Rewards and consequences
House points
House points are awarded for behaviour that supports our core expectations and character habits! Good manners, showing us the learning powers in action or going above and beyond being ready, respectful and safe. House points are recorded in class and a whole school total is shared on a Friday. The winning house will have a reward at the end of each hald term.
Postcards and Positive Phone Calls
All staff members will award 1 postcard a week to any pupil of their choice to let the child and their family know what impressed that member of staff that week. They will also take some time to call the family of anyone in the school each week to inform them of how their child made their day.
*This will be one of our research groups in Spring term – not all classes will be using this method this year whilst we determine what has the best impact and works best for our setting.
Peer Award
Any child can award their peer with a peer award if they spot something that impresses them or makes their day! All children are given support to identify and articulate what specifically they are awarding their peer for and how that made their day.
*This will be one of our research groups in Spring term – not all classes will be using this method this year whilst we determine what has the best impact and works best for our setting.
Learn Together Ambassador of the Week
The Headship Team will award this certificate in celebration assembly to one member of each class each week as nominated by the class teacher. This award is given when a pupil goes truly above and beyond what is expected of a Parklands pupil.
Learner of the week Certificate
Pupils who demonstrate that they are being Ambitious, Collaborative, Resilient or Independent will be awarded learner of the week in our Friday celebration assembly. If pupils can show in their lessons that week that they are trying their best, they will be in with a chance of being awarded the weekly learner of the week certificate for their class!
Positivi-tea
Pupils who have been recognised for good manners and are ‘always’ showing and upholding our core expectations and character habits, will be in with a chance of winning an invitation to join the Deputy Headteacher and/or Assistant Headteacher for a special afternoon tea – delicious! This will take place twice a term. Special invites will be sent home!
Pupil Societies
Over the course of the next two years, we aim to implement different pupil societies. This will be an area that we begin developing in the Spring/Summer term of 24-25.
Pupils will have the chance to represent our school by joining one of the following societies. When enrolled into the society, they can wear their badge with pride and keep their certificate which gives proof of membership.
Our pupil societies could be:
- The Learning Army
- Anti Bullying
- School Council and Captains
- Sports Ambassadors
- Eco Warriors
- Class Ambassadors
- Events Planners
Behaviour Escalations
We recognise that clear structures of predictable outcomes have the best impact on behaviour. Our school’s principles for behaviour sets out the rules, relentless routines and visible consistencies that all children and staff follow.
We recognise that it is important to teach our children what great behaviour looks like and to support them in making the right decisions. However, we realise that there are times that children struggle to make the right choice and need us to work with them to co-regulate their behaviour.
The diagram below sets out the steps that we will take with a pupil to help them regulate their behaviour, as well as the sanctions that will be put in place when needed.
We follow a four-stage system, with most children accessing support at stage 1. Children requiring support at stage 2-5 will be supported by various members of the staff team and families to implement the necessary provision needed for children to be successful.
Class teachers will hold a family meeting for any child who has 3 or more resets in a week and an internal seclusion will take place the following day. Internal seclusion might also be issued for extreme behaviours that put the safety, wellbeing and/or learning of others at risk.
The diagram below further sets out the steps we take with a pupil to help regulate their behaviour alongside the sanctions that will be upheld when necessary. Please note: we do not share this behaviour ladder with the children. This is a tool for adults to see our process at a glance.
Zero behaviours are behaviours that put a child, their peers or the adults around them in unsafe positions and will not be tolerated under any circumstances. Core examples of zero behaviours include:
- Leaving the classroom without permission and a lanyard
- Leaving or attempting to leave the school premises (absconding)
- Physical harm to another child or adult
- Emotional or verbal harm to another child or adult (this includes acts of racism, homophobia, acts of sexism and other forms of discrimination)
Children who are receiving support at stage 2 and above will have a specific behaviour profile and analysis, completed with families, that outlines the sanctions that will be in place if behaviour continues to escalate despite support.
Break and Lunch Times
At break and lunch times, we provide lots of equipment for children to use, calm club, inside activities and a space for children to play and enjoy. To ensure consistency of our behaviour approach, there are designated calm spaces for the children to reflect and reset as needed.
Restorative Practice
Our school strongly believes in providing opportunities for restorative conversations and opportunities for reflection to help improve behaviour. While the practices might change slightly for individual pupils, basic scripts are adopted by all our adults and used with the majority of all our children.
Below is an example of the three types of script that will be used with pupils to scaffold conversations with children.
Boundary scripts
I noticed you are (having trouble getting started, wondering around the classroom)
You can’t… but you can… / We don’t… but we do…
We (say agreed expectation)
Calm scripts
Connect with the child – I care about you,
Acknowledge the feeling – I can see (this is tricky etc).
Acknowledge the feeling – I wonder if you are feeling….
Limit the behaviour – it is ok to feel …. It is not ok to …..
Move forward – You can X or Y/How about/Let’s make a plan / it’s time for a reset
Win scripts
W – witness the behaviour – I notice/I saw/I could see how
I – invite the feeling – Tell me more / what made you do that / how does it feel
N – name the character trait – that’s what I call / that is a great example of / way to
The ability to listen and make room for a child can make all the difference in behaviour outcomes. Adults at Parklands are intentional with the support they are giving to children and understand that we can never truly know what is going on for another person. We can imagine and get a glimpse in – but will not give the impression that we are ‘the expert’ on them. Adults are mindful of how the things we offer can be received.
Adults at Parklands will use PACE approach when holding conversations around behaviour. The PACE approach was developed by Dan Stance and is a trauma informed approach.
P – playfulness
(Oh how did these books get over here – thinking about tone of voice)
A – acceptance
(I can see this is tricky right now. I wonder if you are feeling…x)
C – curiosity
(Be curious, not furious)
E – empathy
- Zones of Regulation
- Safe spaces / calm areas
Restorative conversations Following a Reset:
We use the following conversation structure with a child and member of staff following the completed period of reset:
1. What's happened?
2. What were your choices at the time?
3. Who else was affected by your behaviour?
4. What have you thought since?
5. How can we make this right now?
Age-appropriate resources will be used to allow all pupils to access a version of this conversation that is understandable to the child.
