Primary Positive Behaviour Policy

September 2026

Policy details

• Date approved by Trust Board - July 2026
• Next review date - July 2027
• Policy owner - Co-op Academy Broadhurst

Co-op Academy Broadhurst

Williams Road, Moston, Manchester, M40 0BX

Tel: 0161 681 4288/email: admin.broadhurst@coopacademies.co.uk

Website: https://www.broadhurst.coopacademies.co.uk/

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Meditation        5

Leadership Opportunities        5

Guidance for restorative conversations        6

Talk Types        6

5. Emotion Coaching

6. Recognition        7

7. Classroom Expectations        9

8. Expectations Around the Academy        10

9. Expectations outside of School        10

10.  Consequences        10

Early Years        10

Recording        10

Time out        10

11. Further Intervention and Support        12

12. Child on Child Abuse        13

13. Suspensions        13

14. Permanent Exclusion        14

15. Searching, Screening and Confiscation        14

Appendix        17

1. Policy Statement and Purpose

We want our school to be 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.

As a Rights Respecting School we believe that treating our children with respect and allowing them their rights underpins the way we approach behaviour management.

Article 37: No one is allowed to punish you in a cruel or harmful way.

Article 28: Discipline in schools must respect your dignity and your rights

We agree that children learn best when they feel safe and we have a duty to enable this to happen through our Rights Respecting Schools ethos and our Trauma Informed approach

Article 28: Every child has the right to education.

Article 29:The right to be the best that you can be.

All staff have been trained in ACES (adverse childhood experiences) and using a Trauma Informed approach when supporting children with behaviour. We understand that negative or withdrawn behaviour can be the result of the child having experienced trauma and recognise that Adverse Childhood Experiences can impact on a child’s behaviour. We also recognise that children with attachment difficulties may demonstrate negative behaviours. Staff have had training on how to understand, recognise and support children who have high ACEs and who display attachment difficulties.

We understand that any negative behaviour is caused by a child not having their needs met or due to an underlying cause. We place importance on identifying the need through accurate assessment and listening to the child’s voice so we can support the child and reduce instances of negative behaviour. We work hard, in partnership with parents and outside agencies, to discover the cause of the child’s behaviour.

Children who have additional needs have an adapted curriculum and bespoke behaviour support. They have resources, and where appropriate, their own workstation, to enable them to access the curriculum. We recognise that negative behaviour may be caused by anxiety or sensory processing difficulties and support the child to reduce any anxiety using calm spaces, sensory resources and adult support amongst others.

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 Broadhurst 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 Broadhurst 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 Broadhurst 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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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 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.

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
• 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, including proper use of restraint, as part of their induction process. 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, intensive training is provided for this group of staff.

A staff training log can be found in the appendix.

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 ‘Talk Types’ to give pupils and staff a shared language for discussing communication
• the Pupil Code of Conduct is displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
• the tariff for rewards and sanctions are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Meditation

Pupils have two opportunities each day to practise meditation, after play time and after dinner. The purpose of this practice is to teach children self-regulation and self-mastery. This is a time of stillness and silence so it is vital that all those in the classroom give the meditation session their full attention. Recorded, guided meditation sessions are used in all classes.

Leadership Opportunities

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

Our restorative approaches provide a consistent framework for supporting behaviour. Those affected are invited to share:

1. What has happened.

2. What the impact has been on those involved: i.e. who has been affected and in what ways they have been affected.

3. What needs to happen to put things right or to make things better in the future. This framework is based on sound learning theory regarding how people relate to each other and how best to meet the different needs that can arise from conflict or harm.

To facilitate such a process we will::

• establish a respectful rapport;

• listen and respond calmly, empathically and without interruption or judgement to all sides of an issue;

• inspire a sense of safety and trust;

• encourage people to express their thoughts, feelings and needs appropriately;

• appreciate the impact of people’s thoughts, feelings, beliefs and unmet needs on their behaviours;

 • encourage those involved in the problem to find their own solutions.

