Praise and rewards
These are given for following the Colliery Code.
1. Listen carefully.
2. Respect other peoples’ property.
3. Keep hands, feet and objects to yourself.
4. Be polite and honest.
5. Be responsible for your own behaviour and learning.
We praise and reward children for following achieving the ’Code’ in a variety of ways:
- Teachers congratulate children both verbally and in writing;
- Children are in a House – either Orion, Pegasus, Phoenix & Hercules. Staff give house points to individuals when they follow the ‘Code’, work hard and meet the criteria for awarding house points. The House with the most house points each term is awarded a special treat. Therefore, children from reception to Year 6 receiving the same reward.
- Individual children can accrue house points towards achieving House Point certificates. When they receive 25 HPs (EYFS), 50 HP (KS1) or 100 HP (KS2) they receive a certificate in assembly.
- Each week we celebrate achievements through our school assemblies, specifically in our ‘Gold Book Assembly’, weekly school newsletter and via our school website.
- Pupils achievements outside of school are also celebrated during ‘Gold Book Assembly’, in the newsletter and on our Wall of Success display in the large hall.
- Class teachers can award pupils with their own class reward system.
- Pupils can be awarded ‘Headteacher Awards’ for a commendable individual act of note or particularly brilliant work. These again are celebrated in the newsletter and website.
- 1 child in each year group on a weekly basis are rewarded for ‘being successful’. We have a series of ‘Secrets of Success’ for the children to aim high. Each week has a specific secret attached to it – try new things, work hard, imagine, improve, understand others, don’t give up, push yourself & concentrate. Teachers nominate a child for being successful, they have their name in the gold book, photographs displayed in the hall, they receive a sticker/certificate and pupils’ names are published in the weekly newsletter.
- Attendance and punctuality is rewarded with weekly class attendance certificates, half-termly non-uniform days for classes in EYFS/KS 1 and KS2 with the highest consistent attendance and individual certificates to pupils with 100% attendance over a term and year.
- Children who have been ‘Green’ for the whole year (they have not had a yellow or red card – see below) receive a special certificate and prize in a special end of year assembly. They are also mentioned in the newsletter.
- Pupils may be given additional responsibilities (age-appropriate) e.g. library monitor, KS1 yard monitors, etc. We also have House Captain’s for each house in Year 6. They are elected at the beginning of the year and are used a role-models for behaviour within the school.
The school employs a number of sanctions to enforce the school rules, and to ensure a safe and positive learning environment, which is a right for every child. We employ each sanction appropriately to each individual situation. We believe in a system of warning, withdrawal, and reporting. We operate our version of the ‘Good to be Green’ system. Each classroom has a ‘ Good to be Green’ chart, which shows warnings, yellow and red cards. Each day this is reset so everyone is green, once all the sanctions have taken place. Please note sanctions will reflect the individual behaviour and the child’s circumstances.
- If a child is disruptive in class, the teacher uses their own range of verbal or non-verbal signals – with appropriate consequences attached – to ensure disruption is stopped.
- If a child repeatedly causes small scale disruption to a class, the following may apply:
- The child receives a warning card on the ‘Good to be Green’ board in the classroom. It is the teacher’s discretion as to the number of ‘chances’/warnings. Also at this stage warning/yellow cards can be removed if behaviour improves significantly.
- The child is isolated within the classroom until s/he calms down
- In more serious cases, this isolation may require the removal of the child to another nominated classroom (time-out), until the child is in a position to work sensibly again with others.
- Children can be withdrawn from privileged activities, such as playtimes, visit/visitors or activities where the behaviour is persistent or severe.
- In most cases, if the behaviour is significant, parents are informed after school in person or by telephone.
- The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session.
- If disruption continues, then the child is to be sent (escorted by another pupil) to the Phase Leader (or other senior staff member), and the child will receive either a yellow card (‘reflection’) or red card (‘detention) – see below, depending upon severity or persistency of the behaviour. Early discussion of behavioural concerns with parents is to be encouraged.
- If a child seriously disrupts a session or refuses to work, the child receives a yellow card, resulting in a loss of break time in reflection. This may also be the punishment for a build up of smaller disruptions. The class teacher fills out a yellow card, which the child brings to reflection. This details the Code, which has been broken, name and date is written on the card. Reflection is led by members of the senior management team, however, the Headteacher records all pupils attending reflection.
- More violent, aggressive (verbal and physical), intentional or insolent behaviour may result in a red card. This means that the child has a detention (loss of lunchtime) – possibly for a given period. Again, behaviour is recorded. In these cases parents are informed. The child takes a red card to the detention with the rule that has been broken, often accompanied by a teacher. The Headteacher/Deputy Headteacher leads detention and monitors these records and will use such information to inform parents if a pupil is giving cause for concern.
- Pupils may be sent to Headteacher or Deputy Headteacher if the class teacher feels this is appropriate response to unacceptable behaviour
- If a child repeatedly acts in a way that disrupts or upsets others (receives two or more red cards or several yellow cards), the school contacts the child’s parent/carer and seeks an appointment in order to discuss the situation, with a view to improving the behaviour of the child. The child may be placed on report – a two week behaviour monitoring report, signed daily by either the Head, or Deputy/Phase Leader & parents. The SENDCO may at this stage become involved and work with class teacher, pupil and parent to introduce behaviour modification strategies. External support may also be requested.
- Persistent unacceptable behaviour may see privileges withdrawn, for example not being allowed to represent the school at sport, not attending educational visits
- Serious incidents (fighting, racist/homophobic name calling, bullying, etc), or continuous unacceptable behaviour may be dealt with using the following sanctions: Lunchtime exclusion; referral to professional agencies to deal with specific behaviour difficulties (with parental consent); temporary exclusion; & ultimately permanent exclusion. All racist or homophobic name calling/bullying must be reported termly to the full Governing Body.
- Excusions are at the discretion of the Headteacher, following advice from the Local Authority. Exclusions are extremely rare, but members of the Leadership team reserve the right to use fixed term exclusions following incidents, which include several instances of verbally attacking a member of staff, fighting, physical attack of a child or a member of staff, persistent infringement of the Colliery Code.
- Lunchtime supervisors have a behaviour book to log incidents. This is shared with class teachers/phase leader and the Headteacher/Deputy Headteacher analyses this book weekly.
Early Years Foundation Stage operate a similar system of sanctions appropriate to the age of the children. If a child misbehaves consistently they receive verbal warnings from the teacher. If the behaviour carries on then their names are moved from the happy sunshine to the grumpy cloud (a pictorial display in each classroom). This means that they lose some of their playtime. They have to sit out with the timer. In more serious cases, reception children can access reflection with the whole school. In all cases, Foundation Stage staff discuss with the child how to improve their behaviour. As parents collect children in Foundation Stage from the classroom doors, teachers will discuss persistent behaviour on a daily basis if necessary. Children who have particular needs will have an individual behaviour plan drawn up, for all staff who work with that child to follow.
For the full policy follow this link.