Positive Behaviour Policy        

Date September 2026                        

Policy details

• Review Date - 22/06/26
• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner -Coop Academy Manchester

Coop Academy Manchester

Plant Hill Rd, Higher Blackley, Manchester M9 0WQ

 0161 795 3005

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

Contents

1. Policy Statement and Purpose        3

2. Rules and Ways of Being        4

3. Rights and Responsibilities        6

4. Developing Positive Behaviour        7

5. Recognition        9

6. Classroom Strategies and Expectations        11

7. Expectations Around the Academy        13

8. Expectations outside of School        14

9.  Consequences        14

10. Further Intervention and Support        18

11. Child on Child Abuse        20

12. Suspensions……………………………………………………………………………………………………. 20

13. Permanent Exclusions…………………………………………………………………………………………22

14. Searching, Screening and Confiscation        22

Screening        23

Power to use reasonable force        24

Mobile Phones / Devices        24

Appendix i        26

GREAT Habits        17

Appendix ii        20

Red Removal & Red Sanction descriptors         20

Appendix iii        21

Suspension Reintegration Meeting - Co-op Academy Manchester         21

Appendix iv        22

Graduated Response to Managing Behaviour        22

1. Policy Statement and Purpose

Co-op Academy Manchester has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Manchester as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Manchester is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Manchester will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our pupils to express themselves in the right way embodying ‘being yourself, always’ across our community.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy 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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

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:

• We follow the academy code of conduct
• We listen to and respect all members of the community
• We come to school each day, ready to work hard and make progress

• Be yourself, always

• We stand up for what we believe in - even if it is not the popular choice
• We know it is cool to be smart and value learning
• We look ahead at the long game to help us make the right choices

• Show you care

• We are kind to each other
• We do not tolerate discrimination, bullying or unkindness to others
• We are polite and courteous

• Succeed together

• We respect our shared learning environment
• We work together as a team - knowing that team always beats individual
• We look for opportunities to become leaders and role models within our community

Being GREAT in everything we do:

Genuine - We show authentic care for students, colleagues and the community. We are sincere and take ownership of our actions and choices.

Respect - All members of our school community show respect for each other. We show and encourage empathy whilst building resilience to overcome barriers to learning.

Experts - Good habits and routines are the foundation for learning.  Our knowledge-rich curriculum combined with ‘ready to learn’ habits leads to knowledge experts.

Ambitious - We always try our best and celebrate success. We strive for academic and personal growth. We take pride in what we do and who we are.

Together - We are part of our local community. We belong to Co-op Academies Trust and are bound together by our values and the Co-op Ways of Being.

1. Have the correct uniform and wear it with pride.

2. Be ready for school with a full set of equipment,

bag and knowledge organiser.

3. Walk quickly and quietly around the building.

Rules

Our rules for pupil conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

• 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 be seen or heard - See below for more details.
• When students move between lessons we have the 6 minute to lesson rule - Students have 6 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
• No outside coats or jackets in the Academy. If they are on inside the building they will be confiscated and given back at the end of the day to the student.

3. Rights and Responsibilities

Rights

All members of Co-op Academy Manchester have:

•  The right to learn
•  The right to teach
•  The right to feel safe and secure
•  The right to respect and dignity

Responsibilities

All members of Co-op Academy Manchester have a responsibility:

• To live by and embody the Co-op Ways of Being
• To be good role models
• To speak politely and calmly to everyone
• To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
• To treat everyone as we would like to be treated

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

The Governing Body

Governors are responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Headteacher to account for its implementation. Governors should review this policy every year to ensure its effectiveness.

The Headteacher

The Headteacher is responsible for reviewing and approving this Behaviour for Learning policy. The Headteacher will ensure the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

In addition:

• The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
• The Headteacher and delegated staff have the power to discipline pupils outside of school hours if it is a school-related matter, or the pupil’s actions undermine the safety of anyone from our community or the good reputation of the Academy
• The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

● Providing a personalised approach to the specific behavioural needs of particular pupils.

● Recording behaviour incidents on Arbor

● Recording any safeguarding related behaviour incidents on CPOMS

• Will contact home when a red removal or sanction is issued in the classroom.

