Behaviour and Relationships Policy
Behaviour & Relationships Policy
Policy details
Date created – 03/05/2023.
Date most recently reviewed by governors – 03/07/2024
Responsibility for review: Head of School
Contents
Policy details 1
1. Policy Statement and Purpose 2
2. Aims 4
3. Ways of Being 4
4. Roles and Responsibilities 5
5. Rewards 6
6. Teaching techniques 8
7. Recording Incidents and Data 9
8. The Red Line 9
9. Consequences 10
10. Further Intervention and Support 12
11. Child on Child Abuse 13
12. Suspensions 14
13. Permanent exclusion 16
14. Searching, Screening and Confiscation 16
Appendix 1: Unacceptable behaviours 19
Appendix 2: Achievement Points – the tariff 20
Appendix 3: Behaviour Points – the tariff 21
Appendix 4: Reflection Operational Checklist 23
Appendix 5: Behaviour Risk Register 25
Policy Statement and Purpose
1.1 Our shared academy vision is:
Co-operating for a fairer world for our community; providing educational excellence, community responsibility and elevated aspirations for all.
1.2 Our three key strategic priorities to achieve that vision are:
Keeping students safe, happy and well;
Achieving and embedding excellence in education;
Showing we care for our students, colleagues and community.
1.3 We do this by ensuring Co-op Academy Manchester is:
a GREAT place to learn
a GREAT place to work
at the heart of a GREAT community
1.4 Collectively we aim to be GREAT in everything we do.
Genuine - Authentic care is demonstrated in all interactions with students, colleagues and the community. We live ‘deliberate botheredness’, compassionate consistency and unconditional positive regard.
Growth - We provide a range of ‘pupil experiences’ for students, to support the acquisition and retention of knowledge whilst also elevating aspirations through widening cultural experiences
Routines - We believe that good habits and routines are the foundation for learning, they provide predictability and consistency for our most vulnerable learners. Routines ensure that all students are set up for success.
Respect - Respect is modelled by adults and expected of students, including respecting others’ differences and celebrating diversity. We belong to Co-op Academies Trust and are bound together by our values and the Co-op Ways of Being.
Experts - We believe that expert teaching of a knowledge rich curriculum combined with ‘ready to learn’ habits leads to knowledge experts.
Empathy - We show and encourage empathy whilst building resilience in students to overcome barriers to learning.
Achievement - We ensure that our knowledge rich curriculum and expert teaching enables students to become knowledge experts. This ensures that they have elevated aspirations for their future.
Adaptive - We ensure that expert teaching and our knowledge rich curriculum are adapted appropriately to enable all students to become knowledge experts. A graduated support offer for students, linking pastoral and SEND colleagues, ensures the right support, at the right time.
Tenacious - We are tenacious as a community and build resilience in colleagues and students to overcome barriers to ‘succeeding together.’ Students demonstrate that they are ‘ready to learn’ in each lesson and colleagues give a new day, a new start
Together - We share a common vision. We are part of our local community and we achieve more when we work as a team.
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 that are 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 Student Protection
Special Educational Needs
Mental Health and Well-Being
suspensions
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 2024
Education Act (2002), as amended by Education Act (2011)
Education and Inspections Act (2006)
Equality Act (2010, revised 2018)
Aims
To ensure that behaviour expectations are transparent to all students, parents/carers, and staff, and provide reassurance that expectations of, and responses to, behaviour are consistent, fair, proportionate, and predictable in order to ensure that teachers are able to teach and students are able to learn, without disruption.
To recognise, reward and celebrate behaviours that exemplify the Co-op Ways of Being.
To marginalise poor behaviour by promoting good behaviour.
To show we care by being fair and consistent in behaviour management.
To do what matters most by supporting students who struggle to manage their own behaviour.
To identify early, any undiagnosed or underlying needs for students who struggle to self-regulate.
To provide targeted support for the most vulnerable students within the school and, where required, referring them to additional support within the school’s inclusion provision and or external agencies.
Ways of Being
3.1 Co-op Academy Manchester is underpinned by the values of the Co-op. The four Co-op
Ways of Being Co- guide our future – no matter what we do, they’re how we do it.
Do What Matters Most
What matters most is ensuring that our students achieve the best possible outcomes.
