Teacher with students in the classroom
Teacher with students in the classroom
Teacher with students in the classroom
Teacher with students in the classroom
Teacher with students in the classroom

Rewards & Consequences

Praise, Recognition and Rewards Programme at Lynch Hill Enterprise Academy



We recognise and reward pupils who go ‘over and above’ our expected standards. Although there are tiered awards, our staff understand that a quiet word of personal praise can be as effective as a larger, more public, reward. ‘It is not what you give but the way that you give it that counts.’(Paul Dix). The use of praise in developing a positive atmosphere in the classroom cannot be underestimated. It is the key to developing positive relationships, including with those students who are hardest to reach. Students will be recognised for their ‘over and above’ behaviour.

The Recognition and Rewards Programme is reviewed by staff, at least annually, with the Student Voice to ensure it is meaningful, valued and inclusive.

Recognition of our students’ excellence, effort, improvement and contributions across all aspects of school and community life is a key feature of our behaviour policy and school ethos. LHEA recognises that our students respond best to praise, reward and encouragement. All types of achievement are recognised and valued whether it is academic, sporting, creative, social or community based. The student voice is integral to the formulation of our behaviour policy, including the Recognition and Rewards Programme

LHEA believes in building a culture of success and achievement. Our ethos is “catch them being good”. We recognise, praise, reward and celebrate success at departmental, tutor, year team and whole school level. We also recognise those who make outstanding contributions to the school, local, national and international community. Students are provided with a multitude of incentives to succeed in their own individual right and at their own respective level. We strive to motivate students with both intrinsic and extrinsic rewards underpinned by the delivery of a stimulating, high quality learning and teaching programme. The Recognition and Rewards Programme recognises that praising students’ efforts and successes has a strong motivational effect. Motivated students are less likely to present behavioural problems.

We recognise and reward in order to:

  • Encourage an ethos where all types of achievement are openly recognised, valued and celebrated by the whole school community, students, staff, parents/carers and governors alike.
  • Foster a culture in which praise and rewards are accessible to all students. In this way it is anticipated that standards and expectations of work and behaviour will be high.
  • Help students to accept praise in an appropriate manner.
  • Build self-esteem and feelings of self-worth in individual students.
  • Motivate and encourage students to reach the highest standard of which they are capable of achieving.
  • Raise the aspirations of all students.
  • Encourage, recognise and reward ‘over and above’ behaviour in the classroom, around the school and in the local community.
  • Provide written evidence of success in important documents such as school reports and references for students.

A structured system in which different levels of achievement are recognised, clearly understood and valued by students is consistently applied by teachers and support staff. Our ways of recognising, rewarding, and celebrating achievement at all levels and across all aspects of school life include the following:

  • Verbal praise - a quiet word and encouraging smile, a public word of praise in front of a group, a form, a year cohort or the whole school.
  • Written comments in the student handbook for the tutor and parent to read.
  • Written comments on students’ work.
  • A visit to another member of staff, which may include the Year Leader, Subject Leader, member of the Senior Leadership Team or Headteacher.
  • Public acknowledgement by announcement or presentation at an assembly.
  • A positive phone call home.
  • Post cards of recognition from teachers and support staff.
  • Letters to students and their parents/carers.
  • Display of students’ work inside and outside study areas and around the school.
  • Achievement points awarded for “Positive Contributions to School Life” including (but not limited to), positive attitudes to learning, academic endeavour, extra-curricular participation, leadership, daily
  • Smart appearance, consistent or improved punctuality and attendance, community service.
  • All points earned by students are accrued on SIMS and student contributions are recognised with termly certificates (bronze, silver, gold and platinum).
  • Colours – for sporting achievement.
  • Service badges.
  • End of Term Celebration Assemblies.
  • Extra-curricular, community based and national recognition and reward programmes, including the bronze award on the Duke of Edinburgh Award Scheme.
  • An invitation to take part in Reward Trips, visits and social events, (including the Year 11 Annual Prom). Criteria for participation will be directly related to attitude towards learning and behaviour.
  • Attendance at sporting events and lectures.
  • Election to posts of responsibility including: Head Boy, Head Girl, Prefect (School and subject)
  • Positive references and recommendations to potential employers, Further Education and Higher Education establishments.

All members of staff are expected to praise students with frequent use of encouraging language and gestures in lessons and around school so that positive behaviour and regular attendance are instantly recognised.  More formal praise is provided through written comments when marking and assessing students’ work.  Achievement points are awarded and monitored throughout the year and curriculum certificates are awarded in the end of term rewards ceremony.

When using rewards staff:

a)      ensure they are fully earned by students so that they are valued;

b)      are seen to distribute them fairly;

c)      recognise effort, contribution, achievement and improvement.


