The Reminder System

Reminders’ serve as a vehicle to sign-post, support and protect teaching and learning.

The semantics of the word ‘Reminder is deliberate. We have purposefully steered away from the word ‘Warning’. Through staff training and our ethos, we aim to remind our students of what is expected and then allowing for ‘take-up’ time. We know all too well that being ‘warned’ or ‘reminded’ can lead to shame, embarrassment and could result in a further negative response – hence the strong imperative to allow for ‘take-up time’ . This time gives opportunity for children to prefect and adjust their behaviours and also makes allowances for students with additional needs.

Lateness to lesson, as it is so disruptive to learning triggers an automatic 2nd reminder.

Unfortunately, it is possible there may instances where automatic removal from a class is needed to protect the learning of others.

If a child gets a 3rd Reminder they will be removed from the lesson and be place in a Sixth Form lesson or the Red Zone –depending on the context. The term we have used for this is ‘Parked’.

What you can do:

  • You can use G4S to track your child’s day. Not only can you see if reminders or detentions have been issues, you will be able to see and celebrate House Points, Commendations and Best Work Firsts. You can also keep track of punctuality to lessons and the school day.

So far, this year the positive to negative ratio across the school and all year groups are:

Severity -1 0 1 Ratio -:+
Percentage of all events 5% 0% 95% 55:95%

It means our children are getting recognised for their hard work, effort, learning skills and participation.

You may want to put a reward system in place at home to recognise progress and behaviour in school.

  • If you feel we have overlooked a piece of work, homework or effort – please flag it up. Main-scale teachers teach 20 out of 25 lessons a week – this could amount to approx. 150 students for anyone teacher. We pride overserves in noticing all children feeling seen, heard and noticed – we want to get this right for all.

What we do:

  • During tutor time tutors look at this information (the same information you see on G4S) and have a conversation with your child. It may be a well done or a simple congratulations, it may be a supportive conversation or one of advocacy.
    For example, your child’s tutor may know them to be hardworking but quiet, the tutor will speak to their other teachers to say – ‘have you noticed’ or ‘have you seen’, prompting their peers accordingly.
  • Below is a summary grid of what the system looks like. It seems stark but training sits behind its application.