Molescroft Farm Nursery, which is set on a 600-hectare arable farm with chickens, goats and a vegetable garden, tries to create a relaxed ‘family ethos’ where good behaviour is modelled by staff.
Manager Stephanie Hiden-Pearce said, ‘We treat the children as mini-adults. We show good practice in how we talk with each other as well as how we talk to the children. We talk a lot about feelings. We try to encourage staff to think about the bigger picture – it is more than just dealing with behaviour. It is about looking after each other and also the rooms and resources.
‘The most important thing is getting to know the children – what is it they are trying to do?’
Child development
Knowledge of child development is key to understanding children’s behaviour, especially if they are non-verbal, and at Molescroft all staff are qualified to Level 3 while four staff members are working towards degrees. Ms Hiden-Pearce has an early childhood studies degree and Level 5 management NVQ, and two qualified teachers are also among the staff.
But Ms Hiden-Pearce is keen to emphasise that ‘it is not just about qualifications – it’s also about skills and natural attributes. You have got to have a particular set of skills to deal with children appropriately, e.g. patience. But you also have to understand why something might be happening, and that’s where training comes in.’
On-the-job
As well as focused training on child development, there is an emphasis on on-the-job training through room leaders, termly supervisions, monthly room meetings and a full staff meeting every two to three months.
Ms Hiden-Pearce said, ‘We’ve just had a meeting about the two- to three-year-olds room, where we had a rundown of a recent Ofsted visit and how staff think things are going.’
She added that it is important to create an open culture where staff can have autonomy. ‘Staff have to be confident to be able to try things out,’ she said.
Independence
This environment of autonomy equally applies to children in a bid to boost their independence, and through this, confidence. ‘Children take ownership of their own space. There is a focus on social skills, independence and self-esteem, rather than phonics or maths. That’s what helps them to put up their hand [when they get to school] – it’s having the confidence to say things in class.’
The aim is to create an environment which is ‘relaxed’, said Ms Hiden-Pearce. ‘Everything is at the children’s level so they can access it whenever they choose. Even in the pre-school room there are teepees they can go off and sit in if they want to.’ All children also have comforters in a basket within the room and the free-flow system means they can access them as and when they like.
Confidence
When it comes to helping children in distress, staff are careful not to fall into the trap of trying to distract them or ‘make things better’ but understand what is behind the child’s distress.
Ms Hiden-Pearce said, ‘I give them choices – asking things like “would you like to lie down or have a cuddle?” or “do you want to go and shout for a second?” It is about talking to them and knowing what that child needs. It comes back to knowing the child.’
The key-worker relationship is also vital to fostering confidence. This begins with home visits – focused on getting to know not just parents but the whole family. The setting does not use any agency staff, so the children aren’t confronted with unfamiliar faces. ‘It’s about reassuring them they are OK and going from there to build their confidence up – and not focusing on any lack of confidence. Children will do something when they are ready.
‘Every child is different and every situation for that child is different. For us, it’s knowing where they are in general and what they are happy doing – how can you support this?’
Nursery overview
Name Molescroft Farm Nursery
Number of settings 1
Established 2017
Location East Riding, Yorkshire
Nursery owners Camilla Parsonage, Tamara Hall
Hopscotch Consultancy comment:‘The team covers behaviour management at team meetings and works closely with outside professionals to gather an in-depth understanding of children’s needs and how best to manage these. Steph works with her team to develop strategies for each child that best fit their behaviour, coupled with discussions and meetings with parents so that each approach is in the absolute best interest of the child.’
