Behaviour policy

“Children’s behaviour is excellent due to the clear boundaries and positive role model set by the childminder. She continually reinforces positive behaviour by thanking children for listening and responding to requests. Children understand the difference between right and wrong and are encouraged to develop good manners and respect for others. Children gain a high level of self-control and understand the simple ground rules. Very young children learn to share and take turns in an amicable way. They are considerate to one another and include younger children in their play.” Ofsted.

We believe that all babies, children and adults visiting or attending our childminding setting have the right to visit, play and enjoy what is on offer without fear of danger, intimidation, harassment, prejudice, or physical or verbal abuse. We strive to promote behaviour that encourages health and safety, respect for each individual and their property, kindness and co-operation with each other and independence. We provide an “equality for all” environment and therefore, racism, sexism and other kinds of discriminatory behaviour will be challenged and will not be allowed to continue within our childminding setting. We are a non-smoking household and therefore have a no smoking policy in our house. As parents, we have never felt the need to use smacking or any other form of physical punishment as a form of discipline and therefore would not consider it as a suitable method of disciplining other parents’/guardians’ children.

Behaviour management policy

We have kept ground rules to a minimum. They are compiled and completed with the children of our setting, our rules are about health, safety and respect.

We strive to achieve good behaviour by the following methods:

Being positive
We have a positive attitude towards the children that we care for by encouraging them with positive comments and body language. We believe in helping children developing positive thoughts about themselves and their family and friends. When necessary, we do comment on actions and behaviour, not the child. For example we would never say, ‘that was unkind of you’ instead we would say, ‘that behaviour was unkind and that’s not like you’.

Role model
We provide a positive role model by being consistent, polite, kind, caring and respectful of people and their belongings, animals and the environment.

Consistency
Through our experience of being mothers and working with children we have learnt to achieve good behaviour by being consistent. Therefore,  children know exactly what the grounds rules are and the consequences if they do not adhere to them. We believe that consistency is one of the methods of helping children feel safe and secure.

Rewards
We reward children’s good behaviour by giving praise, smiles, thanks and encouragement. We also use stickers or stamps.

Distraction
We find that distraction works very well with babies and young children and, when timed right, can still be used with older children too.

Time out
If a child’s behaviour has not been consistent with our ground rules then time out will be given to them so that they can reflect upon their behaviour. We find this works well as we can use it whilst out and about too. For example, a child deliberately knocked down a sand castle that another child made. The child who knocked the sandcastle down was informed why their behaviour was wrong and asked to sit out for three minutes (a minute for each year of their age) They were ignored for three minutes while the child who had her sandcastle knocked down was helped to rebuild it. When time out is given at our setting the under fives are asked to sit in a different part of the room. Time out is given to the older children in a different place as it is counter productive to have the older children in the same room as the younger children, as they are meant to be reflecting upon their actions.

Timer
If any of the children (particularly the toddlers) argue over a toy, we discuss who could have it first before giving it to the other child when they are finished. More often than not, they hand it over within the minute. As a last resort, we would use a timer for two minutes to help them learn to share the toys. Older children are encouraged to work out a solution.

Ignoring
We would ignore minor disruptive or annoying behaviour (such as making rude noises) if we felt it was for a bid to get attention as extra attention is best directed at positive behaviour.

Challenging
We would challenge behaviour that was dangerous, bullying, racist, sexist, or other discriminatory or abusive behaviour. We would explain why this behaviour is unacceptable and if necessary, what will happen if it is repeated.

Resolving conflict
When the children have a dispute we help them resolve the conflict by using and modelling problem solving skills. These skills encourage empathy, and provide children with the skills to resolve their own conflicts; this eventually empowers the children to stand up for themselves in a polite and confident way.

Exclusion
We would exclude a child or adult from our setting if their behaviour was consistently discriminatory or jeopardised their own safety and/or that of other children, our families or ourselves.