Achievement point totals are cumulative across the year

Acquiring 20 achievement points

Phone call from tutor

Acquiring 40 achievement points

Postcard home from Tutor

Acquiring 60 achievement points

Phone call home from HOY

Acquiring 80 achievement points

Postcard home from HOY

Acquiring 100 achievement points

Letter home from AHT

Acquiring 120 achievement points

Bronze Certificate

Acquiring 140 achievement points

Silver Certificate

Acquiring 160 achievement points

Gold Certificate

Acquiring 200 conduct points

End of year tea with HT


Reference: Rewards Ladder - Student Handbook and Organiser pages 27 & 28


The school Culture and Behaviour for Learning Policy, through its promotion of self-discipline and respect for others, encourages positive behaviour, but there will at times be occasions when disregard for such values requires sanctions to be in place as a response to misbehaviour. Students are accountable for their behaviour. They will be given clear warnings, informed of the likely consequences of their continued actions and encouraged to make the right choices and decisions regarding their behaviour to avoid sanctions being applied. By law, the power to discipline students for misbehaviour which occurs in school, and in some circumstances outside school, rests with all staff. Teachers’ powers to discipline include the power to discipline students from the school even if they are not at school or in the charge of a member of staff.

Sanctions should be used to help students make appropriate choices about their behaviour. Sanctions are best applied by the member of staff concerned, with the aim of repairing and improving relationships or teaching the consequences of actions.  It is the certainty, not the severity, of a sanction that ensures a consistent approach among staff members and a greater understanding and acceptance of the boundaries from students.

Sanctions are more likely to promote positive behaviour if students see them as fair.  The following guidelines for staff should be followed when implementing sanctions:

  • make clear they are dealing with the behaviour, rather than stigmatising the person;
  • avoid early escalation to severe sanctions, reserving them for the most serious or persistent misbehaviour;
  • avoid sanctions becoming cumulative and automatic (sanctions should always take account of individual needs);
  • avoid whole group sanctions that punish the innocent as well as the guilty;
  • wherever possible, use sanctions that are a logical consequence of the student’s inappropriate behaviour (for example, if work is not finished in class the teacher might make the student stay behind at break time to finish it off);
  • use sanctions to help the student and others to learn from mistakes and recognise how they can improve their behaviour and when appropriate put right harm caused;
  • never issue a sanction that is humiliating or degrading;
  • use sanctions in a calm and controlled manner;
  • ensure that sanctions are seen as certain and inevitable (no empty threats or promises);
  • attempt to link the concept of sanctions to the concept of choice, so that students see the connection between their own behaviour and its impact on themselves and others, and so increasingly take responsibility for their own behaviour.

Sanctions should not be used where low-level interventions (such as giving a non-verbal signal or reminding a student of a rule are all that is needed.)   Staff should also consider when it might be more appropriate to, rather than impose a sanction, encourage pupils to reflect on the harmful effects of their misbehaviour, through producing a written account of the problem or through individual or group discussions aimed at repairing relationships.

Set out below are the sanctions that all students who choose to show disregard for the clear warnings given by staff, should expect as a response. Failure to attend a restorative meeting (agreed by both/all parties), detention, or follow instructions at the detention, will result in a more severe sanction being applied.

Hierachy of Sanctions

  • Detention
  • Internal exclusion
  • Formal external exclusion


Detention is a sanction applied by the school. All staff (teaching and support) at LHEA have been authorised by the Headteacher to exercise their statutory power, under the Education and Inspections Act 2006 and 2011 to put students in detention after school without parent consent providing that:

  • The school has taken reasonable steps to ensure that parents are aware of the behaviour policy.
  • The detention is justified and proportionate to the offence. 
  • Account has been taken of special circumstances about individual pupils, for example, age, special educational needs, day of religious observance, the need for transport home. If the parent cannot collect the pupil that day or make reasonable alternative arrangements, the detention may be deferred to another date after consultation with the appropriate member of staff.


However, the school continually strives to strengthen partnerships between home and school and communication, with a detailed explanation where required, is expected in order to achieve this.  24 hours written or verbal notice to parents will be given for any detention longer than 15 minutes, unless it has been agreed with the parents that a detention may be served on the actual day that it is set (Same Day Sanction – SDS). The severity of the sanction for the student will escalate for non-attendance at a set detention, and may result ultimately in a fixed-term exclusion if the defiance is repeated.                  

Detention - Philosophy, Value and Purpose

Detentions are, whenever possible, to:

  • Serve an educational, constructive purpose.
  • Seek to repair and rebuild positive relationships based on mutual respect.
  • Be relevant to the offence whenever possible.
  • Seek to ensure closure of an issue.
  • Address the issue of breakdown with the individual(s) concerned.
  • Seek to ensure students leave the detention on improved terms, with a clear understanding of expectations and supportive strategies that aim to avoid a repeat of the same incident or situation arising.                                                                          
  • Be set for students whose attitude to learning, class work or homework does not meet requirements.
  • Be ‘community based’ for the individual when the environment or the facilities have not been respected.

Sanctions: Consequences Staged Response