Positive Behaviour Policy

Approved by: Adele Clark (Headteacher)
Date: October 2023
Approved by Governors:
Last review: September 2023
Next review: October 2024        

Contents

Policy details        1

1. Policy Statement and Purpose        1

Our Vision for Behaviour: Creating a Culture        2

2. Rules and Ways of Being        4

3. Rights and Responsibilities        9

4. Developing Positive Behaviour        10

5. Recognition        11

6. Classroom Strategies and Expectations        13

7. Expectations Around the Academy        15

8. Expectations outside of School        15

9.  Consequences        15

Break and Lunch Time Misbehaviour        17

10. Further Intervention and Support        18

11. Child on Child Abuse        21

14. Searching, Screening and Confiscation        24

15. Malicious Allegations        25

Appendix:        26

Behaviour Blueprint        26

Our Consequences Chart        26

Uniform expectations        26

Example Behaviour Management Letter to parents        31

1. Policy Statement and Purpose

Good behaviour is an essential condition for effective teaching and learning to take place. At Woodlands, we endeavour to enable pupils to reach their full potential by ensuring that teaching and learning takes place in a safe, secure and disciplined environment. We have a firm commitment to positive discipline and believe that mutual respect between staff and pupils is vital to this. We have clear expectations of high standards of behaviour from all of our pupils, staff and parents.

The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn.

This policy, with our behaviour handbook,supports the school community in aiming to allow everyone to work together in an effective and considerate way. This policy and handbook aim to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school and wider community.

Our behaviour strategy is aimed at improving educational outcomes for all pupils by promoting and supporting their engagement in education. We aim to develop a more positive focus on improving children’s engagement, motivation and wellbeing.

We believe that self-esteem affects all thinking and behaviour and impacts on learning and performance. We aim to provide positive everyday experiences so that our children are self-confident and secure, with a strong sense of belonging, and so more likely to reach their full potential.

Our Vision for Behaviour: Creating a Culture

Respect, co-operate, succeed.

At Co-op Academy Woodlands, children say:

 “I am an aspirational, resilient and confident learner and a caring and responsible citizen. I am respectful, thoughtful, ready and excited about my future.”

Children make the right choice, even when no one is watching.

Children take responsibility for their actions, show engagement in their learning, share success with their peers, staff and family. At Woodlands, children and all adults show pride in their work, their school and themselves. In our school, children and adults find enjoyment in all they do together. We care for everyone, no matter who they are and work as a team.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

This policy is supported by our Behaviour Handbook, a working document to support staff with our behaviour practices at Co-op Academy Woodlands.

2. Rules and Ways of Being

We have 4 school rules at Co-op Academy Woodlands:

We show respect to everyone and everything.

We do as an adult asks.

We engage in our learning.

We keep ourselves and others safe.

Our values are shown through the Co-op Ways of Being:

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

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

Our Values are based on those of all co-operatives:

Self-help – so that we can help ourselves to improve and make a positive contribution to society

Self-responsibility – so that we take responsibility for, and answer to our actions

Democracy – through having a say in how we run our Trust and the academies

Equality – through ensuring that the voice of each individual can be heard

Equity – a fair and unbiased community

Solidarity – through sharing interests and common purposes for the benefit of all.

We work to the co-operative ethical values of:

Openness – we believe in being open and sharing information and ideas to raise the outcomes of children and young people and improve their life chances

Honesty – we act in a professional and respectful manner in our dealings with everyone

Social responsibility – we maximise our impact on those in our communities while minimising our footprint on the world

Caring for others – we treat everyone as we wish to be treated ourselves, understanding that children and young people have one childhood.

Our RESPECT Values

3. Rights and Responsibilities

For us to succeed in creating a positive, safe and welcoming place to learn, everyone has a part to play.

