Positive Behaviour Policy

Policy details

Date created - 3 May 2023

This Policy follows the Trust template.

Date approved - 19 November 2024

Next review date - Autumn term 2025

Policy owner - Regional Director (Nick Lowry)

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Co-op Points        5

Praise        5

5. Recognition        6

Daily rewards        6

Weekly rewards        6

Half-termly rewards        6

Ways of Being Award        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        8

The Red Line        8

8. Expectations outside of School        9

9.  Consequences        10

Managing unacceptable behaviours        10

Reflection        10

Restorative conversation        11

10. Further Intervention and Support        11

Role of the SENDCO        11

Personalised approach to students with additional needs and/or SEND        12

11. Child on Child Abuse        13

14. Searching, Screening and Confiscation        16

Appendix A - Coding on Arbor (MIS)        18

Appendix B - Co-op Academy Manchester Consequences Tariff        20

Appendix C: Approaches to behaviour        23

Recording of rewards and sanctions        23

Power of the rewards and sanctions data        23

1. Policy Statement and Purpose

This behaviour and relationships policy supports safe, secure and predictable routines, expert teaching and adaptive practice to make behaviour expectations transparent to all students, parents/carers, and staff, and provides reassurance that expectations of, and responses to, behaviour are consistent, fair, proportionate, and predictable.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Manchester website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

Education Act (2002), as amended by Education Act (2011)

Education and Inspections Act (2006)

School Discipline [Pupil Exclusions and Reviews] – England – Regulations (2012)

Equality Act (2010, revised 2018)

In addition to this guidance, Co-op Academies recognises that although schools serve local communities and therefore design their behaviour and culture around their context, there are fundamental principles behind great school culture. These have been laid out here in our Behaviour Principles - and underpin the spirit and content of this policy.

2. Rules and Ways of Being

Co-op Academy Manchester is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

Do What Matters Most

Be Yourself Always

Succeed Together

Show you Care

Our shared academy vision is

Co-operating for a fairer world for our community; providing educational excellence, community responsibility and elevated aspirations for all.

Collectively we aim to be GREAT in everything we do.

3. Rights and Responsibilities

The Trust has overall responsibility for the effective operation of this policy and for ensuring compliance with the relevant statutory or Trust framework. The Trust has delegated operational responsibility to the principal of each secondary school.  This includes ensuring the promotion, fair and consistent application of the policy by all staff.

The Governing Body has a strategic responsibility for ensuring the principal discharges the obligations around the behaviour policy outlined within the policy.

Promoting positive behaviour and good attendance is the responsibility of the whole-school community.

Specific roles and responsibilities include:

• The Principal ensures that the policy is implemented with fidelity to enable a strong culture where the whole-school community can thrive.
• The Principal ensures that all staff prioritise a calm and purposeful environment by rigorous implementation of the behaviour policy.
• The Vice Principal  with responsibility for behaviour monitors all aspects of the school’s behaviour policy and its application, to promote equality for all students.
• The senior leadership team ensures that they are visible around school and known to students across all year groups; actively seeking out students for praise and recognition, demonstrating a genuine care and respect for students, modelling effective implementation of policy. They implement and model unconditional positive regard, deliberate ‘botheredness’ and compassionate consistency within every possible interaction within the school community.
• The senior leader assigned to lead a year group ensures that each and every student gets the personal attention they need to ensure excellent standards of behaviour and great learning.
• The Special Educational Needs and Disabilities Coordinator (SENDCO) ensures that a thorough assessment of need is undertaken for students and that they receive appropriate additional support, where required.
• The heads of year/pastoral leaders and team of form tutors/learning coordinators create a year team and class identity where each student feels a sense of responsibility for helping and supporting others and promoting excellence.
• The safeguarding team ensures that the most vulnerable students, including looked after children, receive the necessary support to flourish pastorally and academically.

