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 - Co-op Academy Broadhurst

Policy reviewed in Consultation with staff, pupils and parents in September 2025

Academy Name: Co-op Academy Broadhurst

Academy Address: Williams Road, Moston, Manchester, M40 0BX

Academy Telephone Number and Email Address: 0161 681 4288/admin.broadhurst@coopacademies.co.uk

Academy Website Link: www.broadhurst.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        16

Co-op Academy xxxxx Consequences Tariff        16

Appendix ii        19

Rewards and Consequences        19

Appendix iii        20

Action and Consequences for Behaviour around School        20

Appendix iv        21

Suspension Reintegration Meeting - Co-op Academy xxxx        21

Appendix v        23

Classroom Behaviour System        23

Appendix vi        25

Posters        25

Appendix vii        27

Home Academy Agreement        27

Appendix viii        28

Graduated Response to Managing Behaviour        28

Policy Statement and Purpose

At Co-op Academy Broadhurst we believe that it is our responsibility to ensure that the children are able to learn in a supportive, caring environment where they feel secure and safe. It is our aim that the children are given the opportunity to be confident and happy irrespective of race, gender and religion.

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. Co-op Academy Broadhurst 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 Broadhurst  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.

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 xxxx 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

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 Broadhurst 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 Broadhurst  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 Broadhurst 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 Headteacher

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

The children’s responsibilities are:

• To respect their rights and the rights of others
• To know the Academy Rules and keep them
• To respect differences and value everyone’s contribution
• To use the positive strategies if they are struggling with a situation and to ask for help if they need it
• To demonstrate positive behaviour for learning in lessons
• To respect that everyone has a right to an education and to be the best that they can
• To speak to others in a respectful and kind way
• To disagree with others respectfully
• To co-operate with each other when learning and playing
• To collaborate with each other when learning
• To use the skills builder skills to support behaviour for learning including listening to each other
• To behave in an orderly and calm manner
• To help make the Academy a safe and pleasant environment
• To do as asked by all the adults in the school

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.

• Treating all children fairly, equally and with respect.
• Being duty bearers for children’s rights
• Making it clear that they are condemning the behaviour not the child.
• Valuing each child’s contribution to the Academy.
• Creating a safe and pleasant environment for learning.
• Providing a curriculum which is accessible for all children.
• Recognising that each child has individual needs.
• Recognising that ACEs can be a reason for a child having behaviour difficulties - To build therapeutic relationships with children experiencing difficulties. - To help each child to achieve his or her best.
• Praising children regularly.
• Acting as a role model for desired behaviour, treating all adults and children with respect.
• Allowing all children to have a voice and to allow them to be heard by actively listening to them.
• Displaying the Academy Rules clearly and mentioning them frequently, using them as a measure of good behaviour.
• Dealing with any negative behaviour following the Restorative approaches using the language on the cards provided.
• Discussing behaviour regularly.
• Supporting children to improve their behaviour.
• Spending time each week delivering the Academy’s curriculum for PSHE. - To have regular contact with parents to discuss both negative and positive behaviour.
• Escorting classes of children around the school ensuring all children are monitored and walking quietly and sensibly.
• Creating a calm working atmosphere in the classroom, with accessible resources and well established routines.
• Working closely with senior leaders and outside agencies, implementing advice and strategies to support the child.

The parents’ are responsible for:

• Ensuring that our children understand the importance of their education and of good behaviour.
• Discussing their education: ask what they have learned, listen to what they have to say, encourage and help with homework.
• Praising them for their efforts and achievements.
• Ensuring that our children respect differences and do not abuse or discriminate against people different to themselves.
• Encouraging our children to sort out difficulties without hitting, fighting or swearing, at home and at school.
• Speaking regularly with our children’s teachers and keeping informed about our children’s behaviour.
• Meeting with school staff if there is a concern about my child’s behaviour and contributing to a Behaviour Support Plan for my child if necessary.
• Making sure that our children come to school every day and arrive on time – to ring the Academy if your child is ill.
• Informing the academy if anything has changed at home that might impact on their child’s emotional wellbeing
• Being involved with the Academy and supporting the work we do
• Supporting the Academy staff in implementing this behaviour policy
• Support their child in adhering to our ‘Home - Academy Agreement’ and this policy
• Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of pupils at Co-op Academy Broadhurst 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 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.