We make a positive difference to our children through showing exemplary professional behaviours.
Be Yourself, Always
We bring our best self, so that we each contribute a bit of our own unique Co-op difference, and respect others for doing the same.
We understand that we are all unique and bring our own strengths to work.
Show You Care
We care about our Co-op, our colleagues, our members, our students, their parents and communities, now and for the future.
Our focus remains on doing our best for our children.
Succeed Together
Cooperating is what makes us different; we’re better and stronger when we work together.
We recognise that what we achieve is achieved together.
Roles and Responsibilities
4.1 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.
4.2 The Governing Body has a strategic responsibility for ensuring the principal discharges the
obligations around the behaviour policy outlined within the policy.
4.3 Promoting positive behaviour and good attendance is the responsibility of the
whole-school community. Specific roles and responsibilities include:
Co-op Academies Trust defines the principles underlying the Behaviour policy, including rewards and sanctions.
The Local Governing Body ensures that the policy and establishing procedures encourage positive behaviour, discourage bullying, and promote respect, diversity, and equality.
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 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. This includes reasonable adjustments for those who struggle to regulate their behaviour and the implementation of adaptive teaching strategies, where required.
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.
Rewards
5.1 Co-op 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 1: Achievement Points – the tariff).
Students will be sanctioned with behaviour points each time they commit a disruptive and/or red line behaviour (Appendix 2: Behaviour Points – the tariff).
Negative behaviour points will be deducted from achievement points to give overall Co-op points.
Co-op points contribute to the Ways of Being Award.
5.2 Praise
Praise is used as the greatest lever for securing a positive culture.
The most effective reward is that which is immediate and delivered by a person who has a good relationship with the student. For example, a simple ‘well done’ can have a huge impact when delivered by a key worker, a form tutor, or a teacher.
Positive interactions must ensure rewards outweigh the negative by a ratio of 7:1. With students who are vulnerable, have social, emotional or mental health needs or have experienced trauma or adverse Childhood experiences (ACEs), the recommended ratio increases to 14:1.
We target these figures to develop positive and effective relationships with students.
For praise to be most effective, it needs to be:
specific and linked to an achievement or action of merit.
sincere and genuinely expressed with appropriate language and tone.
personalised using the student’s name.
consistently used in all lessons as a part of our teaching
discreet and private at times when appropriate.
Within the established positive learning environment, students should expect to receive regular praise from the adults in school for notably good behaviour in line with the Ways of Being. Strategies used include:
regular verbal praise and encouragement, specifically focusing on personal gains by individuals.
non-verbal praise - e.g., thumbs up, positive facial expressions.
acknowledgement of good work and instant recognition for good homework produced.
encouraging staff to praise identified individuals and sharing their work.
displaying students’ work around the learning environment as positive exemplars
Praise should also be addressed to parents/carers through a telephone call or a postcard home, which in turn will promote a positive working relationship with the family.
Students who may receive a disproportionate number of negative behaviour points and phone calls home, may benefit from more regular positive calls home to support a change in behaviour.
5.3 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 form tutor will aim to award at least 1 student with achievement points during tutor time.
Each class teacher will aim to award at least 3 students within the lesson.
Each head of year will aim to award at least 5 students from their year group during social times.
The top 10 students with the highest number of Co-op points in each year group will receive a positive text message home per day.
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 assembly to receive a reward.
5.4 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 particularly noteworthy effort or achievement within a subject area.
The top 10 students with the highest number of Co-op points in each year group will receive a positive text message home weekly.
The student with the highest number of Co-op points in 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.
5.5 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. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
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. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
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. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
Students with 100% attendance each half term will be awarded with a certificate in a special assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
Students with the most improved attendance over a half term will be awarded with a certificate in a special assembly. A letter to the student’s parents/carers will also be sent home congratulating their student for the achievement.
A Co-op hero is a student who has excellent attendance, punctuality and behaviour. They will receive a free experience during school hours. Parents/carers will receive a letter home congratulating their student for this achievement. There will also be a roll of honour of Co-op heroes displayed in each tutor group.
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.
5.6 Ways of Being Award
Ways of Being Award is a points-based system, rewarded through achievement points for excellent attendance, behaviour and service to the community.
