Behaviour Management Policy

1. Our Approach

[Setting Name] believes that children thrive when they feel safe, understood, and respected. We use a positive behaviour approach — focusing on what children can do, building on their strengths, and helping them to develop emotional regulation and social skills.

We do not use punishment, shaming, or time-out strategies. We do not use any form of physical restraint except where necessary to prevent immediate harm to the child or others.

Our approach is consistent with the EYFS Personal, Social and Emotional Development (PSED) prime area and the Ofsted requirement to promote positive behaviour without the use of restraint or punitive measures.

2. Creating a Positive Environment

Good behaviour is supported by a well-planned, stimulating environment. We:

• Provide an engaging, age-appropriate environment with appropriate resources and choice
• Ensure children are not bored or overwhelmed — both can lead to challenging behaviour
• Maintain consistent, predictable routines — children feel secure when they know what comes next
• Give children agency and control where possible — "Would you like to tidy up now or in five minutes?"
• Use transitions carefully — warn children before activities change ("Five more minutes, then we're having lunch")
• Model the behaviour we want to see: patience, kindness, listening, and problem-solving

3. Setting Boundaries

Children need clear, consistent, age-appropriate boundaries to feel safe. Our expectations are:

• We are kind to each other — no hitting, biting, kicking, or name-calling
• We listen when someone is talking
• We share and take turns
• We look after our toys and the setting
• We tell a grown-up if something is wrong

Rules are explained in simple, positive language and reinforced consistently. We praise and acknowledge positive behaviour specifically: "Thank you for waiting — that was really patient."

4. Responding to Challenging Behaviour

Challenging behaviour is communication. Before responding, we consider: what might this child be trying to tell us? Are they tired, hungry, anxious, overwhelmed, or struggling to communicate?

Step 1 — Stay calm

An adult who is calm and regulated helps a dysregulated child to regulate. We take a breath, lower our voice, and crouch to the child's level.

Step 2 — Name the emotion

"You look really angry right now. It's okay to be angry. Let's find a safe way to feel better." Naming feelings validates the child and builds emotional vocabulary.

Step 3 — Redirect

We gently redirect the child to an appropriate activity, space, or action. "I can see you want to throw something — shall we throw these bean bags into the basket instead?"

Step 4 — Natural consequences

Where safe and appropriate, we allow natural consequences to occur: "If you pour all the sand out of the tray, there won't be any sand left to play with." We do not impose punishment, but we do support children to understand the link between actions and outcomes.

Step 5 — Reconnect

After a difficult moment, we reconnect warmly with the child. The incident is over — we do not revisit it repeatedly or hold grudges. Children need to feel secure and loved after conflict.

5. Physical Intervention

We will never use physical punishment of any kind. This includes smacking, shaking, pinching, or any action intended to cause pain or discomfort.

Physical intervention (guiding a child away from a dangerous situation) is only ever used as a last resort to prevent immediate harm to the child or others. Any physical intervention is:

• The minimum necessary to prevent harm
• Used for as short a time as possible
• Recorded in our Incident Log on the same day
• Reported to parents at collection

6. Biting

Biting is common in children under 3 and is usually a communication of frustration, overwhelm, or teething discomfort — not a sign of aggression. Our response:

• Stay calm. Comfort the child who has been bitten first (attention to the bitten child reduces the "reward" of the biting child getting attention)
• Say clearly but calmly to the biting child: "No biting. That hurt [child's name]. Biting hurts people."
• Redirect the biting child to another activity
• Record the incident and inform both sets of parents (without identifying the biting child to the bitten child's parents)
• Look for patterns — time of day, triggers, situations — and adapt the environment/routine to reduce incidents

7. Working with Parents

We believe that consistency between home and our setting is key to supporting children's behaviour. We:

• Share behaviour concerns with parents promptly and sensitively, in private — never at the door in front of other parents or children
• Involve parents in developing consistent strategies to use at home and in the setting
• Refer families to external support where appropriate (e.g. health visitor, SENCO, family support worker)
• Maintain a behaviour log for children where concerns are ongoing, to track patterns and share with professionals if needed

8. Children with Additional Needs

Some children may present with challenging behaviour as a result of a developmental difference, medical condition, or special educational need. We will:

• Work with parents and relevant professionals to understand each child's individual needs
• Put in place individual support strategies and adaptations to the environment where needed
• Refer to our SEND Policy and engage with the local SENCO or specialist support where appropriate
• Never label a child as "naughty" or respond with frustration or punishment to behaviour linked to additional needs

9. What We Will Never Do

• Smack, hit, shake, pinch, or use any form of physical punishment
• Shout at, threaten, humiliate, or ridicule a child
• Withdraw food, water, warmth, or comfort as a consequence
• Use exclusion from activities as punishment
• Apply labels such as "naughty," "bad," or "difficult" to a child
• Use sticker charts or reward systems that single out individual children's behaviour publicly

10. Policy Review

This policy is reviewed annually. Next review: [Date]