Positive Behaviour Policy

Policy details

Date created - 28.6.23

Date most recently reviewed by governors  -

Responsibility for review: M Goodwin

Contents

Policy details        

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

Appendix 1: Academy Charter

Appendix 2: Consequence System

Appendix 3: Home/Academy Agreement

Appendix 4: Behaviour Ladder

Appendix 5: Classroom Visual Prompt Poster

Appendix 6: Equality Charter

Appendix 7: Day in the Life of a Co-op Stoke Student 

1. Policy Statement and Purpose

This policy aims to:

• Provide a consistent approach to behaviour management
• Define what we consider to be unacceptable behaviour, including bullying
• Outline how students are expected to behave
• Summarise the roles and responsibilities of different people in the Academy community with regards to behaviour management
• Outline our system of rewards and sanctions

The Co-op Academy Stoke on Trent seeks to create an environment which encourages, reinforces and supports positive behaviour.  Children and young people need to be protected from disruption so that they can learn and thrive in a calm, safe and supportive environment free from bigotry and discrimination which bullying, physical threats or abuse and intimidation are not tolerated.

The Academy recognises that the wider society expects acceptable behaviour as an important outcome of the education process.  Being taught how to behave well and appropriately within the context they’re in is vital for all students to succeed personally. As such, students should promote and display positive, appropriate behaviour and become role models for their peers.

Both inside and outside the Academy we expect our students to act as ambassadors for our standards of excellence. The Positive Behaviour Policy will reflect national guidance and will operate under the key value of respect.  The Academy staff and students will maintain the highest standards of behaviour at all times. Good behaviour in schools is central to a good education.

The Academy behaviour system is based around restorative practice, de-escalation and the fostering of positive relationships set within a tight framework of high expectations, rules and procedures. 

A system of rewards and consequences exists to promote harmony and achievement. Through a simple system of rules and routines, we seek to develop in all our students a sense of self discipline.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Stoke 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
• Behaviour Principles for Co-op Academies Trust

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 2023

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

The Co-op Academy Stoke on Trent is  committed to delivering an exceptional education to all children.  We will do this by focusing relentlessly on standards. This demonstrates our ambition for all of our young people. Our decision making is entirely driven by what is best for children and their future. In turn, we will enhance the  life chances of our young people and strengthen our community.

In order to achieve this vision the Academy will always be ‘child focused - standards driven’

Co-op Academy Stoke on Trent is underpinned by the values of the Co-op and all within the Academy aspire to the Co-op ‘Ways of Being’:

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

The behaviour expectations has been encapsulated in the Academy Charter (refer to appendix 1) which simplifies the behaviour expectations into four overarching principles:

• Be prepared
• Be respectful
• Be engaged
• Be the best

The Academy Charter combines clear behaviour expectations with the Co-op Academies Trust ‘Ways of Being’:

Staff and students, in partnership, are provided with additional explicit behaviour rules through the Academy Charter and examples of Ways of Being behaviours:

3. Rights and Responsibilities

The Academy Governing Council (AGC)

The ACG is responsible for monitoring this policy’s effectiveness and holding the headteacher to account for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy. The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

The headteacher will determine measures which aim to:

• encourage good behaviour and respect for others;
• secure an acceptable standard of behaviour of students;
• promote, among students, self-discipline and proper regard for authority;
• prevent all forms of bullying (including cyberbullying, prejudice-based and discriminatory bullying);
• ensure that students complete any tasks reasonably assigned to them in connection with  their education; and
• otherwise regulate the conduct of students

Senior Leadership Team (SLT):

The Academy leadership team should be highly visible, with leaders routinely engaging with students, parents and staff on setting and maintaining the behaviour culture and an environment where everyone feels safe and supported. SLT should:

• adopt the Positive Behaviour policy;
• support all staff in the management of behaviour;
• commit to being on duty at break, lunch and afterschool;
• support the C3 after school detentions;
• patrol designated areas;  
• identify any behaviour staff training needs;
• fully adopt the praise and rewards system;
• to formulate the behaviour, rewards and sanctions strategy (Deputy Head: Inclusion);
• to analyse the Academy behaviour (Deputy Head: Inclusion).

Extended Leadership Team (ELT):

• ensure the academy culture is conducive to the academy values;
• own their learning zone and will monitor behaviour incidents;  
• support staff within their faculties with behaviour management and strategies;
• organise a C2 removal rota;
• liaise with HOY, YM’s and parents/carers in order to improve the behaviour of the students;  
• respectfully challenge negative behaviour and reward positive behaviour.

