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. 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 We understand that negative or withdrawn behaviour can be the result of the child having experienced trauma and recognise that Adverse Childhood Experiences can impact on a child’s behaviour.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 a differentiated 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.

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)

In addition to this guidance, Co-op Academies recognises that although schools serve local communities and therefore design their behaviour and culture around their context, there are fundamental principles behind great school culture. These have been laid out here in our Behaviour Principles - and underpin the spirit and content of this policy.

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

Be Yourself Always

Succeed Together

Show you Care

We follow these three rules which we call our 3 Bees:

● Be Ready

● Be Respectful

● Be Safe

Rights and Responsibilities

We have agreed that these are the responsibilities we should take for behaviour at Co-op Academy Broadhurst.

The headteacher

The headteacher is responsible for reviewing and approving this behaviour policy. The headteacher will ensure that the Academy environment encourages positive behaviour

and that staff deal effectively with negative behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

The responsibilities of all the staff are:

To treat all children fairly, equally and with respect.
Be duty bearers for children’s rights
To make it clear that they are condemning the behaviour not the child.
To value each child’s contribution to the Academy.
To create a safe and pleasant environment for learning.
To provide a curriculum which is accessible for all children.
To recognise that each child has individual needs.
To recognise 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.
To praise children regularly.
To act as a role model for desired behaviour, treating all adults and children with respect.
To allow all children to have a voice and to allow them to be heard by actively listening to them.
To display the Academy Rules clearly and mention them frequently, using them as a measure of good behaviour.
To deal with any negative behaviour following the Restorative approaches using the language on the cards provided.
To have weekly circle time and discuss behaviour regularly.
To support children to improve their behaviour.
To spend time each week delivering the Academy’s curriculum for PSHE. - To have regular contact with parents to discuss both negative and positive behaviour.
To escort classes of children around the school ensuring all children are monitored and walking quietly and sensibly.
To create a calm working atmosphere in the classroom, with accessible resources and well established routines.
To work closely with senior leaders and outside agencies, implementing advice and strategies to support the child.

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 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
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

The parents’ responsibilities are:

To ensure that our children understand the importance of their education and of good behaviour.
To discuss their education: ask what they have learned, listen to what they have to say, encourage and help with homework.
To praise them for their efforts and achievements.
To ensure that our children respect differences and do not abuse or discriminate against people different to themselves.
To encourage our children to sort out difficulties without hitting, fighting or swearing, at home and at school.
To speak regularly with our children’s teachers and keep informed about our children’s behaviour.
To meet with school staff if there is a concern about my child’s behaviour and contribute to a Behaviour Support Plan for my child if necessary.
To make sure that our children come to school every day and arrive on time – to ring the Academy if your child is ill.
To be involved with the Academy and support the work we do.
To support the Academy staff in implementing this behaviour policy.

4. Developing Positive Behaviour

We ensure that all staff are familiar with our restorative behaviour approaches through their induction.

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.

Restorative Conversations:

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

1. Can you tell me what happened?

What were you thinking/feeling at the time?
How have you been thinking/feeling since it happened?
Who do you think has been affected by your actions? How were they affected?
What could you do now to help make things right?
How can we prevent this from happening again in the future?
What can I do to help you?

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

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 3 Bees 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

In the classroom we expect our pupils to follow:

The Rights of the Child Articles
The Co-op Ways of Being
Our 4 Owls - Resilience, Respectfulness, Resourcefulness and Reciprocity
Our Skills Builder Skills : Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork

7. Expectations Around the Academy

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.

We expect pupils to queue sensibly in the dining room and use quiet indoor voices when talking on their tables.

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

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

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking 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. We believe that we should support our pupils to make positive choices about their behaviour and take responsibility for their actions. We do this in a fair and respectful way and use restorative conversations to support our pupils to understand their behaviour and the impact it can have on others. Our aim is to repair and rebuild relationships and ensure that all pupils have a say and are actively involved in the process including agreeing any consequences where appropriate.

Consequences may include: missing football, missing some playtime, seeing the Headteacher or, Deputy Headteacher and a letter home to parents or carers.

When a restorative conversation has been had we record the behaviour on Arbor.

