Our thanks to all who took the time to compete the recent survey about the treats associated with our annual House Points competition. This was conducted in response to some communications we had received that the cinema trip and non-uniform days were very unpopular in our community and that we should consider dropping them.
Some sort of treat has been a part of our behaviour system for many years and something similar is implemented in most schools – not all, admittedly – that we know of. The UK’s leading educational research organisation, the Education Endowment Foundation, conducts meta-studies of available research; on the topic of rewards, the balance of studies are found to be in favour of some sort of reward system. They are generally held to support classroom management and positive behaviour. This would reflect our experience.
Putting in place clear reward systems can improve pupil behaviour in the classroom when used as part of a broader teacher classroom management strategy. Reward systems mainly involve the presentation of something such as a reward or praise to reinforce desirable behaviours, but can sometimes also involve removing something- such as a right to sit next to a friend or time to play – known as punishment.
Reward systems can be an effective way to improve pupils’ learning behaviours. Reward systems are often included in whole-class and whole-school approaches to behaviour and could include star charts or house points systems.
EEF, Improving Behaviour in Schools, 2019
The studies do warn against using such a system in isolation and expecting it to have an impact on pupils with challenging behaviour and who may have a condition. We recognise this and have lots of other systems in place alongside, including age-specific treats and rewards and further personalised systems for individuals for whom the general system is not sufficient or appropriate. Children tell us, via School Council and annual surveys, that they enjoy the kudos and praise associated with being awarded house points at the time, even if that does not result in a later treat. They also enjoy weekly Values Assemblies and the different treat systems they have in class. We don’t reward children for their working outcomes, but for going above and beyond the expected with regards to effort and our school values. We appreciate that this is subjective, but are confident that teachers apply this as fairly as they can, that every child knows the type of behaviours that earn points and has a chance to be recognised. There are no children (literally) in the school with no House Points and there will be no children who have not been a Values Champion at some point in the year.
In the House Points system, we have a mix of individual (Cinema Trip) and collective (non-uniform), We account for differences in the propensity of teachers to award points – we know some do more than others! – by working on a basis of top ‘X’ in each class, rather than ranking throughout the whole school.
Nonetheless, we didn’t want to run something that was unpopular or widely perceived as unfair; hence the survey.
The results were as follows:
Replies received: 139
CInema Trip:
Against 6 = 4%
No opinion: 9 = 6%
In favour of keeping:124 = 90%
Termly non-uniform day:
Against; 4 = 3%
No opinion; 5 = 3%
In favour of keeping;130 = 94%
In light of these results and alongside the positive research, our own positive experiences and the expressed opinions of the children at School Council and in their own surveys over the years, we will continue to offer these – or similar- as part of our behaviour and relationships system.
Again, our sincere thanks to all who contributed. All opinions are valued and appreciated