Subject Teachers:

Staff have an important role in developing a calm and safe environment for students and establishing clear boundaries of acceptable student behaviour. Staff should uphold the whole-academy approach to behaviour by teaching and modelling expected behaviour and positive relationships, as defined by the Positive Behaviour policy, so that students can see examples of good habits and are confident to ask for help when needed. Staff should also challenge students to meet the Academy expectations and maintain the boundaries of acceptable conduct. Teachers and staff should:

• consistently apply the Positive Behaviour policy;
• adopt the Academy Charter;
• model positive behaviour;
• provide a personalised approach to the specific behavioural needs of identified students;
• accurately record behaviour incidents;

Year Managers (YM’s):

The Year Manager team is managed by the lead Year Manager who is responsible to the Izone Coordinator. The Izone Coordinator is managed by the Deputy Head for Inclusion and Behaviour. The YM’s are non-teaching members of staff who support staff in managing the behaviour of those students who do not respond appropriately to the academy charter expectations. They:

• facilitate and support the C3 detention through the collection of students and collation of behaviour information;
• meet with their Head of Year (HOY) weekly to track and support the behaviour of students;
• operate as support for students as well as fostering positive behaviour through Restorative Practice and counselling students;
• fosters positive links with parents and carers.

Support from YM’s can be accessed primarily through email or by sending a reliable student to the YM room (I-Zone) with a corridor pass or sending a student to reception so that the YM can be radioed. YM’s are not responsible for the management of student behaviour within classrooms. This is the responsibility of the class teacher

Heads of Year (HOY):

The HOY works in partnership with the Year Managers. They ensure that students holistic development is advanced through tutor time by focusing on attendance, behaviour and inclusion issues. They:

• plan and deliver a comprehensive system of rewards; including the monitoring and tracking of standard score data and celebration activities;
• make a major contribution to the strategic priorities of the Academy through the managing of student academic, personal, social and spiritual welfare progress and guidance.  In particular through organising tutor time and leading a team of tutors;
• take a lead on rewards for their Year Group;
• analyse pastoral data;
• consult and communicate with Teachers, Head of Faculty, SLT, SENDCo, Mentor and Attendance Officer where necessary;
• offer Academic Mentoring.

Form Tutors to:

• foster positive relationships;
• monitor, challenge and reward the behaviour of the students in their tutor group;  
• pastorally support students through the delivery of Tutor Time activities;
• monitor low level disruptive behaviour through a report card;
• encourage high self-esteem through issuing a positive report card;
• improve attendance.

Parents to:

• support their child in adhering to the behaviour policy and the Academy Charter;
• inform the Academy of any changes in circumstances that may affect their child’s behaviour;
• discusses any behavioural concerns with the tutor or year manager promptly.

The behaviour in the classroom is the responsibility of the subject teacher, using the Consequence system (refer to Appendix 2).

Support for individual teachers is the responsibility of the Extended Leadership Team with faculty responsibility through departments.

All staff members to respectfully challenge inappropriate behaviour in and out of a classroom  

The role and responsibilities are also captured through the Home/Academy agreement (refer to Appendix 3).

4. Developing Positive Behaviour

The Co-op Academy Stoke on Trent ensure that high standards and expectations of good behaviour pervade all aspects of school life including the culture, ethos, and values of the school, how students are taught and encouraged to behave, the response to misbehaviour and the relationships between staff, students and parents. 

The Co-op Academy Stoke on Trent develops positive behaviour e.g. through:

• staff induction
• student induction and regular reinduction
• School norms / routines through the adoption of the Academy Charter (e.g. line ups / morning routines / classroom routines)
• Adoption of the Academy Equality Charter (refer to Appendix 6)

A range of strategies are used to support positive relationships and behaviour within the Academy:

5. Recognition

The Academy believes in rewarding effort, engagement and achievement and has a clear rewards system that encourages students’ positive behaviour.

Rewards increase the motivation of all students, encouraging their self-esteem, aspirations and enjoyment of learning.

The practice of giving rewards assists the Academy in maintaining and increasing the quality of teaching and learning.

The giving of rewards encourages all students to achieve. Thus they will receive credit for achievement throughout the Academy in all contexts.

The system of giving rewards supports the role of the tutor in celebrating success, and helps to facilitate the awareness of achievement by other members of staff and parents.

Strategies of rewards may include:

• Individual engagement scores resulting in virtual tickets to gain a selection of prizes and privileges
• Certificates issued in an Achievement Assembly for academic achievement and positive attitudes to learning  
• Prizes through celebration assemblies and formal parental evenings  
• A recognition of positive behaviour through online rewarding of students through Arbor (Information Management System) through texts to parents
• Praise postcards
• Termly rewards for 100% attendance
• 100% attendance trip
• Early lunches and privileges
• Trophies
• End of year activities

One of the most effective methods of praising students however is verbal praise and encouragement which happens throughout lessons and especially when students’ learning is assessed during the plenary standards review through the awarding of engagement scores 1 for outstanding work and golden tickets.

6. Classroom Strategies and Expectations

Classroom strategies and expectations have been made explicitly clear through the Academy Charter which is displayed throughout the Academy (refer to Appendix 1). This behaviour has been taught to all students, so that they understand what behaviour is expected and encouraged and what is prohibited. This then requires positive reinforcement when expectations are met, while sanctions are required where rules are broken. Positive reinforcement and sanctions are both important and necessary to support the whole-school culture.

7. Expectations Around the Academy

Expectations around the Academy have been made explicitly clear through the Academy Charter which is displayed throughout the Academy (refer to Appendix 1)

Sections of the charter have been taught and revisited on weekly basis in explicit detail (refer to Appendix 5: Day in the Life of a Co-op Student)

8. Expectations outside of the Academy

The Co-op academy Stoke on Trent  sets high expectations for positive behaviour off the Academy site.  

Criteria for regulating off-site behaviour

The Academy will act reasonably both in relation to expectations of student behaviour, and in relation to any measures determined for regulating behaviour by students, when off the Academy site and not under the lawful control or charge of an Academy staff member.  The Academy will decide what to take into account in deciding whether a rule or sanction in a particular case is reasonable.  The following factors will be taken into account (which may not all apply to every incident):

• The severity of the misbehaviour
• The extent to which the reputation of the Academy has been affected.
• The extent to which the behaviour in question would have repercussions for the orderly running of the Academy and/or might pose a threat to another student or member of staff (e.g. bullying, physical or verbal).
• Whether the misbehaviour was while the student was on work experience, taking part in a further education course as part of an Academy programme, or participating in a sports event with another academy or school (i.e. when the student might be expected to act as an ambassador for the Academy), which might affect the chance of opportunities being offered to other students in the future.

Objectives for Regulating Offsite Behaviour

• To promote behaviour which ensures the health and safety of students, staff and members of the public.

The Academy may discuss policies relating to offsite behaviour with local groups such as Neighbourhood Watch, retail staff, street wardens and police to establish clear communication routes and operational strategies.  This is often an effective way to manage complaints by individuals in the community.

9.  Consequences

All consequences must be consistent, reasonable, proportionate and in accordance with the Academy’s duties under the Equality Act 2010. The Academy offers a wealth of great support to ensure that individual needs are met.

The Co-op Academy of Stoke on Trent recognises that unacceptable behaviour (refer to Appendix 4: the behaviour ladder) must be addressed and that teachers have a statutory right to discipline students whose behaviour is unacceptable, who break the academy rules or who fail to follow a reasonable instruction (Sections 90 and 91 of the Education and Inspections Act 2006).

Students will learn that their actions have consequences. They will be encouraged to follow the ‘Academy Charter’ at all times (refer Appendix 1). Classroom standards will be upheld by the class teacher and support staff. Staff will endeavour to de-escalate situations and will comply with restorative practice.

The Academy seeks to create a climate within the classroom whereby positive behaviour is rewarded and negative behaviour results in immediate consequences for the student concerned. There is a clear and common system of rewards and consequences for the whole Academy creating a climate which encourages positive behaviour and improved student performance in the classroom. The Academy also provides mutual support for staff when dealing with discipline in the classroom.

Although Co-op Academy Stoke on Trent 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:

Low level disruptive behaviour will result in a verbal warning, a C1 warning and if repeated, a C2 will be issued which will result in the student being removed from a lesson. Support from the relevant Year Manager must be called for. A C2 removal should be used as a de-escalation tool to allow the teacher to teach and for the student to readdress their behaviour. It should not automatically follow that a student is removed following a C2.  The key priority is that students have a chance to acknowledge how their behaviour is disruptive, address it positively, and resume learning at the earliest opportunity.  Ideally this will be with their subject teacher.  However, it is also accepted that on occasion this will not be possible.If a student requires a longer period of time to regulate their emotions, the Year Manager will continue to support the student before engaging in restorative practice with the teacher.

Responsibility for the control of the classroom climate and the behaviour of students within it sits with the classroom teacher.  Weekly C2 data will be provided to form tutors, Heads of Years, Year Managers and the member of the Extended Leadership Team responsible for a faculty. Restorative conversations are expected to take place.  

A one hour C3 detention staffed by SLT will ensue for a variety of behaviour as noted on the behaviour ladder (refer to Appendix 4) and for more serious behaviour concerns will result in differing times spent in the Internal Exclusion room. A Fixed Term Suspension or Permanent Exclusion will be a consequence of behaviour which seriously harms the education and welfare of other students.

Inappropriate language, running, eating, chewing gum and dropping litter will be verbally challenged and rewarded with an ‘Instant’ half an hour detention when outside the classroom. A C3 detention will be awarded if the response to the above is met with defiance. Students are also awarded late detentions if they arrive after the register has been completed without a note/appropriate reason.  

