Positive Behaviour Policy

Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Co-op Academy Manchester

Co-op Academy Manchester

Plant Hill Road, Higher Blackley, Manchester, M9 0WQ

0161 795 3005 manc-enquiries@coopacademies.co.uk

https://www.manchester.coopacademies.co.uk/

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        3

4. Developing Positive Behaviour        3

5. Recognition        3

6. Classroom Strategies and Expectations        3

7. Expectations Around the Academy        3

8. Expectations outside of School        4

9.  Consequences        4

10. Further Intervention and Support        4

11. Child on Child Abuse        4

14. Searching, Screening and Confiscation        6

1. Policy Statement and Purpose

This behaviour and relationships policy supports safe, secure and predictable routines, expert teaching and adaptive practice to make behaviour expectations transparent to all students, parents/carers, and staff, and provides reassurance that expectations of, and responses to, behaviour are consistent, fair, proportionate, and predictable.

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

2. Rules and Ways of Being

Co-op Academy Manchester 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

Our shared academy vision is

Co-operating for a fairer world for our community; providing educational excellence, community responsibility and elevated aspirations for all.

Collectively we aim to be GREAT in everything we do.

Rules:

• No hands on - We ask students to be aware of personal space and not to put their hands on other students for any reason especially at social times.
• No energy drinks - These are a prohibited item to the Academy. They will be confiscated from students.
• No littering - Students should put all litter in the bin.
• Mobile phones can’t been seen or heard - See below for more details.
• 7 minute to lesson rule - Students have 7 minutes to get to lesson and if they arrive after the late bell then students will receive a same day 45 minute detention.
• Truancy - all students must be in lessons after 10 minutes otherwise this is logged as truancy. Students will then spend the remainder of the day in our reflection room.
• Follow the one way system - This is to ensure a calm and orderly environment.
• Follow the class seating plan
• Not allowed to the toilet during lesson time unless it is an emergency or written into a medical/SEND plan.
• No chewing gum in the Academy

3. Rights and Responsibilities

The Trust has overall responsibility for the effective operation of this policy and for ensuring compliance with the relevant statutory or Trust framework. The Trust has delegated operational responsibility to the principal of each secondary school.  This includes ensuring the promotion, fair and consistent application of the policy by all staff.

The Academy Community Council has a strategic responsibility for ensuring the principal discharges the obligations around the behaviour policy outlined within the policy.

Promoting positive behaviour and good attendance is the responsibility of the whole-school community.

Specific roles and responsibilities include:

• The Principal ensures that the policy is implemented with fidelity to enable a strong culture where the whole-school community can thrive.
• The Principal ensures that all staff prioritise a calm and purposeful environment by rigorous implementation of the behaviour policy.
• The Vice Principal  with responsibility for behaviour monitors all aspects of the school’s behaviour policy and its application, to promote equality for all students.
• The senior leadership team ensures that they are visible around school and known to students across all year groups; actively seeking out students for praise and recognition, demonstrating a genuine care and respect for students, modelling effective implementation of policy. They implement and model unconditional positive regard, deliberate ‘botheredness’ and compassionate consistency within every possible interaction within the school community.
• The senior leader assigned to lead a year group ensures that each and every student gets the personal attention they need to ensure excellent standards of behaviour and great learning.
• The Special Educational Needs and Disabilities Coordinator (SENDCO) ensures that a thorough assessment of need is undertaken for students and that they receive appropriate additional support, where required.
• The heads of year/pastoral leaders and team of form tutors/learning coordinators create a year team and class identity where each student feels a sense of belonging and responsibility for helping and supporting others and promoting excellence.
• The safeguarding team ensures that the most vulnerable students, including looked after children, receive the necessary support to flourish pastorally and academically.

All staff ensure:

• that they treat students respectfully with unconditional positive regard, deliberate ‘botheredness,’ compassionate consistency and with a de-escalation mindset.
• they apply the policy consistently and fairly.
• that high standards of behaviour, attendance and punctuality are modelled and actively always promoted through the rewards programme.
• that good behaviour is recognised and praised.
• that unacceptable behaviour is addressed promptly and appropriately to avoid a repeat.
• All students demonstrate outstanding behaviour which exemplifies the Ways of Being
• Parents/carers take responsibility for their child’s attendance and their behaviour inside and outside school, working in partnership with the school to maintain high standards of behaviour and attendance.

