Exceptional Education at the Heart of the Community

Behaviour & Rewards

Here at OA Harpur Mount, we understand the importance of rewarding positive behaviour and setting a good example for our pupils. We therefore have a clear Behaviour Policy in place throughout the academy. Pupils understand the expectations of their behaviour and are rewarded by staff through either personal congratulations, written 'well dones', feedback to parents, mentions in front of the class or special reward assemblies. 

OCL Behaviour for Learning Policy

Positive Behaviour Management Strategies

Aims to:

·         Promote learning

·         Minimise disruption and avoid confrontation

·         Help the child/children to be aware of his/her behaviour and to find recovery strategies

·         Give the child strategies to avoid problems in the future - empower

Strategies: Use positive rather than negative approaches

  • Calm body language
  • Dramatic pauses
  • Polite silent gestures
  • Praise good behaviour rather than paying attention to poor behaviour
  • Instead of saying no it might be possible to say “yes you can, when you have finished…”
  • Focus on the future. “What should we do next time?”
  • OAHM School Rule reminders.  Ask what the OAHM School Rule is.
  • Give time. After requesting an action, instead of hovering and demanding, move onto something else and check later
  • When requesting an action, a quiet word / reprimand is more effective than public admonishment in terms of establishing long term respect
  • Give choices and consequences, hoping the child will make a responsible decision
  • Use language carefully – “stop being careless with the paint” becomes “Carefully with the paint pots, thank you” - Instead of “listen to me” say “Thank you for showing me you’re listening” Tell children what you would like them to do, not what you don’t want eg “Walk please” rather than “Don’t run.”
  • Remember, the children reflect back whatever you project, a calm and positive teacher will have more success in establishing a calm and positive classroom
  • If behaviour issues arise, consider why, were instructions clear and explicit? Was work set sufficiently challenging to avoid boredom? Was it accessible to avoid frustration?
  • Have high, realistic expectations