‘Instant’ half an hour detentions can be issued when students instantly make the wrong choice when outside the classroom. Examples of these behaviours include:

• Chewing
• Eating in areas other than the dining spaces without permission
• Running in a corridor
• Out of bounds
• Inappropriate language (separate rules on discriminatory language)
• Dropping litter
• Wearing jewellery after Form Time
• Incorrect uniform after Form Time without a note e.g. carrying your blazer on your finger instead of wearing it or purposefully not wearing a tie

10. Further Intervention and Support

An academy with good behaviour cultures will create calm environments which will benefit all students but particularly for students with SEND, enabling everyone to learn. Support measures are in place and both general and targeted interventions are used to improve student behaviour and support is provided to all students to help them meet behaviour standards, making reasonable adjustments for students with SEND as required. These adjustments may be temporary.

Adjustments will be made proactively and by design where possible. For example, a student who has recently experienced a bereavement may need to be pre-emptively excused from a routine to give them time and space away from their peers.

Some behaviours are more likely to be associated with particular types of SEND, such as a student with speech, language and communication needs who may not understand a verbal instruction. Behaviour will often need to be considered in relation to a student’s SEND, although it does not follow that every incident of misbehaviour will be connected to their SEND.

The Academy needs to manage student behaviour effectively, whether or not the student has underlying needs. When a student is identified as having SEND, the graduated approach should be used to assess, plan, deliver and then review the impact of the support being provided.

The law also requires schools to balance a number of duties which will have bearing on their behaviour policy and practice, particularly where a pupil has SEND that at times affects their behaviour. In particular:

• schools have duties under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices;
• under the Children and Families Act 2014, relevant settings have a duty to use their ‘best endeavours’ to meet the needs of those with SEND; and
• if a student has an Education, Health and Care plan, the provisions set out in that plan must be secured and the Academy must cooperate with the local authority and other bodies.

As part of meeting any of these duties, the Academy should, as far as possible, anticipate likely triggers of misbehaviour and put in place support to prevent these. Illustrative examples of preventative measures include (but are not limited to):

• short, planned movement breaks for a student whose SEND means that they find it difficult to sit still for long;
• adjusting seating plans to allow a student with visual or hearing impairment to sit in sight of the teacher;
• adjusting uniform requirements for a student with sensory issues or who has severe eczema;
• training for staff in understanding conditions such as autism.

Any preventative measure should take into account the specific circumstances
and requirements of the student concerned.

General support takes the form of a variety of measures which could include, but are not limited to:

• Graduated Monitoring Report (Form Tutor, YM, HOY and SLT)
• Additional parental communication
• Change of teaching group
• Change of seating plan
• Values and ethos realignment support
• Praise and reward charts
• Restorative Justice meeting
• Personalised behaviour support plan shared
• Risk assessments
• Extra curricular activities
• Designated space at lunch and break  

Referrals can also be made to:

• SENDCo for additional testing and support
• ELSA emotional literacy support
• MIND counsellor
• Self Esteem support
• Youth Offending Prevention
• 121 Mentoring
• CAMHS mental health support
• DOVE bereavement
• 121 Anger Management
• KS3 Bridge 6 week nurturing proactive placement
• KS4 LOFT 6 week proactive placement
• Respect group
• Substance misuse team
• Sport and engagement team
• Police gang unit intervention
• 5 mins leave early pass
• Time out pass with designated safe space

11. Child on Child Abuse

Co-op Academy Stoke on Trent 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 (SVSH),  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2023. 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 Stoke on Trent Anti Bullying Policy 2023
• Co-op Stoke on Trent Child Protection Policy 2023
• Keeping Children Safe in Education 2023

SHSV is taken seriously and verbal sexual harassment incidents are not passed off as banter.

Allegations of any discriminatory behaviour will be investigated swiftly. Bullying, SHSV and any discriminatory incidents will be recorded separately on CPOMS in order to further analyse patterns, people and places.  

The Academy is fully aware that children can abuse other children.

If the behaviour of a student gives cause to suspect that a child is suffering, or is likely to suffer, significant harm or if a student is exhibiting harmful behaviours Academy staff must follow the Academy Safeguarding policy and local safeguarding children’s partnership procedures.

12. Suspensions

Only the Headteacher can take the decision to suspend a student.  At Co-op Academy Stoke on Trent, the decision to exclude will be taken by the Headteacher in all cases except where he is off-site.  In this instance it may not be practicable to contact the Headteacher to exercise this decision making power.  When the Headteacher is off-site, the decision making power is delegated to the Deputy Headteacher: Behaviour, Safeguarding and Wellbeing.  In cases where the Headteacher is off-site and the Deputy Headteacher takes the decision to exclude, the Headteacher must be informed by the end of the school day upon which any exclusion begins.