Parents

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

•  Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of pupils at Co-op Academy Manchester and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and pupils in upholding the policy, we use many opportunities to induct and reinduct our staff and pupils into the rules and norms of the academy. 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 & PSHE lessons

• Generally, 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.

Induction 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 will ensure the behaviour policy is clear to all students.
• This includes rules, behaviour system, rewards and key routines.
• At the start of every half term students will have re-induction assemblies on specific areas of need. This will ensure the behaviour policy is clear to all students.

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.

Daily Routines

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

• GREAT Habits
• Hands up (year 7- CO2023)
• Daily standards checks and year group entrances
• 6 minute to lesson rule
• One way system
• Weekly Assemblies
• Year group zones at social times
• Desk presentation
• Ready to learn and ready to leave
• Respectful response to the register

Monday Messages and Friday achievement sessions

• These are weekly live broadcasts that go out to all students.
• Monday messages ensure students are reminded about the Academies high standards and expectations at the start of every week with key messages shared live from the behaviour leadership team to all students.
• 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.
• Both of these help us to over-communicate our expectations to ensure clarity for students.

Staff

• All staff receive training at the start of the academic year and are expected to read the policy
• Staff receive regular training updates and further CPD during designated CPD time
• New staff receive an induction of the school policies and procedures in managing behaviour
• Quality assurance of how staff establish a culture of good behaviour and routines in their classroom  take place via regular drop ins, learning walks and feedback from leaders
• Elements of department time are used to ensure systems and routines are embedded and understood

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind pupils of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the pupil into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

Only the pupil can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the pupil, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control.

5. Recognition

All staff are encouraged to plan for positive behaviour and attitudes to learning and apply rewards regularly and consistently. There is a range of ways to do this which include:

Daily rewards

• Daily rewards support a culture of positivity.
• Reference to Values, Rules and Ways of Being displayed clearly
• Verbal praise and recognition given throughout lessons
• Each teacher will acknowledge and 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  4 students at the end of every lesson as part of the ready to leave routines.
• 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

• 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 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.
• Friday live achievement session: All students who have received a golden ticket go into a live draw every Friday morning which is broadcast across the school to win some fantastic rewards.

Half - termly rewards

• Half-termly rewards celebrate students who exemplify our Ways of Being over a sustained period of time.
• All subject teachers will identify one student for outstanding work and achievement per year group for the half term. The student will be presented with an Outstanding Work award in 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. These are an integral part of our positive culture that students look forward to every half term.

Being GREAT Awards Evening

Overview of the Scheme: The GREAT Awards Evening is an annual celebration designed to recognize and reward students who consistently demonstrate the core values of our school community:

Eligibility Criteria: To qualify for an invitation, students must demonstrate outstanding effort,  Growth, Respect, Excellence, Ambition, and Teamwork (or adapt these to your school's specific values).exemplary conduct, and positive contributions to school life throughout the academic year. Nominations are open to all year groups.

Recognition & Award Categories: Awards will be presented across multiple domains, including:

• Subject Excellence & Progress: High achievement or exceptional resilience in specific academic subjects.
• Community & Leadership: Outstanding contributions to extracurricular activities, student council, mentoring, or local community service.
• Character & Values: Consistent embodiment of the school’s core values and positive behavior traits daily.
• Excellent attendance

Nomination Process: Candidates are nominated by subject teachers, tutors, and pastoral leads each term. Nominations are tracked via the school’s reward system to ensure fair and transparent selection.

Celebration & Impact: Selected students and their families will be invited to an evening ceremony featuring guest speakers, musical performances, and formal presentation of certificates and trophies, reinforcing a culture of pride, achievement, and high expectations.

Access to reward events will be based on achieving the ‘ Manchester Goals’

1. Excellent attendance
2. Good punctuality (on time to all lessons)
3. Positive contribution to the school community
4. Low number of negative incidents
5. No red removals/sanctions or  suspensions

6. Classroom Strategies and Expectations

Where a pupil is unable to sustain good behaviour or positive attitudes to learning during lessons the class teacher will use the following three point plan:

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 3 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 student 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. If they are removed period 5 then they will spend that period and the full day the next day in reflection.

• 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/sanction 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 within 2 working days. This is to ensure parents are aware of any issues and ask for their support in ensuring it doesn’t become a repeat incident. Staff will leave a message and details if they are unable to get through to a parent. Staff will be asked to report any abusive behaviour by parents in a phone call home to Senior leaders who will then follow a separate procedure to inform parents that this is not appropriate.
• Students remain in reflection for the rest of the day. If a student is removed from period 5 then they will also spend the full day the next day in reflection.
• 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 Sanction behaviours are not tolerated at any time and lead to an immediate referral to the reflection room for the same time stated above.
• Red sanctions may lead to a suspension or a permanent exclusion.

When a pupil reaches stage three of the three point plan, the class teacher will use the referral button on Arbor for the pupil to be removed. A member of the pastoral team, or the SLT on-call  will come and quietly remove the pupil from the lesson and take to the ‘reflection’ room.  The pupil will not be returned to the lesson. Once the pupil is in the reflection room, they will complete curriculum work.

Classroom Expectations

Should a pupil fail to meet the expectations of the classroom, the teacher will implement the three point plan.

The expectations in the classroom are:

To be Ready to Learn:

• Enter the classroom in a calm manner on time
• Dressed appropriately on entrance: no jackets or coats, blazer on, shirt tucked in, and tie worn correctly
• Students place their full equipment on the desk: pencil case and knowledge organiser
• Place bag under their desk or the back of their chair
• Students complete their Knowledge Expert quiz promptly, and in silence
• Don’t ask to use a pass in the first ten minutes / last ten minutes of a lesson
• No eating, chewing or drinking (except water)
• No heads on desk

To be Respectful learners:

• Follow instructions first time, every time
• Answer the register in a respectful manner
• Be on task at all times
• Silent unless directed otherwise, for example, silent during independent tasks, and quiet discussion during a Turn & Talk
• Present your work with care, such as using a ruler to underline, and writing neatly within the lines.
• Beautiful books are important to us.

To be Safe learners:

• Remain seated unless instructed to leave your seat
• Be kind and thoughtful of others
• Follow all instructions first time every time
• Keep our classroom focused by bringing only what you need.
• Keep our environment calm and friendly by using a polite, respectful voice.
• Give everyone the space they need to feel comfortable and secure.

To be Ready to Leave:

• Collect in your books when directed by the teacher
• Pack your pencil case and knowledge organiser back in your bag
• Correct your uniform if required
• Place the chair under the desk, and stand behind it in silence and facing forwards
• Leave the classroom only when dismissed by the teacher

7. Expectations Around the Academy

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

• Go to all lessons and tutor period on time. Students have 6 minutes to move from one lesson to the next.
• Be on time to lessons and don’t try to use a pass in the first 10 minutes of the lesson
• Follow instructions from all staff, first time every time
• Be polite and show respect for other people
• Show respect to school and other people’s  property no vandalism, put litter in the bins
• Walk around the academy sensibly, quietly and with aim of getting to your destination quickly - keeping to the left of corridors and stairs
• Wear your school uniform correctly at all times

• No hats, caps, hoods, coats, hoodies, non Co-op jumpers inside the academy
• No jeans, leggings or skirts - tailored trousers only.
• No trainers - Shoes must look like a shoe and not a trainer.
• School logoed v neck jumper is optional in Y8-11. A plain black v neck jumper must be worn by Y7 and blazer (all years) must be worn unless instructed by staff
• All pupils must wear the correct coloured tie to their year group at all times
• See school website for full details of uniform and PE kit

• Only eat in designated food areas at the correct time and place litter in the bin
• No chewing gum, sweets, or energy drinks at any time
• Do not use mobile phones, airpods, smart watches or speakers or have them switched on during school hours
• No illegal substances to be brought onto the school site, along with cigarettes, lighters or vapes.
• Respect the surrounding community before and after school.
• ‘No hands on’ with other pupils and respectful, safe break time play
• Enter the building calmly and purposefully ensuring uniform is sorted before lessons
• Pastoral staff will ring parents for any red sanctions that happen outside the classroom. This will normally lead to a placement in reflection. However, this might not be necessary on some occasions.

See appendix iii for more information on supporting pupils with positive behaviour in unstructured time.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Manchester . We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Manchester pupils. When walking to and from the academy we expect you to:

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and not looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• 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

Behaviour may be sanctioned by time in the reflection room, suspension or permanent exclusions for incidents that happen outside of school especially for bringing the school into disrepute.

