Behaviour and Relationships Policy

Policy details

Date created - 3 May 2023

Date reviewed - 3 May 2023

Date approved - 11 May 2023

Next review date - Summer term 2024

Policy owner - Vice Principal - Culture (Tracey Samuel)

Policy Statement and Purpose

Aims

Rules and Ways of Being

Rights and Responsibilities

Roles and responsibilities

Rewards

Co-op Points

Praise

Daily rewards

Weekly rewards

Half-termly rewards

Ways of Being Award

Classroom Culture Strategies and Expectations

Recording Incidents and Data

Recording of rewards and sanctions

Power of the rewards and sanctions data

The Red Line

Consequences

Managing unacceptable behaviours

Reflection

Restorative conversation

Further Intervention and Support

Role of the SENDCO

Personalised approach to students with additional needs and/or SEND

Child on Child Abuse

Suspensions

Permanent exclusion

Searching, Screening and Confiscation

Screening

Power to use reasonable force

Appendix 1: Unacceptable behaviours

Appendix 2: Achievement Points – the tariff

Appendix 3: Behaviour Points – the tariff

Appendix 4: Reflection Operational Checklist

Appendix 5: Behaviour Risk Register

Policy Statement and Purpose

1. Our shared academy vision is for excellence in everything.
2. Excellence is not an act but a habit. By its very nature, excellence is difficult to measure or quantify. Excellence is difficult to achieve and even harder to maintain.
3. It is often said that we are what we repeatedly do. Therefore, by having habits of excellence we constantly challenge ourselves to be the best that we can be.
4. The habits of excellence that we develop in our students are:

• Present and punctual
• Attitude and ambition
• Become an expert.
• Take action and improve.
• Be a leader.

5. Being Co-op is about creating an environment that celebrates difference. Somewhere both students and colleagues feel responsible, valued, empowered, and trusted to do the right thing for each other and our community.
6. The school creates a supportive environment which allows students to flourish. Relationships are key to a successful school. The golden threads our approach to relational practice include:

• unconditional positive regard - within education ensures that students are not judged on their previous behaviours, that we expect the best of them and that they are provided with a fresh start following misbehaviours.
• deliberate ‘botheredness’ – adults are intentionally interested in all aspects of students' lives so that effective relationships can be developed.
• compassionate consistency – High expectations with due regard for additional needs and/or barriers to success. Supporting students to achieve high expectations without lowering the bar.

7. This policy should be read in conjunction with the following policies that are available on the Co-op Academy Trust website and the Co-op Academy Manchester website:

• Anti-Bullying Policy
• Equal Opportunities for Students Policy and Equality Objectives
• Health and Safety Policy
• Positive Handling Policy
• Safeguarding and Child Protection Policy
• Special Education Needs (SEN) and Inclusion Policy
• Exclusions Policy

8. 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 2022
• Education Act (2002), as amended by Education Act (2011)
• Education and Inspections Act (2006)
• School Discipline [Student suspensions and Reviews] – England – Regulations (2012)
• Equality Act (2010, revised 2018)

Aims

9. To establish an excellence habits culture, where all students and staff can flourish and succeed together.
10. To recognise, reward and celebrate behaviours that exemplify the Coop Ways of Being.
11. To marginalise poor behaviour by promoting good behaviour.
12. To show we care by being fair and consistent in behaviour management.
13. To do what matters most by supporting students who struggle to manage their own behaviour.
14. To identify early, any undiagnosed or underlying needs for students who struggle to self-regulate.
15. To provide targeted support for the most vulnerable students within the school and, where required, referring them to additional support within the school’s inclusion provision and or external agencies.
16. To involve students, parents/carers, staff and governors in the implementation of a consistent approach to the management and improvement of behaviour.
17. To foster cooperation and develop strong relationships where all members of the school community feel you can be yourself, always.
18. To support the mission, vision and values of the Trust and its establishments.

Rules and Ways of Being

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

• Do what matters most.
• Be yourself, always.
• Show you care.
• Succeed together.

20. Unacceptable behaviours are categorised as disruptive behaviours and red line behaviours.
21. Disruptive behaviours are low level but can become a serious issue if they are persistent.

Rights and Responsibilities

22. 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.
23. The Governing Body has a strategic responsibility for ensuring the principal discharges the obligations around the behaviour policy outlined within the policy.

Roles and responsibilities

24. Promoting positive behaviour and good attendance is the responsibility of the whole-school community. Specific roles and responsibilities include:

• Co-op Academies Trust defines the principles underlying the Behaviour policy, including rewards and sanctions.
• The Local Governing Body ensures that the policy and establishing procedures encourage positive behaviour, discourage bullying, and promote respect, diversity, and equality.
• The Executive Headteacher ensures that the policy is implemented with fidelity to enable a strong culture where the whole-school community can thrive.
• The Head of School ensures that all staff prioritise a calm and purposeful environment by rigorous implementation of the behaviour policy.
• The senior leader 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,’ 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.