Staff will:

• Have high expectations of themselves and others in their daily work and for their future
• Work hard to reduce educational disadvantage by providing engaging, challenging, well planned teaching that enables children to develop as confident learners
• Ensure teaching provides opportunities for children to develop and demonstrate the characteristics of a good learner
• Provide a curriculum that meets the needs of all pupils academic, physical, social and emotional development and wellbeing
• Teach children the importance of right and wrong and help them develop as caring and responsible citizens
• Teach children how to keep themselves safe and healthy
• Treat children with respect regardless of age, gender, sexual orientation, religion, race, ability, disability
• Apply co-operative and ethical values in all our work
• Implement the behaviour policy consistently
• Model positive behaviour
• Provide a personalised approach to the specific behavioural needs of particular pupils
• Ensure all systems and procedures as outlined in the policy are adhered to.
• Will ensure IBP’s are live documents and used to help the children manage behaviour, they will speak with children on a daily basis about their plans.
• Ensure that pupils with an IBP have their daily set up and a morning check in.
• Award RESPECT points and badges as outlined in criteria
• Be responsible for their conduct and approach and for the achievement and well-being of their classes.
• Ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner at all times. Show care for themselves, children, other adults and academy property
• Have high expectations of the children in terms of behaviour, and strive to ensure that all children work to the best of their ability.
• Treat each child fairly and consistently. Staff treat all children and other members of the academy community with respect and understanding.
• Take responsibility to manage the behaviour of the children in their care positively so that the RESPECT culture is consistently modelled by staff
• Record sanctions on CPOMS or Arbor, C1-3 at the end of the academic day. During PE, or when a class has supply, this will be the sole responsibility of the TA. Reflect and restore with the children and the child will reflect and change behaviour.
• Ensure high expectations are in place not just within school but when on class trips and representing school at events. Risk assessments must be carried out when undertaking trips, considering children’s patterns of behaviour.
• Ensure positive communication, where necessary and as per policy, between school and parents
• Work well as part of the academy team; ensure you seek advice from CP Officer, SLT and SENCO if you have concerns about a child’s behaviour, particularly if they observe a change in behaviour.
• Ensure pupils that are new to school receive a green respect badge and are aware of the Respect System.
• Ensure transition around school is calm and reflects the school rules.
• Respond to any bullying suspicions as per the anti-bullying policy.

Children will:

• Come to school every day (unless ill), follow the school rules and work hard
• Have high expectations of themselves and others in their daily work and for their future
• Be resilient and understand that sometimes things are difficult but that hard work and perseverance will be rewarded with success
• Respect themselves, each other, our school and our world

Governors will:

• Support and challenge the school on all its work
• Ensure the school is efficient and effective, promoting the highest educational aspirations and outcomes for all its children
• Ensure financial security, stability and probity
• Governors are responsible for reviewing and approving the written statement of behaviour principles
• Governors are responsible for monitoring this behaviour policy’s effectiveness and holding the Headteacher to account for its implementation.
• Under Section 88(1) of the Education and Inspections Act 2006 (EIA), governing bodies must ensure that policies designed to promote good behaviour and discipline on the part of its pupils are pursued at the school.

As a community, including parents, we will:

• Support and encourage children to work hard
• Prepare children to enter their next stage of schooling with confidence and excitement
• Support and encourage children to follow school rules and develop as caring and responsible citizens
• Share any concerns or worries that affect children’s learning, health, social and emotional wellbeing

The Headteacher:

• The Headteacher is responsible for reviewing and approving this behaviour policy.
• The Headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.
• Under the School Standards and Framework Act 1998, implement the school Behaviour Policy consistently throughout the school, and report to Governors, when requested, on the effectiveness of the policy.
• Ensure the health, safety and welfare of all the children in the school.
•  Have access to records of all reported incidents of misbehaviour.
• The Headteacher must publicise the school’s behaviour policy, in writing, to staff, parents and pupils at least once a year.
•  Have the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour.
• For repeated or very serious acts of misbehaviour, they may permanently exclude a child.
• In the absence of the Headteacher, the Deputy Head Teacher will assume responsibility for issuing fixed-term exclusions but only after seeking permission from the latter.