As per the DFE’s guidance on Suspensions and Exclusions, it is unlawful for a child to be sent home for disciplinary reasons without it being recorded as a formal suspension and the appropriate processes followed.  No child will be unlawfully excluded from the academy and all exclusions will be recorded in a lawful way.  

The Academy will follow the procedures laid down in DfE guidance with regard to good practice and the parental right to appeal to an independent review panel against a suspension. Parents/carer will be informed without delay along with, if the child is under children services,  the social worker and/or virtual headteacher if the child is looked after.  

If a student receives more than 15 days of suspension in any one term, a disciplinary committee of governors will meet to discuss the student’s behaviour and merit of the exclusions.  The parent/carer/social worker or virtual headteacher if the student is looked after will be invited to attend this meeting. Restorative justice will take place following the suspension if appropriate. A COPE meeting may also be reconvened to consider and assess the level of support provided by the Academy and whether permanent exclusion or a managed move to another school is an appropriate next step.  

A 10-day suspension will trigger 6th-day provision of education at the Academy.  This will be completed in the Internal Exclusion room. A child in care receiving a suspension will complete their suspension period in the Academy whenever possible if safe to do so.

Teachers will set and mark suspended students' work. This work will be primarily set on the google classroom. Suspended students will be provided with a chromebook.

A post suspension parent meeting will be organised so that a reintegration strategy can be organised that offers a child a fresh start and additional support (refer to paragraph 10 for a range of measures used to support a child) also to ensure that the student gains renewed sense of belonging.

Students are only suspended when the student’s behaviour constitutes such a serious challenge to the good order of the academy that other consequences are not sufficient. Examples of C7 behaviour are:

Students require a post suspension reintegration meeting to ensure that any needs are being met and that the student is positively reintegrated back into academy life.

Further information on suspensions can be found in the Trust’s Exclusion policy. For further information on consequences for different behaviours refer Appendix 4

13. Permanent Exclusion

Only the Headteacher can make the decision to permanently exclude a child.  He can only take such a decision for one of two reasons: either a student has committed a single serious breach of the Academy behaviour policy, or there have been a series of breaches that, taken together, render a student’s position at the Academy untenable. Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices:

The Co-op academy Stoke on Trent is a mobile free academy. Phones need to be switched off on arrival into school. Reminders will be given during morning Meet and Greet.

Earphones are also banned (except students with permission).

Staff will email the Behaviour team when a child is seen with a mobile phone of earphones who will confiscate the item for the remainder of the day.

On the second occasion the child is seen on their phone/wearing earphones the item will be confiscated by the YM for a second day. Any staff member seeing a student on a phone will inform the YM via email

On the third occasion - a parent/carer will need to collect the item. Phones and earphones will be held in the safe or a locked room.

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 1

Academy Charter

The Academy Charter combines clear behaviour expectations with the Co-op Academies Trust ‘Ways of Being’:

Appendix 2: Consequences System (refer to Appendix 4: The Behaviour Ladder)

C1 - C2 behaviour:

If a student is judged to have not fulfilled the class expectations and has caused disruption to learning, the teacher will provide a verbal reminder of the expectations using the visual posters found in the classroom (refer to Appendix 5).

If this behaviour continues, the teacher will issue a C1 in a calm and clear manner. The teacher will remind the student of the classroom expectations and will actively support the student in addressing their behaviour e.g. offer 121 academic support, change of seat. The name of the student will be written on the board.

If a student’s behaviour continues to disrupt the learning of the class, the teacher will issue a C2. The teacher will inform the behaviour team via email and the HOF. The student will be removed from the classroom in order to de-escalate with clear instructions of where to go. The teacher will follow the C2 rota and will give the student a C2 pass and appropriate curriculum work to complete.  

The student may be returned back to the class teacher after a responsive intervention from the Year Manager or staff member on patrol duty.  The student may continue to complete their work in a designated classroom within the subject area allowing for a longer cooling off period for both the student and teacher.

The student will complete a brief restorative conversation when returning back to the teacher following the restorative script below. The classroom teacher will record the C2 onto SIMS/Arbor

C2 - Restorative Conversation

A restorative approach is a way of working with conflict that puts the focus on repairing the relationship and any harm that has been done.

The purpose is not to lecture but to collaboratively come to a mutual understanding with a student as to what went wrong in a lesson and how there are alternative outcomes for the future.

What Happened?

Affect

Repair

Move Forward

From your perspective, what happened in today’s lesson?  

How has that made you feel?

How do you think today fits in with how we do things here?

Let me tell you my experience today…

Who do you think this situation impacted today?

How has it impacted?

From my perspective, I saw…

How shall we put this right?

What can I do to help you catch up on what was missed in class today?  

If we find ourselves in a similar situation again, what can you do to avoid escalation?

What do you need me to do to help you move on from things escalating?

Next time, I would like to see…

                          Next lesson is a fresh start for the both of us.  

