Behaviour policy

At Golborne & Maxilla we…..

  • take turns and share (and may use timer to support this)
  • care about each other – we don’t hurt anybody’s feelings.
  • help each other.
  • look after the nursery and everything in it.
  • listen carefully.
  • move around safely by walking inside.
  • try to “use our words”
  • respect and value our differences.

SELF-DISCIPLINE is what we aim for – behaving well is not simply “doing as you’re told.”

  • To achieve this, the whole school community – children, parents and staff – need to be involved.
  • We help children to develop social skills eg. how to join groups or engage in an activity with others.
  • We help children to develop respect for themselves and others.
  • The focus is on the positive e.g. “please walk” rather than “don’t run!” and specific e.g. ”thank you for sitting and listening.”
  • Adults provide positive role models.
  • Children imitate and copy the behaviour of adults and their peers.
  • Children find out what is rewarding by experimenting and noting the reaction they get.
  • Behaviour is often reinforced by attention – both praise and criticism.
  • Children need the security of clear boundaries – fair rules, which are consistently kept by each member of staff and applied to all children. To be effective we need the support of parents.
  • Children should be given the reasons for rules – see the point in them.
  • Conflict is avoided, where possible, by careful planning of the environment, time-tabling and resourcing.
  • Staff actively prevent, and are sensitive & committed to dealing with, the labelling of children by adults or peers.
  • It’s important to acknowledge a child’s feelings and help her/him to express them in an acceptable manner.
  • We acknowledge that change may be gradual.
  • The whole school community has a clear understanding of the consequences of acceptable/unacceptable behaviour e.g. safety/danger.
  • Tomorrow’s a new day – unacceptable behaviour is dealt with immediately, not carried over to the next day.

We reinforce desired behaviour by

  • verbal praise, which is specific e.g. “well done for picking up that tissue and putting it in the bin”
  • gestures – thumbs up, smiling, stroke/pat on the back, hug, eye contact.
  • peer group praise eg. applause at whole group time
  • immediate awards – stamps, stickers (gold stars), certificates, drawing smiley face
  • actively teaching it eg. at whole group time– “……… is the behaviour we like”
  • actively using role play, books, puppets etc. as support.
  • Circle times

Staff use intervention, reminders, distraction techniques etc. to reinforce appropriate behaviour.

We do not rely on sanctions, these are used when all else fails.

Unacceptable behaviour

We take bullying and/or harassment very seriously at Golborne & Maxilla Centre. Bullying and harassment involve the persistent physical and verbal abuse of one person by another. It is characterized by intent, often planned and accompanied by an awareness of the impact of the bullying or harassing behaviour.

A child who is bullying and/or harassing has reached a stage in their cognitive development where he or she is able to plan to carry out premeditated distress to another.

Relatively minor

The staff member reminds the child of appropriate behaviour and the child behaves appropriately eg. if running, child goes back and walks.

Towards another child

The victim is encouraged to use words eg. ”You …………………”, “I feel ……………………”, “I want you to …………………”.

If this does not achieve the desired result then the child tells a teacher. The member of staff concentrates on the victim to ensure they’re fine, whilst keeping the perpetrator at the scene. Responses are invited from other child/ren. Staff are calm, step back and allow the child to choose appropriate behaviour.

  • Actions can speak louder than words – we don’t always insist on the word “sorry”
  • Staff are quietly insistent & may move away from an “audience”

Doing a shared task can be a successful way forward for the children involved.

Consequences of unacceptable behaviour

  1. Make amends, if appropriate e.g. clean up sand.
  2. Time out – 1st  incident in a day- child must sit on a chair for 1 min. staff member clearly states to the child why and for how long. If child moves, he/she must go back and time is restarted.

As they leave chair, child to tell adult why they were told to sit there; adult to remind child of choice to “re-offend” or not, and resulting consequences.

2nd incident that day-As above, but for 2 mins.

3rd incident that day child is sent to Head teacher. If not available, most senior member of staff on site.

4th incident – inform parent/s.

Sever cause

Children who have a consistent pattern of infringement will be discussed at children’s meetings and other action considered/taken e.g. omitting a stage/s above or IEP.


  • We always pass on good news to parents
  • We inform parents of a pattern of challenging behaviour in a planned way e.g. having monitored, at the end of the week.
  • ‘praise’ whole group times.

Approved 15th October 2015

Term dates

Autumn Term 2019

  • term starts – Thursday 5th September 2019
  • half term break occurs – Monday 21st October to Friday 25th October 2019
  • back to school from half term – Monday 28th October
  • last day of term – Thursday 19th December

Spring Term 2020

  • term starts – Wednesday 8th January 2020
  • half term break occurs – Monday 17th February to Friday 22nd February 2020
  • back to school from half term Monday 24th February 2020
  • last day of term Friday 3rd April 2020

Summer Term 2020

  • term starts – Tuesday 21st April 2020
  • half term break occurs – Monday 25th May to Friday 29th May 2020
  • back to school from half term – Monday 1st June
  • last day of term – Friday 17th July 2020

Autumn Term 2020