Orchard Head Junior, Infant & Nursery School

Rewards & Sanctions


We have a house reward system in school. Every child in school is allocated a house. The four houses are:

Earth, Fire, Air, Water

There are two house captains for each house (a girl and a boy).

At the start of each half term, house captains will liaise with their houses to choose a four ‘house’ rewards for the house with the largest number of points at the end of the half term.

Children can earn house points for the following:

  • being polite;
  • exemplary behaviour;
  • good listening;
  • being honest/owning up;
  • looking after our own and school property;
  • good manners;
  • thoughtful behaviour;
  • effort and perseverance;
  • punctuality;
  • tidy cloakroom;
  • positive attitude;
  • making the right choices;
  • being a good friend;
  • being a good role model;
  • keeping going when things get tough;
  • sticking to our school rules;
  • overcoming difficulty;
  • showing self-control.

House points are collected and displayed in each classroom. At the end of each week the points in each class for each house are collated and transferred to a house display in the main entrance.



Children are also rewarded on an individual basis for the following:

  • good homework;
  • returning your homework on time;
  • good presentation of work;
  • regular reading at home;
  • good written responses to teacher feedback;
  • being able to self-assess accurately;
  • being able to talk about what level you are working at and what you need to do to improve;
  • following instructions;
  • good contributions;
  • applying skills across the curriculum;
  • being ready to learn. 

Rewards given to individuals include:

  • effort and reward stickers;
  • verbal praise and recognition;
  • work displayed in class;
  • work displayed in Reception (Headteacher’s gallery);
  • attendance;
  • The Golden Book.



Achievement Assembly 

Each Monday, we hold an Achievement Assembly for the whole school, where the following achievement awards are given: 

  • House Points
  • Headteacher's Award
  • Attendance Award
  • Tidy Up Award
  • Golden Book Awards

Headteacher's Assembly

Every Tuesday, the Headteacher holds a themed assembly, discussing a relevant topic within school.

Class Assembly

Most Fridays we hold a Class Assembly, which is done on a rota basis. The pupils of the featured class lead the assembly, in which they perform for the school and show the work that they have done during the week.

Parents of the relevant class are invited to attend.

The Class Assembly rota can be found on our website, in 'School Calendar and Events' to the left of the Home page. 

Lunchtime Supervisor Awards

Children can be given house points by our Lunchtime Supervisors, by demonstrating qualities highlighted in the House Points list.

Celebrating staff achievement

Special Mention box for Adults – this is in the reception area to enable children and parents to make a contribution and praise any member of the school community.



Unacceptable behaviour

Whist we aim to always reward positive behaviour, we acknowledge that there are times when children may behave in an unacceptable manner and it may be necessary to employ a number of sanctions to ensure a safe and positive learning environment.

Key Stage 2

At this stage, poor behaviour should still be turned round, but if all strategies have failed then the following process is as follows: 

  • If learning for the whole class has been stopped for 10 minutes due to the behaviour choices of an individual child, that child can be removed (as long as all other teaching and learning strategies have been tried);
  • If three reminders have been given and the child has not responded, a child will be removed from the classroom by the Learning Mentor Manager or Learning Mentor in the first instance. If both are unavailable, the on-call Teaching Assistant will be sent for; 
  • If the child is becoming a danger to themselves or another person, they will be removed from the classroom;
  • At this stage the child will sit with the Learning Mentor Manager who will work with them on their choices.
  • Any action taken should be recorded for monitoring purposes, i.e. behavioural patterns or trigger times
  • Incidents should be recorded on the school's pupil database.

When a child is removed from the classroom

  • The Learning Mentor Manager, or the teaching assistant on call, will take the child to their office where the child will remain until the end of the session, or until calm enough to return to class; 
  • on re-entry to the classroom the class and teacher will view the child’s return as a fresh start and he or she will be welcomed back in to class; 
  • if the child once again disrupts the class, he or she will be removed again and their parent or carer will be contacted; 
  • if there is no improvement in the child’s behaviour, school may have no alternative than to issue a fixed term exclusion*; 

*Fixed Term and Permanent Exclusions

Under exceptional circumstances, the Headteacher may issue a fixed-term exclusion. A fixed-term exclusion may lead to a permanent exclusion, should the circumstances warrant it.  

An Exclusion from school will only be considered when all other strategies have been exhausted, i.e.  

  • If the school, at that time, is unable to meet the needs of the child;
  • If the continued presence of the child causes a situation where safety – either to the child or to others – is compromised;
  • When an exclusion is necessary in order to deal with a crisis or emergency.


Upper Foundation Stage and Key Stage One

The following procedure will be applied in Upper Foundation Stage and Key Stage One: 

  • teachers will use their own teaching and learning strategies in class;
  • the child will be sent to the ‘Thinking Chair’ (one minute per year of age);
  • the child will be taken to the Assistant Headteacher, by an adult;
  • the child will be removed from class for the remainder of the session, whereupon the same procedure will be followed as in Key Stage 2. 


Pupil support systems 

School will provide targeted pastoral support for pupils who persistently cause behavioural problems. Other strategies may be used, such as drawing and talking therapy, circle of friends and playground pals, etc.