Positive Behaviour Policy

Policy details

Date created - September 2024

Review Date - September 2025

Responsibility for review: P Moore

1. Policy Statement and Purpose

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

Anti Bullying -

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Co-op Academy Bebington is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

Our Core Professional Purpose:

‘Shaping Exceptional Futures’

We firmly believe these core principles underpin everything we aim to achieve for the benefit of our students and school community. A desire to promote a conducive learning climate permeates every aspect of school life

School Ethos        

At Co-op Academy Bebington we believe that all students are able to conduct themselves in a manner that is appropriate and conducive to a positive climate for learning. This is best achieved by promoting and recognising appropriate and cooperative behaviour and taking action to prevent and stop inappropriate behaviour. We teach our students that all of their actions have a potential impact for better or worse and bring consequences. It is our belief that if our approach to promoting a positive climate for learning is consistent and applied by all, it will make a significant difference to our ability to teach outstanding lessons and our students’ ability to learn effectively and make good progress. Our school statement is ‘Shaping Exceptional Futures’ and it is with this in mind that the school recognises the importance of working with parents, carers and guardians; as well as recognising the contribution that our students can make in establishing a safe, organised and positive climate. Thus,

• students have the right to learn

 • teachers have the right to teach

• all have the right to go about their business in safety and with respect

We believe that our Climate for Learning Policy should not just be a set of rules but more a code of conduct where good behaviour is promoted, recognised and rewarded and where poor behaviour when identified is modified through clear guidance, support and where necessary consequences. All staff need to know how to promote pro social behaviour and manage difficult or dangerous behaviour, and to have an understanding of what behaviour might be communicating. All our staff should focus on de-escalation and preventative strategies rather than focusing solely on reactive strategies.. This document highlights the expectations for all stakeholders and is reinforced through our new behaviour charter which is displayed all around school.

All of our students are expected to behave in a manner which does not bring the name of our school into disrepute, or threaten the health and safety of other students, staff or members of the public. This includes the journey to and from school and any school visits.

Principles 

The Co-op Academy Bebington has a high expectation for the behaviour of all students and this will be achieved through developing positive attitudes based on mutual respect. The promotion of good behaviour is a shared responsibility and Coop Academy Bebington is committed to working in partnership with parents/carers in order to maximise their children’s progress and good behaviour. The success of this policy depends on the full support of parents/carers. To this end a Home/School Agreement is in place and will be reviewed annually. All adults who work directly or indirectly with students of our school must ensure that the policy aims are integral to their work and practice.

Aims of the Climate for Learning Policy

• To promote a culture of praise and encouragement in which all students can achieve
• To work in partnership with parents/carers, students and the school community to establish and maintain good behaviour in school
• To set high expectations of students’ work, uniform and behaviour both within and outside the classroom
• To ensure that the focus is on student progress and (we demonstrate the types of behaviours we want to see to ensure outstanding learning) negative behaviours are not allowed to impact on learning
• To establish and maintain a positive, calm and safe environment
• To promote students’ self-esteem, self-discipline and proper regard for authority
• To promote core values including honesty, fairness and respect for truth and justice, within a safe, nurturing, yet demanding environment
• To develop positive attitudes and constructive relationships based on mutual respect of one another and of property
• To ensure that where behaviour falls short of the acceptable, procedures are followed and consequences are applied fairly and consistently

3. Rights and Responsibilities

The Role of the Form Tutor at Co-op Academy Bebington

This is an essential role as the morning form period (10 min) helps set the tone for the day. During this time tutors will register students in silence, share the school reflection and perform basic checks around standards, uniform and equipment.  The Afternoon Form Period (30 mins) is more extensive. It includes

1x PHSCE sessions

1x Assembly

1 x Literacy or Numeracy session (½ term rota)

1 x Learning conversation- discuss around rewards, attendance and academic progress

1 x Check out - this is part of the check in, check up, check out system. (Check in - Monday am , check up - small discussion/ questions throughout the week, check out - review of the week)

Support from form tutors will take a number of forms, from helping them to find their way around a large school site in Y7, getting them into the habit of having the right equipment and organising their homework diary, tracking their performance through reviewing reports, to picking their options in Y9.  When it comes to GCSEs, the tutor will help students to plan their attendance at revision sessions, keep up to date with homework and coursework and manage the tricky terrain of exam season!   This all requires careful, personalised guidance and support.

