Positive Behaviour Policy

Policy details

Date created - September 2024

Responsibility for review: Gemma Shaw

Date shared with staff: 24.9.24

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Leadership Opportunities        5

Guidance for restorative conversations        6

5. Recognition        6

6. Classroom Expectations        7

7. Expectations Around the Academy        8

8. Expectations outside of School        8

9.  Consequences        9

     Script for behaviour procedure        10

Early Years        11

Recording        11

Behaviour Log          11

Zero-tolerance approach to sexual harassment and sexual violence        11

10. Further Intervention and Support        12

11. Child on Child Abuse        13

12. Suspensions        14

13. Permanent Exclusion        14

14. Searching, Screening and Confiscation        15

1. Policy Statement and Purpose

Co-op Academy Princeville is a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Head of School:

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.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents

The senior leadership team will support staff in responding to behaviour incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Teach good behaviour rather than criticise poor behaviour.
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Always model good manners and insist that pupils show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Have clear routines which are adhered to consistently
• Ensure pupils line up smartly and move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour. Behaviour management will also form part of continuing professional development at least on a termly basis. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day. Therefore, training is provided for this group of staff.

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.
• Every class uses dojo to reward children with points.
• Each class has a cloud with every child’s name or face displayed. The steps are displayed and used when sanctions are given.
• 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.

Wellbeing ambassadors - pupils from Y6 are selected through an application process as part of a pupil leadership role. Pupils will have the opportunity to attend Wellbeing Ambassador meetings to give valuable input into how staff can support pupil wellbeing in school. They will help plan and take part in activities to promote wellbeing in school. The pupils will also support events such as Mental Health Week.

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

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 each increment, they will spin the wheel of rewards during assembly. Rewards featured on the wheel will be voted for by the children. 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.  

Termly Rewards

• Attendance rewards are given to each child who has achieved 100% attendance across the term. They receive a certificate and a badge. All children who have achieved 100% attendance will be entered into a prize draw. Each Key stage has a 1st, 2nd and 3rd prize which is drawn and presented in the last celebration assembly of the term.
• All children who have achieved 100% attendance are invited to a special event at the end of the term. Some examples of this are a special lunch with SLT or a cinema afternoon.
• 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.
• Every term we run a 100% week. All children who attend school for 5 days and are punctual are entered into a prize draw.

Annual Rewards

• Attendance and punctuality 100%. Children receive a certificate, badge and a prize. This is presented in the Star of the year assembly.
• Every year one child is chosen to be Star of the Year. They receive a prize and a certificate which is presented in the  last celebration assembly of the term.
• 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.

6. 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.

7. Expectations Around the Academy

The code of conduct 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 quietly and walk in line when transitioning from one room or activity to another
• When the first whistle is blown children stop, after the second whistle children use walking feet to move into their line. Once lined up children should be silent.
• 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.

8. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking to and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

Parents

Parents can help by recognising that an effective School Behaviour Policy requires close cooperation between parents, teachers and children. Parents should discuss the school rules with their child, emphasising that they support the rules.

Attending Parents’ Evenings and parents’ functions and by developing informal contacts with school helps to reinforce their support for the Policy.  Learning and teaching cannot take place without sound discipline and parents should recognise that staff will deal with behaviour problems patiently and positively.

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.

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

• An oral warning by the Head of School concerning future conduct.
• Withdrawal to another part of the classroom for a fixed time.
• Withdrawal to another classroom for a fixed time.
• Sent to a member of SLT to discuss behaviour.
• Use of behaviour cards is graduated by senior leaders in response to the frequency or severity of the behaviour/incident.
• If the problem is severe or recurring – referral to the Inclusion Manager or Pastoral Team
• Fixed term exclusion ( 1 – 5 days)
• A phone call to parents informing them of their child’s behaviour.
• A letter to parents informing them of their child’s unacceptable behaviour.
• A meeting with parents, at which a warning is given about further sanctions, unless there is an improvement in the child’s behaviour.
• Daily report to a member of the senior leadership team to confirm that behaviour has been satisfactory (term: one week)
• Internal Exclusion, and Fixed Term Exclusions may be used where appropriate.
• Permanent exclusion, after consultation with the Governing Body and the LEA.  Parents have the right of appeal to the Governing Body 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.

CPOMs Serious Incident Record

This is used to record:

• Any incidents involving a child, or anyone employed in school, where this is deemed a safeguarding concern.

These incidents are ones that might give rise to disciplinary or legal action or become a matter of public interest.  We report to the LEA on any incidents of this nature.

Behaviour Log

The school uses a behaviour log to record behaviour cards. This will include when the report card was issued with a description of why the report card has been issued and the outcome of the report card once it’s been completed.

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

Co-op Academy Princeville is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words and hands). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time. These rewards will then accumulate for pupils to earn merits in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. All adults are aware of the government document ‘Use of reasonable Force July 2013’ and are aware of the law in relation to handling children.

Schools can use reasonable force to:

• remove disruptive children from the classroom where they have refused to follow an instruction to do so;
• prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;
• prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;
• prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground; and
• restrain a pupil at risk of harming themselves through physical outbursts.

A Positive Handling Incident entry is completed on a IPRA form and the situation discussed with the Head of school or SLT member responsible for pastoral care who will work with the member of staff and parents to devise an action plan to meet that child’s and the school’s needs.  This might include the involvement of other agencies – Social Services, Psychological Service, Pupil Referral Service, etc.

All incidents of positive handling are reported to parents at the first opportunity.

The school has a Positive Handling Policy, and this is available on the school website.

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2024. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

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

Co-op Academy Princeville’s Anti Bullying Policy.

Co-op Academy Princeville’s Child Protection Policy.

Keeping Children Safe in Education 2024

12. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

13. Permanent Exclusion

Permanent exclusion is a last resort. The Head of School 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 Head of School 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 Head of School. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Head of School 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
• anything that has been or is likely to be used to commit an offence, cause injury,damage property

Wherever possible, searches will be carried out by two authorised members of staff, or 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 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

Pupils that are required to bring a mobile phone into school will hand this to their class teacher at the beginning of the school day. This will be locked in a cupboard and returned to the pupil at home time. Pupils are not allowed to use mobile phones at school for their own safety and security and for the comfort and peace of mind of others.