Behaviour Policy

At Bubbles we believe in a gentle approach to behaviour that nurtures children in a way that helps them to learn to be respectful of others, kind and caring, polite and well mannered and contribute as part of a community. We want all children to keep their individual spark and grow a voice of their own whilst learning to live in harmony with others. As such we employ strategies of behaviour modelling, conflict resolution, problem solving, de-escalation and mindfulness for emotional regulation. Every child is different and needs different things from the adults around them during difficult periods, so whilst this policy will document key strategies used to manage behaviour we will adapt our approach to meet the needs of the individual and help them to find ways of dealing with difficult emotions that work for them. 

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The first step to positive behaviours is to model and encourage them in all. We do this by:

• discussing and naming our feelings regularly, along with discussing how certain words and actions can make others feel

• having clear, consistent expectations for how we treat and speak to one another

• having clear, consistent expectations for how we look after the setting and its resources

• ensuring that children are not overtired or hungry and that all their needs have been met

• following consistent routines so that children know what to expect and feel safe and explaining necessary changes to the routine beforehand to support children through unexpected events

• providing activities and resources that meet children’s learning needs, interests and provide challenge

• verbally praising children's displays of positive behaviour and attitudes

• giving children individual attention so that they know they are valued and listening to what the children have to say

• providing explanations so that children understand why certain expectations are in place and giving the children shared ownership of boundaries by co-creating rules and adapting them to meet the needs of the group. 

 

 What might trigger a child’s behaviour? 

By identifying which common trigger(s) may upset a particular child, we can intervene and support them in making the right choices. This can sometimes help children to avoid potential issues by teaching them to self-regulate in these situations. Such triggers may include:

• reacting to other children’s words or actions

• feeling tired, hungry or unwell

• upset caused by changes in routine and unexpected events

• being under or overstimulated

• lack of interest in the activities provided

• craving attention and recognition

• feeling they aren’t being listened to or treated fairly

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What if a child displays unacceptable behaviour?

Most children are likely to deviate from the rules at times. We use several strategies that support children’s behaviour, which we will use in different situations, depending on the stage and understanding of each child. Every child is different and we will work with your child to find what works for them. These strategies include:

 

Positive Behaviour Modelling:

Children learn from what they see and hear around them and how this makes them feel and view themselves. How we, as their trusted adults, deal with problems, difficult emotions and conflicts will shape how children in our care deal with life's challenges. We always conduct ourselves in the manner we expect from the children whether talking to the children directly or talking with other adults. We model communicating with others in a respectful manner, being friendly and helpful, tidying up after ourselves and respecting the setting and resources, being kind to wildlife and taking care of the world we live in, using tools to regulate our emotions and explaining how things that happen make us feel to help the children to develop emotional literacy. 

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Should a child display unacceptable behaviour we would model in the moment the way that the situation could have been handled in a more positive way, giving children a clear understanding of choices they could make next time. 

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Reminding and discussion:

 

We will discuss expectations regularly and make sure children understand what is expected and when they are doing something inappropriate. We make sure children understand why a behaviour is inappropriate and why it breaks a rule. We will regularly have circle times that discuss emotions and emotional responses to situations to help children develop emotional literacy, empathy and skills to self-regulate. Children will also be involved and included in creating rules for the setting and adapting them to meet the needs of the group as it changes and evolves giving them a shared ownership of the rules and an understanding of why we have them in place. 

 

Distraction and De-escalation:

 

Sometimes children simply need a change of scenery or a challenge in their play. Removing the child from the situation and giving them an alternative activity that better meets their needs at the time can interrupt and negate inappropriate behaviours.​

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If we notice children beginning to become emotionally unregulated, frustrated or destructive we will intervene and engage with the child to offer help or distraction before behaviour escalates. 

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Conflict Resolution:

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When children have disagreements with each other it is important that everyone feels like their point of view has been heard and that all parties feel able and ready to move on from the situation. Whenever appropriate to the situation, emotional state of the children and their level of understanding we will support children through conflict resolution. We will give time and space for each child to speak their understanding of the situation and encourage all others to listen. We will repeat back what the child has said to check we have understood them and help the other children to understand what has been said. We will ask the children for their thoughts and ideas on how the situation could be resolved and what they feel they need to help them feel better. We will give our own suggestions when needed. Together we will find a way to move forward where everyone feels happy and ready to re-engage in the play in an appropriate way. This may involve admissions of wrongdoings and apologies, finding similar alternative toys to use together, a change of activity for everyone or simply an acknowledgement that the situation is over and we can move on to continue playing. 

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Children will not be forced to apologise. This leads to use of the words with no real thought or meaning behind them. Instead we help the children to understand how their actions may have effected others and look for ways to right any wrongdoings. We model apologising to others ourselves to show children the affect of doing so. 