The form tutor is expected to encourage good attendance and help students to approach school with a growing sense of independence.  Why else is the role so important?

• To be a good role model – show them the way in terms of appearance, organisation, punctuality and how to interact in large social groups.To make them feel safe – schools are complex places, full of lots of complex individuals.  This is a daunting prospect for many teachers, so the form tutor is integral in making them feel safe and secure.  If something goes wrong, they are the adult who will help to make it right.
• To provide a positive relationship with an authority figure and encourage mutual respect – young people have to engage with a range of adults in schools.  They need to be shown how to do this and this can be modelled by the form tutor.
• To be consistent and fair, and act as a mediator for the students in the group – young people fall in and out of friendship groups all of the time, so they need support with how to deal with this.
• To listen – being a teenager is difficult and brings a range of issues, from seemingly trivial matters to more serious disclosures of a child protection nature.  Fortunately the latter is rare, but the former is not!  A listening ear will always help.
• To have very high expectations of the individual Tutor Group members – the form tutor sets the tone for the day and embeds the ethos of the school e.g. discussing the idea of growth mind-set; ensuring immaculate school uniform etc. Contacting home if students within their group fail to adhere to uniform, attendance, equipment or fail to be punctual to form.
• To focus students’ minds on achievement through learning – at tracking points throughout the year on ARBOR, helping students to make sense of it all.  Where are they doing well?  Where they are not doing so well?  What can they do to make it better?
• To discuss current affairs, share school reflection task, address student issues (such as bullying) – we want our students to become well-informed citizens, who can discuss a range of issues.  We can support this by encouraging them to challenge stereotypes and injustice. Our PSHE based program encourages students to access a range of interesting topics that broaden their knowledge and understanding of the current affairs. It incorporates British Values at its heart as student’s debate topics and vote on aspects like mock elections.
• To encourage reading for pleasure and good study skills – initiatives like the Better Reading Partnership can provide opportunities for students to read – this might help to encourage reading for pleasure.
• To encourage good attendance- to discuss expectations on a regular basis. This will include regular monitoring of attendance patterns and the recording of  attendance data on the form notice board.
• Regular contact with home. Form tutors should make direct contact (by phone) with Parents/Carers to share good news and alert them to any significant issues happening within school

Expectations around monitoring students and the form tutor role are clarified in the Monitoring Monday document included in the appendix.

Roles and responsibilities of Curriculum Co-ordinator:

• Responsible for promoting a consistent approach re: behaviour management across the subject area
• To deal with continued behavioural issues arising within the department. To support department members by offering guidance, mediation, advice and modelling
• To include behaviour as an agenda item at every department meeting
• To initiate actions to alleviate poor behaviour- whether it is the use of departmental detentions, student action plans, departmental reports or phione/face to face meetings with parents
• Analyse patterns of poor behaviour between classes, teaching staff and year groups to identify any trends which may need action
• Liaise with Pastoral Leaders re: concerns and achievements
• Liaise with Progress Leaders and DHT re: academic progress. This may include placing a student on an academic report to monitor progress and engagement.
• Liaise with Parents/Carers to discuss any concerns around academic progress or engagement. This should be done via a phone call ideally.

Role of the Pastoral Leader

Effective pastoral care is an essential tool in removing barriers to learning and supporting students.

• To look after and support the wellbeing of students within their year group through continuity and consistency.
• To work with the attendance team in order to tackle any concerns around student absence
• To monitor behaviour closely by reviewing ARBOR throughout the day, this will include early intervention by speaking to students who are awarded L2 or L3 incidents.
• To effectively analyse and interrogate data to spot patterns across the year group and inform practice. This will include input into strategic plans that will help address issues proactively.
• To engage with and support high challenge students on a 1:1 basis in order to set targets and devise suitable behaviour profiles that can inform teacher planning.
• To ensure that discipline procedures are adhered to and to support staff in managing behaviour to secure a positive learning environment for all.
• To support all students and families by removing key barriers to learning. This includes dealing effectively with serious issues like bullying
• To work closely with the Progress Leader to monitor academic progress
• To liaise with parents, carers and agencies. Developing positive relationships with all stakeholders.
• To conduct year team meetings every week, including behaviour and attendance as standing agenda items.
• To liaise with teaching staff, tracking the progress of students involved the whole school academic mentoring programme.
• To model outstanding attitudes to all students, acting professionally at all times, dressing appropriately whilst modelling the behaviour and language expected to support the restorative justice program.

Teaching staff protocols and core routines around managing behaviour

In order to achieve the high levels of behaviour that we expect, all staff are required to implement the following protocols:

• All staff must be on time (and ideally early) to meet and greet students outside the classroom in which they are due to teach.
• Staff with their own teaching room must stand outside their classroom between lessons and give positive messages to all students who pass regarding behaviour and uniform, which also includes praise and thanks for positive behaviour
• Staff must check for jewellery- any unauthorised jewellery must be removed and placed in an envelope with the student’s name on and sent to the main office. If a student refuses to comply with rules on jewellery/uniform this becomes an ‘On Call’.
• Behaviour Charter to be displayed in all classrooms.
• If a student reaches the stage of having to be removed from the lesson, in the first instance staff should use the departmental cooling off system. Only when this has been tried and no progress has been made should ‘On Call’ be used.
• Students must not be sent directly to the Reflection Centre without authorisation from a member of the Leadership /Pastoral Team.
• Students must not be sent directly to the Pastoral Leader/Progress Leader without discussion.
• Students must not be allowed out of lessons except with a valid reason and then only with a pass.
• Classrooms must be left clean and tidy.
• Students must be dismissed in an orderly manner with the staff member escorting them onto the corridor and monitoring the nearest stairwells.
• Know your students- adapt classroom practices to support those with SEN and individual learning needs
• Plan for behaviour – regularly teach the routines and rules for your classroom.

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

The Governing Body

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

The Headteacher

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

In addition:

● The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.

● The Headteacher and delegated staff have the power to search students, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy

● The Headteacher and delegated staff have the power to discipline students outside of school hours if it is a school-related matter, or the student’s actions undermine the safety of anyone from our community or the good reputation of the Academy

● The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

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

● Recording behaviour incidents on ARBOR.

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

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

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

● Discuss any behavioural concerns with the school staff promptly

● Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

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

To support staff and students in upholding the policy, we use many opportunities to induct and reinduct our staff and students into the rules and norms of the academy. These include:

Staff

● All staff will receiving training at the start of the academic year and are given the policy

● Staff to receive regular training updates and further CPD during designated CPD time

● New staff to receive an induction of the school policies and procedures in managing behaviour

● Quality assurance of how staff establish a culture of good behaviour and routines in their classroom will take place via regular drop ins, learning walks and feedback from leaders

● Elements of department time will be used to ensure systems and routines are used and understood

Students

● Key habits and routines for students will be established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis

● Comprehensive behaviour curriculum to teach students our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year

● Transparency of processes and routines are shared on a regular basis with students and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

4. Developing Positive Behaviour

Achieving Outstanding Behaviour

Whilst the staff at Co-op Academy Bebington  work within a framework of a Preventative, Corrective and Supportive approach to discipline, the behaviour of any individual cannot be allowed to disrupt the teaching and learning of any other individual or group of students.

With this in mind the following procedures are used to guide students to outstanding behaviour.

Preventative discipline 

• Creating and maintaining a positive learning environment

 • Well planned lessons to generate responsible behaviour

• Being prompt to the classroom and beginning the lesson on time

• Clear classroom expectations

• Extending and motivating all students so that they have opportunities to achieve their potential

• Marking work promptly and constructively

• Clear expectations about presentation of work

• A safe and attractive environment

• Appropriate curriculum

• Fairness and consistency to deal with all students’

Corrective discipline 

When a student behaves inappropriately, the following responses are considered appropriate

• Restating classroom expectations using the Behaviour Charter

• Utilise positive framing and 100% strategies to change behaviour

• Restating the Climate for Learning Action Stages

• Following the  5 Stage Climate for Learning Action Stages, giving simple choices

• Giving simple directions or reminders

 • Identifying the need for a student to take time out of the classroom to calm down or reflect on their behaviour as pro-active step outside of the escalation process. This can also include referral to the Pastoral Leader when students are in ‘crisis’ and in no fit state to access learning.

• Tactically ignoring some behaviours (at that moment) especially for those who may not be able control their behaviour.