The Deputy Headteacher in charge of behaviour:

• Ensure that behaviour policy systems and procedures are followed consistently throughout the school and report to the Headteacher on the effectiveness of them.
• Support staff in managing all behaviours positively and support staff in the development of these in liaison with Headteacher where necessary.
• Set the standard for exemplary practice by modelling good behaviour management and supporting staff in the implementation of them
• Monitor records of behaviour incidents in CPOMS, including break time and lunchtime incidents.
• Ensure badges are awarded based on given criteria and all children have a badge and records are kept as outlined
• Ensure all children in school wear their assigned badge, ensure all staff have a blue badge to show participation in the RESPECT system
• Liaise with the SENCO, teaching staff and parents/carers when developing individual behaviour plans as deemed necessary by the behaviour policy.
• Write, update and share IBPs with class teachers, support staff, pastoral staff, SLT and parents.
• Write, update and share target cards with class teachers, support staff, pastoral, SLT and parents.
• Liaise with the SENCO, teaching staff and parents/carers when developing Individual Pupil Risk Assessments.
• Provide and arrange CPD for all members of staff

4. Developing Positive Behaviour

We actively support a positive approach to behaviour management. Appropriate behaviour is rewarded through our RESPECT system in the following ways:

• A weekly RESPECT assembly is held to celebrate the success of individuals within school, children are acknowledged for their positive contribution to school in accordance with our RESPECT values. The DeputyHeadteacher will monitor this to ensure the process is fair and equal. In this assembly rewards are also given for attendance.
• A class point system runs across the school, with children being awarded points for positive behaviour. Points are counted up at the end of the week and shared in RESPECT assembly.

To enable our Positive Behaviour Policy to be adhered to consistently, the Headteacher and Deputy Headteacher will:

• Ensure all new staff receive training as part of their induction;
• Ensure regular training and support is provided to the whole school and for individuals who need bespoke support;
• Ensure the school’s Character Curriculum is rehearsed with staff and children to enable them to have success;
• Work closely with class teachers, teaching assistants, parents and the child following a serious incident or suspension;
• Model and enforce consistent positive regard for all children in the academy from all staff;
  

5. Recognition

RESPECT Points

Children earn RESPECT points for showing our RESPECT values. Staff will hand out 1 point at a time, and share which RESPECT value this refers to.

Well done Josh, you have earned 1 RESPECT point for teamwork.

Fantastic Safa! You really tried, 1 RESPECT point for engagement.

Wow - you have worked so hard together. You can all receive 1 RESPECT point for teamwork.

Children will record each RESPECT point they receive on their table chart. At the end of the day, each class should count up their RESPECT point total and add this to their rolling total chart.

Whole-school RESPECT point competition

• 70 RESPECT points per class a day, 350 per week per class

• 1500 points - extra playtime
• 3000 points - team games afternoon
• 6000 points - lunch with teacher
• 8000 points - activity afternoon - class choice
• 10000 points - priority lunch with Mrs Clark and parents
• 12000 points - inflatables celebration

Classes will record their RESPECT point totals for each week. In our Weekly RESPECT assembly, the winning class with the highest RESPECT points will win the RESPECT trophy and be able to go for lunch first on Friday lunchtime.

A class RESPECT points total display will show the running totals for class RESPECT points in the hall.

Golden time

Golden Time is a celebration of good behaviour; it is also an opportunity to find out what the children’s interests are and what is going on in their lives.

Children who have displayed good behaviour all week will earn up to 30 minutes of Golden Time on a Friday afternoon.

Children start every day with 6 minutes of Golden Time, misbehaviour will mean Golden Time Minutes are lost:

Teachers must prepare for Golden Time in the same way they prepare for lessons. This will demonstrate that Golden Time is a valued part of the school week. The children will have a choice between four different activities that are discussed and agreed on a Monday - this is so that children know what they are working towards as a reward for the week.

RESPECT Badges, awards and prizes

Each half term, children will reflect on the badge criteria outlined below. If they have met all of the criteria, their teacher will put them forward to earn their next badge.

