St George's School, Colchester

Dragon Tokens

Dragon tokens will be presented to pupils for going ‘above and beyond’ in displaying pro-social learning attitudes and behaviour. They are used by staff across the school and/or off-site.

 The Dragon Token system works as follows:

• Pupils are placed in one of four dragon teams: Smokey (red), Blue Dust (blue), Robotics (yellow), Flame Thrower (green)
• Siblings will be placed in the same dragon team
• Dragon Tokens will be awarded to pupil’s who go above and beyond at following school rules and expectations
• Dragon Tokens collected are counted and work towards the six stages of certificates: Bronze, Double Bronze, Silver, Double Silver, Gold, Double Gold
• Dragon teams with the most tokens receive a reward at the end of the year.

There may be times when pupil’s find it difficult to exhibit appropriate behaviours. When this happens, children are provided with support to co or self-regulate their behaviour using a Trauma Perceptive Practice Approach.  An emphasis is placed on a collection of evidence around the alleged incident, using a ‘non-judgemental’ approach. Key supprt and interventions might include:

• Reflecting on what happened
• Reflecting on actions and response
• Developing an understanding of personal triggers and emotions
• Learning prevention strategies
•  Calm staff team response; onus on maintaining a safe learning environment
• Use of visual reminders or social stories
• Time with a Nurture Mentor or member of SLT to work out what wnet wrong for the child/next steps
• Putting into place a Risk Reduction Plan
• Enlisting support from other agencies if appropriate.

Occasionally it may be necessary for a protective consequence to be put in place because of the behaviour displayed. Particularly when a pupil is persistently disruptive and support is not deterring the behaviour exhibited. Consequences used will be proportionate and reasonable responses to the behaviour, that may vary according to the age of the pupil and any other special circumstances that affect the child.

Consequences might include:

• Reflection time
• Confiscation of items
• Missed break

If a consequence has been necessary, the pupil will be supported to reflect on what went wrong, restore 'make good' the situation and identify ways to reduce or prevent further incidents. This will happen as soon as possible following the incident. Where behaviours displayed have resulted in a consequence being implemented, parents/carers will be informed to enable a joined-up approach.

We understand that there may be occasions where provision and support will need to be personalised in order to enable all pupils can access the whole school approach to behaviour as set out within this policy. This enables pupils to feel part of the school community and enables high expectations to be maintained for all pupils.

Behaviour exhibited by pupils will be considered in relation to their SEND needs, although it is also acknowledged that not all incidents will necessarily be connected to that pupil’s SEND need.

Where a pupil has an Education, Health and Care Plan in place, the provisions as set out in that plan linked to supporting behaviour will be followed. 

In extreme situations when a pupil’s behaviour could cause injury to themselves or others, or put them in danger of committing an offence or cause damage to property, it may be necessary for members of staff to use reasonable force to prevent this from happening. Within this, it may be necessary to facilitate the use of the Essex Steps ‘Step On’ approach for de-escalation and conflict resolution. This may include physical guides to support pupils such as ‘open mitten’ or ‘school hug’.  Colleagues are trained in the principles of:

• The importance of a whole school culture.
• Pro-social language and body language.
• Physical guidance, stopping short of physical intervention.

Parents will be informed if physical intervention has been necessary, and this will be recorded using the school system.