All staff ensure:

• that they treat students respectfully with unconditional positive regard, deliberate ‘botheredness,’ compassionate consistency and with a de-escalation mindset.
• they apply the policy consistently and fairly. This includes reasonable adjustments for those who struggle to regulate their behaviour and the implementation of adaptive teaching strategies, where required.
• that high standards of behaviour, attendance and punctuality are modelled and actively always promoted through the rewards programme.
• that good behaviour is recognised and praised.
• that unacceptable behaviour is addressed promptly and appropriately to avoid a repeat.
• All students demonstrate outstanding behaviour which exemplifies the Ways of Being
• Parents/carers take responsibility for their child’s attendance and their behaviour inside and outside school, working in partnership with the school to maintain high standards of behaviour and attendance.

4. Developing Positive Behaviour

Co-op Points

• Achievement points are used to reward positive behaviours. Behaviour points are used as a sanction for unacceptable behaviours.
• Students will be rewarded with achievement points each time they demonstrate our Ways of Being (Appendix 1: Achievement Points – the tariff).
• Students will be sanctioned with behaviour points each time they commit a disruptive and/or red line behaviour (Appendix 2: Behaviour Points – the tariff).
• Negative behaviour points will be deducted from achievement points to give overall Co-op points.
• Co-op points contribute to the Ways of Being Award.

Praise

• Praise is used as the greatest lever for securing a positive culture.
• The most effective reward is that which is immediate and delivered by a person who has a good relationship with the student. For example, a simple ‘well done’ can have a huge impact when delivered by a key worker, a form tutor, or a teacher.
• Positive interactions must ensure rewards outweigh the negative by a ratio of 7:1. With students who are vulnerable, have social, emotional or mental health needs or have experienced trauma or adverse Childhood experiences (ACEs), the recommended ratio increases to 14:1.
• We target these figures to develop positive and effective relationships with students.
• For praise to be most effective, it needs to be:

• specific and linked to an achievement or action of merit.
• sincere and genuinely expressed with appropriate language and tone.
• personalised using the student’s name.
• consistently used in all lessons as a part of our teaching
• discreet and private at times when appropriate.

• Within the established positive learning environment, students should expect to receive regular praise from the adults in school for notably good behaviour in line with the Ways of Being. Strategies used include:

• regular verbal praise and encouragement, specifically focusing on personal gains by individuals.
• non-verbal praise - e.g., thumbs up, positive facial expressions.
• acknowledgement of good work and instant recognition for good homework produced.
• encouraging staff to praise identified individuals and sharing their work.
• displaying students’ work around the learning environment as positive exemplars

• Praise should also be addressed to parents/carers through a telephone call or a postcard home, which in turn will promote a positive working relationship with the family.
• Students who may receive a disproportionate number of negative behaviour points and phone calls home, may benefit from more regular positive calls home to support a change in behaviour.

5. Recognition

Daily rewards

• Daily rewards support a culture of positivity.
• Each teacher will praise students for meeting expectations, following the behaviour routines and demonstrating our Ways of Being.
• Achievement points will be awarded to students for demonstrating the Ways of Being throughout the day:

• Each form tutor will aim to award at least 1 student with achievement points during tutor time.
• Each class teacher will aim to award at least 3 students within the lesson.
• Each head of year will aim to award at least 5 students from their year group during social times.

• The top 10 students with the highest number of Co-op points in each year group will receive a positive text message home per day.
• In every lesson the subject teacher will award a Golden ticket to one student who has shown excellent progress, effort or attitude in the lesson. This will then be collated at the end of the week and the students who received a Golden ticket will go into a live prize draw in assembly to receive a reward.

Weekly rewards

• Positive postcards will be sent home by the Head of Year acknowledging when a student has reached the following Achievement Point thresholds: 50, 100, 150, 200.
• Subject staff may send a postcard for a particularly noteworthy effort or achievement within a subject area.
• The top 10 students with the highest number of Co-op points in each year group will receive a positive text message home weekly.
• The student with the highest number of Co-op points in each year group will be named the Student of the Week. Their names will be displayed on screens around the school and social media, where appropriate, to celebrate success.

