Promoting Positive Behaviours
The purpose of this document is to outline the strategies used at Melrose Secondary to promote the positive behaviour of pupils. This document should be read in conjunction with Melbury College Behaviour Policy.
On time and ready to learn
Polite and Respectful
Complete learning set
Contribute to a safe environment
It is an expectation that children and staff model and follow these expectations across the provision. Rewards, sanctions and reflections are made against these expectations.
Formal Reward Systems
At Melrose Secondary, we follow a points based reward system. Each day, pupils have 100 reward points, which are organised into the amount of sessions, each session with a value ranging from (6-17points, dependant on the lesson and day) see Appendix 1 for guide to points.
At the end of the session, the teaching team will review the learning behaviours and agree how many points the student has earned. Pupils will be deducted points for failing to follow the Expectations including damages for example breaking pencils.
These points are given a monetary value at the end of each week, which pupils tend to save and spend in shops like, Argos JD, PYT, and Amazon. An order form needs to be filled out by the student, signed off by their form tutor team and handed into Temi (AHT).
Each week, children who attend school every day will gain a chance to enter our 100% Attendance reward, which is done every Friday in AM assembly. At the end of the term, children receive a certificate (Bronze, Silver, Gold) and additional Reward Points. Children who have had 100% Attendance for the whole term are rewarded with an Argos Gift Voucher.
- Informal Rewards
Staff may also use their own additional ways to reward and motivate pupils including verbal and non-verbal praise such as positive communication with parents/carers. Some children may need their own individual reward chart or systems, which are reflective of their individual needs.
Switching ‘On’ Behaviour
In order to support our pupils, with recognising and self-regulating challenging behaviours, which they may exhibit, we have a 5-level system that allows our pupils a chance to switch ‘on ‘their good behaviour in line with our school, expectations. Each level, offers the chance for staff to demonstrate and remind students how their behaviour is not meeting expectations. The staff member then has an expectation to offer support to enable them to meet the expectations moving forward. This allows us to demonstrate clear boundaries and support consistency across the school. (See appendix 2)
Guide to points
Switching 'on' behaviour