Positive Behaviour Policy

Policy details

Date created - January 2024

Date most recently reviewed by governors  - 9/5/24

Responsibility for review:  9/5/25

Contents

Policy details        

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation.

1. Policy Statement and Purpose

Policy Statement

At Co-op Academy Brownhill we are committed to enabling all children to access education successfully. This is an inclusive process and we recognise that it must meet the needs of all children  including those with complex social, emotional and behavioural needs. Children who have additional or different needs may have specific plans and responses identified through IBPs (individual behaviour plans) or individualised targets. This differentiated approach will include clear targets, rewards and sanctions, and children will receive adult support to help them achieve success.

We recognise that the values we promote within our Academy play an important part in the development of our pupils. These values are the Co-operative values of self-help, self-responsibility, democracy, equality, equity and solidarity and will be at the centre of everything we do, as will our commitment to openness, honesty, social responsibility and caring for others.

We recognise that the way in which pupils and adults behave has a profound effect on learning throughout the Academy and therefore a well thought out approach to this aspect contributes directly to both the social and learning aspects of our school. We understand that this approach must be consistently applied across the school and by all members of the school community.

Through a well planned curriculum we aim to create a culture where children are taught the skills and knowledge needed to be able to develop a moral awareness and sensitivity to the needs of others and one in which they will demonstrate the Co-op ways of being in everything they do.

• Show you care
• Be Yourself Always
• Do what matters most
• Succeed together.

We recognise that high standards are best promoted when everyone (staff, parents and children) has a shared understanding of what is acceptable and unacceptable behaviour. By promoting good behaviour we can build individual and collective esteem and encourage good personal relationships.

All Staff are focused on building positive and mutually respectful relationships with all pupils. This is essential in order that pupils feel secure in the knowledge that relationships with staff will 4 Behaviour Policy remain positive and respectful following incidents of inappropriate behaviour thus enabling the pupil to “get back on track” and move on. To this end it is important that staff foster the belief in pupils that it is “ok” to make mistakes and that they can be part of the learning process, and choose to make positive choices.

We believe that outstanding behaviour should be a consistent expectation across the school at any time of the school day and will be rewarded and celebrated in a variety of ways. Behaviour outside of lessons should be as good as it is in lessons.

All staff (teachers, TLSAs, lunchtime staff, support staff and SMT) should have equal and shared responsibility for this, supporting each other.

Children need to be fully aware of our high expectations and adults in school work together to ensure this happens. Any inappropriate and poor behaviour should be challenged, recorded; actions noted and followed up with parents if necessary.

Related policies include, Anti-bullying, PSHE and Citizenship, Equal Opportunities and Home-School Partnership Agreement.

Aims of the Policy

• Promote a calm, safe and welcoming environment for all pupils where learning can take place without disruption.
• Promote self-discipline and personal responsibility;  
• Discourage the negative in all things, and encourage the positive, thereby raising self-esteem;  
• Ensure consistency of approach in matters relating to behaviour and discipline, especially the application of rewards and sanctions;  
• Ensure that pupils understand the reasons for rules and sometimes play an important role in their formulation and implementation;
• Promote a community atmosphere in which verbal, emotional or physical bullying by one person/persons to another/others is unacceptable, and to establish procedures by which such behaviour is reported and dealt with;  
• Use the partnership between school and parents to support procedures relating to pupils’ behaviour and discipline;  
• Ensure all staff in the school community help to establish an environment in which good staff/pupil relationships can develop, by understanding how they can influence behaviour through their attitude, character, example and teaching skills

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Brownhill 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 2022

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

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

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

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

Do what matters most

Be yourself, always

Show you care

Succeed together

Our School Rules

• We are kind and caring.
• We are polite, use good manners and kind language
• We aim high and are ready to learn at all  times
• We respect property and each other.
• We follow instructions the first time
• We understand we are all different and we respect these differences

We expect all Pupils  to follow the school rules.

In class and around school we also ask that all children

.

• Follow our calm walk no talk in corridors
• Wear the correct uniform.
• We are on time.
• We respond respectfully to each other, adults and visitors.

