Students involved in: Development of Rewards and Consequences Policy

Onslow St Audrey’s

School No 554

Hertfordshire Development CentrePage 1 of 2/Good Practice - Case Study
St Audrey’s



Students involved in: Development of Rewards and Consequences Policy

Students involved in:Development of Rewards and Consequences Policy

Relevant Drivers:

  • Participate in school behaviour policy (Education and Inspection Act, 2006)
  • Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account.

( United Nations Convention for the Rights of the Child, Article 12)

Purpose

To develop an effective rewards and consequences system that students feel involved in developing.

Method

The schools Senior Leadership Team (SMT) felt it was time to develop a new behaviour policy.They approached the schools student parliament and asked them to devise a process whereby all students can play a part in developing a behaviour charter.The process involved discussions about the nature of the rewards and consequences, so that all students were able to make an input.

The school parliament raised the issue with their form representatives (there is a form representative in each form and each year group in the school). Discussions then took place at form level throughout the school, and proposals taken to student parliament. It is the responsibility of the parliament to then draft a behaviour charter that details conduct in and out of lessons. This draft goes back with the rep and is discussed again in form times with their forms. Any amendments are taken back to parliament and a final draft is written and presented to the schools SMT by the parliament in a meeting.

The behaviour charter is then adopted and used to underpin the schools new rewards and consequences procedures. The rewards and consequences of behaviour are then fully discussed with the form reps and with the SMT and a final draft is then drawn up. This final policy is shared with parents and the students via news letters, the school website and whole school assemblies.

Outcome

Students:

  • The students are aware of the process that is used to make decisions and policies within the school.
  • The students understand how their behaviour can be rewarded or the consequences of their behaviour.

School:

  • The school now has a policy that the students feel reflects their views on the issue.
  • It benefits the school to have an effective behaviour policy that encourages and supports positive behaviour.

Hertfordshire Development CentrePage 1 of 2/Good Practice - Case Study
St Audrey’s