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Children will not be forced to share. We don't believe a child should have to give up something they are using to make someone else happy or that children should think some else must do this for them. Instead we will help children find similar alternative resources to use and/or encourage them to wait until the resource they want is available. We will encourage them to ask the child using the resource to give it to them when they are finished and we will make sure they are next to use the resource. 

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Children will not be forced to play together. If a child has decided to play by themselves this will be respected and we will help the other child/children wanting to play with them to find their own fun. However we won't let a child be excluded and will encourage groups of children to let others join in their game and support them to make accommodations. Children will be encouraged to play in groups and join in with activities and time spent playing alone regularly will be monitored.

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Mindfulness for emotion regulation:

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At times children will become feel big emotions that they do not have the skills to regulate yet. We believe children should be given the safe space to feel, explore and express these emotions and so we will ensure everyone is safe and no harm can come to anyone within the setting and stay near to the child, reminding them we are here to support them. When they are ready we will use methods of mindfulness such as bubble breathing, cloud watching, humming a tune, sensory play or guided imagination. These skills will be taught regularly through the above mentioned circle times so that children can access these skills when needed. 

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Our setting also offers plenty of calm and quiet places that children can retreat to should they need a break and these areas have sensory and fiddle toys that children can use to aid their regulation. We may suggest to children that they might like to use one of these areas for a while if we notice signs that they maybe starting to become unregulated. 

 

Proximity Praise:

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We make a point of talking about how well the other children are behaving to take the attention away from the child making the wrong choices, in the hope that they decide to also behave well.

 

Rewards and Stickers:

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Rewards and stickers may be given to children for whole group efforts towards a goal such as good team work in tidying the garden. Children will never be singled out for behaviour whether positive or negative as we believe not receiving a reward when someone else does is a punishment in itself. Verbal praise will be used throughout the day and the group will be rewarded occasionally with a special activity or treat for the whole group, adults included.  

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If a child has hurt somebody, caused damage to property or shown extreme behaviour in another way, we will complete an incident form and parents/ carers will be made aware of the situation. In cases of repeated behaviour that affect the wellbeing of other children in our care of staff members we may call the parent/carers and ask for the child to be collected. Should this happen we would have a meeting with the parents to discuss the behaviour and alternative strategies for future situations before the child returns to the setting. 

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Will my child be punished if they misbehave?

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We do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment, to any child in my care.

 

All children are treated with respect and taught to treat others with respect in return. Rules and boundaries are taught and upheld in the ways detailed above. We believe the natural consequences of choices are enough to deter or encourage children in repeating choices. For example, if a child throws a ball over the fence after being warned of what could happen if they continue to throw the ball that high, then we would not immediately retrieve that ball and having lost the ball would be a natural consequence we would help the child to work through and learn from. 

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Can a childcare professional use physical intervention?

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‘Providers must not give or threaten corporal punishment to a child and must not use or threaten any punishment which could adversely affect a child's well-being.’ P34, EYFS Framework

We will only physically intervene or restrain a child if it is absolutely necessary, such as preventing an injury or serious damage to property. If we have had to use force to restrain a child or intervene physically, we will complete an incident form and parents/carers will be made aware of the situation. We will also inform Ofsted and my insurance company.

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What if my child has additional behaviour needs?

If a child has previously been identified as having specific needs with regards to behaviour, these should be discussed before a contract is signed, to ensure that appropriate care can be provided. It is important that we know in advance about any potential triggers that might lead to challenging behaviour. This allows us to put suitable strategies in place from day one and potentially avoid conflict. We will work in partnership with parents/carers and where appropriate, will try to use similar behaviour management techniques to those used at home. These requirements will be agreed and recorded on the child’s record forms. These will be reviewed regularly and discussed with parents/carers. By having consistency at home and in the setting, this allows the child to know the expectations for their behaviour. 

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Could a change in a child's circumstances affect their behaviour?

Parents/carers will need to inform us if there are any changes in a child’s circumstances or any developments away from the setting which may affect their behaviour or wellbeing. Examples of such situations may include: a new baby, a change in sleep patterns, parents’/ carers’ separation, a new partner, somebody entering or leaving the household, witnessing domestic violence, a bereavement, etc. All information shared will be kept confidential, unless there is a potential safeguarding or child protection issue. By knowing about such changes, it allows us to emotionally support a child at what might be a difficult time for them. It also allows us to avoid any potential triggers, such as activities or sensitive conversations.

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What would happen if the settings behaviour strategies were not working?

If a child was regularly struggling to adhere to the setting’s rules and expectations and if basic behaviour strategies were not having an impact, we may need to introduce a Child Behaviour Agreement to plan a way forward. If there were still ongoing issues, it might become necessary for us to seek confidential advice from external agencies, complete additional training for behaviour management and/or potentially make a referral to get support for the child and their family.