Rothesay Nursery School

 We are committed to a positive and respectful culture within our school. It is accepted that a whole school approach focusing on emotional well-being and behaviour culture requires deliberate creation. 

We recognise that behaviour is a form of communication. Approaches to emotional well-being and behaviour are viewed in a non-judgemental, curious, and empathetic way.

We understand that not all behaviours are a choice. Children with poor emotional well-being are regarded as vulnerable rather than troublesome. It is accepted that some behaviours can be driven by a communication need, a perceived outcome, or a biological reaction to an overwhelming feeling.

We know that behaviours can change and improvement can be secured. Expectations of children’s emotional well-being and behaviour are high but realistic and grounded in a belief that change can be affected and improvements secured.

We have clear boundaries that are paired with an individualised graduated response where needed. A nurturing and structured environment is used to keep children safe. A clear well communicated behaviour policy is used to set standards and to create consistency. The policy enables reasonable adjustments for clear well-communicated plans where differentiation from the policy is essential to meet a child’s needs including educational, mental health and other needs of vulnerabilities.

We recognise that children may develop academically and emotionally at different rates. It is accepted that there may be a difference between a child’s chronological age, their academic achievement and their emotional literacy. Children achieving well academically may well still require differentiated planning.

At Rothesay Nursery children are supported to develop internal discipline, self-regulation and resilience. Through their time at Nursery staff will endeavour to support children in developing as resilient, independent learners with positive emotional well-being and behaviour. 

We are committed to equality and equity. Each child receives resources appropriately differentiated to enable them to access school, learning and social opportunities equally. The Equalities Act (2010) recognises that some children may need additional support to increase positive well-being and support behaviour.

We seek engagement of families, outside agencies and the wider community when planning support for children. There is proactive engagement with families, outside agencies and the wider community to promote consistent support for the child. Parents and carers are key in promoting positive emotional well-being. These adults have an informed perspective, and their insights are of value in informing planning and decision-making.