Achieving Positive Behaviour Policy Statement


We believe that children flourish best when their personal, social and emotional needs are met and where there are clear, fair and developmentally appropriate expectations for their behaviour.

As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views and feelings, and needs and rights, of others and the impact that their behaviour has on people, places and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate and manage their actions.

We require all of our staff, volunteers and students to use positive strategies for handling and inconsiderate behaviour by helping children to find solutions in ways that are appropriate for the children’s ages and stages of development.

We ensure there are enough popular toys and resources and sufficient activities so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.

We support each child in developing self-esteem, confidence, feelings of competence and a sense of belonging in the group.

We acknowledge considerate behaviour such as kindness and willingness to share.


The named person who has overall responsibility for behaviour management, is Joanne Gordon. I am required to:

Stepped approach

Step 1
Our named behaviour co-ordinator will:

Step 2

Step 3


Initial intervention approach


Focused intervention approach


Use of rewards and sanctions

Withdrawal – e.g. ‘come and sit with me and watch the others’ this gives time to talk through the problem with the child.
Time Out – Time in a specific place with no attention given. The length of Time Out is measured from the point at which the child has calmed down. Staff will then count to 5 and the child will be invited to rejoin the group.
Seclusion – Removal of the child with a practitioner, possible to another room but always in view of another adult. This is used as a last measure in response to dangerous behaviour.
Exclusion – No child should ever be excluded if possible and no action will take place until there has been extensive consultation with the parent/carer. If the situation cannot be resolved, then the setting will consult with the Early Year Team for advice and support and with any other agencies involved.

Use of physical intervention


Rough and tumble play and fantasy aggression
Young children often engage in play that has aggressive themes – such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.

Hurtful behaviour
We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.


We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.
A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another. Bullying can occur in children five years old and over.
.If a child bullies another child or children:



call us: 01202 419232

11 Kimberley Road, Southbourne, Bournemouth, Dorset BH6 5EX