We use the following language to support children with resolving conflict and managing their behaviour:

What happened?

• What were you thinking/feeling at the time?

• What are you thinking/feeling now?

• Who’s been affected by what happened and how?

• What do you/they need?

• What needs to happen to make things right?

Leadership Opportunities

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

All pupils have the opportunity to put themselves forward for a role on one of our Councils:

Mental Health Council

Eco Council

Fairtrade Council

Rights Respecting Council

Learning Council

Science Council

ICT and Online Safety Council

Sports Council

Careers Council

Pupils in Year 5 and 6 then have the opportunity to be a minister on our Academy Parliament and pupils in Year 3 and 4 have the opportunity to be deputy ministers.

Well being Ambassadors - pupils from Y4 and Y5 are trained to lead games and activities at break and lunch times.

Assembly leaders - pupils from Y6 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about the incident..

Talk Types

We define positive and negative communication using the labels below. This complements the shared language staff and pupils use to discuss behaviour. Members of staff consistently refer to the Talk Types when discussing pupils’ behaviour with them. Similarly, staff identify other opportunities in the curriculum to reinforce pupils’ understanding. For example, Talk Types are identified when analysing a character’s behaviour in a book or text. Scenarios in PSHE lessons also provide an ideal opportunity to consolidate and extend pupils’ understanding of their own behaviour and that of others.

At all stages of this, children will be supported and their improvements will be recognised to give children the best possible chance of again meeting Co-op Academy Broadhurst’s whole school expectations.

5. Emotion Coaching Framework

Core Philosophy & Perspective Shift

Our behaviour policy is grounded in a trauma-informed shift in perspective. Rather than asking "What is wrong with this child?", staff must ask "What happened to this child?" and "What is this behaviour communicating?" 

Visible challenging behaviours (e.g., defiance, aggression, disruption) are often the tip of an iceberg; they may be driven by hidden root causes such as Adverse Childhood Experiences (ACEs), insecure attachments, communication barriers, or unmet learning needs. Emotion Coaching helps children to regulate, understand, and safely express their emotions in a pro-social way.

The Biological Basis: The "Regulate, Relate, Reason" Hierarchy

To support self-regulation, interventions must follow the brain's natural processing sequence from the bottom up:

• Regulate (Brain Stem): The brain stem controls survival instincts and life support (fight/flight/freeze); a dysregulated child cannot process effectively. Staff must first establish physical and emotional safety.
• Relate (Limbic System): The limbic system processes emotions, attachment, and relationships; staff must actively validate and name the child's feelings to foster connection and calm the emotional centre.
• Reason (Cortex): The cortex handles logic, planning, and consequences. Cognitive problem-solving can only occur once the child is fully regulated and connected.

Implementation: The Three-Step Approach

Step 1: Regulate

• Objective: Lower arousal and transition the child out of a survival state.
• Strategies: Create a low-stimulation or safe space, use a calm vocal tone, offer rhythmic actions (e.g., walking), use sensory tools, or breathing exercises.

Step 2: Relate

• Objective: Notice, name, and validate the child's feelings.
• Strategies: State what is observed instead of asking interrogative questions.
• Scripting: "I can see you are feeling frustrated right now. It is okay to feel frustrated; I have felt that way before too." 

Step 3: Reason

• Objective: Set clear behavioural boundaries and collaboratively solve the problem.
• Strategies: Explicitly separate the emotion from the behaviour. Scaffold alternative ways to handle the situation for next time
• Scripting: “When your friend took your equipment, you felt angry, it’s ok to feel angry but it’s not ok to hurt/ shout at your friend. What could you do next time? You might want to ask your teacher for some equipment. How can we put things right with your friend?”

