Rewards and Sanctions Policy
Introduction
A policy on Rewards and Sanctions is part of the school’s strategy to encourage and
reward higher standards of achievement and to discourage anti-social and disruptive
behaviour. This policy document offers a structured approach to rewards and
sanctions. The following are the main pre-requisites for it to be a success:
1.
There must be consistency with other areas of School policy, and in particular
must be read alongside the following policies: Behaviour, Learning Support,
Anti-Bullying, Assessment, Homework, Pastoral,
Health and Safety, Drug
misuse, and Safeguarding
2.
All members of staff must apply it consistently, and Heads of Departments
and the SMT must monitor its use.
3.
Teaching and learning strategies must allow students to achieve while
discouraging poor behaviour. In particular there must be a variety of
approaches and work should be differentiated to cater for pupils of different
abilities.
Aims of the Rewards and Sanctions system
1. To provide a structured system in which different levels of achievement can be
recognized and rewarded and different degrees of inappropriate behaviour can
be dealt with at a variety of levels within the school.
2. To foster a culture in which praise and rewards are used widely to continue to
raise standards and expectation.
3. To provide a system which is clearly understood and valued by students and
consistently applied by staff.
Objectives of a Rewards and Sanctions system
1. To encourage a more consistent and wider use of rewards by staff.
2. To provide a greater variety of rewards that will recognize different levels of
achievement.
3. To give a higher profile to rewards using assemblies, notice boards, and events
such as Prize Giving.
4. To provide students with valued certificates and other documentation, as
evidence of achievement.
5. To involve Class Teachers and Form Tutors more in celebrating the achievements
and dealing with any behaviour problems of students in their Forms.
6. To give Heads of Departments a much greater role in dealing with disciplinary
problems in the classroom.
7. To allow the Deputy Head and Head of the Junior School more time to deal with
the more serious disciplinary problems, as well as monitoring the application of
the policy.
8. To involve parents more fully with the rewards policy and sanctions procedures.
Monitoring
The routine monitoring should be carried out by Heads of Departments, who will
report to the Deputy Head, and Head of the Junior School as members of the SMT.
REWARDS system
The best way to ensure the highest standards of both behaviour and work, is to
create a positive ethos where the self-confidence and self-esteem of the students is
prompted by regular praise, congratulation and affirmation. A school ethos, which is
dominated by mutual respect between staff and students, will lead to positive
relationships and the fulfilment of the student’s potential, both academically and
socially.
For reference, the following is taken from the Behaviour Policy (in italics):
Reinforcing positive behaviour:
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Quiet word, smile, acknowledgement.
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Written comment on pupils work
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Stickers / House points/ Golden time
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Praise in front of class/ assembly
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Visit to another member of staff
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Written comment card or postcard from teacher to parent
informing them of good work, positive attitude or behaviour.
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Certificates / Head Teachers commendation
Green merit points
The merit point system is the basis of the reward system throughout the Senior
School.
Members of staff may award a merit point for any of the following:
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Politeness towards peers and adults; offering of help and supporting peers
On time and well prepared for lessons;
Listens and contributes fully and appropriately in lessons
Meets, and exceeds targets
Contributes fully to life of the school through extra curricular activities
Homework is completed on time with additional work undertaken
Welcomes responsibility and leadership opportunities
Merely doing the work is insufficient for awarding a green merit point. It is the
school’s expectation that the work is done.
Senior staff must record merit points in their registers and in the student’s planner
and tutors will collect these on a weekly basis. Junior pupils in Years 5 and 6 will
also be awarded merit points.
A set number of merit points per term will trigger a postcard card from the tutor.
Cumulatively, a higher number of merit points will trigger a Head Teacher’s
commendation. The highest level of merit points will trigger entry to a personal
commendation prize (a voucher for Amazon). Once this level has been achieved,
the merit points will be set again to zero for the purposes of triggers.
KS3
Postcard
20
Commendation 40
Voucher
80
KS4
15
30
60
The person obtaining 1st, 2nd and 3rd positions for the amount of merit points gained
per term will be awarded a certificate at the end of term assembly or commendation
assembly. Individual merit points will also count towards house point totals.
Junior pupils up to and including Year 6, will be awarded house points.