The Ways of Being Award ABC Model is applied to categorise achievement and determine the level of reward gained.
It is important that the Ways of Being Award Leader quality assures community hours and ensures that they are recorded on Arbor.
Each year, a Ways of Being Award ceremony will take place for each year group.
A roll of honour will be displayed in each tutor group.
6. Teaching techniques
Teachers will use their professional judgement and teacher toolkit to set pupils up for success within the classroom. They will create micro-routines to support positive behaviour, for example, handing out of resources or during independent and silent study. This will ensure consistency across all lessons with the 9 key teaching techniques being implemented through all lessons.
Teachers must 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 must, whilst meeting and greeting students for their lesson, support the school culture by ensuring that students are transitioning between lessons quickly and quietly.
Teachers must 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
Students should enter the classroom and undertake a Do Now, Review Now activity) that should be completed in silence and take between 5 and 8 minutes of the start of each lesson.
A Do Now, Review Now activity will be a knowledge retrieval activity that links to prior knowledge and frames the next steps within the current lesson. Independent knowledge application is to be completed in silence to allow for deep thinking and work without distraction.
Teachers must assertively monitor learning and progress within lessons and provide live feedback.
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 must 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 assertive monitoring utilised their teacher toolkit to address behaviours at the earliest possible point,
considered the art of consequence and;
completed a whole class reset through Ready to Learn techniques, if and when required.
The universal techniques referred to above should be completed, as appropriate, for disruptive behaviours, alongside adaptive teaching strategies, where required, before issuing a sanction.
7. Recording Incidents and Data
7.1 Recording of rewards and sanctions
All achievement points must be recorded on Arbor. The member of staff who awards the achievement point, is responsible for recording it in real time. The reason for the achievement point should be shown, selecting the appropriate category from the list in the Ways of Being.
All behaviour points must be recorded on Arbor in real time.
The member of staff who refers the student to Reflection will be responsible for selecting the appropriate category from the disruptive or red line behaviours.
If the student commits a disruptive or red line behaviour outside of the classroom, the member of staff will inform a member of staff on duty who will record it on Arbor.
7.2 Power of the rewards and sanctions data
On a daily and weekly basis, senior leaders will analyse the referral data (disruptive and red line behaviour breakdown) and agree strategic actions to reduce referrals. Strategies will be put in place for individuals and groups of students. These will be recorded as part of the Behaviour Risk Register.
On a daily and weekly basis, heads of year will analyse the referral data (disruptive and red line behaviour breakdown) and agree interventions to reduce referrals in their year group. Working alongside the year link senior leaders, strategies will be put in place for individuals and groups of students.
On a fortnightly cycle, middle leaders will analyse the referral data (disruptive and red line behaviour breakdown) and complete an action plan to support strategies to prevent further referrals in their subject. Strategies will be agreed to improve the student’s behaviour in lessons over the long term.
On a half termly basis, the pastoral team (including Heads of Year, attendance, safeguarding, SEND and the senior leaders with a responsibility for behaviour) will meet about each year group and discuss each individual student in accordance with the allocated risk register for each specific area. This forms a focus group to allow effective and timely actions to support students when a level 3 or 4 grade is triggered.
8. The Red Line
8.1 The red line
Students cross a painted red line as they enter and leave the school premises. It acts as a physical reminder to students about where the academy’s expectations start and end.
It is a key opportunity for leaders and staff to set students up for a successful day as part of a daily norm. They should:
greet students and wish them a positive, productive day.
praise them for good behaviour.
remind them of our Ways of Being and encourage them to receive achievement points.
for students more susceptible to disruptive or red line behaviours, remind them of the support available if required and that each new day is a fresh start.
remind students that mobile phones are not allowed as soon as they cross the red line on to the school premises.
At the end of the day, leaders should:
speak to individual students as needed and to check on their day.
remind them of the importance of completing their homework.
wish students a safe journey home.
emphasise seeing them the following day and on time.
remind students that mobile phones are not allowed to be used again until they cross the red line to leave the school premises.
The red line acts as a visual reminder for students regarding disruptive behaviour consequences. However, the academy also has the right to sanction students’ behaviour outside of the academy, within the community to such an extent that is reasonable and where the behaviour may have an impact upon the academy culture or community.
