Positive Discipline

Positive Discipline2018-08-14T15:46:45+00:00

Positive Discipline is centred on three very simple concepts:

  1. That all young people enjoy being effectively rewarded for their effort.
  2. That most young people need clear guidelines in terms of what constitutes acceptable behaviour.
  3. That effective communication between teachers, parents and students is essential in effective schools.

Central to success will be the Student Planner which will form the centre of communication between school and parents. No personalising of the Student Planner will be permitted and lost or damaged planners will need to be replaced at a cost of £5.00. The planner will be brought to school each day with identified sanctions for students who forget or lose the planner.
The Ruth Gorse Academy Positive Discipline Stamp Policy

The rewarding of stamps is of paramount importance to the success of Positive Discipline across the Academy. Stamps should be an integral part of all lessons and not something that is simply an ‘add on’ or ‘bolt on’ at the end of a lesson. All students should know why they are receiving stamps and be aware of how they can be rewarded further. We would expect students to be aiming to achieve 3 stamps per lesson.


The rewarding of stamps

In general students will receive stamps for the following:

Outstanding effort and attainment in lessons; students will be rewarded for both class work and homework.
As a guide:

Outstanding work and effort, whether class work or homework, will merit 3 stamps;
Very good work and effort, whether class work or homework, will merit 2 stamps;
Pleasing progress and effort, whether class work or homework, will merit 1 stamp.

Students should also receive stamps for positive and well developed contributions e.g. when verbally answering questions or contributing to group discussions.

Extra stamps can be collected for many other reasons:

  • Completing G4G tasks in a thoughtful and considered manner.
  • Completing challenging extension tasks.
  • Carrying out further research.
  • Attending extra-curricular classes or revision sessions.
  • Demonstrating an answer on the board or performing a practical demonstration.
  • Making positive contributions and establishing resilience to drive success.
  • Being actively engaged throughout the lesson with exemplary behaviour.
  • Demonstration of progress in respect of ‘the purple zone’.

Full credits will also be awarded for attending extra-curricular clubs and revision intervention.


All students’ work should demonstrate a sense of pride and self-respect.

Throughout the week positive recognition of student achievement will be placed in the top right hand page of the student planner. For all students this will be done in the form of subject specific stamps which will recognise good, very good and excellent performance. All teaching and non-teaching staff will operate within this system, with three stamps leading to subject credits which in turn lead to a new system of achievement.

Students throughout their time at the academy will know whether or not they are on target to fulfil academic achievement as the year progresses. For all students target levels are as follows:-

Christmas Holiday: Silver
Easter Holiday: Gold
Summer Holiday: Platinum

Where students achieve ahead or beyond these levels then it can be assumed that academic progress will be accelerated. Where these targets are not met then parents can assume that academic potential is not being fulfilled.

Additionally, each form group will be attached to a member of the Senior Leadership Team, who will also be Head of their House. Each week, there is an opportunity to refer students for praise to a senior teacher as and when the opportunity arises. Positive student performance will also be rewarded in three other ways.

  1. The sending of “departmental postcards” each term to students who display particularly high levels of commitment.
  2. The continuation and expansion of major awards ceremonies at the end of the academic year.
  3. The linking of other rewards such as trips, tokens and sports tickets to academic performance.
At times, of course, we have to recognise and accept that young people will not behave or work in a manner which is acceptable. Where misdemeanours are minor or are a result of carelessness, it is likely that only a clear “verbal warning” will be issued. It is expected that this will be a sufficient prompt for most students to work acceptably.

Where misdemeanours are more serious or are persistent in nature then comments will be placed in the Student Planner. Such comments will result in the loss of the Form Tutor Credit for that week and, if a number of negative comments accumulate over a half term, a full school detention will follow. Where student behaviour is particularly disruptive or when three school detentions have been acquired in one particular subject, a period in isolation will automatically follow.

Isolation is an extremely serious sanction. The isolation room has a functional and purposeful environment with a bank of work that covers every curriculum area.

Students will be isolated in the fullest sense of the word. A shorter lunch break will be taken and at no time will the isolated student be allowed to socialise with other students. The room will be fully supervised at all times.

The duration of the day in the isolation room will be from 8:25am – 3:00pm. All students who are placed in isolation must bring their set books and equipment for the day.

The level of commitment displayed by the student will be recorded on the Isolation Record Sheets at the end of each period with the student’s performance being monitored at the end of each day. A student who works satisfactorily or better will re-join mainstream education though a record of the period of isolation will be kept on file. It may also be worth noting once again that this sanction, as with any sanction, can be reached through a gradual process of continued unacceptable behaviour or through the committing of a misdemeanour which is considered sufficiently serious to warrant such an immediate sanction.

If a student behaves inappropriately in Isolation, they will be issued with a written warning. If their behaviour does not improve, a second written warning will be given by either a member of the Senior Leadership Team or Head of Year and the student must repeat the day. If their behaviour warrants a third written warning, the student will be given a fixed term exclusion.

Only in extreme circumstances of persistently disruptive behaviour will the Principal / Vice Principal consider the option of fixed term exclusion.

It is essential to point out, however, that we expect very few students to be doing anything other than enjoying working well at the academy and receiving the rewards and benefits that go with such an approach.

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