Rewards & Consequences
Rules
At Tyndale, we expect our children to be:
1) Ready
2) Respectful
3) Safe
in everything that they do.
It is that simple, easy to remember and doesn't involve any other rules!
Behaviour Rewards
Dojos (positive points)
Daily:
- Dojos are handed out in classrooms to children for being Ready, Respectful, Safe, Ambitious, Resilient, Collaborative and Independent.
- Dojos are handed out around the school site to children for following the school routines exceptionally well.
Termly:
- Completing Homework including daily reading all term - 5 dojos
- Exceptional Presentation in all books all term - 5 dojos
- Exceptional Attendance at 96% or more all term - 5 dojos
- Correct School Uniform (including PE kit) all term - 5 dojos
Stickers
Staff hand out stickers to children for being Ready, Respectful, Safe, Ambitious, Resilient, Collaborative and Independent.
Birthday dress down days!
If it's your child's birthday, they can wear non-school uniform. If their birthday falls in the half term or a weekend, just agree on a day when you'd like to use this treat with your child's class teacher.
End of Term Reward
At the end of each term, children have the opportunity to participate in an End of Term Reward. This could be a cinema experience, bowling, circus training, bouncy castles, silent discos, arts and crafts, and day trips.
To earn an invitation to the End of Term Reward, children must earn a certain amount of Dojos each term.
Tyndale Shop
For every 10 Dojos that a child collects, they receive one Gold Coin. Children can save up their Gold Coins to purchase items from our Tyndale Shop.
Postcards and Positive Phone Calls
If children achieve a certain number of Dojos in a week, they will receive a postcard home.
When children receive a certain number of Dojos in a week, their teacher will make a positive phone call home.
Peer Awards
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.
Certificate of Excellence
If children achieve a certain number of Dojos in a week, they will receive a Certificate of Excellence. These certificates are awarded to children in our weekly Celebration Assembly.
Headteacher Award
If children achieve a certain number of Dojos in a week, they will receive a Headteacher Award. These certificates are awarded to children in our weekly Celebration Assembly.
Values Award
The child that receives the most Dojos in a week for each of our values in KS1 and KS2 will receive a Values Award. These certificates are awarded to children in our weekly Celebration Assembly.
Medals
If children achieve a certain number of Dojos in a term, they will receive a Tyndale Medal. These medals are awarded to children in our termly Celebration Ceremony.
Reading Rockstar
Children that read the most each week will receive a Reading Rockstar Award. These certificates are awarded to children in our weekly Celebration Assembly.
Times Table Rockstars
Children that achieve a new level on TTRS will receive a TTRS Award. These certificates are awarded to children in our weekly Celebration Assembly.
STAR Quizzers
Children that beat their personal best score in their quizzing each week will receive a STAR Quizzer Award. These certificates are awarded to children in our weekly Celebration Assembly.
Attendance Award - Lunch Pass
Children that have 100% attendance receive individual rewards and certificates. Children that make the most improvement to their attendance receive a Lunch Pass to skip the queue at lunchtime and get their lunch early.
Values Award Trophies
The child that receives the most Dojos in a term for each of our values in KS1 and KS2 will receive a Values Award Trophy to take home for the holiday. These trophies are awarded to children at our termly Celebration Ceremony. On return, children exchange the trophy for a medal.
Behaviour Escalations
We recognise that clear structures of predictable outcomes have the best impact on behaviour. Our school’s principles for behaviour set 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 when 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.
The Hive
We have developed a room called The Hive where children are supported when they are dysregulated or have made a wrong choice. Children complete their Resets and Reflections in this room and are support through co-regulation.
If a children receives a Reset or Reflection, their parents/carers will receive a message to inform them that they have spent some time out of their classroom that day. If a child receives a Reflection, they will have a Restorative Conversation with their class teacher following this. This might be at breaktime, lunchtime, or after-school.
Break and Lunch Times
At break and lunch times, we provide lots of equipment for children to use, music and a space for children to play and enjoy. To support children to behave at break and lunch times, we have lunchtime supervisor rewards - certificates, Lunchtime Heroes Golden Table Invites (where children get to sit on a 'golden table' at the end of a week with a friend), and stickers.
Children that make the wrong choice at break or lunch times receive the same behaviour process shown above.
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, a basic script is adopted by all our adults and used with the majority of all our children.
Below is an example script that will be used with pupils to scaffold conversations with children.
I noticed you are… (having trouble getting started/wondering around the classroom)
It was the rule about… (lining up/staying on task/being safe) that you broke.
You have chosen to… (move to the back/catch up with your work).
Do you remember last week when you… (arrived on time every day/got a positive postcard)?
That is who I need to see today… Look around the room with a view to catch somebody following the rules. Walk away; allow him/her time to decide what to do next. If there are comments as you walk away, write them down and follow up later.
Thank you for listening (Then give the child some take up time).
Conversation Following a Reset or Reflection:
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.