                       Have a great rest of your day and I look forward to seeing you in our next lesson. 

Departments should have an appropriate rota of staff to accept students who have reached C2. Where a department has only one member, a rota should be negotiated with classrooms nearby.

Failure to comply with the teacher’s instruction to move will result in a C3 issued by the subject teacher and a further email to Behaviour and HOF.

If the child is caught truanting from the C2 designated classroom by a Year Manager or staff member on patrol, then a further C3 sanction will be issued.

Once in the designated C2 room, the student then has the opportunity to modify their behaviour. If the student decides to conform to the class expectations, the student will be allowed into their next lesson with no further consequence. However, if the student is removed from the same lesson over a two week timeframe from non core subjects or twice in a single week for a core subject then the student will sit a HOF C2 after academy detention until 4 pm.  

If a student fails to modify their behaviour in the new designated classroom and continues to disturb the learning of others, this is then communicated back to the original teacher and a C3 is awarded. This will result in a 1 hour Academy detention staffed by SLT and Year Manager. It is the student’s responsibility to inform their parent/carer although out of courtesy, SIMS INTOUCH/Arbor will send an automated parental message.  

If a student is repeatedly removed on a C2 from a variety of lessons over a short period of time (a day, two days) the YM will intervene and meet with the students to ascertain why they have been continually removed from the classroom. Parent contact will be made and a further sanction will be given along with appropriate support.

How to issue a C3 after school 1 hour detention:

It should be a rare occurrence for a classroom teacher to award a C3 detention as the C2 de-escalation tool should have been already used. If a student has been issued with a C3 the following actions must be completed:-

• C3 will be logged onto SIMS/Arbor by the students’ classroom teacher.
• Three reasons must be given why a C3 has been issued.
• An Sims INTOUCH/Arbor text will then be generate informing parents

Persistent Offenders

Persistent offenders who receive several C3’s will be monitored by the YM’s, ELT, HOY and Inclusion team who will:

• Review a student’s C3’s
• Issue a report to monitor the student’s behaviour in all lessons.
• Discuss progress towards more serious interventions
• Identify support strategies to be implemented
• Refer to other outside agencies who may be involved as necessary

The Co-op Academy of Stoke-on-Trent accepts that all students are individuals and therefore need different approaches and strategies for interventions.

Examples of C3 behaviour are as follows:

C4 Behaviours: One day Internal Exclusion:

C4 one day Internal Exclusion will be used for situations deemed more serious e.g.

C5 behaviours -  2 Days Internal Exclusion  

C5 Internal Exclusion will be used if a student fails to respond positively to the interventions set by the inclusion team or for serious incidents for which one day in Internal Exclusion is not appropriate e.g.

C6 behaviours - 3 to 5 Days Internal Exclusion 

The time spent in the Internal Exclusion room will depend on the serious nature of the offence. Internal Exclusion may be used to keep a child out of circulation while an incident is investigated pending a decision about appropriate action or for 6th day provision.

Internal Exclusion Room

An Internal Exclusion room will operate when required. Access into the Internal Exclusion room will be through the Headteacher or a delegated member of staff, SLT, Izone Coordinator and Lead Behaviour Manager. This will replace the need to externally exclude in many instances.

The aim of Internal Exclusion Internal is to allow students time out to reflect on and alter their behaviour yet to attend the academy in order to learn. Appropriate curriculum work will be set and marked by the student’s teacher to ensure that learning continues.

Students who are uncooperative and refuse to engage in the Internal Exclusion will be externally suspended and will be recorded as such. Students will be expected to complete their Internal Exclusion when they return to the Academy. Reasonable adjustments may be made for students with additional needs.

Only the Headteacher can take the decision to suspend a student.  In his absence, this decision is delegated to the Deputy Headteacher: Behaviour, Safeguarding and Wellbeing.  

The Internal Exclusion room will be open from 9.30 am until 4.00 pm.  Year Managers will conduct parental pre Internal Exclusion meetings between 9.00am - 9.30am.  In the pre Internal Exclusion meeting, parental/student contracts will be signed, phones will be handed over, uniforms will be checked and high behaviour expectations will be set.  Restorative Justice (RJ) sessions will be organised and behaviour targets will be set.  

The Year Manager will walk the internally excluded student to the room.  All paperwork will be passed to the Internal Exclusion manager who will then update Sims/Arbor. The manager will have pre arranged the curriculum work via an email sent the previous day. The IE manager will support the students with their learning.

In addition, RJ/behaviour/values & ethos worksheets will be provided in order to prevent behaviour from repeating and to restore any broken relationships. Year Managers will conduct vital RJ and reflection work in a separate room and will place the student on report if required.  The Izone Coordinator will quality assure this process.

Students will have toilet breaks when requested and Lunch and Break will be taken in a different room in a more informal setting if possible.  

