Policy details

Date created - 02/09/24

Date most recently reviewed by governors  -

Responsibility for review: J. Brown and A.G.C.

Contents

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation

1. Policy Statement and Purpose

At Co-op Academy Medlock, we insist on a positive learning environment where all pupils feel safe and in which they are able to express themselves and know they will be heard.

Ambition for all our pupils underpins everything we do. This policy has been devised to ensure that our pupils are taught to see themselves and their capabilities clearly, to take responsibility for their actions and own their own successes. Being responsible is a core value of the school.

Positive behaviour is recognised and developed in school; this is reflected in the way negative behaviours are managed.

Emotional intelligence is taught directly at both a macro and micro level.

Teachers, Teaching Assistants, Lunchtime Organisers and other support staff will follow the guidelines set out in this policy. Trainee teachers and temporary staff will be made aware of these procedures and directed in how to implement this policy effectively.

It is the duty of all staff to create and maintain a safe learning environment in which all children and adults feel safe, secure and valued. All members of the school community have value and are listened to in a way that ensures they know their voice is heard.

Teachers are mindful of the need to develop and nurture positive relationships with the children they work with as this is the keystone of successful behaviour management.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Medlock 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 2022

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)

2. Ways of Being

Co-op Academy Medlock 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 (listen carefully and follow instructions)
• Show that you care (be respectful and kind)
• Be yourself, always (be the best version of yourself)
• Succeed together (cooperate with others and be resilient)

The following are the broad rules underpinning our policy; rules and expectations that bring the Co-op Ways of Being to life:

• Work hard and focus on learning
• Do your best work
• Consistently make positive behaviour choices
• Come to school everyday and on time
• Take pride in yourself and your community
• Ask for help
• Be a good friend
• Be a team player
• Be respectful
• Be honest and tell the truth
• Be kind and polite

3. Rights and Responsibilities

All stakeholders have their part to play to ensure that this policy is applied consistently and effectively.

• Governing body
• Headteacher
• Staff
• Parents
• pupils

4. Developing Positive Behaviour

As an Academy, we develop develop positive behaviour e.g. through:

• staff induction
• pupil induction
• regular re induction and training
• positive approach / unconditional positive regard / positive discipline etc.
• School routines (e.g. lineups / morning routines / classroom routines / assemblies)

5. Recognition

At Co-op Academy Medlock, we recognise and reward good behaviour through:

• All teachers award ‘Dojos’ to children throughout the school when they see children following the Co-op Ways of Being. Staff then celebrate high Dojo scorers in the classroom, with leaders and with families.
• Verbal/Non-verbal praise
• Gold cards (within the ‘Good to be Green’ system)
• Stickers
• Badges
• Postcards home to parents
• Dojo messages
• Recognition in assemblies

6. Classroom Strategies and Expectations

Drivers 

All teaching staff ensure respect and courtesy are the norm. The drivers are used as a framework to ensure this is clear and consistent to all of the school community. The drivers are:

• Meet, greet, smile, correct
• PIP and RIP (Praise in Public, Reprimand in Private)
• Name, direction, thank you

As part of promoting positive behaviour and encouraging positive role models, pupils are provided with the opportunities to take on responsibilities within their own class, and across their school. These include, but are not limited to:

• Head Pupils
• Sports Leaders
• Reading Leaders
• Wellbeing Ambassadors
• Fundraising Team
• School Council
• Eco Council
• Classroom monitor jobs

7. Expectations Around the Academy

The School Environment 

Our expectation is that classrooms will be tidy, decluttered and well organised as this has a positive impact on behaviour. All of us should be proud of our interesting, well-resourced school. It is the responsibility of adults and children alike to maintain our pleasant school by looking after the resources and displays.

All display and support guidance (Reading, Writing, Mathematics, Behaviour, SEND etc.) will be followed to ensure consistency and familiarity for all pupils as they move through the school.

Corridors

Children are expected to walk quietly around the building at all times (especially when passing through areas where other people are working). Children and adults should be keen to hold doors open for others showing politeness and consideration.

Assemblies 

Staff and children are expected to enter and leave the hall silently. They are to sit quietly and show respect for the adults or childrens delivering the assembly. Children and adults should be keen to participate and contribute to any interactive parts of an assembly in a positive and respectful manner. Staff accompany their class into assemblies and support the delivery of the assembly, taking their lead for the assembly content, engaging with and encouraging the children to participate.

The Dinner Hall 

Children should line up sensibly, be polite when receiving their meal and follow the instructions of the adults directing the seating and lining up. After the meal, children should clear their eating area, leave the dining area quietly and walk to their allocated social space.