Our Pupil  rules 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.

Staff Responsibilities

• To treat all children fairly and with respect;
• To ensure that the behaviour policy is followed consistently across school
• To ensure that pupils know what the school rules are and understand the co-op values and ways of being that underpin our teaching and learning.
• To complete incident form promptly
• To have high expectations of good behaviour at all times.
• To ensure parents are informed of good behaviour or incidents of repeated poor behaviour.
• To provide a challenging, interesting and relevant curriculum;
• To create a safe and pleasant environment both physically and emotionally;
• To use a positive approaches to behaviour management where ever possible  and use sanctions appropriately and clearly and consistently;
• To be a good role model;
• To form positive relationships with parents and children;
• To recognise and value the strengths of all children;
• To help children to put things right.
• To give children responsibility and a voice.
• To use skill builders as a framework for teaching the personal, social and emotional skills and abilities that underpin the school’s behaviour policy.

 Parents’ Responsibilities

•  To make children aware of appropriate behaviour;
•  To encourage independence and self-discipline;
•  To show an interest in all their child does in school;
•  To support the school in implementing this policy; and
•  To be aware of the school rules.

 Pupils Responsibilities

• To follow the school rules
• To contribute to their own learning
• To demonstrate the ways of being in everything they do.

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 on time 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
• Communicate behaviours positive and negative to parents.

Our staff are provided with training on managing behaviour, including for key staff 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.

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:

1. The school  rules are displayed in all rooms of the academy.
2. Assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Leadership Opportunities

Class teachers ensure that ‘Class buddy’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

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

Classroom monitors- pupils who work to look after and organise a tidy classroom environment.

Book monitors - pupils who look after and keep tidy classroom books

Co-op Coins will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

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 misbehaviour.
• Avoid truth-seeking where possible.
• Only hold the conversation when the child is in a calm state and ready to interact positively

5. Recognition

The recognition of achievement is important across Co-op Academy Brownhill. Whilst good behaviour is an expectation at Brownhill we believe that behaviour and attitudes which go above and beyond this should be recognised and rewarded. Staff will reward learning and good effort by:

• Using spontaneous and consistent praise  
• Informing staff and peers of progress in the learners presence in a calm and genuine way  
• Providing opportunities for pupils to share their work, ideas and opinions with others to acknowledge and celebrate progress and success.
• Celebrate achievements daily through individual points. Individual points are awarded for positive behaviour and excellent work and excellent commitment to learning - Individual points are recorded Arbor.
• When 50 points are achieved pupils receive a bronze certificate, 100 they receive a silver, 200 they receive a gold, 300 platinum and 400 diamond – this is printed off by the class teacher and awarded by SLT in the Co-op Champions Celebration Assembly. Parents are also informed of this achievement through email on Arbor- When each child in a whole class reaches a certificate (bronze, silver, gold etc) a class reward will be given. These rewards must increase in significance and will be discussed and decided by the class prior to achieving the award.
• In weekly Co-op Champion assemblies celebration led by the head teacher.
• Informing parents and carers of positive experiences and achievements through email on Arbor, home school diary, phone calls, certificates, reviews, monthly celebration events and open sessions.

6. Classroom Strategies and Expectations

Our School Rules

We expect all Pupils  to follow the school rules.

• We are kind and caring.
• We are polite, use good manners and kind language
• We aim high and are ready to learn at all times
• We respect property and each other.
• We follow instructions the first time
• We understand we are all different and we respect these differences

7. Expectations Around the Academy

• Be in school on time everyday
• Come to school in school uniform
• Line up quietly and walk in line.
• Pupils walk in silence and using calm walk no corridors
• Respect that there is always learning happening.
• Ensure you put all litter in the bin and behave responsibly in all inside and outside spaces keeping them tidy at all times.

Lunchtime/ break time

• 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 using manners please, thank you.
• No play fighting
• Tell an adult if you see other’s being unkind or bullying
• Move to lines immediately after lunch when the whistle is blown
• Follow instructions by staff the first time.