Students will work on individual tables. They are not booths therefore students should not feel imprisoned in any way.  

Students with specific learning difficulties such as ADHD may be housed in the SEND room.  Students with an EHC plan will be provided with additional learning support either through an assistant teacher or Internal Exclusion manager.

No more than 16 students should be housed in the Internal Exclusion room at one time.

Persistent re offenders placed in the Internal Exclusion room will be subject to an Inclusion review and a personal package of support will be provided for the student e.g. proactive behaviour placement in the Bridge or alternative provision facility, additional SEND testing, referral to outside agencies, anger management, managed move etc.

Social workers of any IE student will be informed.

Suspension: Overarching Principles

Only the Headteacher can take the decision to suspend a student.  At the Co-op Academy Stoke on Trent, the decision to suspend will be taken by the Headteacher in all cases except where he is off-site.  In this instance it may not be practicable to contact the Headteacher to exercise this decision making power.  When the Headteacher is off-site, the decision making power is delegated to the Deputy Headteacher: Behaviour, Safeguarding and Wellbeing.  In cases where the Headteacher is off-site and the Deputy Headteacher takes the decision to exclude, the Headteacher must be informed by the end of the school day upon which any exclusion begins.

As per the DFE’s guidance on Suspensions and Exclusions, it is unlawful for a child to be sent home for disciplinary reasons without it being recorded as a formal exclusion and the appropriate processes followed.  No child will be unlawfully excluded from the academy and all exclusions will be recorded in a lawful way.  

Fixed-Term Suspensions are used only for serious incidents where a C3-6 is not appropriate.

The Academy will follow the procedures laid down in DfE guidance with regard to good practice and the parental right to appeal to an independent review panel against a suspension. Parents/carer will be informed without delay along with, if the child is under children services,  the social worker and/or virtual headteacher if the child is looked after.  

If a student receives more than 15 days of suspension in any one term, a disciplinary committee of governors will meet to discuss the student’s behaviour and merit of the exclusions.  The parent/carer/social worker or virtual headteacher if the student is looked after will be invited to attend this meeting. Restorative justice will take place following the suspension if appropriate. A COPE meeting may also be reconvened to consider and assess the level of support provided by the Academy and whether permanent exclusion or a managed move to another school is an appropriate next step.  

A 10-day suspension will trigger 6th-day provision of education at the Academy.  This will be completed in the Internal Exclusion room. A child in care receiving a suspension will complete their suspension period in the Academy whenever possible if safe to do so.

Teachers will set and mark suspended students' work. This work will be set on the google classroom Suspended students will be provided with a chromebook.

A post suspension parent meeting will be organised so that a reintegration strategy can be organised that offers a child a fresh start.

Students are only suspended when the student’s behaviour constitutes such a serious challenge to the good order of the academy that other consequences are not sufficient. Examples of C7 behaviour are:

All exclusions, whether fixed-term or permanent, are put into effect strictly within the terms set out in current educational law

C8 Permanent Exclusion 

A Permanent Exclusion is a last resort when all other avenues have been exhausted. A Permanent Exclusion will be issued for extremely serious incidents where a fixed term exclusion is not appropriate such as aggressive behaviour likely to cause continued danger to Academy students, staff or property, a drug or weapon related offence or a history of several suspensions demonstrating that the student is unable to adhere to the Academy standards of behaviour.

Only the Headteacher can issue a Permanent Exclusion.  If the Headteacher is off-site, he must be contacted immediately where a permanent exclusion is in the range of reasonable responses to a behavioural incident.  No decision must be taken without the Headteacher first having been contacted.  If the Headteacher is unwell or absent for any reason that renders him incapable of exercising his decision making power, the Senior Deputy Headteacher will act in his place.  Following a permanent exclusion, the Local Authority, Trust Safeguarding Lead and Trust Regional Director are informed immediately and a Governing Body committee will meet to confirm or overturn the permanent exclusion. Parents must be informed without delay and a letter/email must be sent providing up-to-date links to sources of impartial advice.  

When establishing the facts in relation to a suspension or permanent exclusion decision the headteacher must apply the civil standard of proof, i.e., ‘on the balance of probabilities’ it is more likely than not that a fact is true, rather than the criminal standard of ‘beyond reasonable doubt.’ This means that the headteacher should accept that something happened if it is more likely that it happened than that it did not happen. The headteacher will make every reasonable effort to consider as broad an evidence base as possible in making a decision about whether an incident, or series of incidents, meets the test for permanent exclusion. The headteacher will also give consideration to alternatives to permanent exclusion.  The headteacher must take account of their legal duty of care when sending a student home following an exclusion.

Headteachers may cancel Permanent Exclusion that has not been reviewed by the governing board. All withdrawn Permanent Exclusions must be reported to the governing body, parents. Local authority and if relevant social worker and virtual headteacher.

