Option 1 - Planning and next steps (STARS): This should be shared with all staff and should highlight how and when staff need to intervene. This should be reviewed fortnightly. Setting Triggers Think about where and in what situation the behaviour What triggers the behaviour? Examples could include being told happens the most frequently. Is there a specific area that the no, moving away from their own agenda, large groups, another child finds it most challenging? child etc. Actions Response What changes to the environment can be made to support the What is the consistent response going to be from all adults? For child? Included adult deployment, risk assessment, Staff example ignoring behaviour, quiet time, chill out zone, adults training/meeting, external agency support. remaining calm and also how are incidents going to be feedback to parents. The response may vary depending on the extent of the behaviour, make sure you highlight what is appropriate for each level (see next page) Date: Parent’s signature:
Option 1 - Planning and next steps (STARS): This should be shared with all staff and should highlight how and when staff need to intervene. This should be reviewed fortnightly. Setting Think about where and in what situation the behaviour happens the most frequently. Is there a specific area that the child finds it most challenging? Triggers What triggers the behaviour? Examples could include being told no, moving away from their own agenda, large groups, another child etc. Actions What changes to the environment can be made to support the child? Included adult deployment, risk assessment, Staff training/meeting, external agency support. Response What is the consistent response going to be from all adults? For example ignoring behaviour, quiet time, chill out zone, adults remaining calm and also how are incidents going to be feedback to parents. The response may vary depending on the extent of the behaviour, make sure you highlight what is appropriate for each level (see next page) Parent’s signature: Date:
promoting_positive_behaviour_in_early_years.docx