This is an interesting topic as I have a son who has Asperger's and 'discipline' seems to be a problematic issue for the school which has a very structured scheme of red/yellow cards and team points.
Our school have golden time and red/card yellow card and team points. You can collect team points to get a certificate at different colour levels which is awarded in a special assembly.
It is all rather formulaic and sometimes inconsistent.Parents always complain that the discipline and reward system is rather erratic (some children can languish on the same team point level for months despite not doing anything wrong others seem to be receiving certificates in assembly every other week.
DS1 is on a low level of certificate despite never really getting in to trouble. He forgets to put his team points on and gets left to it.
Some children steal extra team points too!
DS is generally wonderfully well behaved unless he is very stressed and unsupported.School don't use the red card for DS at my request because he is very badly affected by it. The things he does wrong are usually because he hasn't understood the social rules e.g. taking the football in the middle of a game because he thought people would find it funny. Consequently, he finds it very stressful to be reprimanded as he blames himself for not getting things right and is very hard on himself. This can lead to him hitting himself or refusing school.
Last week, there was an incident in the playground when he snatched something from another boy. At present, he has a statement but has not yet had the support he's entitled to under it and is only just returning to school full-time after three months of part-time schooling.
School's first concern? What sanctions can we use? We can't have our discipline system undermined irrepsective of whether a sanction will have any effect and irrespective of the impact.
So the point I'm trying to make is that these 'systems' shouldn't be an end in themselves e.g. we can show Ofsted, prospective parents etc that we have a documented reward/punishment systems. They should be processes which work and which include and don't label.
I posted elsewhere here about my younger son getting a red card for hitting someone who had hit him first but wasn't red carded. The teacher clearly forgot to do the 'time out' bit at golden time last week, so imposed it this week out of the blue. For what purpose? To ensure the system must be obeyed. He was upset enough last week at the thought of losing golden time for the sanction to have had its effect.
If I parented like this, people would think I was mad