EYFS Statutory Framework for group and school-based providers – effective 01 September 2026.
Section 1 – Learning and Development Requirements
Prime areas of learning, including PSED – 1.5
Approaches to teaching and learning – 1.16–1.18
Quality workforce and the importance of the key person – 1.19
Section 3 – Safeguarding and Welfare Requirements
Safeguarding and welfare – 3.3
Key person – 3.41
Supporting and understanding children’s behaviour – 3.74–3.76
SEND – 3.77
Information and record keeping – 3.95 onwards
The current EYFS states that providers are responsible for supporting, understanding and managing children's behaviour in an appropriate way. Corporal punishment, threats of corporal punishment or punishment which could negatively affect a child's wellbeing are prohibited.
Where physical intervention is used, providers must record the incident and inform parents or carers on the same day, or as soon as reasonably practicable.
At our nursery, we believe young children's behaviour is a form of communication.
Children are still learning how to recognise emotions, communicate their needs, manage frustration, wait, share, negotiate and resolve disagreements. Behaviour that adults may find challenging can therefore tell us that a child is tired, overwhelmed, frustrated, anxious, unable to communicate what they need, seeking connection or finding an aspect of their environment difficult.
Our role is not simply to stop unwanted behaviour. It is to understand what is happening, keep everyone safe and teach the child the skills they need.
We aim to provide a warm, predictable and emotionally safe environment where children:
This is closely aligned with the EYFS PSED programme, which emphasises strong, warm relationships, understanding feelings, managing emotions, developing a positive sense of self and learning to resolve conflicts peacefully.
We support behaviour through relationships and teaching rather than punishment.
Practitioners will:
We use observation and responsive interaction, including our OWL approach, so that adults do not rush to control a situation before trying to understand what the child is communicating.
Children need clear and consistent boundaries to feel secure.
Our expectations will always be appropriate to the child's age, developmental stage, communication abilities and individual needs.
We will not expect a two-year-old, for example, to manage frustration or impulse control in the same way as an older preschool child.
Adults will remain calm and consistent. Wherever possible, we explain what children can do rather than concentrating only on what they must not do.
For example:
Rather than having a long list of rules, we use simple Golden Promises to help children understand how we look after ourselves, each other and our nursery.
Our promises are:
These are taught through modelling, conversation, stories and everyday experiences rather than expecting young children simply to memorise rules.
For children whose age, SEND or communication needs make these concepts difficult, expectations will be adapted accordingly.
We distinguish between behaviour which is developmentally difficult and behaviour which creates an immediate risk.
Where a child is hitting, biting, kicking, throwing objects, attempting to run away or otherwise placing themselves or someone else at risk, our first priority is safety.
A practitioner will calmly intervene to:
We do not expect a child who is highly distressed or dysregulated to engage immediately in lengthy discussions about their behaviour.
Teaching and reflection are most effective once the child is calm and able to engage.
Biting, hitting, kicking and pushing can occur during normal early development, particularly where children have limited language, are frustrated or are still developing impulse control.
We take such incidents seriously but will not label a young child as naughty, aggressive or a bully simply because an incident has occurred.
We will:
Where biting or other behaviour is recurring, we may use observations to identify patterns involving times of day, particular activities, sensory needs, communication difficulties, transitions or other triggers.
The identity of another child involved in an incident will not normally be disclosed to parents.
Communication difficulties can have a significant impact on behaviour.
A child who cannot easily say:
may communicate the same message through behaviour.
We will therefore consider whether speech, language and communication difficulties may be contributing to behaviour and will provide appropriate communication support.
This may include visual cues, gestures, simple language, modelling, choices or involvement from relevant professionals where appropriate.
The EYFS recognises that language is central to children's development and self-regulation.
Young children do not automatically know how to regulate strong emotions. This develops through repeated experiences of being supported by trusted adults.
Practitioners will help children recognise emotions such as happiness, sadness, anger, worry, excitement and frustration.
We may use:
A calm or quiet area is intended to help a child regulate, not to isolate or punish them.
Children will not be placed in punitive isolation or made to sit alone as a punishment.
Development Matters specifically identifies self-regulation as an important aspect of development and describes adult support for children learning to manage intense emotions.
Wer will never administer or threaten corporal punishment.
This includes smacking or any other action intended to cause pain or discomfort.
We will also not use methods which humiliate, frighten or demean children.
We do not:
The EYFS expressly prohibits corporal punishment and punishment that could negatively affect a child's wellbeing. This requirement also extends to anyone caring for or in regular contact with children and anyone living or working on premises where childcare is provided.
We encourage children to recognise when another person has been hurt or upset, but we do not insist upon an automatic “sorry” that the child may not understand.
Instead, practitioners may help the child to repair the situation in a meaningful way.
For example:
Our aim is to develop **empathy**, rather than simply teach children to say a particular word.
Where behaviour is repeated, intense or significantly affects the child or others, we will move beyond responding to individual incidents and seek to understand the underlying cause.
We may consider:
We will observe and review patterns and agree strategies which can be consistently implemented.
Behaviour must not automatically be treated as deliberate misconduct.
In some cases, behaviour may be connected to a child's SEND, developmental difference, sensory needs, communication difficulties or emotional regulation.
The current EYFS requires early years providers to have arrangements in place to support children with SEND, and local-authority-funded providers must have regard to the SEND Code of Practice: 0 to 25 years.
Where appropriate, the child's key person and SENCO will work with parents to:
A child will not be punished for behaviour which arises from a need which they cannot yet independently manage.
We recognise parents as the people who know their child best.
Where behavioural concerns arise, we will work openly and constructively with parents.
Discussions should normally take place sensitively and, where possible, away from the child and other families.
We may discuss:
We recognise that approaches at home may vary between families. However, practices within the nursery must always comply with the EYFS and our safeguarding responsibilities.
Behaviour incidents will be discussed only with those who have a legitimate reason to know.
When informing the parent of a child who has been hurt, we will explain what happened and the care provided but will not normally disclose the identity or personal information of another child involved.
Similarly, another child's developmental, SEND or family circumstances will remain confidential.
Not every disagreement or minor behavioural incident requires a formal written record.
However, significant incidents will be recorded where appropriate, particularly where:
Records will be factual and objective.
We will avoid judgemental descriptions and instead record what was seen and heard.
For example, rather than writing “X was aggressive”, a record might state:
> “X pushed Y with both hands after Y picked up the truck X had been using.”
This gives us much better information from which to understand and support behaviour.
Physical intervention is different from everyday appropriate physical contact such as comforting a child, holding a young child's hand near a road or providing physical assistance.
The EYFS defines physical intervention as the use of reasonable force to prevent children from injuring themselves or others or damaging property.
Physical intervention will only be used where it is necessary and proportionate to the immediate risk.
Where possible, practitioners will first use strategies such as:
Physical intervention will never be used as punishment.
Where it becomes absolutely necessary, staff will use the minimum intervention necessary for the shortest possible period.
Ofsted's guidance emphasises that restraint should only be used where there is no safer alternative, for the shortest possible time and proportionately to the risk.
Every occasion on which physical intervention is used will be recorded.
The record will normally include:
Parents or carers will be informed on the same day, or as soon as reasonably practicable, in accordance with EYFS paragraph 3.76.
Repeated use of physical intervention will result in a management review of the child's support arrangements and consideration of whether additional professional advice, risk assessment or an individual support plan is needed.
True bullying involves a pattern of intentional behaviour and an imbalance of power and therefore the term needs to be used carefully with very young children.
We will not prematurely label a nursery-aged child as a “bully”.
However, repeated behaviour directed towards another child will never be dismissed simply because the children are young.
We will identify patterns, protect the child experiencing the behaviour and support the child displaying it to develop more appropriate ways of communicating and interacting.
Parents will be involved where appropriate.
A significant or sudden change in a child's behaviour may sometimes be an indicator of:
Staff must remain professionally curious.
Where behaviour causes a safeguarding concern, practitioners will report this to the DSL and follow our Child Protection Policy.
Behaviour will never be considered in isolation where there are other indicators of concern.
The current EYFS safeguarding training requirements specifically identify significant changes in children's behaviour and deterioration in wellbeing as possible indicators of abuse, harm or neglect.
All practitioners will be expected to understand and implement this policy.
Behaviour support will form part of:
Where an incident has been difficult, staff should be supported to reflect on:
The purpose is improvement, not blame.
Consistency between adults is important, but consistency does not mean treating every child identically. Fairness means giving each child the support they need.
Where concerns persist despite appropriate support, we may work with:
We will normally work with parents when seeking additional developmental support.
However, parental consent is not required before taking necessary safeguarding action where we have reasonable concerns about a child's safety or welfare.
Ending a child's nursery place because of behaviour should be an exceptional last resort, not a behaviour-management strategy.
Before considering this, we would normally review:
Any decision would take account of the child's welfare, our safeguarding responsibilities, the Equality Act 2010, SEND duties and the safety and wellbeing of other children and staff.
Where an immediate serious risk cannot safely be managed, temporary arrangements may be required while an appropriate plan is established.
Review date: 31 December 2027, or sooner following changes to legislation, EYFS requirements, statutory guidance or nursery practice.
We take the task of nourishing children’s minds and bodies very seriously and ensure that their diet at the daycare is healthy and well balanced.