Key Implementation Guidelines for Staff

• Self-Regulation First: Staff must recognise their own emotional response and ensure they are entirely calm before attempting to co-regulate with a pupil.
• Maintain Neutrality: Remain calm, non-confrontational, and non-judgemental throughout the process.
• Universal Application: Emotion coaching is a universal approach, beneficial to all children, not just those with identified trauma or SEMH needs.
• Boundary Clarification: Validating an emotion does not mean approving of unsafe or disruptive behaviour. All emotions are acceptable, but not all behaviours are.

6. 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:

Praise 

We regularly praise the children following the Academy Rules. We use verbal praise and silent gestures such as a smile, thumbs up or a nod.

Individual classes 

Individual teachers use various reward systems linked to our whole school systems. These may include, table points, certificates, marbles in the jar, Dojo points.

Class Dojos 

All children have the opportunity to earn Dojo points for following the school rules, displaying excellent behaviour for learning, following the 4r’s, demonstrating the 4 ways of being Co-op, producing excellent work etc. The child with the most Dojos each week receives a prize. Children can also receive a Super Dojo for exceptional work or behaviour.

Congratulation postcards/praise pad sheets 

Children receive these when they have worked hard to follow the Academy Rules. They are a well done postcard to inform parents

Star of the week/Ways of Being Award 

Each class teacher chooses a star of the week for academic achievement and at least one for following our Ways of Being. The children are rewarded with a certificate in a special assembly at the end of each week.

Stickers for demonstrating the behaviours of our 4 owls

We follow the Building Learning Powers to support behaviour for learning and this is represented by our 4 owls  - Resilience, Reciprocity, Reflectiveness and Resourcefulness

Handwriter of the Week certificate and pen/pencil 

Children who work hard to improve their handwriting are awarded with a certificate in assembly and can choose a pen.

Pen Licence 

Children who write consistently using cursive script will be given a pen and a pen license. Children with exceptional handwriting will have the privilege of writing with a fountain pen.

Golden Book 

Children who produce exceptionally good work (in relation to their own achievements) have their name written in the Golden Book. They are awarded with a sticker in assembly.

Integrity awards 

Children can be nominated for an integrity award for doing the right thing even when no-one is looking. This can be nominated by anyone from the Academy or wider community including their peers.

7. Classroom Expectations

Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.

They will:

● Create and maintain a stimulating environment that encourages pupils to be engaged

• Develop aspirations through our Careers Related Learning programme

● Display the three Academy rules and the ways of being in their classrooms

● Develop a positive relationship with pupils, which may include:

o Greeting pupils in the morning/at the start of lessons

o Establishing clear routines

o Communicating expectations of behaviour in ways other than verbally

                      o Highlighting and promoting good behaviour

                      o Concluding the day positively and starting the next day afresh

o Having a plan for dealing with low-level disruption

o Using positive reinforcement

We always start with the least intrusive intervention.

● Non-verbal messages

● Tactical ignoring

● Description of reality

● Simple direction

● Rule reminder

● Question and feedback

● Expressing disappointment or disapproval, or using humour

● Blocking or assertive statements

● Choices and consequences

● Exit procedures

To encourage appropriate behaviour

● We try to catch the children demonstrating good behaviour and praise them explicitly stating what they are doing

● We smile, give stickers, show thumbs up and give comments that show approval

● We model appropriate behaviour between ourselves

● We celebrate good behaviour with parents

● We use reward charts for individual children

To discourage inappropriate behaviour

● We praise a child nearby who is demonstrating appropriate behaviour

● We frown or look disapproving

● We remind the child about the appropriate behaviour

● We talk to the child about why what they are doing is unacceptable

● Ask the child to take some ‘Time out’

● We encourage the child to say sorry and mediate to resolve conflicts between children

● We discuss behaviour with parents/carers and ask them to follow up the discussion at home

● We introduce behaviour sticker charts when necessary

● We talk to the SENDCo and may follow this with an Individual Behaviour Support Plan

● We talk to outside agencies

Sanctions for inappropriate behaviour

• We ask them to stop the behaviour which is causing concern and we tell them how we   would like them to behave.
• We encourage children to take responsibility for their own behaviour and to change what they are doing.