Social Spaces and Play Areas

At Co-op Academy Medlock, we do not distinguish between the authority of one adult to another, regardless of role. At lunchtime, children are expected to respect the authority of all the adults on duty. All children should feel safe outside and apply the Ways of Being to these spaces. The adults on duty are responsible for ensuring that a good range of play equipment is available for the children and that the children play and interact safely.

Adults must ensure that all disagreements are dealt with in line with this policy and recorded appropriately on Arbor.

School uniform 

Children are expected to wear the school uniform at all times. This gives the children a sense of  pride and purpose and creates a sense of community that encourages good behaviour. Guidance for the school uniform is detailed on the school website. Pupils will be reminded of the correct uniform in a compassionate and ‘mindful’ manner.

8. Expectations Outside of School

Sometimes incidents that occur outside of school will need to be investigated. Issues that arise on the way to and from school, on social media or in after school activities (both those that are under the umbrella of Co-op Academy Medlock as well as those run by other organisations) can have a significant impact on pupils’ wellbeing and ability to engage with their learning. This could include anti-social behaviour, fights, bullying, cyber bullying or pupil’s behaviour on social media platforms. In these instances investigations will take place at the earliest opportunity and families will be informed as soon as a clear picture of the events become apparent. Where relevant, other agencies may be contacted as a result of any investigation. Where appropriate, consequences will be given in line with this policy for incidents that directly affect pupils in school that occurred outside of set school hours.

9.  Consequences

Although Co-op Academy Medlock does everything they can to mitigate the need for consequences and sanctions, we know that pupils do make mistakes. Students should always be supported and encouraged to make a positive change to their behaviour should they make mistakes. The following measures are used to do this:

• All discussions about specific behaviours should reference the Ways of Being.
• Teachers should emphasise the importance of personal choice in reference to any negative behaviours.
• Teaching staff should be actively seeking opportunities to praise positive choices and positive behaviour for all children at all times.
• Children are never labelled by a behaviour they have exhibited.
• Verbal reminders are given to support a pupil to make positive choices. The number of verbal reminders a child receives is not set in stone as the exact nature of the behaviours, the child’s profile and length of time between reminders should be considered. However, as a general rule of thumb, a child should receive no more than 2 reminders across a lesson before an amber card is issued.
• Amber cards are issued to serve as reminders to enable children to make a positive change in their choices. If a child receives an amber card but then displays positive choices, they can be moved back to a green card.

When moving to an amber (or red) card, the member of staff issuing the card must state the exact nature of the behaviour(s) that have resulted in the issuing of the card and reference the Ways of Being and the nature of positive behaviours that would be preferable.

If negative choices continue after being issued with an amber card, further reminders are given (following the same guidance as above) and a red card is given. A red card instigates reflective practice. If possible, this takes the form of an adult-led discussion in which the child is asked to reflect on what went wrong and how they could have avoided the negative behaviours that resulted in the red card as well as focusing on the result of the negative behaviours on both themselves or those around them. It is acknowledged that in most cases an adult will not be available. Where an adult is not available, the reflective practice will take the form of a reflection sheet (see appendix). This will be completed by the child in a partner class. The partner teacher will then judge if the child has successfully completed the reflection and is ready to rejoin their class. Reflection activities should never be completed in unsupervised areas such as corridors or outside classrooms.

A red card is not a consequence in itself and should never be presented as such. However, all red cards should be communicated to a pupil’s family (and the reasons for its issue) alongside any positive changes seen after the reflection exercise. This should be on the day the red card was issued. Sometimes this will not be possible however, all red cards should be communicated to families by the Friday of the week they were issued.

All red cards are to be recorded on Arbor by the member of staff who issued the red card.

If a child who has received a red card then displays positive choices after returning from their reflective practice, they should be moved back to a green card to reflect this.

The following chart should be used as a guide to inform staff what behaviours are not appropriate for the classroom and should be challenged/should be followed to assign actions and consequences.

Some behaviours are regarded as significant and are therefore responded to differently. Significant behaviours are discussed in pastoral work, with reference being made to the Ways of Being. Should a child choose to respond to a situation with a ‘significant behaviour’ they will receive a red card. It may also be that further action is also instigated. The following chart should be used by staff as a reference for what behaviours are regarded as significant.

Where two or more red cards are given out in a week a discussion should be held between the class teacher and a member of SLT to consider whether further action should be considered. Further action could include parent meeting, adaptations to provision as well formal behaviour plans.

If after receiving a red card a pupil’s behaviour escalates, the child should be referred to a member of SLT.

Red behaviour is tracked by the Headteacher and where trends are established, further action will be considered.

Reflection Time 

Reflection is not a punitive measure and should never be presented as such. It should be presented as an opportunity for a child to reflect and re-engage with their learning and their peers. The Ways of Being should be used as the common language for this.