Autumn A: Bronze
Autumn B: Silver
Spring A: Gold
Spring B: Diamond
Summer A: Platinum

Children can only move up one badge per half term. If a teacher feels that a child has earned two badges, a badge jump application should be made and given to SLT prior to the next Badge Assembly. The criteria for our badges can be found in our Behaviour Handbook.

High-Flyer Award

Every half term, teachers can put forward one child they feel deserves special recognition. This can be a personal challenge or academia. These will be agreed by SLT and awarded in the final RESPECT assembly of  a half term.

Children who receive a High-Flyer Award will receive a special badge and have lunch with SLT.

6. Classroom Strategies and Expectations

Our Behaviour Blueprint outlines, succinctly on a page, the expectations for behaviour for all staff in school.

We encourage good patterns of behaviour at Co-op Academy Woodlands by the following strategies by using whole class rewards such as Golden Time, good work sent to other staff and letters, texts or notes in home/school books.

Classroom culture

• Establish ground rules with regular reminders
• Use clear signals to gain attention
• Start all sessions positively
• Wait until focussed before beginning
• Be clear about what you expect to see children doing (not what you expect them not to do)
• One thing at a time – children should be sure of main thing you want them to do
• Focus on what something will look like when it’s finished
• Variety of techniques to manage noise – clapping, lowering pitch of voice
• Praise/ ignore
• Spotting the positives
• Show personal interest
• Acknowledge feelings and give time to calm
• Encourage target setting

Strategies to use

• Nonverbal signals e.g. a look/smile, thumbs up, clapping patterns, brain gym actions
• Positive verbal comments and praise- remember to focus on those doing the right thing and praise them in order to encourage the rest to follow their example. Also praising before an action can be very effective, e.g. “John, please sit down. Well done”
• Raising self-esteem by giving children responsibility and encouraging them to want to follow the rules and be a part of the class family
• Sharing positive aspects with others – e.g. stopping the whole class to share good work/behaviour and saying well done or giving that person a clap.
• Awarding certificates
• Informing parents
• Awarding points
• Recognition at RESPECT assembly

When a child breaks a school rule the following sanctions will be used fairly and consistently:

• Planned ignoring
• Nonverbal signals
• Verbal warning, reminding the child of our aims/rules
• Private discussion about why the behaviour is unacceptable and giving the consequences of further poor behaviour
• Change of position within the learning environment
• Separating the child from a group or the class
• Referring the child to a senior member of staff
• Time out
• Contacting parents to discuss ways of helping the child to improve his/her behaviour

7. Expectations Around the Academy

Positive behaviour is not left to chance. Our Behaviour Handbook outlines key routines and expectations for children’s behaviour around the academy including:

• Entering the classroom on a morning, after playtime and after lunch;
• Preparing for the end of the day and leaving school;
• How to stop learning to give instruction;
• How to leave the classroom during lessons for interventions;
• How to line up at playtime, lunch time, to leave the classroom or during a fire drill;
• How to end playtime and lunchtime;
• How to enter and leave the hall for assemblies;
• How to behave during lunchtime in the hall;
• What to do if the fire alarm sounds;
• What to do during a lockdown;
• How to leave the classroom to go to the toilet;
• How to prepare for learning.

The steps for each of the areas outlined above can be found in our Behaviour Handbook.

8. Expectations outside of School

At our Co-op Academy Woodlands, we believe that good behaviour extends beyond the classroom, shaping how we present ourselves and represent our school in the wider community.

When walking to and from school in our smart school uniform, we show pride in our identity as students and ambassadors of our institution. Whether in the neighbourhood or elsewhere, our actions reflect on our school, and we strive to uphold its values. This means treating others with kindness and respect, demonstrating responsible behaviour online, and refraining from any actions that might bring our school into disrepute. By maintaining these expectations beyond the school gates, we contribute to a positive and respectful environment both inside and outside our beloved school.

Consequences may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the bus on the way to or from school.