How do we do this?

● We remind the children what rule they are breaking.

● We remind the children of the unacceptable behaviour.

● If the child continues to misbehave we give them a warning

● If a child continues to misbehave they will be sent for some time out in their paired class. They will take with them a card with a time limit on and relevant work.

● As a last resort they may be sent to the Headteacher.

8. Expectations Around the Academy

Our pupils follow our three rules (three bees):

Be safe

Be respectful

Be ready

In addition, at Co-op Academy Broadhurst we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Move to lines immediately after lunch when the ‘silent stop’ whistle is blown
• Respect that there is always learning happening and therefore use quiet voices inside the building
• 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 adults, including lunchtime supervisors, site staff and any visitors

We expect all members of our community to demonstrate our rules and ways of being in the corridors and space around school, as well as in the classroom.

All pupils are expected to move around the academy sensibly and calmly. Pupils are reminded about these expectations in assemblies.

Expectations at lunchtime mirror classroom expectations and are underpinned by our Rights Respecting ethos. All adults are responsible for reminding the children about expected behaviour.

All pupils are expected to wear the academy uniform and reminders are sent to individual families and generally via classdojo and our newsletter. The only jewellery that is permitted to be worn are small stud earrings and/or an analogue watch. Smart watches are not permitted.

Mobile phones are not permitted to be brought into the academy and must be handed in at the office before the start of the school day and collected from the office at the end of the school day. Parents must sign a mobile phone agreement - please see our separate Mobile Phone Policy.

We expect all our pupils to be at school on time. Classroom doors open at 8.40 and learning starts at 8.45. The gates are locked at 8.50 and all latecomers must enter via the office and provide a reason for the lateness.

We are a healthy school and children are not permitted to bring sweets or chocolate bars into school. We are also a nut free school so children must not bring food containing nuts in packed lunch boxes due to a number of children who have nut allergies. We do not allow children to bring cakes or treats to celebrate their birthday but are happy for families to donate a book or game to the class should they wish.

9. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Broadhurst.  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 Broadhurst 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
• 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

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too 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.

Any behaviour that brings the academy into disrepute will be challenged and parents will be involved in supporting with appropriate sanctions. We teach the children to behave responsibly online and support them to report any behaviour that makes them feel uncomfortable.

10.  Consequences

Although Co-op Academy Broadhurst 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:

• We ask them to stop the behaviour which is causing concern and we tell them how we would like them to behave.
• We encourage children to take responsibility for their own behaviour and to change what they are doing.

How do we do this?

● We remind the children what rule they are breaking.

● We remind the children of the unacceptable behaviour.

● If the child continues to misbehave we give them a warning

● If a child continues to misbehave they will be sent for some time out in their paired class. They will take with them a card with a time limit on and relevant work.

● As a last resort they may be sent to the Headteacher.

For incidents such as:

Playfighting, disobeying instructions, being rude or unkind, swearing, annoying other children, not working hard enough.

The sanctions could be: missing playtime, being moved to another place in class and a letter home to parents or carers.

For more serious incidents such as:

Fighting, stealing, damaging work or property, behaving in a dangerous way or repeating a minor incident of misbehaviour

The sanctions could be: time out in another class, missing more than one playtime, sitting in a special place in the classroom, seeing the Headteacher or, Deputy Headteacher and a letter home to parents or carers.

For very serious incidents such as:

Being very aggressive and hurting others, continually ignoring instructions, being very rude to adults, serious stealing or repeating a serious incident of misbehaviour The Headteacher and/or Deputy Headteacher will be involved and the sanctions will include a formal meeting with parents or carers, or even a period of internal exclusion or exclusion from school.

Behaviour Log 

All incidents of unacceptable behaviour are logged on Arbor. This includes lunchtime and playtime behaviour.