Half-termly rewards

• Half-termly rewards celebrate students who exemplify our Ways of Being over a sustained period of time.
• Form tutors will identify one student for outstanding behaviour during the half term. The student will be presented with an Outstanding Behaviour certificate in a special half termly assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
• All subject teachers will identify one student for outstanding work habits per year group for the half term. The student will be presented with an Outstanding Work Habits certificate in a special half termly assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
• All subject teachers will identify one student for outstanding achievement per year group for the half term. The student will be presented with an Outstanding Achievement certificate in a special half termly assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
• Students with 100% attendance each half term will be awarded with a certificate in a special assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
• Students with the most improved attendance over a half term will be awarded with a certificate in a special assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
• A Co-op hero is a student who has excellent attendance, punctuality and behaviour. They will receive a free experience during school hours. Parents/carers will receive a letter home congratulating their student for this achievement. There will also be a roll of honour of Co-op heroes displayed in each tutor group.
• Co-op Heroes will be invited to attend a free or heavily subsidised Co-op Heroes reward experience, such as a trip to the local cinema, bowling etc. The Academy can amend the criteria for ‘Co-op Heroes’ depending upon context and must communicate that to parents/carers in advance of the rewards experiences.  

Ways of Being Award

• Ways of Being Award is a points-based system, rewarded through achievement points for excellent attendance, behaviour and service to the community.
• The Ways of Being Award ABC Model is applied to categorise achievement and determine the level of reward gained.
• It is important that the Ways of Being Award Leader quality assures community hours and ensures that they are recorded on Arbor.
• Each year, a Ways of Being Award ceremony will take place for each year group.
• A roll of honour will be displayed in each tutor group.

6. Classroom Strategies and Expectations

• Teachers will use their professional judgement and teacher toolkit to set pupils up for success within the classroom. They will create micro-routines to support positive behaviour, for example, handing out of resources or during independent and silent study. This will ensure consistency across all lessons with the 9 key teaching techniques being implemented through all lessons.
• Teachers must meet and greet students at the door to their classroom at the start of all lessons in a positive manner, demonstrating unconditional positive regard.
• Teachers must, whilst meeting and greeting students for their lesson, support the school culture by ensuring that students are transitioning between lessons quickly and quietly.
• Teachers must have well-thought-out seating plans in place that consider vulnerable groups, academic challenge and interpersonal relationships that may affect the academic classroom ethos.
• Teachers will follow an agreed lesson structure, which ensures consistency and predictability for all students and provides the emotions safety for them to learn
• Students should enter the classroom and undertake a Do Now, Review Now activity) that should be completed in silence and take between 5 and 8 minutes of the start of each lesson.
• A Do Now, Review Now activity will be a knowledge retrieval activity that links to prior knowledge and frames the next steps within the current lesson. Independent knowledge application is to be completed in silence to allow for deep thinking and work without distraction.
• Teachers must assertively monitor learning and progress within lessons and provide live feedback.
• Adaptive teaching strategies must be implemented with rigour and consistency, to support students’ progress and self-regulation. This is of increased importance for our most vulnerable students, including those with Special Educational Needs.
• Before issuing a warning, staff must be confident that they have explored their teaching toolkit to mitigate behavioural incidents for example, they have;

• delivered effective instructions, including explicit knowledge instructions,
• applied the Ready to Learn technique for in class routines,
• utilised least invasive interventions and adaptive teaching techniques,
• through assertive monitoring utilised their teacher toolkit to address behaviours at the earliest possible point,
• considered the art of consequence and;
• completed a whole class reset through Ready to Learn techniques, if and when required.

• The universal techniques referred to above should be completed, as appropriate, for disruptive behaviours, alongside adaptive teaching strategies, where required, before issuing a sanction.

7. Expectations Around the Academy

The Red Line

• Students cross a painted red line as they enter and leave the school premises. It acts as a physical reminder to students about where the academy’s expectations start and end.
• It is a key opportunity for leaders and staff to set students up for a successful day as part of a daily norm. They should:

• greet students and wish them a positive, productive day.
• praise them for good behaviour.
• remind them of our Ways of Being and encourage them to receive achievement points.
• for students more susceptible to disruptive or red line behaviours, remind them of the support available if required and that each new day is a fresh start.
• remind students that mobile phones are not allowed as soon as they cross the red line on to the school premises.