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.

9.  Consequences

Although Co-op Academy Brownhill 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:

When inappropriate behaviour is displayed we will use a range of sanctions. The following principles underpin our use of sanctions:

• When dealing with poor behaviour, we will always separate the behaviour from the child.

• We will try and de-escalate the behaviour using a range of strategies whenever it is clear that a child is having difficulty behaving.

• The academy system of sanctions is based on Behaviour Steps.  These systems may not apply to children who have an Individual Behaviour Plan. Individual children may have personalised plans that include personalised expectations, rewards and sanctions.

• A clear communication system between home and academy where accountability is clearly defined is important to the success of this policy. We do this through the Arbor App, face to face conversations and phone calls.

• Every child has a curriculum entitlement. Decisions to exclude children from any curricula activities will be made by the class teacher in agreement with the Head. Positive Handling Plans and/or risk assessments will be made where necessary.

• Before sanctions are decided and shared with the child, every reasonable attempt will be made to investigate what has happened. After the sanction, the child will be asked to reflect on what went wrong and they will be supported to decide how they will begin to put it right and avoid the same thing happening again.

• This policy outlines a layered, differentiated approach to sanctions for poor behaviour so that children whose behaviour is causing concern will receive appropriate intervention.

If a child displays inappropriate behaviour they will be given 3 warnings (Step 1), at the end of 3 warnings a child may lose minutes from their next available break or lunch time if they continue to display inappropriate behaviour they will move to Step 2 where think it through time is given for 5/10 minutes in class. If behaviour still does not improve, the child will move to Step 3 which is Think it through time for 15 minutes in a parallel or different class. The child must be given work to take which they are able to do unsupported. At Step 3 and beyond an incident form on arbor  is to be completed.

A child may  following a incident be expected to attend TIME OUT. Time out is for fifteen minutes at the beginning  break. During this session the child may be expected to complete work they have failed to do in class or be expected to reflect on their behaviours.  No child will be left unsupervised.

If on returning to their own class a child’s behaviour remains inappropriate they will go to a Step 4 and will be removed from their class for the rest of the session or more. Work which they can do unsupported will be provided and the child under the supervision of a member of the SLT.  An incident sheet will be completed and recorded on the behaviour monitoring system. Parents will be informed.

High Level Incident Sanctions

The following behaviours are dangerous and disruptive and must be brought to the attention of the Senior Leadership Team.using the following strategies

Deliberate/serious damage to property.

Leaving the school premises.

Serious attack on adult or child.

Racism.

Homophobic biphobic, transphobic language/ bullying.

Throwing items with intent

Severe disruption to learning.

Swearing or verbal abuse.

If a student exhibits behaviour which is unsafe including physically hurting themselves or others, leaving  the classroom without permission or if they display significant dangerous behaviour, this is a high level incident. A referral should be called for immediately, through use of school red card systems (This must only be used for high level incidents if pupils are safe and do not pose a risk to themselves or others the consequences system below must be followed) and a member of the pastoral or SLT will support. The decision to remove a pupil from class must be made by a member of the SLT or Pastoral team. Only pupils who are dis regulated will be asked to leave the classroom, all other behaviours will lead to time missed at break and lunch. Our priority remains ensuring pupils are regulated and involved in learning. Lost learning will therefore be made up at break and lunch.

Following a high level incident teachers / support staff must complete an ABC chart. These will be used to consider whether a child needs an individual support plan and to update Risk Assessment where appropriate.

10. Further Intervention and Support

Coop Academy Brownhill 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.

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. 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 Brownhill Anti Bullying Policy.

Co-op Brownhill Child Protection Policy.

Keeping Children Safe in Education 2023

12. Suspensions

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

13. Permanent Exclusion

Permanent exclusion is a last resort. 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.

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 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.

Mobile Phones / Devices

Student in year 6 who have been given permission to walk home alone may bring a mobile phone to school with them but this must be handed in to the class teacher at the start of the school day and turned off and then will be handed back at home time

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:

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: