Hi, I agree it might be the how & why a role was created that examples everyone's expectations.
Maybe ask ..
Will you become a named contact internally & externally.
ie. how far reaching will this role be.
Will these contact details be added to any policies or procedures ie.
documents that are distributed will need updating and re-distributing
How might your new role impact on any referral process.
Which outside agencies and professionals could you be working in partnership with
Will you be able to support parents who manage their children's behaviour on a daily basis.
Will you be expected to support colleagues in understanding & managing behaviours.
Will your contract/job description be updated to reflect/add new responsibilities.
Does the setting's behavioural policy reflect what your role will involve - maybe search online for policies to compare? This document from Islington.gov.uk is an excellent read for evaluating a behaviour policy -
Promoting Positive Behaviour in an Early Years Setting – A Framework
What training for understanding children's behaviour is available locally?
What resources can you find to help you fulfil the role - awareness of the ABC model
CBF website, books: on amazon
understanding behaviour &
understanding child development any
cypw level 3 handbooks will also be a help.
It does sound reassuring and potentially proactive to have a face heading up behaviour management/policy
Best wishes with it, keep us updated xx
-------------------------------------
Writing a preschool behaviour policy
Source:
http://www.islington.gov.uk/publicre...our-Policy.pdf
Quote:
Promoting Positive Behaviour in an Early Years Setting – A Framework
1. Aims of the policy
This section should include: - Why promoting positive behaviour is important within our community.
- That you see the development of personal, social and emotional development as a core element of your curriculum.
- That you will work in partnership with parents/carers in supporting children’s development in this area.
- That all children .staff and parents have an entitlement to be in an environment in which they feel safe and cared for.
- That children have an entitlement to consistency from all staff in the areas of promoting positive behaviour.
- That staff will work with other agencies where appropriate e.g. community child psychology, EYIT.
2. Expectations
This section should include your expectations relating to behaviour within the setting and should include your strategies for support and how you will model them by ensuring that your expectations for behaviour are developmentally appropriate - Praising and rewarding positive behaviour.
- Adults modelling positive behaviour.
- Teaching routines for certain activities e.g. story time, meal times, tidying up, getting ready to go out, sharing toys etc.
- Prompting children to follow expectations and gradually reducing prompts.
- Using stories and songs as a strategy for encouraging/supporting positive behaviour.
- Consider your provision if there are behaviour issues e.g. are there enough resources so that 2 year olds do not have to share toys.
3. Consequences
This section should outline the consequences for children if inappropriate behaviour continues. It should emphasise that staff disapprove of the behaviour not the child, that children will always be encouraged to comfort and make amends e.g. asked to get a tissue for tears, give it a rub, give a comforting cuddle if their behaviour has hurt another person.
The range of consequences you are prepared to use should be outlined clearly: - Removal from the group or activity if behaviour is disrupting other children or threatening their safety.
- Consequences are only appropriate as a last resort and the children should be give a clear understanding of the consequence that may happen if they continue with the behaviour.
- Consequences for young children must be immediate and relatively short.
4. Partnership with parents/carers
If a child has a pattern of behaviour that causes concern then to be really successful in promoting positive behaviour the setting and parents/carers must work in partnership. Explain that the setting will contact parents and work with them to plan support for their child’s development. Invite parents to contact the setting if they have any concerns or worries relating to their children’s development in the area of personal, social and emotional development.
5. Communication
This section should clearly indicate how the setting’s policy is communicated to: - Children: expectations for behaviour should be agreed with the children in a manner appropriate to their stage of development and regularly discussed with individuals and at group times.
- Staff – as part of induction programme for all new staff and as part of ongoing professional development, included within staff handbook, and when reviewing this policy.
- Parents/Carers – included in any meetings or documentation for parents/carers of children joining the setting, or parents/carers attending joint training or collaborating on reviewing policies.
Explain that a copy of the policy is available to parents/carers on request.
6. Monitoring and evaluation of the policy and procedures for promoting positive behaviour
Explain that the setting will keep its policy and procedures under review and will amend or change them in the light of reflection or any feedback through ongoing monitoring and evaluation. Individual and whole staff group will attend training were appropriate You should aim for an annual review of the policy.
Explain how the setting will undertake monitoring and evaluation: - Through ongoing observations of groups and individuals.
- Through analysis of the use of praise and sanctions.
- Through responses from parents/carers and other members of the local community.
Date:
Date of policy review:
|
behaviour management co-ordinator
& 
Linear Mode
