Rewards and Sanctions

In order to create a positive learning environment, we aim to establish a healthy balance between rewards and sanctions. Staff encourage children to behave appropriately, and deal calmly and consistently with unacceptable behaviour for learning. To achieve good standards of behaviour and conduct, staff deal with behaviour issues as and when they occur, if necessary involving other members of staff. Unacceptable behaviour for learning will not be ignored or condoned. Recognition, praise and encouragement are used as much as possible in all situations.


Our emphasis is on rewards to reinforce good behaviour, achievement and effort. We believe that rewards have a motivational role, helping children to see that good behaviour is valued.

Most negative incidents during lessons are managed by the class teacher. However, from time to time, it’s likely that immediate support will be needed, so staff will involve the Pastoral Team or Senior Leadership Team where appropriate. In some instances, the Pastoral Team may be required to support pupils in order to take ‘time-out’ if they are impacting upon their own or others learning.   In exceptional circumstances ‘Negatives’ may be awarded which would result in loss of social time and ‘options’ on a Friday afternoon. Where necessary a child’s parents will be informed, and expected to support and work in partnership with the school to address and improve the unacceptable behaviour being displayed.


Significant day to day behaviour, both positive and negative is recorded on SIMS. SIMS is an online behaviour tracking system to help improve how we manage pupil behaviour in school. Positive behaviour such as extra effort in academic work, helpfulness to others, good citizenship and politeness are recorded and points are allocated accordingly. Using SIMS and tracking in this way enables the Pastoral Team to spot trends and initiate ways to improve behaviour for individuals and/or groups.

Positive Behaviour (TEAM TEACH)

We pride ourselves at Dove House on providing a safe learning environment for our pupils. Sometimes, some of our children may get anxious or agitated – we will do our best to help pupils to calm down using communication skills, distraction techniques and removing triggers where possible.

However, there may be times when children need more help to calm down. This can require physical interventions. At Dove House, we have adopted the Team Teach approach to manage challenging behaviour. All our classroom based staff have been trained in the use of this approach and we have two tutors in school who carry out initial training, on-going refresher training and advise staff on managing behaviour.

Team Teach promotes the least intrusive positive handling strategy and offers a continuum of gradual and graded techniques, with an emphasis and preference for the use of verbal, non-verbal de-escalation strategies being used and exhausted before positive handling strategies are utilised. It should be stressed that 95% of Team Teach strategies are about diversion and diffusion and only 5% about a physical intervention.

Celebration Assemblies

Individualised Behaviour Plans (IBP)

Pupils with designated behavioural needs have an individualised support plan.

This has personalised targets that seeks to improve their behaviour.

These targets are recorded and monitored by the pupil’s tutor.


At Dove House School we are all very aware that the consequences of bullying can be severe in terms of a young person’s mental well-being, attitudes towards school, educational attainment and even potential suicide risk. It is for this reason that we treat every incident of bullying extremely seriously.

The widely accepted definition of bullying is:

The persistent behaviour by an individual or group with the intention of verbally, physically, or emotionally harming another person or group.

Sadly, bullying can happen to anyone and types of bullying include:

  • Bullying related to race, religion or culture
  • Bullying related to special educational needs
  • Bullying related to appearance or health conditions
  • Bullying related to sexual orientation
  • Bullying of young carers or looked after children or otherwise related to home circumstances
  • Sexist or sexual bullying


Bullying is generally characterised by:

  • Repetition: Incidents are not one-offs; they are frequent and happen over a period of time.
  • Intent: The perpetrator(s) means to cause verbal, physical or emotional harm; it is not accidental.
  • Targeting: Bullying is generally targeted at a specific individual or group.
  • Power imbalance: Whether real or perceived, bullying is generally based on unequal power relations

Conflict vs Bullying - There is a big difference

If we can resolve conflict, bullying should not happen.

At Dove House we need to understand the difference, and understand how we can work together to be a bully free school

When dealing with bullying our priorities are:

The Victim

  • To make the victim feel safe
  • Support the needs of the victim
  • Listen to the victim and the impact on their lives

The Bullying

  • To stop the bullying and change the bully’s behaviour
  • To make it clear to every other child that bullying is unacceptable
  • To learn lessons from the experience that can be applied in the future

Next steps:

Whilst it is vital that sanctions are imposed, it is equally, if not more important to re-educate the bully and we use a number of strategies to do this including:

  • Restorative justice
  • Encouraging the bully to reflect upon the consequences of their actions