9.  Consequences

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

In KS1 and KS2, if a child misbehaves, the following consequence system will be used:

If a dangerous/serious incident takes place and you need support, send a red card.

In Nursery and Reception (EYFS), if a child misbehaves, the following consequence system will be used:

If a dangerous/serious incident takes place and you need support, send a red card.

Break and Lunch Time Misbehaviour

H.U.B. (Helping Understand Behaviour) is a space where children have time to reflect on their behaviour and discuss how they can do things differently by applying the process– stop, think, do, thus developing restorative practice. It is also a space where children stay if they are unsafe to play outside or they have behaved inappropriately and as such lose their playtime. H.U.B. is solely for playground behaviour and is not to be used for classroom behaviour.

On the playground, we expect the same standard of behaviour as in the school building. It is the responsibility of all staff on duty to manage low-level behaviour positively by giving children polite but firm warnings and the reason why explained. If this behaviour continues, then staff need to seek the support from a member of SLT.

Children must be listened to, to ensure actions taken are fair, but also so the children feel valued and that they can share their problems.

Playground behaviours of a more serious nature such as fighting, bullying, racism, vandalism, physical or verbal abuse towards a child or a member of staff will result in instant removal from the playground. When children are removed, they will spend time in H.U.B.. after investigation. This type of behaviour will be reported to the Senior Leadership Team who will take appropriate action.

Types of serious behaviour and consequences:

A member of SLT, will inform parents or carers of playground misbehaviour. If a serious playground incident occurs,  parents will be spoken to in person or over the telephone by a member of SLT. The SLT on duty for H.U.B. is responsible for collating and inputting all lunchtime incidents onto CPOMS. Breaktime incidents should be recorded on CPOMs by the member of staff on duty by the end of the academic day.

10. Further Intervention and Support

Blueprint

We have created our Behaviour Blueprint to support all staff, visitors and supply staff in consistently applying our behaviour vision. These will be displayed around the academy and will be available at the main school office.

Consequences on a page

The explanations of consequences in this handbook will also be shared with staff at the start of the year and will be shared with supply staff on their arrival at the academy.

Scripts

Our Behaviour Blueprint, consequences explanations and IBPs have scripts to support staff in speaking to children about misbehaviour. Scripts are a working document that will change. For our boutique children, scripts will be reviewed as part of debriefs after serious incidents as well as half termly with IBPs.

Reward charts

Teachers can choose to implement a reward chart for a child who needs additional support to make positive behaviour choices. This reward chart should be created with SLT, the child and the parents. Each day, the child’s teacher should discuss the reward chart with the child and agree on the reward for positive choices. Reward charts can be used as a short-term support or a longer-term behaviour intervention.

Children that use a reward chart should share their chart and learning with SLT at least 1x a day.

Target Cards - a tiered approach

Children begin target cards by being able to choose a colour and images to decorate the front cover, with the aim of giving them ownership of their target card. Each week, children on target cards will be given up to 3 targets. For each session, these will be given a score:

1 = Great choices, 2 = Good effort, 3 = Unacceptable, 4 = SLT involved (C3 or C4)

Children will miss 5 minutes with SLT for every 3 or 4 on their target card, as well as any consequence time with their class teacher.

Children stay on each colour for at least 2 weeks before moving. Children can move onto a target card following a one-off incident, as decided by SLT

IBPs

Individual Behaviour Plans (IBPs) are written for boutique children to support staff to have consistent approaches to their behaviour. IBPs are written by class teachers with the DHT and will be signed by parents each term. IBPs will be reviewed and updated each half term, and after any serious misbehaviour incidents.

LSWs

At Woodlands, we have two Learning Support Workers (LSWs, also known as Learning Mentors). The role of the LSWs is to support key children throughout the day to access learning. This includes ‘soft starts’ and support in transition times, providing key interventions around self-esteem, behaviour and attendance and supporting children in the classrooms. The LSWs are not solely behaviour support workers.

Children who have special educational needs, including those who are Children Looked After, have an Education Healthcare Plan (EHC) and/ or funding for inclusion (FFI) will have behavioural programmes in place, where appropriate, which are specific to their needs. Our children will be supported in the classroom and in the achieving of their targets by Class Teachers, TAs and the Learning Support Workers.

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

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

Co-op Academy Woodlands Anti Bullying Policy.

Co-op Academy WoodlandsChild Protection Policy.

Keeping Children Safe in Education 2023

12. Suspensions

Internal Suspensions
At Woodlands, children who receive a C4 will complete an internal suspension in another classroom for part of the day. These are issued by SLT and are decided on a case-by-case basis.

In the case of any internal suspension, SLT will meet with the child and their parents to discuss the reasons for the internal suspension and the course of action to support the child and their behaviour moving forward.

During an internal suspension, work will be provided for the child by their class teacher, ensuring they are keeping up with the learning of their peers.

Following a C4, children will have a reintegration meeting with either a member of SLT or a Learning Support Worker before returning to class. Any child on a C4 will complete a reflection sheet which will form part of their reintegration discussion.

Internal Suspensions to another Co-op Academy

We work closely with three other local Co-op Academies (Nightingale, Brownhill, Oakwood) to share resources and support with capacity. As such, children may complete an internal suspension at one of these academies if serious misbehaviours occur and are repeated.

A member of staff from Co-op Academy Woodlands will support the child who is attending the other academy for the duration of the consequence. The Headteacher, or Deputy Headteacher in their absence, will liaise with the school, parents and staff to arrange arrival and pick up times, lunches and to organise appropriate work for the duration of the consequence.

Fixed-term Suspensions
We aim to include, not exclude, and we approach all challenging behaviour in a supportive and positive way. We recognise that such behaviour can sometimes be symptomatic of a real, deeper need for our support and understanding. All children can go through times of inappropriate behaviour, and we strive to never “give up” easily on a child as we recognise that each person has a unique contribution to make to school life and we want to support them to achieve this.

We will use behaviour data to assess patterns of challenging behaviour in pupils.  Where patterns emerge we will systematically intervene, drawing up an action plan in the form of a pupil passport or target card with the child, parent and teacher. An Individual Behaviour Plan (IBP) will also be written.  The Deputy Headteacher, in conjunction with the Headteacher, has overall responsibility for sharing data with class teachers and analysing the data.  It is class teacher’s, parents’ and the child’s responsibility to ensure the action plan is followed.

No fixed-term suspension will be initiated without first attempting other strategies or, in the case of a serious single incident, a proper investigation.

Reasons for fixed-term suspension:

• Serious breach of the school’s rules or policies;
• Serious risk of harm to the education or welfare of the pupil or others in the school.

This can either be a very serious incident or the repetition of serious incidents.

Any fixed-term suspensions will be at the decision of the Headteacher, usually in consultation with other members of the senior leadership team (particularly if they were involved in investigating the incident).   

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

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices

At Co-op Academy Woodlands, mobile phones are not permitted in the classrooms. Children in Years 5 and 6 are allowed to bring their mobile phone to school. During the school day, any children’s mobile phones must be stored in the main school office and handed back to the children as they leave at the end of the school day.

Under no circumstances should children have their mobile phones on them during the school day.

Screening

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

Power to use reasonable force  

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

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

Searching, Screening and Confiscation - Advice for Schools

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

15. Malicious Allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer (LADO), where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct

16. Positive Behaviour Policy Addendum

April 2024

Our Positive Behaviour Policy states:

We will ensure that Co-operative values of self-help, self-responsibility, democracy, equality, equity and solidarity will be at the centre of everything we do, as will our commitment to openness, honesty, social responsibility and caring for others.

Children make the right choice, even when no one is watching.

Children take responsibility for their actions, show engagement in their learning, share success with their peers, staff and family. At Woodlands, children and all adults show pride in their work, their school and themselves. In our school, children and adults find enjoyment in all they do together. We care for everyone, no matter who they are and work as a team.