9.  Consequences

Although Co-op Academy Manchester does everything they can to mitigate the need for consequences and sanctions, we know that pupils do make mistakes. If a pupil’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply.

At each level of this list of sanctions, support is provided to help the pupil make more positive choices in the future. See section 10 for interventions offered to pupils to maintain and support future excellent behaviour.

Classifying unacceptable behaviours

• Behaviours are identified as ‘red removals’,  ‘red sanctions’ behaviours, ‘habits’, or lates to lessons/school.

The three stage behaviour system activated in classrooms:

• 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 student 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. If they are removed period 5 then they will spend that period and the full day the next day in reflection.

Red Santions

Red sanctions are more extreme behaviours and result in students being instantly placed in reflection, suspended or permanently excluded. These include the following:

• Verbal abuse to staff
• Fighting
• Bringing banned items into the Academy
• Refusing to hand mobile phone in if seen or heard
• Vaping / smoking
• Bullying
• Racist language
• Homophobic/Transphobic language
• Refusing to wear incorrect uniform / reusing to hand jacket in
• Refusing to follow staff’s instructions
• Aggressive/threatening behaviour towards staff
• Aggressive/threatening behaviour towards students
• Theft
• Damaging academy equipment/property
• Truancy

Detentions

• All detentions are 45 minutes long and take place 3.15pm-4.00pm Mon-Wednesday and 2.30pm-3.15pm Thursday and Friday.
• The only exception to this is on a Monday and Tuesday where year 11 will complete their detention 4.00-4.30pm after period 6.
• If a student doesn’t attend a detention it is then a 90 minute detention with SLT on a Thursday which will take place 2.30-4.00pm.
• If a student doesn’t attend that, parents will be invited into school and a potential suspension issued if 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’ sanction. Students must arrive before the 6 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 8.25am they are given a lunch time detention. This will be the full lunch.
• 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.
• Failure to complete homework by the year group deadline will result in a 45 minute detention.

Reflection

• Reflection is the space where students are referred to having received a red removal, red sanction behaviour or truancy log on any given day.
• 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.
• A student will complete the rest of the day in the reflection room. If the red removal/sanction is received period 5 then they will complete  full day the next day as well.

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 Reflection
• Respite placement
• 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.)
• 15 day breach suspension panel meeting
• A Managed Move to another local Secondary School/Academy
• A 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, etc.

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 Reflection
• Meeting with parents arranged
• PSP (Pastoral Support Plan)
• A 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.)
• A 15 day breach suspension panel meeting
• The member of staff involved in the original incident may be involved in follow up action.
• A Managed Move or OSD  to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• A Permanent Exclusion

Suspensions

Suspension issued for persistent breaches of the policy or one off incidents (see section 12)

The Hub

The Academy has its own on-site provision called ‘The Hub’. The Hub is designed to support pupils who struggle to access a mainstream curriculum and may need a smaller educational setting. The Hub caters for pupils across key stages 3 and 4. Pupils may be educated in The Hub on a short term placement or for an extended period of time depending on their individual needs. The Hub 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 Hub if the provision is felt to meet need.

Intervention and support

For students who are frequently issued with Red removals or sanctions and placed in the Reflections Room, the school has a graduated response (see appendix) where there will be additional sanctions issued as well as other support strategies put in place as highlighted below:

• Internal Isolation
• External isolation
• Report system
• 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 or OSD to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• Permanent Exclusion

10. Further Intervention and Support

Where a pupil is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement; or where there is a serious one-off incident which breaches the school ethos, a pupil may be referred to the school’s support teams who may consider the following interventions.