Moving back to Green

Where a child has displayed red or amber behaviour but has then returned to ‘green’ standards of behaviour, this should be reflected in the card displayed on the ‘Good to be Green’ banner. It is the duty of all adults to be looking for opportunities to praise examples of green behaviour for the child to make a positive change. The Ways of Being should be used as the common language for this.

If a child returns to a green card from a red card, the red card will still be reported to parents but the change back to more positive behaviours should also be reported.

Recording 

All red cards are recorded.

Red cards are recorded on the conduct page of the pupils' Arbor profile.

If the child has a behaviour plan all relevant members of staff will be informed.

Where patterns of behaviour are seen (reds on a Monday morning etc,) this will be investigated and may form the basis of individualised support packages for children and their families.

It is the responsibility of the adult who issued the red card to record the incident correctly.

10. Further Intervention and Support

At Co-op Academy Medlock, we recognise that all children are unique individuals and therefore we are flexible in the manner in which we address any incidences of negative behaviour.

Our approach is also adapted for other pupils throughout the school. Pupils with low levels of  emotional maturity or with Special Educational Needs can require support in recognising how their actions have affected others or how they feel about an incident. Pupils are supported in developing their understanding through Zones of Regulation lessons and at their own pace.

Children identified as having significant social, emotional or mental health needs may require an alternative approach, which will be discussed and decided upon by the team around the child on an individual basis.

Staff use their discretion and knowledge of the pupils involved to determine how best to implement this approach and who to involve.

Curriculum Support 

Through our PSHE and Relationship curriculums, we aim to teach children the importance of forming positive and healthy relationships and equip them with the skills to do this. We have high expectations of the children and believe that they should behave because it is the right thing to do and not because they believe there will be a material benefit. However, the school has a number of ways of rewarding good behaviour as it believes that this will develop an ethos of kindness and cooperation.

Our PSHE lessons, Zones of Regulation lessons, Circle Times, school assemblies, out-of school experiences and after school clubs also contribute to the pupil’s understanding and competency in managing conflict.

11. Child on Child Abuse

Co-op Academy Medlock is committed to ensuring a climate of safety for all pupils by challenging inappropriate behaviour between children. 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 Part 5 of Keeping Children Safe in Education 2024. 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 Medlock Anti Bullying Policy.
• Co-op Academy Medlock Child Protection Policy.
• Keeping Children Safe in Education 2024

12. Suspensions

The decision to suspend a child is made after the school has exhausted all available strategies to support a pupil or that the incident / behaviour is so extreme that it would be impossible to justify the pupil’s presence in school.

It is the responsibility of the Headteacher to judge whether to suspend a child.

The decision to suspend a child is communicated immediately to the parents / carers by the Headteacher.

Following a suspension, a pastoral review will be held to look at the reasons for the behaviour and to ascertain the likelihood of further behaviours likely to result in suspension.

• Parents should be consulted as part of this process. This may result in any of the following action; the review or instigation of a support plan to set out the bespoke support package a child will receive
• work alongside pastoral / SEND team to provide specialist support / intervention work
• regular parent meetings
• further fixed term exclusions
• managed move
• permanent exclusion

Other steps not listed may be considered where appropriate. For instance, if an action is recommended by a specialist agency or expert, said action may be instigated.

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

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 their 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 pupils and make reasonable adjustments where necessary. Where possible, searches will be conducted with the parent present and away from other pupils (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil 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 pupil and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

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

Retention of, damage to or disposal of a pupil’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. Any confiscations should be recorded on CPOMS.

Mobile Phones / Devices

At Co-op Academy Medlock, we know that some of our pupils bring a mobile phone to school. No pupil is allowed a mobile phone in their bag or in the classroom during the school day. Smart watches should not be worn. Phones and smart watches should be taken to the office for safekeeping on arrival at school and then collected at the end of the day. Where it is found that a pupil has a device on them (including in their bag) the device will be sent to the office immediately and a reminder will be given. If children repeatedly do not check their devices into the office at the start of the day, parents will be contacted.

Any pupil using a device across the school day will be given a red card.

Screening

If a pupil refuses to be screened, the school may refuse to have the pupil on the premises. Health and safety legislation requires a school to be managed in a way which does not expose pupils or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.

If a pupil fails to comply, and the school does not let the pupil in, the pupil’s absence will be treated as unauthorised. The pupil should comply with the rules and attend.

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent pupils from committing an offence, injuring themselves or others, damaging property or 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 I - 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 2 - Reflection Sheets

Follow the below link to access the Reflection sheets to be used to support reflection time.

Reflection Sheets