At the end of the day, teachers must: escort students to their designated exit, escort beyond the red line, ensure that students are not grouping and/or waiting around for friends, avoid static conversations, be cognisant that students need to make their way to the exit
9. Consequences
9.1 Managing unacceptable behaviours
Disruptive behaviours are low level but can become a serious issue if they are persistent.
Although Co-op Academy Manchester does everything possible to mitigate the need for consequences and sanctions, we know that students do make mistakes.
Unacceptable behaviours are categorised as disruptive behaviours and red line behaviours. See table 1 in Appendix for the full list.
Teachers are expected to set students up for success. This includes planning lessons that include the agreed Classroom Culture Strategies and Expectations. Our routines provide predictability and consistency for all learners. Routines ensure that all students are set up for success.
Students who display disruptive behaviours are to be given one warning to rectify their behaviour. If they fail a second time, they are referred to Reflection. Prior to receiving the warning, teachers are expected to utilise the full range of appropriate techniques within their teacher toolkit, specifically: least invasive interventions.
When issuing a warning a staff member is expected to use the following script “X this is your warning for … ”.
Red line behaviours are not tolerated at any time and lead to an immediate referral to Reflection.
Red line behaviours 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.
Disruptive Behaviours
1 warning followed by referral to the Reflection Room
RED LINE Behaviours
Immediate referral to Reflection Room
Behaviours* may lead to an immediate Suspension
Answering back
Bullying (physical)*
Bullying (verbal)*
Calling out
Cheating in exams/assessments
Chewing gum in the academy
Cyber bullying*
Disturbing others/out of seat without permission
Damaging equipment/property
Disruption to prayer or act of faith
Dangerous or unsafe behaviours*
Failure to behave sensibly around the school (such as pushing or horseplay)
Failure to attend a detention
Failure to speak to peers with respect
Failure to comply with the uniform code
Failure to speak to staff with respect
Fighting, physically aggressive or threatening violence*
Failure to speak to visitors/supply staff with respect
Graffiti
Head on desk/slumped in chair
Refusal to hand in mobile device if heard or seen
Inadequate equipment for each lesson (Book, Pen, pencil, ruler, calculator, PE kit)
Having alcohol, cigarettes/e-cigarettes, or other prohibited items in school*
Incorrect uniform
Homophobic or Transphobic language or behaviour*
Incorrect footwear
Racist language or behaviour*
Incorrect/no PE kit
Sexist or misogynistic language or behaviour*
Wearing Makeup or Jewellery
Name calling
Lack of effort in the classroom
Rude language or swearing
Littering in the classroom or around the school
Theft or bringing in stolen items*
Refusing to follow instructions from staff
Truancy from lessons
Talking over the teacher
Using headphones/Bluetooth headsets
Untidy work
Aggressive or threatening behaviour towards a member of staff*
Walking off from a member of staff
Aggressive or threatening behaviour towards peers*
9.2 Reflection
Reflection is the space where students are referred having received two consecutive disruptive behaviours or a red line behaviour 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.
Schools should follow the Reflection Checklist in Appendix 4 to ensure the correct processes are followed.
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.
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.
If there are concerns around the number of referrals to Reflection for any given student, they will be picked up through the Behaviour Risk Register. If the student has SEND or is LAC, an emergency multi-agency meeting will be held to determine the best next steps for the student.
Pastoral teams should consider the severity of the behaviour and/or the degree of reparation that has taken place before bringing forward a restorative discussion and early return to lessons.
9.3 Restorative conversation
The restorative conversation is an essential part of the programme when a student is referred to Reflection. The aim of the conversation is to avoid a repeat referral to Reflection.
During Reflection, the student and member of staff who made the referral will meet for a restorative conversation.
The member of staff who made the referral is expected to be self-aware in terms of their own emotions around the incident before attempting to rebuild the relationship and reframe the behaviour that led to the referral by:
paying due regard to the zones of regulation
actively listening
asking empathetic questions
being understanding
supporting the young person to find a solution to their behaviour.
The restorative conversation is an opportunity to:
rebuild the relationship.
help the student reflect on their behaviour.
provide support for any underlying issues.
move the student on from that behaviour so that the student does not repeat the behaviour.
reinforce behavioural expectations and positive aspirations.
instil belief and confidence in the student.
provide additional support for positive behaviours.
10. Further Intervention and Support
10.1 Role of the SENDCO
The SENDCO will complete a thorough assessment of need for those students who:
receive 5 or more referrals per half term.
have a sudden increase in referrals.
have two referrals in one week, following a pastoral check-in from a Head of Year.
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.
10.2 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 Student Passport
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.
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.
Consideration 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 student-on-student 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 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)
Up skirting, 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 student-on-student 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 maintains 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 social care or reporting the incident to the police.
Serious incidents could result in permanent suspension.
The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all the students involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.
For more information on how we deal with student-on-student abuse please see:
Co-op Academy Manchester Anti Bullying Policy.
Co-op Academy Manchester Student 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 exclude 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 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 pupil, 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 pupils 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 will 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
Fixed term suspensions (suspensions) will be issued between 0.5 days (minimum) and 5 days (maximum), authorised only by the Head of School, Principal or Vice Principal (Pastoral).
On issue of the fixed term suspension, parents/carers will be informed (by phone call and by letter in the post) 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.
If more than one suspension has been issued within a term, the Head of Year will place students on a report card for two academic weeks. The actions for this will be discussed within the meeting. A follow up meeting will be called to discuss the success of the report card at the end of the allocated time.
On return from suspension, students will complete two consecutive hours in the Reflection Room before rejoining their timetabled lessons. This is to allow time for appropriate interventions from the behaviour team to take place and a successful reflection booklet to be completed by the student.
Heads of Year will continue to monitor behaviours around the school and will allocate bespoke interventions and support where appropriate. Further information on suspensions can be found in the Trust’s suspension policy.
13. Permanent exclusion
For more information on how we deal with student-on-student abuse please see:
Co-op Academy Manchester Anti Bullying Policy.
Co-op Academy Manchester Student Protection Policy.
Keeping Children Safe in Education 2022
Permanent exclusion is a last resort.
A Principal 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.
or, be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offence may include:
Serious actual or threatened violence against another student or member of staff (including online threats or abuse),
Assault on a student or member of staff,
Sexual abuse or assault,
Supplying or using an illegal drug,
Carrying an offensive weapon (including any article made or adapted for causing injury),
Serious one off incidents including ‘Hate’ incidents / crime or bullying
Further information on permanent exclusions can be found in the Trust’s exclusion policy.
14. Searching, Screening and Confiscation
The principal has statutory power to search students and possessions if there are reasonable grounds to suspect students have prohibited items.
Searches may also be carried out by members of staff and contractors authorised by the principal.
All authorised staff will be up to date with screening and searching procedures as laid out in government guidance.
When conducting searches, the principal will consider the age and ability of students and make reasonable adjustments where necessary.
Where possible searches will be conducted with the student present and away from other students (unless there is reason to believe that significant harm could happen if we wait).
The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:
Tobacco and cigarette papers.
Alcohol.
Fireworks.
Pornographic images.
Stolen items.
Any article that the member of staff reasonably suspects has been, or is likely to be used: to commit an offence, or to cause personal injury to, or damage to, the property of, any person (including the student).
Knives or weapons.
Wherever possible, searches will be carried out by two authorised members of staff, or contractors 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 gender as the student, 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 gender and an appropriate adult (of the same gender).
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.
14.1 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.
14.2 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.
Principals 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 1: Unacceptable behaviours
Disruptive Behaviours
1 warning followed by referral to the Reflection Room
RED LINE Behaviours
Immediate referral to Reflection Room
Behaviours* may lead to an immediate Suspension
Answering back
Bullying (physical)*
Bullying (verbal)*
Calling out
Cheating in exams/assessments
Chewing gum in the academy
Cyber bullying*
Disturbing others/out of seat without permission
Damaging equipment/property
Disruption to prayer or act of faith
Dangerous or unsafe behaviours*
Failure to behave sensibly around the school (such as pushing or horseplay)
Failure to attend a detention
Failure to speak to peers with respect
Failure to comply with the uniform code
Failure to speak to staff with respect
Fighting, physically aggressive or threatening violence*
Failure to speak to visitors/supply staff with respect
Graffiti
Head on desk/slumped in chair
Having a mobile phone in school
Inadequate equipment for each lesson (Book, Pen, pencil, ruler, calculator, PE kit)
Having alcohol, cigarettes/e-cigarettes, or other prohibited items in school*
Incorrect uniform
Homophobic or Transphobic language or behaviour*
Incorrect footwear
Racist language or behaviour*
Incorrect/no PE kit
Sexist or misogynistic language or behaviour*
Wearing Makeup or Jewellery
Name calling
Lack of effort in the classroom
Rude language or swearing
Littering in the classroom or around the school
Theft or bringing in stolen items*
Refusing to follow instructions from staff
Truancy from lessons
Talking over the teacher
Using headphones/Bluetooth headsets
Untidy work
Aggressive or threatening behaviour towards a member of staff*
Walking off from a member of staff
Aggressive or threatening behaviour towards peers*
Appendix 2: Achievement Points – the tariff
Ways of Being
Behaviour Type
Achievement Points
Do What
Matters Most
Helping others
2 points
School events, community and charitable activities
2 points
Presenting in assemblies
2 points
Volunteering
2 points
Representing the school within the community and the Trust (Student Council)
2 points
Succeed Together
Working well with other students
2 points
Excellent participation in class
2 points
Taking part in extra-curricular activities
2 points
Taking on a leadership responsibility
2 points
Be Yourself Always
Completing class and homework to an exemplary standard
2 points
Outstanding independent learning
2 points
Making exceptional progress in class
2 points
Making significant improvements in learning
3 points
Never missing a day at school - 100% attendance (weekly)
2 points
Significant improvement in attendance from last week
2 points
Attending additional intervention sessions
2 points
Excellent test results
2 points
Show You Care
Being helpful and courteous to others
2 points
Showing empathy to others
2 points
Going beyond the school code of conduct
2 points
Showing acts of kindness to staff and peers
2 points
Displaying outstanding attitudes to learning
2 points
Respecting the school environment (litter picking)
2 points
Appendix 3: Behaviour Points – the tariff
Disruptive Behaviours
Behaviour Points for a warning
Behaviour Points for referral to the Reflection Room
Answering back
1 point
3 points
Arriving 4 or more minutes late to lesson (without a note from a member of staff)
1 point
3 points
Calling out
1 point
3 points
Chewing gum in the academy
1 point
3 points
Disturbing others/out of seat without permission
1 point
3 points
Disruption to prayer or act of faith
1 point
3 points
Failure to behave sensibly around the school (such as pushing or horseplay)
1 point
3 points
Failure to speak to peers with respect
1 point
3 points
Failure to speak to staff with respect
1 point
3 points
Failure to speak to visitors/supply staff with respect
1 point
3 points
Head on desk/slumped in chair
1 point
3 points
Inadequate equipment for each lesson (Book, Pen, pencil, ruler, calculator, PE kit)
1 point
3 points
Incorrect uniform
1 point
3 points
Incorrect footwear
1 point
3 points
Incorrect/no PE kit
1 point
3 points
Wearing Makeup or Jewellery
1 point
3 points
Lack of effort in the classroom
1 point
3 points
Littering in the classroom or around the school
1 point
3 points
Refusing to follow instructions from staff
1 point
3 points
Talking over the teacher
1 point
3 points
Untidy work
1 point
3 points
Walking off from a member of staff
1 point
3 points
Red Line Behaviours
Behaviour Points for referral to the Reflection Room
Failed referral
(Suspension)
Bullying (physical)*
4 points
5 points
Bullying (verbal)*
4 points
5 points
Cheating in exams/assessments
4 points
5 points
Cyber bullying*
4 points
5 points
Damaging equipment/property
4 points
5 points
Dangerous or unsafe behaviours*
4 points
5 points
Failure to attend a detention
4 points
5 points
Failure to comply with the uniform code
4 points
5 points
Fighting, physically aggressive or threatening violence*
5 points
Graffiti
5 points
Having a mobile phone in school
5 points
Having alcohol, cigarettes/e-cigarettes, or other banned substances in school*
5 points
Homophobic or Transphobic language or behaviour*
5 points
Racist language or behaviour*
5 points
Sexist or misogynistic language or behaviour*
5 points
Name calling
5 points
Rude language or swearing
5 points
Theft or bringing in stolen items*
5 points
Truancy from lessons
5 points
Using headphones/Bluetooth headsets
5 points
Aggressive or threatening behaviour towards a member of staff*
5 points
Aggressive or threatening behaviour towards peers*
5 points
Appendix 4: Reflection Operational Checklist
Reflection protocols
RAG
The student must arrive at the Reflection Room within 5 minutes of being referred by the classroom teacher and may be collected by the pastoral team
If the student refuses to enter Reflection, they should be given the opportunity to calm down in a quiet space with a trusted adult.
