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Praise, Recognition and Rewards
Uckfield College - Praise, Recognition and Rewards
September 2023
Supported by Uckfield Excellence: Evidence Informed Practice, 17. Recognition
Aims:
We aim to raise the profile, frequency, quality and reception of recognition. We aim to foster learners who strive for excellence and are motivated by their intrinsic determination to excel and build a culture of achievers.
Main foci for the year:
- Teacher praise will be linked to academic progress, including knowledge, language, oracy, application of knowledge or inquisition, OR praise will be linked to effort, not the person or ability, OR linked to our core values and will recognise excellence beyond what is expected.
- Teachers and form mentors will be encouraged to regularly offer quality verbal appreciation.
- Teachers and form mentors will be encouraged to capture recognition that can be re-read, such as notes in MyACE Learning Organisers, emails, postcards or notes handed to students.
- Parents will be encouraged to reward their children when they are recognised at school. Letters home will include, “If you would like to follow up with a reward at home, it would be well deserved.”
- Focus praise in the right areas: praising for that which they’ve already proven they can do, weakens this self-sustaining force. It places pushing in one’s chair, for example, on the same level as an outstanding essay. This confuses students and strips our praise of any real meaning. For expected behaviour, a good old-fashioned “thank you” will do.
Types of Recognition:
Verbal and Non-Verbal Praise
It is important that we praise based on true accomplishment - achievement, excellence or effort beyond what is commonly expected. This helps to support the growth of intrinsic motivation. After undertaking an SSAT research review of the effectiveness of praise, at Uckfield College, we understand that:
- The overall trend in research shows that verbal praise increases intrinsic motivation.
- Verbally praised students demonstrate significantly higher intrinsic motivation (measured through time on task and attitude) than those not praised.
- Verbal praise has a significantly greater impact on intrinsic motivation than use of tangible rewards (which may lead to negative impacts due to reducing self-efficacy).
Examples of non-verbal praise
- A smile
- A golden handshake or thumbs up
- A round of applause
Verbal Praise - praise the effort, praise total participation, praise the Uckfield Qualities or praise the work linked to criteria rather than praising the child.
- Quiet praise (1:1)
- Nameless praise
- Third party praise (sharing feedback someone else has said about the person)
- Peer praise
- Indirect praise (praising the child to someone else, e.g. form mentor or home so that the student hears the feedback indirectly)
Collectables
We value the intrinsic motivation and pride that students should feel when they are successful in their learning or have demonstrated characteristics that have had a positive impact on themselves or others. We also believe it is important to acknowledge and praise the positive behaviour of students as recognition for their efforts.
Achievement Points
All staff will reward students with Achievement points for meeting any of the Uckfield College Qualities, for Total Participation, Oracy, Key2Success or for having a completed positive Character Card.
Uckfield Qualities
| Integrity | Curiosity | Resilience |
| Kindness | Aspiration | Self-Regulation |
Verbal Recognition when awarding Achievement Points
Total Participation |
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| Deeper Thinking | You thought carefully there about… Your reasoning… The justification you gave… That explanation… You built on… The challenge to….was |
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| Questioning | The question you asked demonstrated… It’s right to question… |
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| Listening | You listened responsibly. I noticed you tracked me as I was speaking. | ||
| Homework and Revision | The effort you put into your homework… Completing your homework to this standard has helped you to… By revising using flashcards/quizzes/mindmaps… The additional reading about… |
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| Super Curricular and Student Leadership | Thank you for attending… I have noticed… Your contribution to… |
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The Uckfield Qualities |
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| Integrity | You responded in a respectful manner to… You stood up for what is morally right by… You helped…to belong by… |
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| Curiosity | That response demonstrated curiosity by… I can tell that you thought deeply about… Questioning…shows us that… The way you worked with…demonstrated reciprocity. |
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| Resilience | Instead of giving up when you found that challenging, you… I can see that you learnt from… It was courageous to… The practice you have put in between…and… |
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| Kindness | …demonstrated kindness. It was kind of you to… …showed empathy You supported…by… |
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| Aspiration | I am inspired by the ambitious target you set yourself… By…, you have achieved… |
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| Self-Regulation | I can see that you are finding…challenging. Thank you for… By building on…, it shows that you listened and valued… You have reflected on…and as a result… |
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Recognition that can be re-read and contact home
Staff will write personalised comments, notes and postcards for students to recognise excellence beyond what is expected.
Students will also receive letters and certificates to recognise their participation and progress across their subjects and outside the classroom. We will recognise students who make improvements in their attendance, attitude to learning, progress or participation. This is supplemented by phone calls home.
Cause for applause
Celebration Assemblies and Evenings
At the end of each term, our core values are celebrated by each department and Director of Year by nominating students who have shown these qualities either in a specific subject or as part of wider College life.
At the end of each year we hold a celebration evening for students and their families to attend. Every student is presented with a personalised certificate and gift of appreciation. There are also a range of subject and whole school prizes and awards.
