Positive Behaviour Policy                                

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Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Gemma Shaw  

Co-op Academy Princeville

Willowfield Street, Bradford, BD7 2AH

01274 442164

https://www.princeville.coopacademies.co.uk/

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        13

Mobile Phones / Devices        15

Screening        15

Power to use reasonable force        15

Appendix i        20

Action and Consequences for Behaviour around School        20

Appendix ii        21

Suspension Reintegration Meeting - Co-op Academy Princeville        21

Appendix iii        23

School rules poster        23

Appendix iiii        25

Poster         25

Appendix v        27

Home Academy Agreement        27

Appendix vi        28

Graduated Response to Managing Behaviour        28

Policy Statement and Purpose

Co-op Academy Princeville has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Princeville  as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Princeville is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Princeville will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our pupils to express themselves in the right way embodying ‘being yourself, always’ across our community.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

Rules and Ways of Being

Co-op Academy Princeville 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:

• We follow the academy code of conduct
• We listen to and respect all members of the community
• We come to school each day, ready to work hard and make progress

• Be yourself, always

• We stand up for what we believe in - even if it is not the popular choice
• We know it is cool to be smart and value learning
• We look ahead at the long game to help us make the right choices

• Show you care

• We are kind to each other
• We do not tolerate discrimination, bullying or unkindness to others
• We are polite and courteous

• Succeed together

• We respect our shared learning environment
• We work together as a team - knowing that team always beats individual
• We look for opportunities to become leaders and role models within our community

Our rules for pupil conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

Always be READY

• Be punctual
• Be prepared with equipment
• Wear uniform correctly
• Be ready to learn

Always be RESPECTFUL

• Have a positive attitude to learning
• Be on task and follow the code of conduct
• Follow instructions first time every time
• Speak politely and with manners

Always be SAFE

• Always be where you are supposed to be
• We are a non contact school
• Follow entry and exit routines at the beginning and end of lessons
• Move sensibly around the academy

3. Rights and Responsibilities

Rights

All members of Co-op Academy Princeville  have:

•  The right to learn
•  The right to teach
•  The right to feel safe and secure
•  The right to respect and dignity

Responsibilities

All members of Co-op Academy Princeville  have a responsibility:

• To live by and embody the Co-op Ways of Being
• To be good role models
• To speak politely and calmly to everyone
• To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
• To treat everyone as we would like to be treated

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

Academy Community Council (ACC)

The ACC has a delegated responsibility around the monitoring and promotion of positive pupil behaviour and attendance. Within its routine activity, the ACC will develop a strong understanding of these areas via its interaction with the Headteacher and their leadership team, and engagement with parent/carer, pupil and staff voice.

The Head of School

The Headteacher is responsible for reviewing and approving this Behaviour for Learning policy. The Headteacher will ensure 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.

In addition:

• The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
• The Headteacher and delegated staff have the power to discipline pupils outside of school hours if it is a school-related matter, or the pupil’s actions undermine the safety of anyone from our community or the good reputation of the Academy
• The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

● Providing a personalised approach to the specific behavioural needs of particular pupils.

● Recording behaviour incidents on Arbor

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents / carers and volunteers

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

•  Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of pupils at Co-op Academy  Princeville and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and pupils in upholding the policy, we use many opportunities to induct and reinduct our staff and pupils into the rules and norms of the academy. These include:

Staff

• All staff receive training at the start of the academic year and are expected to read the policy
• Staff receive regular training updates and further CPD during designated CPD time
• New staff receive an induction of the school policies and procedures in managing behaviour
• Quality assurance of how staff establish a culture of good behaviour and routines in their classroom  take place via regular drop ins, learning walks and feedback from leaders
• Elements of department time are used to ensure systems and routines are embedded and understood

Pupils

• Key habits and routines for pupils are established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis
• Comprehensive behaviour curriculum to teach pupils our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year
• Transparency of processes and routines are shared on a regular basis with pupils and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind pupils of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the pupil into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

All sanctions quickly lose their effectiveness if frequently used. Avoid constantly punishing

pupils. Only the pupil can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the pupil, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never

lose control and never scream and shout; we do not want pupils to have this behaviour modelled to them.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• The use of a ‘behaviour script’ is used to give pupils and staff a shared language for discussing communication.
• adults talk about behaviour explicitly e.g. prepare children by making it clear what is expected in different situations; admire examples of thoughtful or caring behaviour; help children to learn from one another.
• Adults spend time discussing behaviour when things have gone wrong so that children can learn from mistakes and cope with difficult situations positively.
• Class rules are displayed in all classrooms of the academy.
• Merits are awarded on Arbor to recognise children who are getting it right.
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) at some point during the year.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Sports leaders - pupils from Year 6 are trained to lead games and activities at break and lunch times.