Our RESPECT Values are:

Responsibility, Engagement, Success, Pride, Enjoyment, Care, Teamwork

Our School Rules

• We show respect to everyone and everything;
• We do as an adult asks;
• We engage in our learning;
• We keep ourselves and others safe.

This addendum works alongside our current Positive Behaviour Policy, and with a number of other policies which are outlined on page 3 of the Positive Behaviour Policy.

Definitions:

Threatening Behaviour

Intentional behaviour which would cause fear of injury or harm. It can include verbal or written words, actions, or behaviours that are intended to instil fear such as yelling at a person, destruction of property, slamming doors, or blocking and cornering.

Threatening Language or making threats

the use of threatening, abusive or insulting language with the intention of causing someone else alarm or distress or harass them.

As part of our Positive Behaviour Monitoring systems at Woodlands, the following number of incidents of threatening behaviour, including threatening language,  have been recorded this year:

Due to the rise of incidents, school leaders are adding the steps outlined in this addendum to reduce the number of incidents of threatening behaviour and language. These steps also outline the support we will offer to the children and families of those who have been targeted.

Any incidents of children making false allegations about other children making threats will result in a C4.

Supporting individual Pupils

As our Positive Behaviour Policy states: the school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.

The school’s Special Educational Needs Co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met, working with Senior Leaders.

Good behaviour is an essential condition for effective teaching and learning to take place. At Woodlands, we endeavour to enable pupils to reach their full potential by ensuring that teaching and learning takes place in a safe, secure and disciplined environment. We have a firm commitment to positive discipline and believe that mutual respect between staff and pupils is vital to this. We have clear expectations of high standards of behaviour from all of our pupils as well as behaviour management by all members of staff.

Appendix:

Behaviour Blueprint: a digital copy can be found here.

Our Consequences Chart:

Uniform expectations

Our full School Uniform and Appearance Policy can be found on our website here.

We have school uniform and we encourage all our children to wear their uniform smartly. Our day to day uniform should be worn by children from reception to year 6. All items of uniform must be labelled. It consists of the following: • Hijab/head scarves in navy blue, black or grey

• White polo shirt or shirt
• Navy blue jumper/cardigan, preferably embroidered with school logo
• Charcoal/grey/black skirt
• Charcoal/grey/black trousers
• Grey/white socks
• Sensible black leather school shoes or dark shoes, NOT boots, shoes with heels or trainers

Currently, there is a requirement that our pupils arrive in their PE kit on their designated PE day. We advise on appropriately labelled PE kit consisting of the following:

• White T-shirt (embroidered is preferred, but not essential)
• Round neck jumper or tracksuit top in blue for outdoors
• Black/blue shorts or jogging bottoms
• Black/blue tracksuit trousers for outdoor games in cold weather
• White socks
• Trainers (or suitable footwear for sports)

General note on appearance:

• Shirts should be tucked in at all times.

Jewellery:

• Jewellery should not be worn or brought into school.
• If pupils in KS2 have pierced ears, ONE pair of discreet studs may be worn. Guidance states that earrings must be removed for PE lessons for health and safety reasons. If your child is unable to remove the earrings themselves they should not come to school with them on PE days.
• Children in EYFS/KS1 are NOT allowed to wear earrings or studs, due to the nature of the curriculum, and the fact that the pupils access the outdoor area on a daily basis.
• No other body piercings are allowed.

Hairstyles:

• Hair should be one natural colour, no hair dye.
• Long hair must be tied back.
• Hair should be no shorter than Grade 2.
• Tramlines, patterns and sculpting are not allowed.

Students must not wear:

• Hoodies, sportswear or sweatshirts, unless it is part of their PE kit on their designated PE day (please see advisory items above).
• Any kind of boots (wellingtons or snow boots (not fashion boots) are allowed in wet weather/snow but must be changed when inside the school buildings).
• Leather or denim clothing.
• Trainers are not allowed to be worn at any time other than for PE lessons and after school clubs.
• Make up and nail varnish should not be worn to school.

Example Behaviour Management Letter to parents