Behaviour and reward system

Behaviour and Reward System

The behaviour of children in school is the responsibility of all staff.

If our children are to get the most out of school need to promote order, good behaviour and high expectations. This supports our aim to secure the five key principles at the heart of the Children’s Act 2003 – and – that ‘Every Child Matters’. Children must learn to respect one another and the people they work with. They must learn to respect property. At SWP children learn the need for co-operation, tolerance and understanding. They learn how to work in groups and communicate their feelings.

Aim

We expect and teach our children to behave in a responsible manner, both to themselves and others, showing consideration, courtesy and respect for other people at all times. We will achieve best results if we lay particular emphasis on rewards and praise. It is important that adults aim at motivating our children to better behaviour by commending and rewarding their successes. We are a high warmth, low criticismschool based on the fundamentals of Unconditional positive regard. We teach behaviour, just as we do all other subjects in school. We do not ‘manage’ behaviour.

The importance of a ‘positive behaviour’ strategy, ‘Unconditional Positive Regard’.

Teachers’ interactions with children significantly affect the quality of relationships, so it is important that these are always appropriate and positive. Inconsistent and negative behaviour strategies adversely affect the general school atmosphere, leading to tension and confusion over what constitutes acceptable and unacceptable behaviour. Therefore it is important to implement a whole school approach, based on an agreed policy and strategies that can be consistently applied.

Studies show that positive behaviour strategies are very effective, and they have identified the successful characteristics that underpin the approach. For example:

  • be clear and specific about the behaviour wanted;
  • notice and affirm good behaviour when it occurs, informally and formally;
  • establish predictable and fair consequences for inappropriate behaviour;
  • support pupils who have difficulty in experiencing success;
  • ensure that all aspects of school organisation are consistent with the policy.

Our school policy conforms to the following principles:

It is fair;

  • It is not too intrusive, and does not disrupt day-to-day classroom activities;
  • It is not unnecessarily complicated;
  • It rewards behaviour, not just ‘good work’;
  • It uses ‘lightweight’ rewards, which are the most effective;
  • Rewards are only effective if the majority of pupils are getting them;
  • There is an interesting and varied hierarchy of rewards so that, as far as possible, the menu provides for most pupils;

 

We all want our children to do well. For some children, their natural sense of achievement reinforces their learning cycle. For others, we need positively to acknowledge their efforts and publicly share their successes to help them as much as possible. This is all part of an effective, differentiated ‘Behaviour Learning’ approach.

 Behaviour learning is something that is taught – the adults in the room are responsible for helping children to understand what rule they have broken and that there are consequences to their actions (both positive and negative). 

 Celebrating Success at the Whole School level

The implementation of our whole school policy should ensure that everyone involved with the school will:

  • promote good behaviour and discipline
  • promote self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect
  • ensure fairness of treatment for all
  • respond consistently to both positive and negative behaviour
  • promote early intervention
  • provide a safe environment free from disruption, violence, bullying and any form of harassment
  • encourage positive relationships between staff and parents/carers in order to develop a shared approach to the implementation of the school policy and procedures

All adults and children in school are expected to abide by our Golden Rules, which are ‘rules for life and not only for school’. Children understand that if the adults contravene these key rules then there would be a consequence for them – so too do adults.

When a child has broken a rule – the SWP way is ALWAYS to ask them first ‘what rule have you broken?’ Adults do not tell children what they have done wrong; children tell the adults. This develops our children’s sense of consequence and accountability. At the beginning of the school year each class should discuss rights and responsibilities as part of establishing a class code. These should be made explicit by being displayed in the classroom so that everyone can see them and they can be shared at appropriate times throughout the year. Children must also learn the golden rules at the beginning of the year and revisit them throughout the year.

What this looks like in practice:

Each class has a ‘Gold Door’, White door and a ‘Red door’.  Positive and appropriate behaviour is ‘Gold Door’ and children remain on the ‘Gold Door’.  Following a polite request (White door/thinking strip) , if not adhered, children are moved on to the red door.  Limited attention is given, only to give advice, choices or further consequences on the ladder.  The ‘Gold Door’ has a handle printed upon it because it opens to opportunities, privileges and rewards.  The ‘red door’ is bare (ladder) as those upon it receive nothing.  Gold Door children are chosen to sit on benches in assembly, chosen for fun and enriching activities.  Those on the red door as a result of their behaviour receive no additional benefits.  Staff award ‘blue tokens’ to those children demonstrating ‘Gold Door’ behaviour.  No negative or derogatory comments are made, simply references to the red door and GOLDEN RULES and the consequences of that ‘red door’ behaviour.

Rewards:

To reinforce good work/learning, behaviour and attitude we use:-

  • Verbal praise
  • Blue team tokens
  • Gold class of the week
  • Gold transition class of the week
  • Daily Gold time
  • Daily gold letter/note
  • Weekly ‘Star of the week’ certificate given out during school assembly
  • Weekly ‘GOLD assembly’ to celebrate those who behave well and work hard, special mentions
  • Pupil’s work is displayed throughout the school
  • Children visit Headteacher or another Senior Leader to celebrate their work
  • Children who are ‘always’ on the Gold Door are rewarded half termly
  • An end of year reward visit is organised for those children who have always been on the Gold Door throughout the year.

 Behaviour Principles Written Statement 2020-21

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