4. Developing Positive Behaviour

Our behaviour curriculum ensures we promote a positive culture where students are taught and supported to display positive behaviours and develop good habits daily. All of the below are part of our behaviour curriculum.

Form time culture sessions

• Once a week students receive a session during form time which aims to teach students how to behave or practice a key routine. The focus of this is selected from analysing the schools behaviour data and staff, student and community feedback. This could include social time routines, respect, one-way system, etc.

Inductions and re-induction assemblies

• At the start of the year all students will have an induction assembly so rules and expectations are made explicitly clear.
• This includes rules, behaviour system, rewards and key routines.
• At various other points in the year students will have re-induction assemblies on specific areas of need.

Achievement points

• Achievement points are used to reward positive behaviours. Behaviour points are used as a sanction for unacceptable behaviours.
• Students will be rewarded with achievement points each time they demonstrate our Ways of Being (Appendix B: Achievement Points – the tariff).
• Students will be sanctioned with behaviour points each time they commit a disruptive and/or red line behaviour (Appendix B: Behaviour Points – the tariff).

Daily Routines

• Our daily routines ensure we develop good habits in all our students. These include:

• Daily standards checks and year group entrances
• 7 minute to lesson rule
• One way system
• Assemblies
• Year group zones at social times
• Desk presentation
• Ready to learn and ready to leave

Monday Messages and Friday achievement sessions

• These are weekly live broadcasts that go out to all students.
• Monday messages ensures students are reminded about the Academies high standards and expectations.
• The Friday achievement session ensures we end the week celebrating success. This includes 10 students from each year group being highlighted for the top achievers and a golden ticket draw.

5. Recognition

Daily rewards

• Daily rewards support a culture of positivity.
• Each teacher will praise students for meeting expectations, following the behaviour routines and demonstrating our Ways of Being.
• Achievement points will be awarded to students for demonstrating the Ways of Being throughout the day:

• Each class teacher will award at least 4 students within the lesson..  

• In every lesson the subject teacher will award a Golden ticket to one student who has shown excellent progress, effort or attitude in the lesson. This will then be collated at the end of the week and the students who received a Golden ticket will go into a live prize draw in our Friday achievement sessions to receive a reward.

Weekly rewards

• Positive postcards will be sent home by the Head of Year acknowledging when a student has reached the following Achievement Point thresholds: 50, 100, 150, 200.
• Subject staff may send a postcard for a particular achievement within a subject area.
• The top 10 students with the highest number of achievement points in each year group will receive a positive text message home weekly.
• The student with the highest number of Co-op achievements in that week each year group will be named the Student of the Week. Their names will be displayed on screens around the school and social media, where appropriate, to celebrate success.

Half - termly rewards

• Half-termly rewards celebrate students who exemplify our Ways of Being over a sustained period of time.
• Form tutors will identify one student for outstanding behaviour during the half term. The student will be presented with an Outstanding Behaviour certificate in a special half termly assembly.
• All subject teachers will identify one student for outstanding work habits per year group for the half term. The student will be presented with an Outstanding Work Habits certificate in a special half termly assembly..
• All subject teachers will identify one student for outstanding achievement per year group for the half term. The student will be presented with an Outstanding Achievement certificate in a special half termly assembly.
• Students with 100% attendance each half term will be awarded with a certificate in a special assembly.
• All of the above will be celebrated in our half termly rewards assembly in the last week of term.
• A Co-op hero is a student who has excellent attendance, punctuality and behaviour. Parents/carers will receive a letter home congratulating their student for this achievement.
• Co-op Heroes will be invited to attend a free or heavily subsidised Co-op Heroes reward experience, such as a trip to the local cinema, bowling etc. The Academy can amend the criteria for ‘Co-op Heroes’ depending upon context and must communicate that to parents/carers in advance of the rewards experiences.  This will take place 3 times a year.

6. Classroom Strategies and Expectations

• Respectful response to the register: Students will respond to their name in the register with yes miss/sir, good morning miss/sir or good afternoon miss/sir to ensure a positive start to the lesson.
• Students will follow ready to learn and ready to leave lesson routines to ensure a calm and purposeful start and end to lessons.
• Teachers will use their professional judgement and teacher toolkit to set students up for success within the classroom.
• Teachers will meet and greet students at the door to their classroom at the start of all lessons in a positive manner, demonstrating unconditional positive regard.
• Teachers, whilst meeting and greeting students for their lesson, support the school culture by ensuring that students are transitioning between lessons quickly and quietly.
• Teachers will have well-thought-out seating plans in place that consider vulnerable groups, academic challenge and interpersonal relationships that may affect the academic classroom ethos.
• Teachers will follow an agreed lesson structure, which ensures consistency and predictability for all students and provides the emotions safety for them to learn. For example, starting with a silent knowledge expert quiz.
• Students should enter the classroom and undertake the Knowledge Expert Quiz that should be completed in silence at the start of each lesson.
• Adaptive teaching strategies must be implemented with rigour and consistency, to support students’ progress and self-regulation. This is of increased importance for our most vulnerable students, including those with Special Educational Needs.
• Before issuing a warning, staff should be confident that they have explored their teaching toolkit to mitigate behavioural incidents for example, they have;

• delivered effective instructions, including explicit knowledge instructions,
• applied the Ready to Learn technique for in class routines,
• utilised least invasive interventions and adaptive teaching techniques,
• through Active Observation, used live feedback to address misconceptions and respond appropriately to behaviours at the earliest possible point.

Our routines provide predictability and consistency for all learners. Routines ensure that all students are set up for success. Teachers are to ensure that there are clear routines for learning within the classroom

• Teachers are expected to know their classes well, including their specific needs, and so use their range of teaching techniques to mitigate disruptive behaviour within the classroom reducing the need to apply a warning or consequence
• Students who display disruptive behaviours will follow an escalation process in every lesson which consists of 4 stages.

• Yellow Warning - First warning (nothing is recorded on arbor and there is no sanction) This is to give students the chance to correct their behaviour.
• Amber warning - Second warning (this is recorded on Arbor to track low level disruption and to inform parents) There is no sanction still at this point.
• Red Removal  - Third warning. At this point the students is causing significant disruption to their own and others' learning. They are removed from the lesson and taken to reflection for the rest of the day.

• The first two stages also provide a reasonable adaptation for students with special education needs.
• The member of staff who has issued the red removal will ring the parent to explain what happened in the lesson and ask for their support with the matter. Staff will attempt to do this on the same day but it may be the next working day.
• Students remain in reflection for the rest of the day. All students that have received a Red removal will have a fresh start in reflection the next day.
• See appendix for a list of disruptive behaviours that students can be given the above warnings for.
• When issuing a yellow/amber warning a staff member is expected to use the following script “(student’s name) this is your warning for … ” so that the student is clear what they have received a warning for.
• Prior to receiving the warning, teachers are expected to utilise the full range of appropriate techniques within their teacher toolkit, specifically: least invasive interventions. 
• Red line behaviours are not tolerated at any time and lead to an immediate referral to Reflection.
• Red line sanctions marked with an * may lead to a suspension or a permanent exclusion subject to meeting the conditions set out in the appropriate suspension or exclusion checklist.  

7. Expectations Around the Academy

GREAT HABITS

Our GREAT habits are what we hope to instil in our students day in and day out. These are the most important things to us that help students to be successful daily and prepare them for life beyond school.

1. Wear the correct uniform with pride

Students should adhere to the school’s uniform policy (see uniform policy).

Students should always have the full uniform daily and take pride in wearing it correctly.

This includes no coats or outside jackets inside at all times.

Students can take their blazers off in lessons but they must be put back on before they leave every lesson.

2. Be ready for school with a school bag, full pencil case and your knowledge organiser.

A bag, full pencil case and a knowledge organiser are compulsory items and must be brought to school daily.

A pencil case must include a black/blue pen, red pen, ruler and a ruler as a minimum.

3. Walk quickly, quietly and calmly around the building.

Students have 7 minutes to get from one lesson to the next.

Students should work with purpose, quickly and quietly to lessons.

Students should walk calmly and sensibly and be aware of others around them.

• If a student fails to bring a piece of uniform or equipment  they will receive a 45 minute after school habits detention.
• If a student arrives late to lesson they receive a same day 45 minute detention.
• If a student doesn’t attend the detention this will be escalated to a 90 minute detention on Thursday with the senior leadership team.
• If a student doesn’t attend their 90 minute detention, then a suspension will be issued.

Student Expectations

As a Co-operative community, we expect that students come to school ready to learn and are aware that their behaviours have an impact upon the learning of others. Below are the minimum expectations of students:

• Be present: Attend school every day, on time, with correct uniform and equipment
• Be ‘ready to learn’: Follow our routines that are in place to ensure everyone’s safety, for example, the one way system, zoning of school for lunch and breaks, entry into the classroom into seating plans.
• Be yourself always: Live by our values in lessons and around the school
• Be empathetic of the needs of others: understand that we all struggle sometimes and that adjustments are made for individuals
• Be focused: Work hard, independently and with others
• Be brave: Speak up if you need support or if you believe that others do
• Belong: Be part of the school shows, school teams and leadership opportunities. Play your part in social action within your community

Social time expectations

• Students are expected to model excellent behaviours and attitudes during social time.
• Break time is 20 minutes long and Lunch time is 40 minutes long.
• During adverse weather conditions where it will be unsafe for students to be outside a wet break or lunch will be called and an appropriate indoor space used.
• Students will receive an out of classroom incident log if they are not showcasing the correct behaviours.
• Year groups will have specific areas to purchase refreshments and have a designated outside zone.

Uniform

Entry to school

• Each year group enters the academy each morning through their own assigned gate and entrance door.
• All students will be greeted by their year group team, which includes:

• Two heads of year
• SLT link for that year group
• Teaching assistant specifically assigned as a keyworker for that year group
• A member of the safeguarding team

• The year group team for each year will conduct standards checks on the door, this includes:

• Checking that the student is wearing the correct uniform appropriately
• Checking jewellery and footwear
• Ensuring that the student is dressed smartly

• Students will be asked to correct their uniform or be lent a piece of uniform by their Head of Year if it is not correct. This will happen before the student attends their tutor group.
• If a student refuses to wear the correct uniform then they will be issued with a Red Sanction and directed to the Reflection Room.
• Once in their tutor group, another standards check will take place. This includes tutors checking for the correct uniform.

Punctuality to school

Punctuality is a key life skill and we endeavour to instil good lifelong habits into all our students. In addition, form time is such an important part of the day where students will complete targeted academic intervention at KS4 and a rich personal development offer to develop their character at KS3.

• If a student is late to school they will receive a 25 minute lunch time detention. If a student fails to attend they will complete a 45 minute detention that night.
• If a student doesn’t attend the detention this will be escalated to a 90 minute detention on Thursday with the senior leadership team.
• If a student doesn’t attend their 90 minute detention, then a suspension will be issued.

The one way system

• The one way system is implemented so that all students can safely travel around the Academy.
• Staircases and corridors are labelled clearly for students to travel around the building safely.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, students are ambassadors for Co-op Academy Manchester. We expect all of our students to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Manchester students. 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 (for your own safety)
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• 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

The Academy can sanction students for the above as we would do in school time. This includes suspensions and permanent exclusions.

9.  Consequences

At Co-op Academy Manchester we do everything we can to mitigate the need for consequences and sanctions. However, if a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences will apply:

Classifying unacceptable behaviours

• Behaviours are identified as ‘red removals’,  ‘red sanctions’ behaviours, ‘Out of classroom’ behaviours, ‘habits’ or ‘lates to lessons’.

Managing unacceptable behaviours

Detentions

• All detentions are 45 minutes long and take place 3.15pm-4.00pm
• If a student doesn’t attend a detention it is then a 90 minute detention with SLT on a Thursday.
• If a student doesn’t attend that, parents will be invited into school and a potential suspension issued of the problem isn’t resolved for defiance and persistent disruptive behaviour.
• All detentions take place on the same day apart from if they are issued period 5 then the detention will take place the next day.
• Detentions are issued for the below reasons:

• Receiving a late to lesson. Students must arrive before the 7 minute bell otherwise they will receive a 45 minute detention.
•  Habits detention: If students fail to bring a piece of uniform or compulsory equipment they are given a 45 minute detention.
• Arriving late to school: If any student arrives after 8.30am they are given a lunch time detention.
• Detentions will take place in year groups with members of pastoral staff and SLT.
• Students will be given a piece of work to complete during detentions to support them with their learning.