• At the end of the day, leaders should:

• speak to individual students as needed and to check on their day.
• remind them of the importance of completing their homework.
• wish students a safe journey home.
• emphasise seeing them the following day and on time.
• remind students that mobile phones are not allowed to be used again until they cross the red line to leave the school premises.

• The red line acts as a visual reminder for students regarding disruptive behaviour consequences. However, the academy also has the right to sanction students’ behaviour outside of the academy, within the community to such an extent that is reasonable and where the behaviour may have an impact upon the academy culture or community.
• At the end of the day, teachers must: escort students to their designated exit, escort beyond the red line, ensure that students are not grouping and/or waiting around for friends, avoid static conversations, be cognisant that students need to make their way to the exit

Line-ups

• Line-ups are an opportunity in which to correct behaviour, address uniform and create a sense of calm prior to learning. Our primary purpose is to provide an efficient daily routine so that we can focus on our teaching and learning priorities.
• Line ups constitute a visible demonstration of our 100% discretionary effort, encouraging our no opt out culture and are an opportunity to demonstrate our Ways of Being Co-op as every student is provided with the opportunity to reset themselves during this time. It helps us to communicate our expectations, provide powerful feedback, deliver key messages, celebrate successes and reinforce our academy values.
• Line-ups occur for Years 7-10 at the following times:

• At the start of the day prior to tutor time.
• At the end of each year groups break time.
• At the end of each year groups lunch time.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Manchester. We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Manchester pupils. When walking to and from the academy we expect you to:

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and not looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• talk positively and be positive about the academy and the Co-op
• continue to live by our Ways of Being and commit to being ready, respectful and safe

9.  Consequences

Although Co-op Academy Manchester does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

Managing unacceptable behaviours

• Disruptive behaviours are low level but can become a serious issue if they are persistent.
• Although Co-op Academy Manchester does everything possible to mitigate the need for consequences and sanctions, we know that students do make mistakes.
• Unacceptable behaviours are categorised as disruptive behaviours and red line behaviours. See table 1 in Appendix for the full list.
• Teachers are expected to set students up for success. This includes planning lessons that include the agreed Classroom Culture Strategies and Expectations. Our routines provide predictability and consistency for all learners. Routines ensure that all students are set up for success.
• Students who display disruptive behaviours are to be given one warning to rectify their behaviour. If they fail a second time, they are referred to Reflection. Prior to receiving the warning, teachers are expected to utilise the full range of appropriate techniques within their teacher toolkit, specifically: least invasive interventions. 
• When issuing a warning a staff member is expected to use the following script “X this is your warning for … ”.
• Red line behaviours are not tolerated at any time and lead to an immediate referral to Reflection.
• Red line behaviours marked with an * may lead to a suspension or a permanent exclusion subject to meeting the conditions set out in the appropriate suspension or exclusion checklist.  

Reflection

• Reflection is the space where students are referred having received two consecutive disruptive behaviours or a red line behaviour on any given day.
• Reflection enables students to reflect on their behaviour and to understand the reasons for their referral whilst still having the opportunity to access their learning.
• Schools should follow the Reflection Checklist in Appendix 4 to ensure the correct processes are followed.
• If a student refuses to go to Reflection, time should be given to help the student regulate their behaviour with an adult that is known to the student. When the student is calm, the adult should encourage the student to complete Reflection. If needed, the member of staff should sit with the student and discuss any issues.
• Information on the students in Reflection will be analysed each day and week. This information will inform the best next steps to support the student and/or the member of staff who made the referral.
• If there are concerns around the number of referrals to Reflection for any given student, they will be picked up through the Behaviour Risk Register. If the student has SEND or is LAC, an emergency multi-agency meeting will be held to determine the best next steps for the student.
• Pastoral teams should consider the severity of the behaviour and/or the degree of reparation that has taken place before bringing forward a restorative discussion and early return to lessons.