We do all we 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).

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.

We also ensure that all new staff are trained in the Trauma Informed Approach and understand the impact of ACES (adverse childhood experiences).

Training is revisited regularly and reminders are given at staff meetings and staff briefings.

We also develop positive behaviour and anti-bullying through assemblies, pupil voice, PSHE lessons and  throughout all aspects of our school ethos. Children share their views and opinions on rewards, sanctions and strategies in approaching behaviour in the academy.

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:

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.

6. Classroom Strategies and 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.

7. Expectations Around the Academy

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.

8. 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.

9.  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.

10. Further Intervention and Support

Coop 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).

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.

The academy 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.

We provide therapies for pupils who have experienced trauma or mental health difficulties. These may include specific therapy and time with a trained counsellor.

11. Child on Child Abuse

Co-op Academy Broadhurst 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 Academy Broadhurst Anti Bullying Policy.

Co-op Academy Broadhurst Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

At Co-op Academy Broadhurst we believe that suspending a child from school should be a very last resort after all other avenues have been explored. The decision to suspend should only be made by the Headteacher.

A decision to suspend a pupil will be taken only:

        ● in response to serious or persistent breaches of the school’s behaviour policy and

        ● if allowing the pupil to remain in school would seriously harm the education or welfare of others

Such behaviours may include:

· Repeated breaches of the school rules

· Any form of bullying

· Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation

· Vandalism

· Theft

· Fighting

Hurting another person (adult or child)

· Smoking

· Racist, sexist, homophobic or discriminatory behaviour

· Possession of any prohibited items. These are:

o Knives or weapons

o Alcohol

o Illegal drugs

o Stolen items

o Tobacco and cigarette papers

o Fireworks

o Pornographic images

o Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)

These behaviours could also lead to a permanent exclusion from the Academy.

Before deciding whether to suspend a pupil for a fixed period, the headteacher will:

● consider all the relevant facts and evidence, including whether the incident(s) leading to the exclusion were provoked

● allow the pupil to give their version of events, where practical

● consider if the pupil has special educational needs (SEN)

If we believe that a pupil is at risk of suspension then we would ensure a Behaviour Support Plan is in place. 

If a pupil is suspended from school they will be given a letter explaining the reasons for the suspension and the rules of the suspension. They will be offered work to do during the time of the suspension. Before the pupil returns to the academy there will be a re-integration meeting with the pupil and parents. Where appropriate, follow up support will be put in place to help the pupil.

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 with a translator if needed, or offsite if it helps to engage the parent. 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.

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

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.

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

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 xxxx

Suspension Reintegration Meeting - Script:

Appendix iii

Home School Agreement

Updated: September 2025

This agreement has been developed with staff, parents and pupils

Home School Agreement 

Aims and Vision 

At Broadhurst we are a learning community with the children very much at the heart of everything that we do. Our main aim is to encourage the children to develop a life long love of learning whilst giving them the skills and values to become positive citizens of the future.

We believe that a strong partnership between home and school is the foundation for a successful education and we value the contributions that parents and carers make to the life of the school. It is important to us that the children have an excellent start in our Early Years Foundation Stage and we recognise the significant role of parents in helping their child to progress.

Our ethos is inclusive and caring and we aim to support and nurture every child to achieve their best. All our children have talents and strengths and we believe it is vital to provide them with the opportunities to develop their strengths, behave well, support each other and grow in confidence.

In order to do this we have developed an exciting and stimulating curriculum to fully engage the children to enjoy learning and make excellent progress. We aim to adapt our teaching and learning around the needs and abilities of all our pupils.

Our aims for the children:

● We value each child as a unique individual

● Each child is supported and encouraged to achieve their best in a nurturing and caring environment

● We have high expectations in a ‘can do’ culture where the children rise to the challenge

● Our curriculum is stimulating and develops the children’s, enjoyment, confidence, ability to think and reason, ability to cooperate and share ideas, resilience and independence

● Our curriculum reflects the society in which we live, including, using the latest technology, awareness of cultural diversity, developing tolerance and global responsibility

● We develop the children’s experience of nature and outdoor spaces by using it as a teaching resource

● We foster a sense of community amongst parents, staff, pupils and the local area

● Every child has a voice and a feeling of ownership of the school