Reflection

• Reflection is the space where students are referred having received a red removal, red line behaviour or truancy log on any given day. There is a KS3 and KS4 reflection room.
• Reflection enables students to reflect on their behaviour and to understand the reasons for their referral whilst still having the opportunity to access their learning.
• If a student refuses to go to Reflection, time should be given to help the student regulate their behaviour with an adult that is known to the student. When the student is calm, the adult should encourage the student to complete Reflection. If needed, the member of staff should sit with the student and discuss any issues. A parental call should be made for support, if required. If the student still refuses then a suspension will be issued.
• Information on the students in Reflection will be analysed each day and week. This information will inform the best next steps to support the student and/or the member of staff who made the referral.

For students who are frequently issued with Red removals or sanctions and placed in the Reflections Room, there will be additional sanctions issued as well as other support strategies put in place as highlighted below:

• Internal Isolation
• External isolation
• Meeting with parents arranged
• PSP (Pastoral Support Plan)
• Referral to support services inside the Academy, such as mentoring
• Referral to Support systems outside the Academy (eg. Prevent, Positive Steps, Mind etc.)
• Referral to Governor’s Disciplinary Committee
• A Managed Move to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• Permanent Exclusion

High Level Behaviours within The Academy

This is when a student displays behaviour which is illegal, extreme or dangerous to themselves or others in the Academy community.

Examples might include:

Kicking or throwing chairs or other classroom furniture; using aggressive threats to either the teacher or other students; refusing to sit down or calm down; swearing or using offensive language directly to the teacher; physical or sexual assault on a member of staff or student; racist or homophobic conduct;

Behaviour outside of the Academy hours that brings the Academy name into disrepute or poses as a health and safety risk to staff and students will also fall under this category.

Requesting Additional Support for High Level Behaviours

Staff will call for additional support by issuing a Red Warning or if needed, by sending a reliable student to the year office to request urgent support. Behaviour patrol and other pastoral staff will respond to the incident urgently. The member of staff will record the incident as a high-level behaviour on Arbor which will alert senior staff. The member of staff will also inform parents/carers of the incident.

For high level behaviours pupils will not be placed in the Reflections Room. Other sanctions (often more than one at a time) will be used such as:

• A pastoral detention
• Internal Isolation
• External isolation
• Meeting with parents arranged
• PSP (Pastoral Support Plan)
• A Disciplinary/Respite Placement for a short period at another school/academy
• Referral to support services inside the Academy (eg. Short fuse, Mentoring)
• Referral to Support systems outside the Academy (eg. Prevent, Positive Steps, Mind etc.)
• Referral to Governor’s Disciplinary Committee
• The member of staff involved in the original incident may be involved in follow up action.
• A request for a difficult transfer to another local Secondary School/Academy
• A Managed Move to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• A Permanent Exclusion

External Isolation

In agreement with other Secondary schools/academies in the Oldham Authority and Manchester schools within the locality, students may be placed in another school/academy isolation room for a period of time.

Students and their parents/carers who have been allocated an external isolation will be given the location, timings and expectations of the external isolation. They will make their own travel arrangements to and from the external isolation.

Co-op Academy Manchester is informed of the student attendance at the external isolation by the host school/academy as soon as they arrive. Students are expected to attend in full Co-op Academy Manchester uniform.

Students will adhere to the host school/academy behaviour procedures.

If a student fails the external isolation the host school/academy will inform Co-op Academy Manchester  this and an automatic Suspension is issued to the student with parents/carers informed immediately.

Off-Site Direction

The Academy may seek an Off-Site Direction placement for significant or repeated poor behaviour. This placement will be at one of our partner schools and will be for a 12 week period. The Academy does not need parental permission to seek this. Formal reviews will take place at week 4 and week 8. This intervention offers pupils who are at risk of Permanent Exclusion a fresh start in a new setting. During the placement, pupils will be dual registered and will remain on the roll of Coop Academy Manchester. If successful, pupils will transfer to the roll of the host school permanently. Whilst on the placement, pupils are expected to adhere to the rules of the host school. Any breaches of these rules could result in the host school terminating the placement and pupils returning to Coop Academy Manchester. This is at the discretion of the host school and their decision is final.

The Bridge

The Academy has its own on-site provision called ‘The Bridge’. The Bridge is designed to support pupils who struggle to access a mainstream curriculum and may need a smaller educational setting. The Bridge caters for pupils across key stages 3 and 4. Pupils may be educated in The Bridge on a short term placement or for an extended period of time depending on their individual needs. The Bridge is designed to reduce the need for permanent exclusion from the Academy and develop a more inclusive education for all. The principal has the right to direct a student's education to the Bridge if the provision is felt to meet need.

10. Further Intervention and Support

Role of the SENDCO

• The SENDCO will complete a thorough assessment of need for those students who:

• receive a high number of referrals or reflections.
• have a sudden increase in referrals or reflections.

• The SENDCO may also decide to complete assessments or intervention programmes including, but not limited to the following:

•  cognition and learning
•  physical and sensory
•  counselling
•  behaviour therapy
•  GL assessment SEND
•  speech and language
•  communication interaction
•  Adverse Childhood Experiences (ACE) screening by an educational psychologist
• Students will then be discussed to identify the correct level of support through the graduated approach.

Personalised approach to students with additional needs and/or SEND

• Co-op Academy Manchester recognises that at certain stages in a student or young person’s school life they may struggle to access, or manage within, the universal provision offered by the school as a result of:

• Social, Emotional, and Mental Health Needs (SEMH)
• Adverse Childhood Experiences (ACE)
• Special Educational Needs (SEN) and Disabilities (SEND)

• Staff are trained to support students with SEMH, SEND or suffer from ACEs. If a student displays behaviour which suggests an undiagnosed need, then the graduated response as outlined in the SEND Policy should be followed. This includes:

• A thorough assessment to establish a clear analysis of the student’s specific needs
• a plan setting out how the student will be supported using a KVU
• the required actions to provide the support
• regular reviews to assess the effectiveness of the provision and identify any recent  changes.

• The ‘Zones of Regulation’ has been implemented across the academy to support ALL students with SEMH. It encourages students to attempt to self-regulate by offering support and guidance with:

• identifying the physical traits of their emotion
• developing their emotional literacy to be able to explain how they are feeling
• identifying the strategies that work best for them in regulating their emotions
• If a student is unable to self regulate they are supported to co-regulate outside of the classroom with a Teaching assistant or a Head of Year. If this is unsuccessful, the student may then be offered the opportunity to use the Regulation Room in the Inclusion space for a short period of time if they have a regulation pass as part of their KVU. Students must be escorted to and from the regulation and are now allowed to take themselves up to the room without permission from a member of staff.

• Social, emotional and mental health (SEMH) needs are a type of special educational need in which Children or young people have severe difficulties in managing their emotions and behaviour. They often show inappropriate responses and feelings to situations.
• Adverse Childhood experiences (ACE) can be defined as events which occur in a student’s life which can be traumatic and leave lasting effects on development and learning e.g., delayed development leading to difficulties following instructions.
• Teachers within the school will be aware of the content of a Student Passport for any student whose special needs might manifest in challenging behaviours and as such, will be mindful of this when considering the use of behaviour sanctions and make reasonable adjustments, where necessary.
• Due regard is made as to whether misbehaviour indicates that a student is suffering from, or is likely to suffer, significant harm or is the result of an unmet educational need or other needs. In these instances, the school will consider a multi-agency assessment where necessary.
• Students who have been identified as having additional needs including SEMH and/or ACE characteristics will still be subject to the same procedures laid out within this policy.
• In extreme circumstances there may be a strong case to establish an In School Alternative Provision to support students who continue to struggle in main school lessons.

11. Child on Child Abuse

Co-op Academy Manchester 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 Manchester Anti Bullying Policy.

Co-op Academy Manchester Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

• The negative behaviour of a student both inside and outside of the academy can be considered grounds for a suspension and/or permanent exclusion.
• We are committed to following all statutory suspensions procedures to ensure that every student receives an education in a safe and caring environment. A decision to suspend a student will be taken only:

• in response to serious or persistent breaches of the school’s behaviour policy and
• if allowing the student to remain in school would seriously harm the education or
• welfare of others

• Before deciding whether to exclude a student, either permanently or for a fixed period (suspension), the Principal or representative will:

• consider all the relevant facts and evidence, including whether the incident(s) leading to the suspension were provoked.
• ensure an appropriate investigation has been conducted including where appropriate and accessible the use of the school’s CCTV facility or any video footage which can be viewed by the student, parent/carer, school staff as appropriate, the police, governors, and any Independent Review Panel members, in line with the provisions of the UK General Data Protection regulation and with advice from the Trust’s Data Protection Officer.
• enable the student to give their version of events considering their age and ability to understand.
• consider whether the student has special educational needs (SEN)

• We will take care to ensure that a decision to exclude does not involve any kind of discrimination, as defined by the Equality Act 2010. We will not discriminate against students on the basis of protected characteristics, such as disability or race.
• The academy will make reasonable adjustments for managing behaviour which is related to a student’s disability. Where suspension needs to be considered, the academy will ensure that a student with a disability is able to present their case where the disability might hinder this.
• We recognise that disruptive behaviour can be an indication of unmet needs. Where we have concerns about a student’s behaviour, we will try to identify whether there are any causal factors and try to intervene early in order to reduce the need for a subsequent suspension.
• Fixed term suspensions may be allocated for the reasons issued below:

• Persistent or general disruptive behaviour (including non compliance when placed in the academy’s Reflection Room for an isolation period or failure to comply with the Reflection Room expectations)
• Verbal abuse / threatening abuse towards an adult
• Physical assault against a student
• Verbal abuse / threatening abuse towards a student
• Damage to Academy Property
• Drug / Alcohol related incident
• Physical Assault against an adult
• Theft
• Bullying
• Inappropriate use of social media or online technology
• Use or threat of use of an offensive weapon or prohibited item
• Abuse against sexual orientation or gender identity
• Sexual misconduct
• Refusal to follow health and safety requirements or instructions

• Fixed term suspensions (suspensions) will be issued between 0.5 days (minimum) and 5 days (maximum), authorised only by the Vice Principal for behaviour or the headteacher.
• On issue of the fixed term suspension, parents/carers will be informed (by phone call and by letter digitally) of the following:

• Length of suspension time
• Reason for suspension
• Reintegration appointment date and time

• The reintegration process is an opportunity for parents/carers, students and Academy staff to meet together to discuss the events leading up to the suspension, address behaviours displayed and ensure any support deemed necessary for the student is put in place. This meeting should be attended by parents/carers in order for the successful reintegration of the students into the academy. In this meeting the following steps will also be taken:

• a re-integration form will be completed in which questions will be asked of the student encouraging them to discuss any potential obstacles /barriers they are facing both in lessons and socially. This document will be electronically saved in the student’s file.
• actions agreed which will support the student’s reintegration
• all relevant staff will be informed of next steps.
• restorative conversations will take place where appropriate with staff
• a discussion around any SEND screening requirements or Safeguarding Concerns that may need further investigation from the teams within the academy.  

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

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
• Carrying, supplying or using an illegal drug.
• Carrying or using 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 Suspension and Permanent 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 and in the Trust Positive Handling Policy .  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 prohibited items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes/vape pens
• 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

The academy has a strict no personal electronic device policy for students, including mobile phones, airpods and all other items. This is detailed fully in the Personal Electronic Devices Policy which is available on the academy website. If a mobile phone is seen or heard in the Academy then the phone will be confiscated by a member of staff and handed in to reception. Parents/guardians will then be required to come in and collect the phone or item.

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:

Red Sanction Behaviours:

If a students receives a red sanction that they are placed in the reflection room for the rest of the day:

• Truancy: arriving 10 minutes late or more.
• Unsafe or dangerous behaviour
• Damaging equipment or property
• Aggressive or threatening behaviour towards staff or students
• Refusing to wear correct uniform
• Homophobic/racist/sexist/discriminative language
• Fighting
• Bullying
• Theft
• Refusing to hand phone or prohibited item in. This could also lead to suspension.
• Bringing a banned item into the Academy
• Vaping
• Verbal abuse to staff

List of banned / prohibited item

• Vape pens
• Alcohol or drugs
• tobacco and cigarette papers
• cigarettes
• Knives or any weapons
• Fireworks
• Lighter/matches
• Energy drinks
• Mobile phones
• Air pods
• Waterguns/balloons
• pornographic images
• any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property
• Large sums of cash