Buddies - pupils from Year 6 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

School Councillors - pupils from Y1-Y6 are selected as role models. They are trained to intervene in lower level play time disagreements. They mentor individual younger pupils who are struggling to manage their own behaviour. They discuss changes they’d like to see implemented within the academy, supporting this and providing feedback to their class.

Subject leader ambassadors - are selected through an application and interview process to support and represent the subject and work alongside our subject leaders in school to develop the subject.

Opportunities will include:

• Planning and taking part in activities that promote wellbeing
• Helping in school events, such as Mental Health week

Guidance for restorative conversations

Restorative conversations are integral to our response to behaviour. Talk to the pupils involved separately. This conversation should take place with the adult who witnessed or received the information about misbehaviour.

5. Recognition

All staff are encouraged to plan for positive behaviour and attitudes to learning and apply rewards regularly and consistently. There is a range of ways to do this which include:

• Merits are collected throughout the school day in all classes. Children can collect merits for a range of different reasons including; showing positive behaviours, displaying the Co-op Ways of Being, demonstrating Skills Builder skills and working well as a team. Merits will be recorded on Arbor and classes will work towards a shared target. The target will increase in increments across the academic year. When classes reach increment, they can select a class reward. We also celebrate individual children’s merits by rewarding merit certificates half termly, in increments of 100, 150, 250, 500 and 1000. Some examples may include; additional playtime, games time and a  football match.

Weekly Rewards

• One child per class is chosen to be the Learning Superstar of the week. This child receives a personalised certificate of achievement which is presented in a celebration assembly.  
• Children are also recognised for other achievements in school including: Ways of being, academic achievement, spotlight on behaviour most improved award.
• Raffle tickets are awarded weekly for the focus behaviour which is called our ‘Spotlight on Behaviour’ each time a child is noticed demonstrating the behaviour they are awarded a raffle ticket. The raffle tickets are then collected and a ticket winner is selected from EY, KS1, LKS2 and UKS2 weekly. They choose a prize from the box and receive a sticker from the headteacher.
• Head teacher stickers to celebrate getting it right.

Half-Termly Rewards

• Behaviour certificates and reward is given to all children who have had no negatives during the half term. They receive a certificate. Rewards include: film and popcorn hour, inflatables and hot chocolate tea party.
• We also celebrate individual children’s merits by rewarding merit certificates half termly, in increments of 100, 150, 250, 500 and 1000. Some examples may include; additional playtime, games time and a  football match.

Termly Rewards

• Every term one child is chosen to be Star of the Term. They receive a prize and a certificate which is presented in the last celebration assembly of the term.

Annual Rewards

• All school councillors and buddies are presented with a prize at the end of the year to regognise their contribution and commitment to the school.

School Rules

At Co-op Academy Princeville we are learning to make a difference. All pupils within the academy will follow the 7 school rules.

1. We are sensible around school.

2. We always do as an adult asks straight away.

3. We respect people’s property and school property.

4. We respect other people’s points of view.

5. We always communicate and act respectfully.

6. We keep our hands and feet to ourselves.

7. We work hard and allow others to learn.

6. Classroom Strategies and Expectations

All pupils within the academy will demonstrate our school rules.

At Co-op Academy Princeville, we will ensure that pupils can demonstrate positive behaviour through:

• Establishing rules and routines.
• Creating a positive learning environment.
• Pupils checking in on Zones of Regulation twice daily and adults responding accordingly.
• Consistent adults.
• Working with families.
• Sharing high expectations with pupils, staff and families.

Establishing a routine where:

• Pupils will be greeted by the adults in their class at the beginning of the day.
• At the start of each session clear expectations are established for learning and behaviour. 
• Consistency in people and routine allow pupils to feel safe and secure.
• Pupils walk silently and in single file in school. 
• Use quiet voices inside the building.
• Pupils and staff refer to each other in a friendly and polite manner.
• Pupils are taught common courtesies by example – e.g. smiling at each other, greeting each other.
• Class communicators are in place to extend greetings and common courtesies to other members of the academy community and visitors.

Creating a positive learning environment which has:

• A welcoming atmosphere. 
• A copy of our school rules and our ‘Remind Redirect Reflect’.
• ‘The Ways of Being Co-op’ displayed.
• Consistent daily routines and a visual timetable with both widgets and words so that pupils know what to expect during the school day. This is displayed next to the interactive whiteboard down the right hand side, with each activity removed to show the changing of time through the day.
• Support and challenge for both learning behaviours and learning.
• An atmosphere of collective responsibility for each other and their environment. 
• Evidence that all pupils’ contributions are valued. 
• Learning displayed which celebrates pupils’ achievements.

Each stage of the classroom behaviour system will be displayed on the board in the classroom. Staff will indicate which stage a pupil is at by writing their name / initials on the board. This allows for transparency and ensures pupils and staff have a visible reminder to support positive behaviour.

If a pupil exhibits behaviour which is unsafe including verbal abuse or threatening behaviour, this is a high level incident. A referral should be called for immediately, without proceeding through the stages of the behaviour system, and appropriate consequences given.

Classroom Expectations

Should a pupil fail to meet the expectations of the classroom, the teacher will implement the remind - redirect - reflect in line with our behaviour policy.

The expectations in the classroom are:

To be READY

• Enter the classroom in a calm manner on time
• Don’t ask to use a pass in the first ten minutes / last ten minutes of a lesson
• Remove any coats or jumpers
• Place bag under their desk
• Place equipment on the desk
• All other equipment placed on desk as requested
• No eating, chewing or drinking (except water)
• Complete starter task

To be RESPECTFUL

• Follow instructions first time every time
• Be on task at all times
• Silent when asked and quiet discussion when asked
• Present your work with care
• Follow ‘STAR’ throughout the lesson:

• S - Sit up straight
• T - Track directly and listen to the person talking
• A - Ask and answer questions as appropriate or requested
• R - Respectful, polite, well mannered and calm

To be SAFE

• Remain seated unless instructed to leave your seat
• Be kind and thoughtful of others
• Follow all instructions first time every time
• Positive body language
• Only bring in items you are allowed
• Polite calm voice
• Respect others personal space
• At the end of the lesson tidy away, place the chair under the desk, stand behind it and leave the classroom calmly as instructed by the teacher

7. Expectations Around the Academy

The standards and expectations document clearly explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Princeville we expect pupils to:

• Line up silently and walk in line when transitioning from one room or activity to another
• When transitioning around the building respect that there is always learning happening and therefore move around in silence.
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces.
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal.
• Speak politely to all our school community.

End of Playtime Routine

• Adults to be out on time and are ready and waiting for their class
• The bell is rung.
• Children walk to their designated line facing the building, one behind the other, standing in silence.
• Children walk into school in silence.

Assembly

• Teachers, HLTAs and cover supervisors who are responsible for the class decide if pupils are regulated for assembly and take children who are not emotionally ready for assembly to Cool and Calm to be supported during assembly.
• Adults model the key behaviour.
• Children line up alphabetically (some children may need to be separated due to their needs.)
• Walk silently in the corridor and into the hall.
• Children stand with their hands on their hips facing the front of the hall with their legs apart, to give them enough room to sit, when they are told to sit.
• The children wait to be told to sit down together as a class.
• Pupils sit down and wait in silence.
• Adults are scanning their class during assembly, giving merits and raffle tickets and to manage any low level behaviour throughout the assembly.

See appendix iii for more information on supporting pupils with positive behaviour in unstructured time.

8. Expectations outside of School

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

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

9.  Consequences

The adults at Co-op Academy Princeville will manage behaviour incidents in a fair and consistent manner. We believe that consistently reinforces the messages about good behaviour.

Procedures for Dealing with Minor Breaches of Discipline

When dealing with incidents all staff will follow the  agreed actions below.

Protocols for incidents that have occurred on the playground

Verbal incident

A pupil has verbally upset another child.

                ↓

Listen and establish the facts.

                ↓

Speak with both children and come to a resolution.

                ↓

Raise with the class teacher and record onto Arbor.

It must be recorded on CPOMS if it is racist, homophobic, regarding sexual violence or harrassment (SVSH) or hate related.

One sided physical altercation

A pupil has physically hurt another.

                ↓

Listen and establish the facts. This is to be done at the side of the playground - discreetly. Take the time to ascertain if it was accidental, sport related or intentional.

                ↓

Speak with both children and come to a resolution.

                ↓

If it was intentional, bring the child to or call for the behaviour and inclusion manager or a member of SLT.

                ↓

If it was intentional, record the incident on Arbor.

Fighting

Split the pupils.

              ↓

Move them away from one another. Alert the Behaviour and inclusion manager or a member of SLT  to assist. The children may need to be taken inside. If this is required, check the ratios are correct on the playground.

              ↓

Regulate the children. Do not try to talk to them because they cannot respond to logic or reason. Instead, stay calm, show empathy, help them become self-aware, and guide them through sensory experiences and calming strategies.

‘Name, I can see that you are upset right now and that is okay. I am here to listen when you are ready to talk.’

              ↓

Listen and establish what happened. Sanctions will be imposed based upon the severity of the incident.

              ↓

Record incident onto Arbor.

Persistent Breaches

Protocols for other incidents

Members of staff always try to intervene with low-level misbehaviour at the earliest point in the most subtle way. For example, this could be through making eye contact with the pupil, a gesture, facial expression or standing near to the child. The adult will then notice when the pupil makes good choices. The adult will acknowledge this - through subtle (e.g. smile, nod) or explicit (e.g. verbal praise, stickers, merits) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

Procedures for Dealing with Major Breaches of Discipline

• If the problem is severe or recurring – referral to the Behaviour and Inclusion Manager
• A phone call to parents informing them of their child’s behaviour.
• A meeting with parents, at which a warning is given about further sanctions, unless there is an improvement in the child’s behaviour.
• In cases where behaviour does not improve senior leadership may decide that reflection time will be completed after school and work that has been missed be sent home to be completed that evening and returned to school the following day.
• Daily report to a member of the senior leadership team with their behaviour support card to confirm that behaviour has been satisfactory and to reflect on the positives and / or negatives during the day.
• Internal seclusion, and Fixed Term suspensions may be used where appropriate.
• Permanent exclusion, after consultation with the Academy Community Council and the LEA.  Parents have the right of appeal to the Academy Community Council  against any decision to exclude their child.  (see exclusions policy)

NB: This is not an exhaustive list; each case will be dealt with individually

Early Years

Children in the early years who breach the Code of Conduct will have their reflection time within their own classroom. The length of time out will be determined by the teacher.

Recording

Class teachers will record on Arbor when a child reaches reflection. For serious misbehaviour, the Behaviour and Inclusion Manager will consult with the SLT, make a telephone call to parents and will record this on Arbor and CPOMS if applicable.

Zero-tolerance approach to sexual harassment and sexual violence

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

• Proportionate
• Considered
• Supportive
• Decided on a case-by-case basis

Sanctions for sexual harassment and violence may include:

• A report card, including monitoring and daily parental involvement
• Internal Exclusion
• Formal exclusion
• Restorative measures

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

• Responding to a report
• Carrying out risk assessments, where appropriate, to help determine whether to:
• Manage the incident internally

• Refer to early help
• Refer to children’s social care
• Report to the police

Please refer to our child protection and safeguarding policy for more information (available on the academy website).

10. Further Intervention and Support

Where a pupil is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement; or where there is a serious one-off incident which breaches the school ethos, a pupil may be referred to the school’s support teams who may consider the following interventions.

• Tutor Report
• Pastoral Team Report
• Behaviour and progress meeting with Head of Year and / or Key Stage Leader
• Pastoral Support Programme
• Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
• RESET Unit – allocated time matched to regularity of class referrals or nature / severity of offending behaviour
• Support from the Inclusion team and SENDCO
• Access to the Uniform Room to correct any issues around uniform (no consequence if utilised)
• Amended timetable
• Referral to Core and/or multi-agency group
• EHCP application
• Referral to pupil Referral Unit preventative place
• Referral to alternative activities
• Temporary placement at another school
• Managed Move to another school
• Referral to in school SEMH mentors
• Referral to in-school counsellors
• Careers interviews
• Extra curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Referral to in-house alternative provision ‘Base’ unit
• Referral to external alternative provision
• Suspension
• Permanent Exclusion

(see the graduated response approach in appendix for further support)

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions  will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information.

Where a pupil may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCO. An example of a reasonable adjustment could be a 5 minute early pass to avoid crowds in corridors; a temporary or long term adjustment to the uniform policy; a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

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

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

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

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

Co-op Princeville Anti Bullying Policy.

Co-op Princeville Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’. When a pupil is excluded they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A pupil who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or vaping on the school site
• Persistent and entrenched refusal to comply with expectations

Every pupil that returns from suspension will need to be reintegrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the reintegration plan and the level of support that the pupil will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the integration plan.

After each suspension, there is a menu of support that each pupil could receive:

• Half a day in RESET completing reflection and getting ready to return to school
• Parent meeting with pupil voice, parent voice and agreed targets recorded
• 2 weeks on a behaviour report to SLT / HOY to monitor behaviour
• A careers interview to support in raising aspirations
• Directed to an extracurricular club
• Review of tutor group / class group or seating plan
• Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)
• Long term mentoring / counselling or support agreed (if necessary)

Further information on suspensions can be found in the Trust’s Exclusion policy. For further information on consequences for different behaviours see appendix i and ii. See appendix iv for reintegration plan.

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 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 pupil 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, 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.

Mobile Phones / Devices

• Phones and devices must not be seen or heard on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support)  if a search has been carried out on their child.

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 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

Action and Consequences for Behaviour around School

Appendix ii

Suspension Reintegration Meeting - Co-op Academy Princeville

Suspension Reintegration Meeting - Script:

Appendix iii

Appendix iiii

Appendix v

Home Academy Agreement

Appendix vi

Graduated Response to SEMH