When pupils are not following our behaviour expectations 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 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 through restorative conversations to resolve conflicts between children

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

● We introduce behaviour charts or similar strategies when necessary

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

● We talk to outside agencies

We follow these steps in Nursery, Reception and Year 1 linked to the Zones of Regulation:

Step 1	Clarify the situation (What happened?) Listen to the child’s point of view which could be real or imagined but still valid.
Step 2	Repair a situation: Link their feelings to their behaviour. Learn by making a firm connection between the feelings and how a different behaviour could be learned for next time.
Step 3	Explain the consequence: Re-direct and settle the child at an appropriate activity.
Step 4	Ensure the pupil understands their responsibility for their actions If child continues to display disruptive or inappropriate behaviours then a higher sanctions would be required (Time out / reflection time /another class after three warnings)
Step 5	Ensure closure

Widgit Symbols - Listen, Link, Learn.

We follow these steps in the classroom in Year 2 to Year 6:

Step 1	We remind the children what 3 Bees rule they are breaking.
Step 2	We remind the children of the behaviour we want to see
Step 3	If the child continues to not follow our expectations we give them a warning and a yellow token
Step 4	If a child continues to misbehave they will be sent for 10 minutes time out in their paired class. They will take with them a red token and a timer and relevant work.
Step 5	The child will have the opportunity to take part in a restorative conversation with a member of staff

At the end of each session (after break, after lunch) the steps restart.

If a child reaches Step 4 (or Step 3 more than once in a day) we will record the behaviour on Arbor and they will get a letter sent home. The Letters restart at Letter 1 at the beginning of each half term.

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.

Therapies

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

Zones of Regulation

At Co-op Academy Broadhurst we use the Zones of Regulation to help our pupils self-regulate and manage ‘big feelings’.

The Zones of Regulation organises our feelings, states of alertness, and energy levels into four colored Zones – Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps our pupils to make the complex skill of regulation more concrete. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being. We teach our pupils that it is ok to be in any zone and they may experience more than one zone across the day.

11. 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 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.

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

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 academy's best effort, a pupil insists on breaching the academy's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices

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.

Screening

If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
If a student fails to comply, and the school does not let the student in, the student’s absence will be treated as unauthorised. The student should comply with the rules and attend.

Power to use reasonable force

Members of staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).

Appendix I - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents.

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

Disruption to learning
Community conduct
Bullying
Preparation for learning
Disrespect to adults
Disrespect to children
Abusive behaviour (protected characteristics)
Fighting, physically aggressive or threatening violence
Banned items
Dishonesty
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:

Trust Category	School Behaviour Descriptions
Truancy	Failure to attend a detention
	Leaving the classroom without permission
	Truancy from lessons
Banned items	Mobile phone seen or heard in school
	Using headphones/Bluetooth headsets
	Having alcohol, cigarettes/e-cigarettes or other banned substances in school
	Having weapons, fireworks or other banned items in school
Disrespect adult	Verbal abuse or threatening behaviour against an adult
	Rude language or swearing to adults
	Walking off from a member of staff
	Refusing to follow instructions from staff
Disrespect child	Verbal abuse or threatening behaviour against a pupil
Disrespect child	Rude language or swearing to peers
Bullying	Bullying – physical
	Bullying – verbal
	Cyber bullying
Dishonesty	Cheating in exams/assessments
	Theft or bringing in stolen items
	Lying about an incident
Community conduct	Damaging school equipment/property
	Dangerous or unsafe behaviours
	Failure to behave sensibly around the school (such as pushing or horseplay)
	Damaging peers' equipment/property
	Chewing/eating in class
	Littering in the classroom or around the school
	Bringing school into disrepute
Abuse - protected characteristic	Homophobic and transphobic language or behaviour
	Racist language or behaviour
	Sexist or misogynistic language or behaviour
	Abuse relating to disability
Fighting, physically aggressive or threatening violence	Physical assault against a pupil
	Physical assault against an adult
	Threatening physical assault against pupil
	Threatening physical assault against pupil
	Fighting
Disruption to learning	Answering back
	Calling out
	Disturbing others/out of seat without permission
	Lack of effort in the classroom
	Talking over the teacher
Preparation for learning	Incorrect uniform
	Incorrect footwear
	Incorrect/no PE kit
	Wearing Makeup or Jewellery
	Failure to complete homework
	Arriving 5 or more minutes late to lesson (without a note from a member of staff)
	Inadequate equipment for each lesson (Book, Pen, pencil, ruler, calculator, PE kit)

Co-op Academies Trust - Behaviour Policy