Houses Year 1-6
There are 4 Junior Houses:
St Michael’s
St Thomas’
St Dominic’s
St Catherine’s
A healthy rivalry exists between the Houses and children from the same families are
put into the same House.
House points are awarded to Year 1to Year 6 by members of staff for good work,
effort, being thoughtful, helpful and considerate towards others. The House
Captains and House Prefects collect House points weekly and the totals are read in
Assembly. A House chart is displayed in every classroom and a House Cup is
awarded every term to the House with the most points and a trophy is also awarded
each term to the individual who has gained the most points.
There is a monthly House Assembly, which is organised by the House Captains and
House Prefects. The four Houses meet in different rooms. Members of staff belong
to a House and are present in House assemblies in a supportive role. The aim of
these assemblies is of a pastoral nature - integration of pupils from age 4-11 in a
family situation.
Throughout the year, House competitions are organised by the PE department in
netball, rounders, football, swimming, cross-country, science, tennis and there is a
sports day.
House competitions will result in House Points being awarded to the House for
various reasons, winning, teamwork, player of the match etc.
Certificates of Achievement and Endeavour
These are awarded yearly at Prize Giving to two pupils in each class Years 3 to 6.
Cups and awards
These are given to pupils from Year 2 to 6 in various categories.
Headteacher’s commendation: Senior and Junior
Outstanding pieces of work, or work of a consistently high standard over a period of
weeks, may be awarded a Headteacher’s commendation. Members of staff may
recommend work for the above award and the pupil concerned will take the work to
the Headteacher. A Headteacher’s commendation will then be displayed on the
school notice board in the entrance hall and on the staff room notice board and will
be added to the student’s file for inclusion in the final record of achievement.
Senior commendation assemblies
These will take place once a term, during which those students, who have achieved
well in their academic work or their extra curricular activities, will be rewarded.
Music and Drama certificates (up to Grade 5), Bronze Duke of Edinburgh Awards and
Food Hygiene certificates to name just a few examples, will also be handed out to
successful students.
Certificates of Achievement and Endeavour
Certificates of Achievement and Endeavour are awarded to students at
commendation assemblies. Effort and attainment certificates would be determined
by the collation of any report card grades, exam marks and report grades gained
during the term.
ANNUAL PRIZE GIVING (Senior)
At our annual Prize Giving, we celebrate the successes of all our highest-level
achievers across all areas, and those students who have gained their Duke of
Edinburgh Silver Award, and those who have gained their Grade 6 and above
certificates in Music, Music Theatre and Drama.
Form Prizes
There are Form Prizes for academic achievement, effort and progress.
The Form Prizes for academic achievement go to the student who over the year has
gained the highest standard in their achievement grades and exam results. The
Form Prize for Effort goes to the student whose has gained the highest effort grades
within the form over the past year, and the Form Prize for Progress goes to the
student who has made the most progress from their first report card grade in
October, to their last grades and examination results at the end of the summer of
term.
The ‘St Joseph’s Award’ goes to the student who, in the opinion of all the staff and in
particular, their Form Tutor from last year, displays those personal qualities we
cherish here at St Joseph’s, such as kindness, helpfulness, looking out for others, and
being a responsible and caring member of the form.
Other awards
These awards (which the students will retain for one year), have been nominated by
subject teachers in the following areas: Literature, Mathematics, Science, MFL,
Catering, Art, ICT, Humanities, PE, Music, outstanding academic achievement, extra
curricular and citizenship.
Junior Commendation Assemblies
These are held regularly and recognise pupils who have made exceptional effort,
achievement or progress.
Annual Prize Giving ( Junior)
Prizes are awarded at Junior Prize Giving for achievement and endeavour in four
categories: Academic, Music and Arts, Citizenship and Sport after consultation with
all staff who are involved with the students’ performance in these categories. There
are several awards in each category.
SANCTIONS system
For reference, the following is taken from the Behaviour Policy (in italics):
Action for unacceptable behaviour
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Immediate verbal or non-verbal check of misbehaviour
Warning
Removal of privilege
Extra work
Referral to Tutor or Class teacher initially and then Deputy
Head/Junior Head and onto the Head
Adult support will be given to identify behavioural problems and
work towards achieving acceptable patterns of behaviour. This
might be achieved, for example, by a period of “time out” with an
adult.