Rewards

Co-op Points

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

Praise

30. Praise is used as the greatest lever for securing a positive culture.
31. 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 favourite teacher.
32. Positive interactions must ensure rewards outweigh the negative by a ratio of 7:1. With students who have experienced trauma or adverse Childhood experiences (ACEs), the recommended ratio increases to
33. We target these figures to develop positive and effective relationships with students.
34. 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.

35. 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

36. 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.
37. 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.

Daily rewards

38. Daily rewards support a culture of positivity.
39. Each teacher will praise students for meeting expectations, following the behaviour routines and demonstrating our Ways of Being.
40. Achievement points will be awarded to students for demonstrating the Ways of Being throughout the day:
41. Each form tutor will aim to award at least 1 student with achievement points during tutor time.
42. Each class teacher will aim to award at least 3 students within the lesson.
43. Each head of year will aim to award at least 5 students from their year group during social times.
44. 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.

Weekly rewards

45. 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 etc.
46. Subject staff may send a postcard for a particularly noteworthy effort or achievement within a subject area.
47. The top 10 students with the highest number of Co-op points in each year group will receive a positive text message home weekly.
48. 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

49. Half-termly rewards celebrate students who exemplify our Ways of Being over a sustained period of time.
50. 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.
51. 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.
52. 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.
53. 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.
54. 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.
55. A Co-op hero is a student who has 100% attendance, 100% punctuality and zero behaviour incidents. 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.
56. Co-op Heroes will be invited to attend a free 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

57. Ways of Being Award is a points-based system, rewarded through achievement points for excellent attendance, behaviour and service to the community.
58. The Ways of Being Award ABC Model is applied to categorise achievement and determine the level of reward gained.
59. Leaders will launch the Ways of Being Award at an assembly in the autumn term and revisit it at each expectations assembly at the start of term.
60. It is important that the senior leader for Behaviour quality assures community hours and ensures that they are recorded on Class Charts.
61. Each year, a Ways of Being Award ceremony will take place for each year group.
62. A roll of honour will be displayed in each tutor group.

Classroom Culture Strategies and Expectations

63. 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.
64. Teachers must meet and greet students at the door to their classroom in a positive way, demonstrating unconditional positive regard.
65. Teachers should, whilst meeting and greeting students for their lesson, support the school culture by ensuring that students are transitioning between lessons quickly and quietly.
66. Teachers are expected to have well-thought-out seating plans in place that consider vulnerable groups, academic challenge and interpersonal relationships that may affect the academic classroom ethos.
67. Students must enter the classroom and undertake a No Now Activity (DNA) that should be completed in silence and take between 5 and 10 mins of the start of each lesson.
68. A DNA should be a retrieval activity that links to prior learning and frames the next steps within the current lesson.
69. Independent learning activities are to be completed in silence to allow for deep work without distraction.
70. Teachers are to assertively monitor learning and progress within lessons and provide live individual and whole class feedback.
71. Adaptive teaching strategies for SEND students, as described in student passports, will be implemented with rigour and consistency, to support students’ progress and self-regulation.
72. Before issuing a warning, staff should be confident that they have explored their teaching toolkit to mitigate behavioural incidents for example, they have;

• delivered effective what to do directions,
• applied the Do It Again technique for in class routines,
• utilised least invasive interventions,
• implemented their teacher radar early to nip behaviours in the bud,
• considered the art of consequence and;
• completed a whole class reset, where required.

73. The universal strategies in point 70 should be completed, as appropriate, for disruptive behaviours, alongside adaptive teaching strategies, where required, before issuing a sanction.

Recording Incidents and Data

Recording of rewards and sanctions

74. All achievement points must be recorded on Class Charts/MIS. 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.
75. All behaviour points must be recorded on Class Charts/MIS in real time.
76. 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.
77. If the student commits a disruptive or red line behaviour outside of the classroom, the member of staff will inform a senior leader on duty who will record it on Classcharts/ MIS. The senior leader will also make the referral to Reflection as needed.
78. When determining rewards, behaviour points will be deducted from the number of achievement points for each student. This gives each student Co-op points. This will also contribute to the Ways of Being Award.

Power of the rewards and sanctions data

79. 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.
80. 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.
81. 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

The Red Line

82. Students cross a painted red line as they enter and leave the school premises. It acts as a physical reminder to students about the school’s expectations.
83. 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.

84. 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.

85. 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.

Consequences

86. Although Co-op Academy Manchester does everything possible to mitigate the need for consequences and sanctions, we know that students do make mistakes.