Internal exclusion 

For repeated incidents of poor behaviour (the next incident after a third letter home) or for one more serious incident the child may be put in internal exclusion for a day. This will be in another class.

Letters home 

For incidents of inappropriate behaviour we have a series of letters to parents.

1. A letter from the class teacher informing of the behaviour

2. An amber letter from the class teacher that is countersigned by the Headteacher

3. A red letter sent from the Headteacher inviting the parents in to discuss their child’s behaviour.

Early Years

Children in the early years who breach the three rules will have their time out immediately after an incident within the early years setting. The length of time out will be determined by the teacher.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor.. If sexually harmful behaviour occurs, this is recorded on CPOMs (notArbor) as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

11. Further Intervention and Support

Co-op Academy Broadhurst 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 such as Autism. 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). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn the Co-op Coins 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. Any restrictive physical intervention will be recorded in the bound book and communicated to parents/carers.

In the early years, positive behaviour management is deeply rooted in trauma-informed research and the EYFS framework, specifically supporting the prime area of Personal, Social, and Emotional Development and the Characteristics of Effective Learning.

Central to our approach is Emotion Coaching, where practitioners validate and name children's feelings while maintaining clear boundaries, teaching them that all emotions are acceptable even when certain actions are not.

Through the ‘Regulate, Relate, Reason’ model, staff co-regulate with children to calm their physiological ‘fight, flight, freeze’ responses, building the vital emotional literacy needed for self-regulation. To ensure proactive, early intervention, all academies implement the Highfield Resilience Tracker. Based on Edith Grotberg’s ‘I am, I have, I can’ framework, this tool allows practitioners to precisely identify emotional needs and provide targeted support through high-quality adult interactions and strong parental engagement.

When behavioural boundaries are crossed, practitioners utilise logical consequences that are developmentally appropriate, helping children understand the impact of their actions.

This early years approach directly aligns with the Trust Behaviour Setplay, ensuring a positive foundation that empowers children to progress from co-regulation to independent self-regulation as they transition through school.

12. Child on Child Abuse

Co-op Academy Broadhurst 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 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 Academy Broadhurst Anti Bullying Policy.

Co-op Academy Broadhurst Safeguarding Policy.

Keeping Children Safe in Education

13. 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.

14. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

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

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

15. 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
• 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 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.

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.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Reference: Searching, screening and confiscation in schools - GOV.UK 

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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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).

Mobile Phones / Devices

Mobile phones are not permitted to be brought into the academy and must be handed in at the office before the start of the school day and collected from the office at the end of the school day. Parents must sign a mobile phone agreement - please see our separate Mobile Phone Policy.

• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, see consequences table in appendix i
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Broadhurst will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy Broadhurst behavior policy enforces a zero-tolerance, "not seen, not heard, not worn" policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

Furthermore, to protect the confidentiality of sensitive discussions and ensure lesson integrity, the school enforces the following protocols:

•  Enforcement: Any broadcast, live-stream, or unauthorised capture of a lesson or school environment will result in immediate device confiscation, parent contact, and significant behavioral sanctions in alignment with the academy's disciplinary procedures.
• Consent & Broadcasting: Capturing audio or video of staff or pupils without explicit consent is strictly handled as a safeguarding breach rather than a minor technology misuse.
• Wearable-Free Zones: All meeting spaces including the SENCO room, Headteacher’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorized covert recordings.

Appendix i

Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

There are eleven categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Community conduct
3. Bullying
4. Preparation for learning
5. Disrespect to adults
6. Disrespect to children
7. Abusive behaviour (protected characteristics)
8. Fighting, physically aggressive or threatening violence
9. Banned items
10. Dishonesty
11. Truancy

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix ii

Suspension Reintegration Meeting - Co-op Academy Broadhurst

Suspension Reintegration Meeting - Script:

Appendix iiv