Rewards and Sanctions
Through the Rewards and Sanction system, the School will endeavour to:
- Make explicit the philosophy underlying the school’s system of rewards, sanctions and pastoral provision,
- Encourage staff to recognise and praise good behaviour as well as dealing with poor
behaviour, and to ensure that sanctions, when needed, are appropriate and applied in a fair and consistent manner, - Ensure that staff, students and parents know, and understand the reasons for, the school rules and code of conduct.
Rewards
Students are rewarded as individuals, as part of a group and as part of their house, thus fostering a tangible sense of belonging, healthy competitiveness and group achievement.
Students earn positive points (Culture Credits) for their house in one of the following ways:
- Consistent positive attitude to learning earning house points
- Progress/Attainment in a subject through certificate nomination
- 100% attendance through certificate nomination
- A magic moment within a lesson rewarded with house points and/or postcards
- Promoting Studley values rewarded with postcards
All departments also run challenges/competitions throughout the year through which more positive points can be earned for their house.
Sanction System
At Studley High School, we believe in a restorative approach that supports young people in making better choices and to display positive behaviours. The vast majority of our students behave very well and will rarely receive any significant level of sanction. The information below gives an overview of some common sanctions used by the school. These are not exhaustive and do not include arrangements made by agreement with parents/carers to support an individual student. We make no apologies for our high standards and holding young people (and parents/carers) accountable for their behaviour.
| Sanction | Description |
|---|---|
| IN LESSON | |
| Lateness | Late arrival to school or lessons is logged as a debit on ClassCharts and marked on Arbor. 3 lates in a week result in a Friday lunchtime detention. More than 3 lates will also result in the student being placed on tutor report. Extreme lateness (15 minutes or more) results in an afterschool detention. Lateness is monitored by the HoY – persistent lateness will result in students being placed on tutor report and a graduated response. |
| Redirection | De-escalation through gentle encouragement. No Follow-up required. |
| Verbal warning | A reminder of expectations is given, de-escalation where possible. No follow-up required. |
| Time-out & Debit | Reflection away from others if previous strategies have failed or there is a significant incident (in the classroom by moving seats or just outside- door left open for no longer than 5 minutes). Class teacher uses this at their discretion and may decide to follow this up with a restorative conversation outside of lesson time. If given a ‘time-out’, an automatic debit is issued. |
| Focus | Failing impact of previous strategies, or significant incidents of behaviour, the learner will be referred to a member of the leadership team/ HOY by calling for focus. The learner will begin the reflection process (Reflection Task, isolation until a detention has been served and conversation with teacher). Class teacher to log on Class Charts and make a phone call to parent to arrange 60 min detention. |
| Debits | Issued and logged on ClassCharts for the following: lateness, incompletion of homework, eating/chewing gum, lack of equipment, health and safety issue, inappropriate behaviour, inadequate work in class, and uniform issues. |
| Senior staff detentions | A student will automatically receive a Senior Leadership Team detention the following Day if: -they have been sent on ‘Focus’ -they have been extremely late -they have had their phone confiscated -a previous sanction needs escalating |
| CONDUCT AROUND SCHOOL | |
| Redirection | De-escalation, gentle encouragement through verbal or non-verbal refocusing prompts. |
| Behaviour Mastery card | Crosses will be added by staff if students’ behaviour around school does not meet expectations. For every 3 crosses received, students receive a breaktime detention. Tutors and HoYs will contact home if necessary. |
| Break/ Lunch detentions | If previous strategies are unsuccessful or there is a significant incident, the student will be directed to the break/lunch detention room that day. Also used for verbal/physical/socially unacceptable behaviour around school. |
| Challenging/ ignoring staff | Logged on ClassCharts by the staff member issuing. A breaktime detention will automatically be issued the following day. |
| Senior staff detentions | A student will automatically receive a Senior Leadership Team detention the following Day if: -they have lost their Behaviour Mastery Card -they have had their phone confiscated -a previous sanction needs escalating |
| PERSISTENT BEHAVIOUR CONCERNS OR SERIOUS INCIDENTS | |
| Report cards | Student behaviour can be monitored using a tutor report card, HoY report card and an SLT report card. This will be signed by school and home. Any poor behaviour during this process will receive an instant break or lunchtime detention. |
| Tutor-Parent meeting | This could be arranged for poor behaviour across school, persistent incompletion of homework across a range of subjects or general concerns. |
| CAL and Subject teacher meeting | Persistent poor behaviour in lesson. Persistent incompletion of homework. |
| HOY meeting | Serious incidents around school, repeated “focus calls” or when the reflection process has broken down OR if previous interventions have had minimal impact. |
| Senior Staff- Parent meeting Individual Behaviour Plan | Following a Head of Year Report and previous meetings with HOY and failure to comply with school rules and strategies implemented by the HOY, a student may be placed on an Individual Behaviour Plan IBP. |
| Senior Staff- Parent meeting Pastoral Support Plan | Following an Individual Behaviour Plan IBP and failure to comply with school rules and strategies implemented by the SLT, a student may be placed on a Pastoral Support Plan PSP. |
| Internal suspension | For persistent unacceptable behaviour or a serious “one-off” offence that can affect the discipline and well-being of the school community. Or for failure to attend SLT detentions. |
| External suspension | An incident of extreme rudeness towards staff, physical aggression, carrying banned items, refusal to co-operate, theft, vandalism, vaping/ drinking alcohol or ongoing unacceptable pattern of behaviour despite previous intervention. This will be followed up by a Fixed Term Suspension Return Meeting and an internal suspension. |
| Circuit-breaker | Students will complete their lessons in the SSC (Student Support Centre), Pastoral Lodge or SEND Hub until a reintegration plan has been agreed. |
| Alternate Provision | For some students, Alternate provision may be used as a way of supporting positive behaviour and reintegrating into school. |
| Off-Site Direction | For serious or persistent breaches of school rules after multiple interventions and strategies implemented and several meetings with parents, an Off-Site Direction to another school may be considered as an alternative option for parents. This will be classed as a ‘circuit –breaker’ and provide the parent school with an opportunity to plan for reintegration of a student. |
| Managed Move | For serious or persistent breaches of school rules after multiple interventions and strategies implemented and several meetings with parents, a Managed Move to another school may be considered. If successful and the new school agrees, the student is taken on roll at the new school. |
| Permanent exclusion (PEX) | For persistent unacceptable behaviour or a serious “one-off” offence that can affect the discipline and well-being of the school community. An incident of extreme rudeness towards staff, physical aggression, carrying banned items, refusal to co-operate, theft, vandalism, smoking/ drinking alcohol or ongoing unacceptable pattern of Intimidatory Behaviour, despite previous intervention. We monitor behaviour over time through our ‘consequential chain’ for inappropriate behaviours. |
Rewards and Sanctions
In-Lesson behaviour is reflected in our ‘4-step process’. Transparency for students (Assembly) and Staff (CPD) ensure consistency in behaviour protocols.