Parental involvement. Parent consultation in agreed strategy of
support for the pupil.
Referral to outside agencies
Temporary or permanent exclusion form school remain as an
option as a last resort.
For sanctions to work effectively, they must be fairly and consistently applied. Staff
should respond calmly and quickly, and use diffusing skills and tactics to prevent an
escalation of the problem. When using sanctions, ensure there is an emphasis on
behaviour modification and encourage the student to discuss the behaviour, which
resulted in the sanction. Reinforce expectations to avoid future misconduct.
A structured sanctions system will operate with progressively more serious sanctions
being applied. However, in a case of serious misconduct eg. Drugs, assault etc., it
may well be necessary to go in at a higher level of sanction immediately.
All staff are responsible for the behaviour and discipline of students in their care,
and should use appropriate strategies and sanctions to ensure that effective learning
can take place. It is important that all staff work with the child to improve his/her
behaviour.
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The member of staff concerned must deal with problems by
- A verbal reprimand.
- A break time or lunchtime detention, and then
- Record the incident on Engage.
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If the problem continues refer to the Class teacher/Form tutor who may give
- A verbal reprimand.
- A break or lunch time Detention (run by the Form Tutor if of a pastoral
nature, or the Head of Department, if of an academic nature).
- Written work, and will
- Record the incident on Engage and Junior Pastoral file, and
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If problem continues referral to Deputy Head or Head of Junior Department will
take place. He/she may give
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Will contact the student’s parents and pass upwards.
A verbal reprimand.
Record in Engage
A punishment fitting the crime.
Written work.
Involve parents, request interview.
Isolate from class.
Interim report.
Report card.
Detention (lunch or after school+).
If problem continues, the matter may be referred to the Headteacher.
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Formal interview.
Record for file.
Involve parents/parents interview.
Isolate from class. (Internal suspension).
Case conference.
Cooling off period.
Suspension (External).
Expulsion (Chairman of Governors to be advised in advance).
Lunchtime and after-school detentions take priority over extra-curricular activities.
If a student needs to be excluded from class, the member of staff concerned must
contact the office (via a phone or sending another student), and a member of the
SMT will collect the student and deal with the issue. It is only appropriate to exclude
a student from class, if his/her behaviour is seriously disruptive. Students should
never be sent to stand outside a room. A student excluded from class will
automatically be given a detention.
Senior School
A tracking system (using a ‘traffic light’ system) is being set up in a folder in the staff
area, to record student’s behaviour:
Pale Green:
Green:
Yellow:
Orange:
Red:
Satisfactory; working to normal expectations
excellent (merit marks)
minor concerns
more serious initial incidents, or persistent offences
major concerns
This will be monitored regularly by designated members of the SMT, and actioned
accordingly.
Colour coded Reporting cards to enable staff to monitor students, may be issued to
them for one week. These may be issued by the Form Tutor, the Deputy Head, or
the Head Teacher and will enable staff to monitor students lesson by lesson. The
student will report to the relevant member of staff at the end of each day in order to
monitor progress; parents will also be involved and will counter-sign the card.
The Director of Studies or the Deputy Head may initiate interim reports for staff to
complete, if it is felt that there are issues with particular students. These give up-todate information on students that can either be forwarded to parents or discussed
with them during meetings.
Coursework/Homework.
It is essential that the deadlines for coursework/homework are respected and strictly
adhered to. Extensions may only be given in extenuating circumstances. Sanctions
will be implemented as above.
Notes:
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It is important that records are kept of phone calls/emails to parents so that
there is a written record of all actions taken.
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Detention is one of the sanctions schools can use in cases of
serious misbehaviour. Section 5 of the Education Act 1997 gives
schools authority to detain pupils after the end of a school session on
disciplinary grounds.
A school must give at least 24 hours’ written notice of a detention to the
parent, so allowing time for the parent to raise any problems. A notice
to a parent should say:
a. that their child has been given a detention;
b. why the detention was given;
c. when, where and how long the child will have to remain at school.
The time a student spends in detention should be used constructively, and
staff should consider appropriate work for students to undertake during the
detention.
Date of last review: October 2013