• Tutor Report
• Pastoral Team Report
• Behaviour and progress meeting with Head of Year and / or Key Stage Leader
• Pastoral Support Programme
• Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
• RESET Unit – allocated time matched to regularity of class referrals or nature / severity of offending behaviour
• Support from the Inclusion team and SENDCO
• Access to the Uniform Room to correct any issues around uniform (no consequence if utilised)
• Amended timetable
• Referral to Core and/or multi-agency group
• EHCP application
• Referral to pupil Referral Unit preventative place
• Referral to alternative activities
• Off site direction (OSD) Temporary placement (short term off site direction or longer term fixed term off site direction) at another school
• Managed Move to another school
• Referral to in school SEMH mentors
• Referral to in-school counsellors
• Careers interviews
• Extra curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Referral to in-house alternative provision (Hub)
• Referral to external alternative provision
• Suspension
• Permanent Exclusion

External placement (Respite placement/OSD)

In agreement with other Secondary schools/academies within the locality, students may be placed in another school/academy isolation room for a short period of time eg 1 week. The Academy does not need parental permission to seek this.

Students and their parents/carers who have been allocated an external placement 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 placement 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 placement  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 could be up to 12 weeks. In rare circumstances this could be longer. The Academy does not need parental permission to seek this. Formal reviews will take place to ensure the student is supported and it has the intended impact. 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, progressed to a MM and this could lead to a placement on the other schools roll. 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. (see the graduated response approach in appendix for further support)

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions  will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information.

Where a pupil may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCO. An example of a reasonable adjustment could be a 2 minute early pass to avoid crowds in corridors; reasonable adjustment that still keeps the integrity of the uniform policy eg special ranges of school uniform for students with clothing sensitivity issues, a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Keeping Children Safe in Education. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

For more information on how we deal with child on child abuse please see:

Co-op Manchester Anti Bullying Policy.

Co-op Manchester Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’. When a pupil is excluded they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A pupil who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or vaping on the school site
• Persistent and entrenched refusal to comply with expectations
• Not attending 90 minute detentions
• Refusing to follow staff instructions or refusal to go into the reflection room
• Failing the reflection room due to poor behaviour

Every pupil that returns from suspension will need to be re-integrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the re-integration plan and the level of support that the pupil will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the integration plan. If a parent can’t make the meeting time set by the academy then the students will need to complete their education in the reintegration room or the reflection room until the meeting takes place. This is to ensure the behaviour is addressed rigorously and support is put in place to prevent this happening again.

After each suspension, there is a menu of support that each pupil could receive:

• Parent meeting with pupil voice, parent voice and agreed targets recorded
• Placed on report to a pastoral member of staff or SLT
• A careers interview to support in raising aspirations
• Directed to an extra-curricular club
• Review of tutor group / class group or seating plan
• Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)
• Long term mentoring / counselling or support agreed (if necessary)
• Removal of social times for a short period of time
• Access to the regulation or reintegration room.

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

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

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

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

Prohibited items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes (vapes)
• 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
• Energy drinks
• Mobile phones, airpods, smart watches.

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

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

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

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

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support)  if a search has been carried out on their child.

Screening

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

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

Power to use reasonable force  

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

The academy follows all DfE guidance for Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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

Mobile Phones / Devices

• Co-op Academy Manchester  is mobile phone-free environments by default
• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 8.25am and 4.00pm
• Mobile phones / devices must never be seen or heard inside the school building
• Mobile phones must be placed in students' bags and switched off. They are  not allowed to be in blazer or trouser pockets at any point.
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• If the phone is seen or heard even if this is in a pocket then the phone will be confiscated and given to reception.
• Students can collect their phone at the end of the day. However, if it is the third or more occasion then parents must come in and collect the device.
• If this becomes a persistent problem then the student will have to check their phone in and out of reception every day.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Manchester will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

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

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

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

Appendix i

Appendix ii

• Yellow warning, amber warning and red removals will only be given out in lessons.
• Red sanctions can be given out in lessons or outside of lesson time.
• Teaching staff will ring parents for any red removals or sanctions in the classroom.
• Pastoral staff will ring parents for any red sanctions that happen outside the classroom. This will normally lead to a placement in reflection. However, this might not be necessary on some occasions.

Appendix iii

Suspension Reintegration Meeting - Co-op Academy Manchester

Suspension Reintegration Meeting - Script:

Appendix iv

Graduated Response to Managing Behaviour

Co-op Academy Manchester has a graduated approach to wider social inclusion. This supports a collaborative approach to the following areas within school in order to support the needs of a child (SEND, safeguarding, pastoral, attendance and behaviour provision). This is a recognition that whilst most pupils' needs will be met by the universal offer, there may be some pupils who require a more targeted and/or more intensive approach (internal or external).