Positive Praise and Reward (Behaviour) Policy

Rawmarsh Ashwood

Primary School

Positive Praise and Reward Policy

Positive Praise and Reward PolicyThe aim of the behaviour policy at Rawmarsh Ashwood is to enable our pupils to develop self-discipline, in order to co-operate as a learning community, through our school values:

RESPECT

R - Resilience: We have the ability to bounce back from mistakes

E - Empathy: We show understanding of our own and others emotions

S - Support: We are supportive and helpful to all members of our school

P - Positivity: We have a positive attitude and aim high in all things

E - Excellence: We strive to always to give our best effort and keep improving

C - Community: We are part of our school community and the wider community of Rawmarsh and RotherhamT - Teamwork: We work together and co-operate, understanding that everyone benefits when we all pull together

Class rules and whole school expectations will be set based around these core values. We recognise that learning to behave in an acceptable way at school and in wider society is a process which starts from birth and home, and continues through school. It is an essential part of our job as teachers to ensure all children are able to master positive behaviour. As such, we understand that children will make mistakes along the way, just as with learning to read, write and calculate. This policy sets out how we will teach positive behaviour for all our children.

Rewards

A sense of discipline and good order in our school comes through an atmosphere in which children are encouraged to respect themselves and others. This is developed through a range of awards given for positive behaviour including; reward stickers, value beads, golden tickets, invitations to Mrs Levesley’s Afternoon Tea, Special Mention assemblies and Reach for the Stars assemblies.

StickersStickers can be awarded to the children when a teacher is particularly impressed with a piece of work that they have produced, the amount of effort being given to a particular task or excellent contributions to lessons or the school community. These will be collected on a sticker card and when a child completes the bronze, silver, gold or super gold section of their sticker card, they will be awarded a certificate in assembly to celebrate their achievements.

Ra

wmarsh Ashwood

Primary School

Positive Praise and Reward Policy

Golden TicketsGolden tickets will be awarded by staff for children demonstrating excellent learning behaviours and conducting themselves appropriately around school. These behaviours could be considered those that would make the child a good role model for others. Once a golden ticket has been given, the child will write their name on and place it in the class golden box. Each teacher will draw a weekly winner who will receive a small prize. The tickets will then be transferred to the golden box in the hall with tickets from the whole school and during Reach for the Stars Assembly, where a whole school draw will take place and the winner will receive an invite to Mrs Levesley’s Afternoon Tea.

Value BeadsWhen a child demonstrates one of the qualities or behaviours of RESPECT, the child will receive a corresponding bead, which will be placed in a jar in the entrance hall. Once the jars are full, the school council will work with the children to decide upon a whole school treat.

Special Mention AssemblyOutstanding work will be celebrated during Special Mention Assembly on alternate Fridays. Class teachers will choose roughly four pieces of work which have been particularly impressive from the previous week and these will be celebrated with the whole school and the parents of the children selected. Each child receives a Headteacher’s Award sticker for their sticker card.

Reach for the Stars AssemblyDuring this assembly, class teachers will pick one child who has embodied all of the characteristics of an Ashwood learner and celebrate their excellent contribution to our school. The class teacher will write a paragraph summarising why the child has been chosen for the assembly and this will be presented to them on a certificate. The parents of each child will be invited to celebrate their achievement with us. Each child who is included in the assembly will also receive an invite to Mrs Levesley’s afternoon tea.

Additional PlaytimeAs an additional incentive to make the right choices on a daily basis, all children who do not have their name included on the class behaviour log will receive an additional five minutes of playtime with their class teacher on a weekly basis.

Ra

wmarsh Ashwood

Primary School

Positive Praise and Reward Policy

Consequences and Reparation Following Unacceptable Behaviour

It is essential for the adults in school to set, and expect a high standard. We must therefore be consistent in our approach towards discipline, so that the children know exactly what is, and is not, acceptable. It is important that our children and parents are aware of the procedures followed in school to achieve good discipline. At Rawmarsh Ashwood, we wholeheartedly believe that behaviour is often the child’s way of communicating negative feelings and we must work alongside children and families to tackle the causes of such negative feelings and repair any damage caused from these behaviours. All situations will be dealt with in a relational way in which the child feels supported to reflect and correct.

Staff will use the pyramid of consequences (see Appendix 1 and 2), which will be displayed in each classroom, to maintain consistency throughout school for unacceptable behaviour. Staff will decide which category a behaviour falls into and will follow the appropriate consequence. If a consequence is followed completely, this will be recorded in the class behaviour log. The logs will be reviewed half termly by SLT who will take appropriate action where necessary. When dealing with inappropriate behaviour, where appropriate, staff will use emotion coaching and attachment friendly strategies to enable children to become more effective at identifying and self-regulating negative emotions.(Appendix 2)

The role of the Learning Mentor is very important here at Rawmarsh Ashwood, in supporting children who may exhibit challenging behaviour. As part of the role, our mentor will spend time with children, boosting their self-esteem, talking with them to help unearth any underlying problems, as well as providing the child with a number of ‘better choices’. The learning mentor may provide sensory breaks or use Theraplay to support this. In addition, our mentor will help children develop friendships by encouraging them to respect and value their peers. The learning mentor will also provide support and positive role modelling for those children who find playtimes and lunchtimes difficult. This will support them to integrate into play with other children in a successful way.

Three support staff will be trained as Key Adults to focus on children with particularly challenging behaviour caused by negative experience and past trauma. These staff will form relational bonds with their key pupils and support them to regulate and manage their emotions and to repair any damage caused by unacceptable behaviour. They will check in with pupils daily and offer sensory breaks and support to work through any challenges that day.

Occasionally the school may find itself with a child that exhibits challenging behaviour, and it may be felt that additional help should be sought from outside agencies. In such cases, and with parental consent, the child may be referred to the Educational Psychology Service, Rotherham MAST, Early Help or we may seek advice from colleagues in other settings.

Ra

wmarsh Ashwood

Primary School

Positive Praise and Reward Policy

Ra

wmarsh Ashwood

Primary School

Appendix 1

Pyramid of Consequences

Extreme Behaviour

Harm1. Missed playtime with a

member of SLT using Red Card prompts to formulate a plan to

repair the damage

Children will report to school jury

Lack of Respect1. Warning/Reminder from member of staff about

respectful behaviour2. 10 minutes missed during the following playtime

producing written response using Red Card Prompts

Low Level Disruption1. Name on the board

2. Miss 1 minute of playtime with class teacher3. Miss 2 minutes of playtime with class teacher (During missing minutes, children

to retore the damage and write a letter of apology.)

After step 3, record in class behaviour log.

Dealt with by Headteacher and school juryParents contacted immediately, logged on SIMSConsideration of internal/external exclusion

Involvement of CU to support family and pupil

3 occurrences in a half term – SLT to log on SIMS and letter to invite parents to a meeting. Move to next level of consequence

3 occurrences in a half term – Contact with parents (CT) , move to next level of consequence

3 occurrences in a half term – Move to next level of consequence

Positive Praise and Reward Policy

Ra

wmarsh Ashwood

Primary School

Appendix 2

Structure for Emotion Coaching

Step One - Recognising the child’s feelings. (Think about describing verbal and non-verbal behaviours that indicate emotional overload and dis-regulation)

Step Two - Label and validate the child’s emotion

Step Three - Set limits and boundaries (may need to allow time to calm down first)

Step Four - Joint problem solving. Explore feelings and identify alternative and more appropriate ways of expressing the emotion. Consider ways to self regulate in future. Together, repair any damage caused.