Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear developmentally appropriate expectations for their behaviour.

Children need to learn to consider the views and feelings, needs and rights of others and the impact that their behaviour has on people, places and objects.  This is a developmental task that requires support, encouragement, teaching and setting the correct example.  staff expectations for supporting positive behaviour are focused on a proactive, consistent, and respectful approach that prioritises understanding over punishment. As of January 2026, these expectations are grounded in the Early Years Foundation Stage (EYFS) framework, which emphasises building children’s emotional intelligence, social skills, and self-regulation.

At Jack in the Box, we promote British Values throughout our setting and involve the children in deciding on the boundaries through discussions.

Expectations of staff are summarised across the following key pillars:

  1. Modeling and Role Modeling
  • Lead by Example: Staff are expected to consistently model the respect, empathy, and patience they wish to see in children.
  • Calm Demeanour: Using calm voices and positive body language, even during challenging moments, is a fundamental requirement.
  1. Proactive Environment Management
  • Establishing Routines: Staff must create and follow consistent daily routines to help children feel secure and understand what comes next.
  • Setting Clear Boundaries: Boundaries should be communicated in age-appropriate, positive language—for example, saying “we walk” instead of “don’t run”.
  • Observation and Triggers: Practitioners are expected to observe children closely to identify triggers for challenging behaviour (such as hunger or boredom) and intervene before issues escalate.
  1. Positive Reinforcement
  • Specific Praise: Staff must provide immediate and specific praise to reinforce desired actions, such as “well done for sharing your toys”.

Focus on Success: The primary focus should be on noticing when children are “doing the right thing” rather than only reacting to negative incidents.

  1. Supporting Emotional Development
  • Labeling Feelings: Staff should help children name their emotions (e.g., “I can see you’re feeling frustrated”) to help them develop self-awareness and regulation.
  • Conflict Resolution: Practitioners are expected to guide children through resolving disputes themselves rather than just stepping in to stop them. Professional and Collaborative Practice
  • Consistency Across Team: All staff must adhere to the same agreed strategies and the setting’s Positive Behaviour Policy to avoid confusing children.
  • Partnership with Parents:Staff are expected to share strategies with families to ensure a unified approach between the home and the setting. We recognise that codes for interacting with other people vary between cultures and require staff to be aware of-and respect-those used by members of the setting.
  • No Physical Punishment: There is an absolute prohibition on any form of physical punishment or humiliating sanctions.

Summary of Strategies

Strategy  Staff Expectation
Praise Be specific, immediate, and frequent.
Communication Use positive phrasing and age-appropriate instructions.
Sanctions Use only as a last resort; must be logical and restorative.
Environment Minimise “hotspots” of conflict through layout and resources.

21st January 2026                Manager sign Jenny

Review September 26         Jack in the Box Playgroup Limited trading as Jack in the Box Preschool.