Restorative conversation

• The restorative conversation is an essential part of the programme when a student is referred to Reflection. The aim of the conversation is to avoid a repeat referral to Reflection.
• During Reflection, the student and member of staff who made the referral will meet for a restorative conversation.
• The member of staff who made the referral is expected to be self-aware in terms of their own emotions around the incident before attempting to rebuild the relationship and reframe the behaviour that led to the referral by:

• paying due regard to the zones of regulation
• actively listening
• asking empathetic questions
• being understanding
• supporting the young person to find a solution to their behaviour.

• The restorative conversation is an opportunity to:

• rebuild the relationship.
• help the student reflect on their behaviour.
• provide support for any underlying issues.
• move the student on from that behaviour so that the student does not repeat the behaviour.
• reinforce behavioural expectations and positive aspirations.
• instil belief and confidence in the student.
• provide additional support for positive behaviours.

10. Further Intervention and Support

Role of the SENDCO

• The SENDCO will complete a thorough assessment of need for those students who:

• receive 5 or more referrals per half term.
• have a sudden increase in referrals.
• have two referrals in one week, following a pastoral check-in from a Head of Year.

• The SENDCO may also decide to complete assessments or intervention programmes including, but not limited to the following:

•  cognition and learning
•  physical and sensory
•  counselling
•  behaviour therapy
•  GL assessment SEND
•  speech and language
•  communication interaction
•  Adverse Childhood Experiences (ACE) screening by an educational psychologist
• Students will then be discussed to identify the correct level of support through the graduated approach.

Personalised approach to students with additional needs and/or SEND

• Co-op Academy Manchester recognises that at certain stages in a student or young person’s school life they may struggle to access, or manage within, the universal provision offered by the school as a result of:

• Social, Emotional, and Mental Health Needs (SEMH)
• Adverse Childhood Experiences (ACE)
• Special Educational Needs (SEN) and Disabilities (SEND)

• Staff are trained to support students with SEMH, SEND or suffer from ACEs. If a student displays behaviour which suggests an undiagnosed need, then the graduated response as outlined in the SEND Policy should be followed. This includes:

• A thorough assessment to establish a clear analysis of the student’s specific needs
• a plan setting out how the student will be supported using a Student Passport
• the required actions to provide the support
• regular reviews to assess the effectiveness of the provision and identify any recent  changes.

• The ‘Zones of Regulation’ has been implemented across the academy to support ALL students with SEMH. It encourages students to attempt to self-regulate by offering support and guidance with:

• identifying the physical traits of their emotion
• developing their emotional literacy to be able to explain how they are feeling
• identifying the strategies that work best for them in regulating their emotions
• If a student is unable to self regulate they are supported to co-regulate outside of the classroom with a Teaching assistant or a Head of Year. If this is unsuccessful, the student may then be offered the opportunity to use the Regulation Room in the Inclusion space for a short period of time.  

• Social, emotional and mental health (SEMH) needs are a type of special educational need in which Children or young people have severe difficulties in managing their emotions and behaviour. They often show inappropriate responses and feelings to situations.
• Adverse Childhood experiences (ACE) can be defined as events which occur in a student’s life which can be traumatic and leave lasting effects on development and learning e.g., delayed development leading to difficulties following instructions.
• Teachers within the school will be aware of the content of a Student Passport for any student whose special needs might manifest in challenging behaviours and as such, will be mindful of this when considering the use of behaviour sanctions and make reasonable adjustments, where necessary.
• Consideration is made as to whether misbehaviour indicates that a student is suffering from, or is likely to suffer, significant harm or is the result of an unmet educational need or other needs. In these instances, the school will consider a multi-agency assessment where necessary.
• Students who have been identified as having additional needs including SEMH and/or ACE characteristics will still be subject to the same procedures laid out within this policy.
• In extreme circumstances there may be a strong case to establish an In School Alternative Provision to support students who continue to struggle in main school lessons.

11. Child on Child Abuse

Co-op Academy Manchester is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Keeping Children Safe in Education. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

For more information on how we deal with child on child abuse please see:

Co-op Academy Manchester Anti Bullying Policy.

