Policy details

Date created - 01/01/24

Date most recently reviewed by governors  - 15th May 2024

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. Rules and 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 honest

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
• Students

4. Developing Positive Behaviour

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

• staff induction
• student 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. Children with high dojo scores are celebrated with a ‘dojo shout out’ as part of the celebration assemblies each Friday and may get additional rewards as and when the school deems it appropriate. In addition, staff are able to reward children in the following ways but should do so in conjunction with Dojo points.
• 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
• 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.

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 for others.

Assemblies 

Staff and children are expected to enter and leave the hall silently, and sit quietly during assembly  showing respect for the adult or children 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 any directions of the adults in charge. After the meal children should clear their eating area, leave the dining area quietly and walk to the playground or field.

The Playground 

At 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 school expectations to this area to the same degree as they would in the classroom. 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 incidents are dealt with. Any serious behaviour incidents should be reported to the SLT member for further investigation and recorded on CPOMS.

School uniform 

Children are expected to wear school uniform at all times. We feel this gives the children a sense of  pride and purpose and creates a sense of community that encourages good behaviour. Guidance for  school uniform is detailed in the prospectus section of the school website. All members of staff will remind pupils of the correct uniform yet be mindful that family circumstances can impact on uniform choice.

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.

9.  Consequences

Although Co-op Academy Medlock 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:

As a visual reminder, children can be issued with amber and red cards (within the ‘Good to be Green’ system).

All discussions about specific behaviours should reference the expectations and the ways of being.

Teachers should emphasise the importance of personal choice in reference to any negative behaviours.

Children are never labelled by a behaviour they exhibited.

Before a card is given, adults must clearly state to a child what the negative behaviour they are displaying is and relate this to the Co-op Ways of Being. It must then be made clear that if a positive change is not seen, an amber card will be given.

The number of informal warnings should depend on a number of factors, including the time between incidents, the specific needs / targets of a specific child as well as the nature and severity of the displayed behaviour(s).

Should a red card be issued, the child should be given ‘reflection time’ during which a reflection activity is completed. The reflection activity will normally take the form of a reflection sheet but may take the form of an adult-led conversation (where possible and/or appropriate).

Reflection activities are usually conducted in the partner classroom. Children should never be left on a corridor space to complete an independent reflection activity without an adult directly supervising them.

All red cards are to be reported to the child’s parents or carers. This should ideally be on the day but, when this is not possible, all red cards should be reported by the end of the working week.

Red cards should be reported either face to face or by phone. Dojo or text messages should not be used. Where an automated Arbor message reports a red card, a follow up conversation should be made by a member of the teaching team.

It is the responsibility of the member of staff who has issued the red card to report the incident to the child’s parents or carers and log the incident on Arbor. If this is not the classteacher, the class teacher needs to be informed of the incident at the earliest opportunity.

Where more than two red cards are given out in a week, serious consideration should be given to addressing the issues. Teachers should consider short term actions and consult parents. Parents may be called in for a meeting to discuss the situation and to develop strategies to positively impact on the displayed behaviours. This is seen as an opportunity for collaborative work between home and school to be developed. For instance, it creates an opportunity for parents to talk about issues outside of school that could give wider context for the behaviours displayed. The agreed next steps should consider actions both within school as well as within the wider setting.

If after receiving a red card a pupil’s behaviour escalates, the child should be referred to an Assistant Headteacher.

If repeat behaviours are seen over time and the steps put in place by the class teacher are not being effective then the Deputy Headteacher will be consulted and additional measures put in place. If there is still no improvement then the Headteacher will be consulted.

Where there is a pattern of persistent behaviour resulting in red cards (and previous meetings have not seen an improvement in behaviour) a meeting will be held with either the SENCO / Assistant Heads and class teacher to implement a support plan. The class teacher will inform parents of this and link such a measure to the ‘more than and different to’ model defining pupils with SEND. Parents should be actively involved with the behaviour plan.

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 a positive approach using the Co-op ways of being as the common language to do so.

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. For instance, if a child has displayed red behaviour in the morning session but has then lined up smartly and sensibly, this would be a great chance to highlight their green behaviour and allow the child to start the afternoon positively as a ‘green child’. This should also be seen as an opportunity to praise the child using the common language of the Co-op Ways of Being.

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 as well.

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 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 Part 5 of Keeping Children Safe in Education 2022. 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 2022

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 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

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. Phones are taken to the office for safekeeping on arrival at school and are then collected at the end of the day.  

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 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: