Expectations and Rewards

At Daylesford Academy, we believe that positive relationships, clear expectations, and restorative practice are the foundation of a successful and supportive learning environment. Our approach to behaviour and rewards focuses on recognising and encouraging positive contributions, while providing meaningful support when challenges arise.

We believe that the key to promoting positive behaviour is through praise and rewards. The ways in which we reward students for different aspects of their behaviour for learning is through expectations and rewards

The Expectations Framework

Our expectations are simple and consistent across the academy. Every student is expected to:

• Be Safe

• Be Ready to Learn

• Be Respectful

• Be Resilient

These values are embedded in everything we do and provide a structure for promoting positive behaviour and personal development.

Expectations and Rewards at Daylesford

Points-Based Rewards System

Students earn points in every lesson based on meeting the four key expectations. Additional points are available throughout the week for:

• Purple Stars – for going above and beyond expectations (1 star = 1 point)

• Word of the Week – 5 points for demonstrating and reflecting on the word in circle time

• Form Time Engagement – up to 2 points per session

• Daily Attendance – 1 point per day

At the end of each week, points are totalled. These points determine access to Friday afternoon reward time, which includes a range of fun and enriching activities.

Weekly Reward Scale:

• 70+ points – Full Afternoon Reward

• 64–69 points – 10 mins Intervention, then Reward

• 57–63 points – 15 mins Intervention

• 50–56 points – 20 mins Intervention

• Below 50 points – 25 mins Intervention

Restorative Intervention and Support

Our interventions are designed to be restorative, reflective, and supportive rather than punitive. When students do not meet expectations or require additional help, our Tiered Intervention Approach provides graduated support:

• Tier 1: Early Intervention
  Informal conversations and check-ins with key staff to explore underlying issues and support re-engagement.

• Tier 2: Targeted In-House Support
  Includes pastoral sessions, parental contact, progress cards, and close monitoring by SLT.

• Tier 3: Specialist & External Support
  Meetings with families, timetable reviews, and possible referrals to external agencies.

• Tier 4: Specialist Intervention
  Involves SLT, governors, and external professionals. This may include change of placement or formal reviews through SEN/EHCP pathways.

Celebrating Success

We believe that recognition builds motivation. Students who consistently meet or exceed expectations are celebrated through:

• Weekly reward activities

• Public praise in assemblies or form time

• Certificates and Purple Star achievements

• Inclusion in school events and trips

Our mission is to help every student thrive—socially, emotionally, and academically—through a culture of high expectations, mutual respect, and restorative support.

If you have questions about our expectations or rewards programme, please contact the school office or your child’s key adult.