Co-op Academy Manchester Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

• The negative behaviour of a student both inside and outside of the academy can be considered grounds for a suspension and/or permanent exclusion.
• We are committed to following all statutory suspensions procedures to ensure that every student receives an education in a safe and caring environment. A decision to exclude a student will be taken only:

• in response to serious or persistent breaches of the school’s behaviour policy and
• if allowing the student to remain in school would seriously harm the education or
• welfare of others

• Before deciding whether to exclude a student, either permanently or for a fixed period (suspension), the Principal will:

• consider all the relevant facts and evidence, including whether the incident(s) leading to the suspension were provoked.
• ensure an appropriate investigation has been conducted including where appropriate and accessible the use of the school’s CCTV facility or any video footage which can be viewed by the pupil, parent/carer, school staff as appropriate, the police, governors, and any Independent Review Panel members, in line with the provisions of the UK General Data Protection regulation and with advice from the Trust’s Data Protection Officer.
• enable the student to give their version of events considering their age and ability to understand.
• consider whether the student has special educational needs (SEN)

• We will take care to ensure that a decision to exclude does not involve any kind of discrimination, as defined by the Equality Act 2010. We will not discriminate against pupils on the basis of protected characteristics, such as disability or race.
• The academy will make reasonable adjustments for managing behaviour which is related to a student’s disability. Where suspension needs to be considered, the academy will ensure that a student with a disability is able to present their case where the disability might hinder this.
• We recognise that disruptive behaviour can be an indication of unmet needs. Where we have concerns about a student’s behaviour, we will try to identify whether there are any causal factors and try to intervene early in order to reduce the need for a subsequent suspension.
• Fixed term suspensions will be allocated for the reasons issued below:

• Persistent or general disruptive behaviour (including non compliance when placed in the academy’s Reflection Room for an isolation period or failure to comply with the Reflection Room expectations)
• Verbal abuse / threatening abuse towards an adult
• Physical assault against a student
• Verbal abuse / threatening abuse towards a student
• Damage to Academy Property
• Drug / Alcohol related incident
• Physical Assault against an adult
• Theft
• Bullying
• Inappropriate use of social media or online technology
• Use or threat of use of an offensive weapon or prohibited item
• Abuse against sexual orientation or gender identity
• Sexual misconduct

• Fixed term suspensions (suspensions) will be issued between 0.5 days (minimum) and 5 days (maximum), authorised only by the Head of School, Principal or Vice Principal (Pastoral).
• On issue of the fixed term suspension, parents/carers will be informed (by phone call and by letter in the post) of the following:

• Length of suspension time
• Reason for suspension
• Reintegration appointment date and time

• The reintegration process is an opportunity for parents/carers, students and Academy staff to meet together to discuss the events leading up to the suspension, address behaviours displayed and ensure any support deemed necessary for the student is put in place. This meeting should be attended by parents/carers in order for the successful reintegration of the students into the academy. In this meeting the following steps will also be taken:

• a re-integration form will be completed in which questions will be asked of the student encouraging them to discuss any potential obstacles /barriers they are facing both in lessons and socially. This document will be electronically saved in the student’s file.
• actions agreed which will support the student’s reintegration
• all relevant staff will be informed of next steps.
• restorative conversations will take place where appropriate with staff
• a discussion around any SEND screening requirements or Safeguarding Concerns that may need further investigation from the teams within the academy.  

• If more than one suspension has been issued within a term, the Head of Year will place students on a report card for two academic weeks. The actions for this will be discussed within the meeting. A follow up meeting will be called to discuss the success of the report card at the end of the allocated time.
• On return from suspension, students will complete two consecutive hours in the Reflection Room before rejoining their timetabled lessons. This is to allow time for appropriate interventions from the behaviour team to take place and a successful reflection booklet to be completed by the student.
• Heads of Year will continue to monitor behaviours around the school and will allocate bespoke interventions and support where appropriate. Further information on suspensions can be found in the Trust’s suspension policy.

Further information on suspensions can be found in the Trust’s Exclusion policy. For further information on consequences for different behaviours see appendix 1.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

 Further information on permanent exclusions can be found in the Trust’s Exclusion policy.

