to ensure that all who wish to work in, or volunteer to help with, our pre-school have an equal chance to do so.
- Admissions – Winford Village Pre-School is open to every family in the local community. We operate a waiting list which is arranged in order of date of birth with the intention that every child on the waiting list be offered at least one session.
- Employment – we will appoint the best person for each job and will treat fairly all applicants for jobs and those appointed. Commitment to implementing the group’s Equal Opportunities Policy will form part of the job description for all workers. All employees are subject to a Criminal Records Check.
- Families – we recognise that many different types of families successfully love and care for children.
- Festivals – our aim is to show respectful awareness of all the major events in the lives of the children and families in the pre-school, and in our society as a whole, and to welcome the diversity of backgrounds from which they come:
- Children will be made aware of the festivals which are being celebrated by their own families or others, and will be introduced where appropriate to the stories behind the festivals.
- Before introducing a festival with which the adults are not themselves familiar, appropriate advice will be sought.
- Children and families who celebrate at home festivals with which the rest of the Pre-school is not familiar will be invited to share their festival with the rest of the group, if they themselves wish to do so.
- Children will be encouraged to welcome a range of different festivals, together with the stories, celebrations and special food and clothing they involve, as part of the diversity of life.
- The Curriculum – all children will be respected and their individuality and potential recognised, valued and nurtured. Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination. Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.
- Resources – these will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-racial society. Materials will be selected to help children develop their self-respect and to respect other people by avoiding stereotypes and derogatory pictures or messages about any group of people.
- Additional Needs – Winford Village Pre-School recognises the wide range of additional needs of children and families in the community, and will as far as possible, working closely with other relevant professionals, meet those needs.
- Discriminatory Behaviour/Remarks – these are unacceptable in the pre-school. The response will aim to be sensitive to the feelings of the victim(s) and to help those responsible to understand and overcome their prejudices.
- Language – information, written and spoken, will be clearly communicated. Bilingual/multilingual children and adults are an asset. They will be valued and their languages recognised and respected in the pre-school.
- Food – medical, cultural and dietary needs will be met.
- Meetings – the time, place and conduct of meetings will ensure that all families have an equal opportunity to be involved in the running of the pre-school.
As a member of the Pre-School Learning Alliance we aim to provide the highest quality education and care for all our children. We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play. We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time.
We have a 5 Stage procedure to address complaints, and the full procedure is available for all parents to read in our Operational Plan. All complainants will receive a written account of the investigation and actions taken as a result of their complaint within 28 days. This account is available on request to all parents of children at our Pre-School and Ofsted. All complaints and the action taken are recorded in our Complaints Summary Record.
Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Early Years Foundation Stage is adhered to.
The address and telephone number for Ofsted is: Ofsted, Piccadilly Gate, Store Street, Manchester, M1 2WD. Telephone Ofsted on 0300 123 1231