Pupils must be aware of these:

Regular recapitulation will benefit.  Progression through the consequences should be clearly identified as a child moves from one level to another.  It is important that there are no surprises and that the system is used as a tool to help pupils succeed rather than as a weapon to punish.  It must be clearly understood though, that extreme disruption can immediately lead to a jump down the list of consequences as appropriate. 


Consequences of breaking “Expectations for Learning”

a) Reminder

This is the basic level of managing pupils in the classroom enabling them to conform with requirements and will, hopefully, be “the norm” for most lessons.  This level will not need to be identified until consequence ‘b’ looms. It may well be that: a look; calling a pupil’s name; instructing: “Please get on, David”, etc. will suffice.  This remains flexible to ‘remind’ any number of pupils any number of times at the discretion of the teacher. If the member of staff feels that the learning atmosphere is not as required despite reminders, then consequence ‘b’ should be considered.

b) Warning

This will establish that the attitude of the pupil (or pupils?) is unsatisfactory and a more serious view of the situation is taken; e.g. “David, I must give you a warning if you fail to do as you are asked” then: “This is an warning: you are breaking expectation 2, let’s avoid further problems, or: David, this is now a warning: Look, I really want you to achieve your stamp but if you don’t do as I ask then you will run the risk of losing it”.

c) ‘You Can Do Better’ Stamp’

We need to maintain attainable high expectations of our pupils. The ‘You can do better’ Stamp is a result of a pupil applying himself / herself less well than required.  It demonstrates an inappropriate attitude relating to behaviour or work or both.  It reflects that the teacher has a higher opinion of the pupils’ potential performance than has been reached.  It should be used formatively during the lesson in a positive way.  A conversation with the form teacher will take place at the end of school to discuss the reason for the ‘You can do better’ stamp and agreed action to avoid repetition in future.

d) NIL Stamp

This will mean the loss of the commendation stamp and the recording of a ‘NIL’ stamp.  Consequence: 10 minute detention in form base at the end of the day.  Subject staff should record and communicate to Heads of Department.  Form staff will monitor to enable appropriate support from the SENCO and/or Head of Year.  The ‘NIL’ stamp should be recorded at the end of the lesson.  Again, no surprises: Pupils creating problems need reminding of the “Expectation for Learning” being broken; e.g. “David you have lost your commendation stamp.  Let’s avoid more difficulties by following our expectations and doing as you are told”.

e) Buddy System

Having support from another member of staff in your department can help to provide some breathing space for you and the pupil.  You can ask the pupil to work in the room of a colleague to avoid removal to the support room and more serious consequences. If you are using a colleague as a buddy in this way, you should ensure that you have a conversation with a pupil to avoid a repetition of the behaviour in the next lesson.  Again, please end the conversation in a positive manner so that the pupil feels that they have a fresh start the next lesson.

f) Support Room

The removal of a pupil must be achieved in as supportive a way as possible (difficult) not “Get out!  Get to the Support Room!”, but “David, I cannot keep you here, take this slip and report to the Support Room”. Pupils removed to the Support Room will receive the “Support Room” stamp at the end of the hour in attendance. When issuing a stamp other than a commendation stamp, look to be supportive in your hope that: “I want to be able to give you your commendation stamp next lesson”.  Subject Staff need to ensure that they allow sufficient time for the stamping process to take place in a quiet, well-ordered manner. It is very easy to experience a rush from consequence c to e.  Any form of management to create a form of ‘cooling off’ or ‘time out’ effect in the classroom to avoid more serious consequences, would be of considerable advantage.

Removals to Support Room

Pupil should be issued with a slip to take to Support Room or if preferred send with a second pupil following removal.  The retained section should be completed for the interview with the pupil at the end of the day.  This should be taken with you to the HOY office at the end of the day.

The pupil will complete an evaluation sheet in the Support Room.  He/she will meet with the member of staff who removed him/her at the end of school (3.20 p.m.)  Pupils sent to the Support Room will spend the remainder of that lesson in the Support Room, at the end of which the member of staff on duty will ascertain whether or not the pupil is ready to return to the classroom.

In the Support room, pupils complete an Evaluation Sheet, using a pencil supplied by the Support Room, and then complete appropriate work based on recorded levels of prior learning.  Support Room staff will check the Evaluation Sheet and sign it before returning it to the pupil, who will present it to the removing member of staff at the end of the day.

If the information supplied on the evaluation sheet is sloppy or inadequate, the pupil should be asked to repeat the task.  Some pupils will require assistance to complete the evaluation sheet.

Extended stays or fixed term removals to the Support Room will be made only by Senior Staff.  Work will be provided for these circumstances only.  Pupils removed from the classroom 3 times will attend an interview, accompanied by parent, with the A.H.T.

Pupils removed 5 times will be required to attend a two hour improving behaviour session on Saturday morning with senior member of staff. Students will be required to attend a behaviour panel with the school governors.  Continued removals can result in further action taking place.

Commendation Stamps & “You Can Do Better” Stamps

It is very important that the commendation stamp retains its value.  It must be earned by pupils showing a POSITIVE ATTITUDE in that lesson.  If a pupil has performed less well than the teacher requires, then a “You Can Do Better” stamp is available.  This identifies that the pupil has not created problems of any particular note but that he/she has not shown the attitude in the lesson to merit a commendation stamp.  Teaching staff need to remind pupils of expectations (in detail, these will differ from child to child), so that recording of a “You Can Do Better” stamp will not be a surprise.

The ‘good effort’ required matches the effort grade within the School Assessment Policy.  Pupils consistently achieving commendation stamps in a subject should achieve a good effort grade in end of year report, or be in line with end of term / year targets.  End of term assessments which illustrate under performance should have seen a number of stamps issued during the term / year to indicate this.


Please note that all stamps should be issued at the end of the lesson, ideally after work has been cleared away and the class are sitting in silence with Planners open.  This process can be brisk and can draw the lesson to a very well-ordered close.

Pupils sent to the Support Room will receive the Support Room stamp at the end of each hour in attendance (See Support Room Notes for Guidance).  When using the “You Can Do Better” or, ‘NIL’ stamps it can be helpful to adopt a supportive: “Look David, you can do so much better than this!” and advise how he can achieve his commendation stamp in your next lesson.


Form Tutors will monitor the number of the following each week:

  • Late arrivals (am)
  • Complete days of commendations stamps
  • You Can Do Better” stamps
  • ‘NIL’ stamps
  • Uniform Stamps
  • No Equipment Stamps
  • Planner checked and signed by parents

The Recognition of Achievement

This is central to the idea of “Positive Discipline for Learning” and is an essential feature of daily life in school.  All children respond well to praise, and opportunities to recognise pupils’ achievements must not be missed.

Contacting parents by phone or through praise postcards is an excellent way of encouraging pupils to do their best in school and rewarding positive actions.

A full week of commendation stamps will gain a blue TRIC sticker worth 50 points.

Pupils Forgetting Planners

House tutors will check planners and equipment each morning.  Pupils with no planners will be issued with a planner sheet (signed by Form Tutor) which MUST be collected in at afternoon registration.  The House tutor will then transfer stamps from the planner sheet to the child’s Planner the next day.

Pupils who fail to be equipped with planner on a regular basis should be referred to the Head of Year.  The student will be issued with an hours detention after school.


House tutors should check equipment on a daily basis, issue equipment if necessary and stamp the planner with a no equipment stamp.