Our Approach to Rewards and Sanctions
At St Alban’s, we believe that positive reinforcement and clear expectations are key to fostering a school culture where every pupil feels safe, respected, and motivated to learn, love, and live in line with our Catholic values.
Rewards: Celebrating Positive Behaviour
We recognise and celebrate pupils who consistently demonstrate our Character Behaviours and uphold our school rules. By reinforcing positive behaviour, we create a culture where pupils feel valued and encouraged to make good choices.
How We Reward Positive Behaviour
🎉 Verbal Praise & Recognition
Teachers and staff regularly acknowledge and praise pupils who show effort, kindness, and respect. Simple, timely praise helps reinforce positive behaviours and encourages all pupils to meet expectations.
📬 Positive Postcards & Messages Home
We believe in sharing success with families. When pupils consistently demonstrate positive behaviour, effort, or progress, they may receive a postcard or Class Dojo message home celebrating their achievements.
🏆 Certificates & Celebration Events
At key points throughout the year, we hold celebration assemblies to recognise outstanding behaviour, effort, and achievements. Certificates are awarded to pupils who excel in areas such as academic progress, kindness, resilience, and service to others.
✅ Class Dojo Points: Character Behaviour Recognition
Pupils earn Class Dojo points for demonstrating our Character Behaviours, reinforcing the importance of self-awareness, teamwork, aspiration, bravery, appreciation, being non-judgemental, and service.
🎈 Special Privileges & Responsibilities
Pupils who consistently demonstrate positive behaviour may receive additional responsibilities such as being a classroom monitor, buddy to younger pupils, or a special helper in school events.
🏅 Visits to Senior Staff
Exceptional behaviour or achievements may be recognised with a special visit to a senior member of staff, where pupils receive praise, encouragement, and sometimes small rewards.
Sanctions: Managing Behaviour Fairly and Consistently
We understand that pupils will make mistakes as they grow and learn. Our approach to behaviour management is centred on restoration, reflection, and learning from mistakes rather than punishment alone. However, where necessary, we have clear and proportionate sanctions to address behaviour that does not meet our expectations.
How We Manage Behaviour: A Graduated Response
🚦 Stage 1: Acknowledge & Remind
Staff use non-verbal cues (such as eye contact or a pause) and a gentle reminder to encourage pupils to correct their behaviour.
⚠️ Stage 2: First Warning
A verbal warning is given, linking behaviour to our Character Behaviours. Staff may ask:
- Do you know why this behaviour is important?
- How could you show [Character Behaviour] instead?
📢 Stage 3: Second Warning – Parent Informed
If behaviour does not improve, a neutral Class Dojo is logged, notifying parents of the issue. The pupil is reminded that continued poor behaviour will lead to further consequences.
⏳ Stage 4: Reflection and Reset
If behaviour does not improve, the pupil is removed from the classroom to complete independent work in a designated area. This allows them time to calm down, reflect, and reset before returning to learning. This is logged on Edukey, and parents are informed by SLT.
📞 Stage 5: Parent Involvement
For persistent issues, a senior leader calls home to discuss concerns with parents and work together on a plan to support the pupil in making better choices.
⏳ Stage 6: Fixed-Term Suspension
In cases of serious or repeated behaviour breaches, a fixed-term suspension may be issued in line with the Trust’s Suspension and Exclusion Policy.
🚫 Stage 7: Permanent Exclusion
For extreme, unsafe, or persistent behaviours that significantly disrupt learning or safety, a permanent exclusion may be considered in accordance with Derby City’s In-Year Fair Access Panel guidance.
Immediate Level 4 Behaviours
Some behaviours are more serious and require immediate intervention to maintain a safe and positive learning environment. These behaviours include:
❌ Refusal to follow instructions from staff
❌ Swearing or using offensive language
❌ Spitting or physically aggressive behaviour
❌ Bullying, racism, or discrimination against protected characteristics
❌ Fighting or dangerous behaviour that puts others at risk
For these behaviours, pupils are removed from class immediately, parents are informed, and a senior leader investigates the incident. A restorative conversation will take place before reintegration.
Restorative Approaches & Support
At St Alban’s, we believe that children learn best from mistakes when they are given the opportunity to reflect and repair relationships. We use restorative approaches to:
- Help pupils understand the impact of their behaviour
- Encourage empathy and accountability
- Support pupils in making better choices in the future
Restorative support may include:
🗣️ Restorative conversations with staff and peers
📝 Reflection sheets to help pupils process their actions
🤝 Mediated discussions to rebuild relationships
📅 Behaviour support plans for pupils who need extra guidance
Working Together: The Role of Parents
We know that positive behaviour starts at home, and we value the partnership between school and parents in helping children thrive. Parents can support our behaviour approach by:
✔ Encouraging positive behaviour and discussing Character Behaviours at home
✔ Responding to Class Dojo messages and supporting school decisions
✔ Talking to their child about the importance of respect, kindness, and responsibility
✔ Contacting school with any concerns or seeking support when needed.