Managing unacceptable behaviours

87. Unacceptable behaviours are categorised as disruptive behaviours and red line behaviours. See table 1 in Appendix for the full list.
88. Teachers are expected to set students up for success. This includes planning lessons that include the agreed Classroom Culture Strategies and Expectations.
89. 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.  
90. Red line behaviours are not tolerated at any time and lead to an immediate referral to Reflection.
91. 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

92. Reflection is the space where students are referred having received two consecutive disruptive behaviours or a red line behaviour on any given day.
93. 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 online.
94. Schools should follow the Reflection Checklist in Appendix 4 to ensure the correct processes are followed.
95. 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.
96. 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.
97. 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.
98. Schools 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

99. 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.
100. During Reflection, the student and member of staff who made the referral will meet for a restorative conversation.
101. 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.

102. 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.

103. If the member of staff who made the referral is not able to attend the restorative conversation, then the Reflection lead may do it on their behalf and relay the information back to the member of staff to ensure there are no further issues.

Further Intervention and Support

Role of the SENDCO

104. 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.

105. 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

106. 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 typical 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)

107. Staff are trained to support students with SEMH, SEND or suffer from ACEs. If a student displays behaviour which suggest an undiagnosed need, then the graduated response as outlined in the SEND Policy should be followed. This includes:
108. A thorough assessment to establish a clear analysis of the student’s specific needs
109. a plan setting out how the student will be supported using a Student Passport
110. the required actions to provide the support
111. regular reviews to assess the effectiveness of the provision and identify any recent         changes.
112. 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.
113. 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.
114. 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.
115. 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.
116. 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.
117. 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.

Child on Child Abuse

118. 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 student-on-student 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)
• Up skirting, 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

119. Where there are any reports of student-on-student abuse, including sexual violence and sexual harassment, we will follow the guidance set out in Part 5 of Keeping Children Safe in Education.
120. The Academy maintains a zero-tolerance approach to all forms of student-on-student abuse and always maintains the attitude ‘it could happen here’.
121. We will always take any reports or disclosures seriously. Any sanctions for student-on-student abuse will be proportionate, considered, supportive and will be decided on a case-by-case basis.
122. Sanctions could include managing the incident internally, referring to early help, referring to student’s social care or reporting the incident to the police.
123. Serious incidents could result in permanent suspension.
124. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all the students involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.
125. For more information on how we deal with student-on-student abuse please see:

• Co-op Academy Manchester Anti Bullying Policy.
• Co-op Academy Manchester Student Protection Policy.
• Keeping Children Safe in Education

Suspensions

126. Only the Executive Headteacher or Head of School can suspend a student. A permanent exclusion will only be made as a last resort.
127. The behaviour of a student both inside and outside school can be considered grounds for a suspension.
128. 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

129. Before deciding whether to exclude a student, either permanently or for a fixed period (suspension), the Headteacher 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)

130. 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.
131. 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.
132. 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.
133. 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

134. Fixed term suspensions (suspensions) will be issued between 0.5 days (minimum) and 5 days (maximum), authorised only by the Executive Headteacher or Head of School.
135. 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

136. 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.  

137. 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.
138. On return from suspension, students will complete two consecutive hours in the Reflection Room before re-joining 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.
139. 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.

Permanent exclusion

140. For more information on how we deal with student-on-student abuse please see:

• Co-op Academy Manchester Anti Bullying Policy.
• Co-op Academy Manchester Student Protection Policy.
• Keeping Children Safe in Education

141. Permanent exclusion is a last resort.
142. A Principal 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.
143. A permanent exclusion should also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offence 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

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

Searching, Screening and Confiscation

145. The Principal has statutory power to search students and possessions if there are reasonable grounds to suspect students have prohibited items.
146. Searches may also be carried out by members of staff and contractors authorised by the Principal.
147. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance.  
148. When conducting searches, the principal will consider the age and ability of students and make reasonable adjustments where necessary.
149. 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).
150. 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:

• Tobacco and cigarette papers.
• Alcohol.
• Fireworks.
• Pornographic images.  
• Stolen items.
• Any article that the member of staff reasonably suspects has been, or is likely to be used: to commit an offence, or to cause personal injury to, or damage to, the property of, any person (including the student).    
• Knives or weapons.

151. Wherever possible, searches will be carried out by two authorised members of staff, or contractors by staff members of the same gender as the student, and with the student present as a witness.
152. Searches that require physical contact or use of force will always be a last resort.
153. Where the risk is considered significant, they will be conducted by a trained member of staff of the same gender as the student, or, if possible, and preferably, by a family member.
154. 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 gender and an appropriate adult (of the same gender).
155. 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).
156. 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.
157. 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:
158. returning the item to the student at the end of that lesson
159. returning the item to the student at the end of that day
160. escalating the issue to a member of the year team / senior leadership team
161. discussing with the student’s family about how best to return or dispose of the item.
162. 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.

Screening

163. 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.
164. 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

165. 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.
166. Principals 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.
167. The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Searching, Screening and Confiscation - Advice for Schools
168. 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 1: Unacceptable behaviours

Appendix 2: Achievement Points – the tariff

Appendix 3: Behaviour Points – the tariff

Appendix 4: Reflection Operational Checklist

Appendix 5: Behaviour Risk Register