Staff need to set and mark work for Permanently Excluded children for 5 days.  

Data on Permanent Exclusions and Fixed Term Exclusions is used by OFSTED as a measure of success for schools and as such a permanent exclusion and suspensions are a very serious sanction. Leaders are cognisant of the seriousness of the sanctions, they will only be applied where there is appropriate evidence that the thresholds laid out in the behaviour ladder have been met.

The Academy follows both the Local Authority and Trust protocols for permanent exclusion and may implement a ‘managed move’ to another education establishment if deemed appropriate.

Examples of C8 behaviour are:

C1-C2 Flow Chart:

Uniform Breaches:

Persistent uniform defiance will be sanctioned as a 1 day in Internal Exclusion however uniform support will be offered to families who are struggling to meet the high expectations found on the Academy website. 24 hours notice will be given for minor breaches. If the uniform breach becomes a health and safety risk then the student must remain and work with their Form Tutor or another single location for the day until parents attend the Academy or until the situation is rectified. An instant detention will be issued for incorrect uniform after Form Time for students who carry their blazer on their finger instead of wearing it, who purposely do not wear a tie or reinsert their jewellery.

Instants:

‘Instant’ half an hour detentions can be issued when students instantly make the wrong choice when outside the classroom.  Examples of these behaviours include:

• Chewing
• Eating in areas other than the dining spaces without permission
• Running in a corridor
• Out of bounds
• Inappropriate language (separate rules on discriminatory language)
• Dropping litter
• Wearing jewellery after Form Time
• Incorrect uniform after Form Time without a note e.g. carrying your blazer on your finger instead of wearing it or not wearing a tie

Late Detention:

Students who are late to school or lessons will receive an immediate 20 minute detention served on the same day. Students will receive a late detention if they arrive after the register has been completed without a note or a reasonable explanation. Parents of persistent morning late comers will also be contacted and will be asked to attend an attendance meeting with the attendance team or Education Welfare Officer.  

Appendix 3: Home/Academy agreement:

CO-OP Academy Stoke on Trent

Our Academy will:

• Ensure all young people have the best teaching, the broadest opportunities, and can fulfil their potential.  
• Provide a safe, welcoming and inclusive learning environment where your child can flourish academically, socially and personally
• Provide a broad and balanced curriculum that challenges, motivates, and engages your child
• Ensure that your child attains the highest possible results in all assessments and examinations
• Promote the Co-op Ways of Being - Do what matters most; Be yourself, always; Show you care; Succeed together.
• Promote British values of democracy, rule of law, Respect and tolerance and individual liberty
• Provide outstanding support for your child through our dedicated pastoral, mentoring, and safeguarding teams
• Encourage and support your child in developing skills of independence and personal responsibility
• Maintain regular contact with you to keep you informed of your child’s behaviour, progress and achievement across all areas of Academy life
• Work in partnership with you to make our Academy exceptional with a sustained commitment to continuous improvement

PARENTS/CARERS

Having signed this agreement, I/we will:

• Ensure that my child attends the Academy on time every day
• Ensure that my child wears the correct Academy uniform every day
• Inform the Academy on the first day of absence by 8.40am at the latest
• Support all of the Academy policies, including any sanctions given
• Attend parents evenings, information events and all meetings as requested
• Support and encourage my child with all home learning including planning and preparing for all assessments and examinations
• Work with all Co-op Academy staff positively and respectfully
• Not behave in a way that can be perceived as threatening or aggressive to members of the Academy: students, staff, or other parents.
• Celebrate in my child’s successes and rewards throughout the year
• Contact the Academy with any questions or concerns
• Not libel, defame or otherwise make public statements via social media, or any other platform, that damage the reputation of the Academy or any of its staff.
• Monitor our child’s use of their mobile phone and social media to ensure that they are not using it in a way that is harmful to themselves or others
• Recognise that in all matters relating to policy, the Headteacher's decision is final.

THE STUDENT

I will:

• Be prepared; be respectful; be engaged and be the best following the Academy Charter at all times
• Attend the Academy on time every day at 8.40 am
• Bring the correct equipment for each day
• Be on time to all of my lessons
• Wear my full Academy uniform correctly and with pride
• Complete all work to the best of my ability including home learning tasks
• Plan, and revise carefully for all of my progress tests, assessments and exams
• Use good manners and help everyone in our Academy and local community
• Feel proud to be an outstanding student of the Co-op Academy
• Care for our Academy environment and be a positive contributor to our community
• Report any bullying and unsafe behaviour
• Respect all students and adults in the Academy and treat them equally
• Ask for help and support when needed
• Not use my mobile phone during the school day.
• Not use social media or any other platform in a way that is harmful to any member of the Academy: student, staff or anyone else.

Appendix 4: Behaviour Ladder 2023-2024

Appendix 5: Visual Prompt Posters