Every effort should be made for the student to enter Reflection so that the Reflection booklet can be completed to understand their version of the incident.
The student registers into the Reflection Room and is reminded of the expectations when in Reflection.
These are:
Mobile phone handed over
School bag stored away.
Silent working in Reflection
Reflection programme must be completed. This includes:
Reading (30mins)
Reflection booklet (30mins)
Learning from subject areas (depending on the length of stay)
Restorative conversation (10mins)
The student hands over their mobile phone and school bag.
As a calming activity, the student reads a book for 30 minutes
Reflection Manager checks the quality and quantity of work whilst in Reflection. If work is not to a satisfactory standard, a senior leader will be called to meet with the student.
The student completes the Reflection booklet in order to share their account of the incident and why they were referred to the Reflection Room. Their perspective of the incident informs the restorative conversation.
Parents/carers will be contacted by the Reflection team to inform them that their child has been placed in Reflection Room and the reasons why.
Students must be escorted safely out of the building at the end of the school day.
Reflection social times
RAG
Students will be supervised at all times.
Students’ lunches will be delivered to the room unless the student has a packed lunch and they will be allowed to eat it in the room.
Reflection learning programme
RAG
Students will complete their timetabled lessons and learning will reflect the curriculum offered across their subject areas.
Learning may include:
Worksheets
Printed PowerPoints
Reading material
Online learning resources
Google Classroom/interactions with teachers (Key Stage 4)
Reflection Manager checks the quality and quantity of work whilst in Reflection. If work is not to a satisfactory standard, a senior leader will be called to meet with the student.
Reflection restorative conversation
RAG
The restorative conversation will take place using the neurosequential approach:
Regulate – co-regulating students’ emotions that drive misbehaviour such as frustration, anger and/or boredom.
Relate – empathising with emotions and feelings but not with socially unacceptable behaviours. Instead discuss more socially acceptable ways to present during periods of high emotion.
Repair – relational reparation conversation and/or sanction with strategies agreed to replace emotive responses to reduce incidents of referral.
The student should be asked:
about their feelings before the referral
how they made others feel by their behaviour
to recount why they were sent to the Reflection using the information in their Reflection Booklet. This should be summarised and repeated back to them)
why they were behaving in that way (see dealing with disclosures)
how things can be made better when they are back in lesson – providing them with replacement behaviours.
The restorative conversation ends positively so that the student is set up for success when they return to lessons.
Reflection – managing unacceptable behaviours
RAG
A student has 3 opportunities to rectify their behaviour before a suspension is issued.
The Reflection leader will issue a warning.
A member of SLT will speak with the student and explain the potential consequences.
Parent/carer will be contacted and given the opportunity to speak with their student and help rectify their behaviour.
If none of these strategies are successful, the student will receive a suspension equivalent to half a day or one session for persistent disruption within Reflection.
A reintegration meeting should take place following the suspension including completion of Reflection.
Appendix 5: Behaviour Risk Register
Threshold
Actions
0
0-5 Behaviour Points per half term
Ways of Being Hero Experience
1
05-15 Behaviour Points per half term and any students who have been referred to Reflection
‘Monitoring’ – daily monitoring for trends
Restorative Justice (RJ)
meeting with teachers and where necessary, parents informed
2
15-30 Behaviour Points per half term and any students who have been referred to Reflection more than once
‘Report’ – Form Tutor report
Parents’ meeting with Head of Year
3
30-40 Behaviour Points per half term or students who have been suspended
Report card to Head of Year
BSP completed with targeted appropriate intervention in inclusion
Regular parental meetings
4
40+ Behaviour Points per half term or students at serious risk of permanent suspension
‘Bridge’ Pathway 1 or 2
LA involvement
6-weekly parental review