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

• returning the item to the student at the end of that lesson
• returning the item to the student at the end of that day
• escalating the issue to a member of the year team / senior leadership team
• discussing with the student’s family about how best to return or dispose of the item

Retention of, damage to or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up, should only be used to ensure the maintenance of a safe and purposeful learning environment.

Mobile Phones / Devices

The academy has a strict no personal electronic device policy for students, including mobile phones and all other items. This is detailed fully in the Personal Electronic Devices Policy which is available on the academy website.

Screening

• If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
• If a student fails to comply, and the school does not let the student in, the student’s absence will be treated as unauthorised. The student should comply with the rules and attend.

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).

Appendix A - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

There are eleven categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Community conduct
3. Bullying
4. Preparation for learning
5. Disrespect to adults
6. Disrespect to children
7. Abusive behaviour (protected characteristics)
8. Fighting, physically aggressive or threatening violence
9. Banned items
10. Dishonesty
11. Truancy

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix B - Co-op Academy Manchester Consequences Tariff

Appendix C: Approaches to behaviour

Recording of rewards and sanctions

1. All achievement points must be recorded on Arbor. The member of staff who awards the achievement point, is responsible for recording it in real time.  The reason for the achievement point should be shown, selecting the appropriate category from the list in the Ways of Being.
2. All behaviour points must be recorded on Arbor in real time.
3. The member of staff who refers the student to Reflection will be responsible for selecting the appropriate category from the disruptive or red line behaviours.
4. If the student commits a disruptive or red line behaviour outside of the classroom, the member of staff will inform a member of staff  on duty who will record it on Arbor.

Power of the rewards and sanctions data

5. On a daily and weekly basis, senior leaders will analyse the referral data (disruptive and red line behaviour breakdown) and agree strategic actions to reduce referrals. Strategies will be put in place for individuals and groups of students. These will be recorded as part of the Behaviour Risk Register.
6. On a daily and weekly basis, heads of year will analyse the referral data (disruptive and red line behaviour breakdown) and agree interventions to reduce referrals in their year group. Working alongside the year link senior leaders, strategies will be put in place for individuals and groups of students.
7. On a fortnightly cycle, middle leaders will analyse the referral data (disruptive and red line behaviour breakdown) and complete an action plan to support strategies to prevent further referrals in their subject. Strategies will be agreed to improve the student’s behaviour in lessons over the long term.
8. On a half termly basis, the pastoral team (including Heads of Year, attendance, safeguarding, SEND and the senior leaders with a responsibility for behaviour) will meet about each year group and discuss each individual student in accordance with the allocated risk register for each specific area. This forms a focus group to allow effective and timely actions to support students when a level 3 or 4 grade is triggered.

Appendix D: Home-Academy Agreement

The academy will:

• care for each student’s wellbeing, safety, happiness and recognise achievement;
• adopt a firm but fair and consistent approach to discipline;
• provide high quality teaching in a high quality learning environment;
• encourage and foster a sense of individual self-respect for each student
• report students’ progress to parents/carers regularly in writing
• contact parents/carers if there are concerns about attendance, punctuality, behaviour or progress;
• respond sensitively and promptly to any concern or complaint raised by any student or parent/carer;
• listen to, and value, parental and student contributions.

Parents/carers will:

• support the academy values and behaviours;
• ensure that their child attends the academy on time, with a minimum of 97% attendance;
• inform the academy on the first day in the event of any absence;
• support the academy policy of holidays not being taken in term time;
• ensure that their child will complete all work set by the academy;
• ensure their child adheres to all policies of the academy;
• attend meetings concerning the education and wellbeing of their child;
• inform the academy if they have any concerns regarding their child so that support for the student can be agreed.

It is your responsibility as a parent/carer to inform us by email or telephone, any changes of address or telephone numbers.  This would not only be for yourself but for any other names on your child’s contact list.

Students will:

• work to the academy’s high expectations of our values and behaviours;
• adopt an attitude of hard-work, self-discipline and organisation in every lesson;
• be properly equipped for every lesson;
• meet work deadlines set by your teacher;
• attend regularly and on time and be punctual to all lessons;
• follow the academy’s policy on uniform and appearance;
• respect all property, keeping the academy free from litter, graffiti and chewing gum.