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Rewards & Sanctions

 Girl reading

Visitors often comment on the calm environment of the School which is something we are proud of. This environment is the result of the desire of students to learn and teachers to make that learning experience interesting and enjoyable.

The role of rewards and praise in recognising and promoting Heston Community School’s values is a key component of developing the potential of our students by giving them encouragement and praise; praise is a key component of good teaching and good staff/student relationships. Good behaviour is also best promoted and developed by drawing attention to and rewarding well behaved and hardworking students. Praise is used appropriately, sincerely and will be linked to tangible examples of a student’s strengths or effort.

Students’ hard work, good behaviour and demonstration of the School’s core values are recognised and celebrated by teachers in many different ways, including:

·         Verbal praise

·         Positive feedback

·         Positive letters

·         Phone calls home

·         Classroom displays celebrating our Growth Mindset Heroes

·         In-class rewards and certificates.

Students effort and achievements are rewarded through the allocation of Achievement Points in SIMs. The accumulation of these results in certification at various levels with other rewards. These include; Assemblies, Growth Mindset Honour Boards in Curriculum Areas, Attitude to Learning badges, Attendance badges, Certificates and other rewards that arise as a consequence of the accumulation of these points.

At Heston Community School we will support those who are experiencing behavioural, emotional, social or other difficulties that might impede self-discipline and effective learning. Whilst we believe the most effective way of managing behaviour is to praise and reward good behaviour, there are occasions and circumstances when other support is required. Where students are having difficulty conforming to the expected standards of behaviour various strategies and systems may be employed to help them improve.

In lessons, some examples of strategies that teachers may deploy include:

  • challenging the student by reminding them of expectations
  • moving a student to another seat
  • writing the students name on the board as a warning
  • putting a note in their Student Planner (FAO parents/carers and tutor)
  • phone call, email or letter home
  • recording the incident on the student’s file through SIMs
  • referring the incident to the Curriculum Leader (for subject issues) or the Learning Coordinator (for pastoral issues)

Discipline is firm, fair and consistent. If further punishment is required, it usually consists of a detention, referral to a senior member of staff or a warning letter. Exclusions, either internal or when students are asked to stay away from school for a set time are also used for serious offences. On rare occasions, when a member of the Senior Leadership Team is involved, parents may be invited to the School to discuss particular issues.