Supportive discipline 

It is the teacher’s responsibility to take steps to re-establish a good working relationship and the following are appropriate

• Record all  inappropriate behaviour on ARBOR so that it can be monitored

• Follow up poor behaviour in a non-emotional way

• Help student to develop a climate of respect

• Use a ‘team approach’ to solving discipline problems - liaise with Head of Department, Teaching Colleagues and Pastoral Leaders to find solutions

• Attend all Restorative Justice meetings to ‘repair and rebuild’ relationships..

 If a student is significantly disrupting the teaching and learning of a class or poses a serious risk, then assistance should be sought.

Core routines – ‘getting the simple things right’

• Students enter quietly – welcomed at the door by the teacher
• Uniform checked, coats off, bags under table
• Put equipment (planner/pencil case) on desk
• Stand in silence behind chair in designated place
• Deal with lateness during the lesson not at the start
• Complete register in first 15 minutes
• Engage students with an activity as soon as they come in
• Systems in place to distribute books and resources

Exit from class

• Pack away quietly
• Students and teacher to ensure the room is clean and tidy
• Students straighten tables and put chairs under
• Stand behind chairs
• Leave quietly row by row
• Teacher escorts class out
• Staff ‘monitor the corridor’ between lessons

5. Recognition

Co-op Academy Bebington Rewards Strategy

We are seeking to promote high standards of behaviour and high levels of attendance with all our students. In order to engage students our aim is to recognise and reward them for positive behaviour at every opportunity.

‘Steps’ Model for Rewards

1. Verbal praise in class.

2. Credits will be awarded in ARBOR for aspects like exceptional work, excellent effort or outstanding contribution. Students will be rewarded points automatically each week for

• 100% attendance =5 credits
• 100% positive behaviour = 5 credits.

Credits can be used to purchase reward prizes such as footballs, make up, trip/ prom vouchers, cinema tickets, queue jump passes for the canteen etc.

3. Good News Postcards-these are posted home to celebrate academic success, good deeds and personal achievements.

4. ‘Shout Out’. Throughout the year students will be recognised for their efforts via social media. Staff are asked to nominate students worthy of a ‘Shout Out’. This message is shared on the TV’s around school but more importantly on the school’s twitter feed.

5. ‘Head Teacher’s Letter of Commendation’. Posted to parents

6. Head Teacher email of encouragement and thanks to students

7. Weekly Assemblies – Every week during year group assemblies, tutor groups with the best attendance and least behaviour points will be celebrated. A form time treat is won in the shape of free time for the best form.

8. ½ termly class rewards based around attendance and behaviour. The best classes in each year group will receive a visit from the Head Teacher or Deputy Head congratulating the form on their efforts. They will also receive a class prize.

9. Termly Celebration Assemblies – At the end of each term, Pastoral and Progress Leaders will lead the celebration of the year group’s achievements for that term. Spot Prizes may be awarded for excellent (and most improved) progress, behaviour, attainment, attendance and citizenship. Students who have maintained excellent standards in terms of attendance and behaviour will be entered into the ‘Star Prize Lottery Draw’ at Christmas, giving them the opportunity to win a substantial prize like an I-pad.

10. Termly Rewards Activities- During the last week of term a large number of students will be invited to participate in a rewards activity these could include an assault course, in school cinema, non-uniform day or golden time. The basis for selection will revolve around behaviour and attendance. Note: Students with periods of genuine absence will not be penalised.

11. Yr11 Prom/Rewards and Activities Week – To minimise disruption to learning but to celebrate and reward the achievements of our students, the school plans all rewards visits, excursions and activities during the last week of term. Where possible, trips that are not planned during school holidays will also take place during that time. These trips/activities will only be available to students who have maintained good behaviour throughout the year. Students with irregular attendance and /or poor behaviour records (high amount of negative behaviour points will not be allowed to attend the prom or attend any offsite reward activities.

12.  Co-op Academy Bebington Celebration Evening - We celebrate the achievements of all students at our Annual Awards Evening, which takes place during the Autumn Term on the school site. Departments nominate students to be awarded prizes for Academic Excellence and Sustained Effort. Other categories for recognition on the evening include Sports Awards, Outstanding Achievement, Academic Dedication, Contribution to School Life and Contribution to the Community.

6. Classroom Strategies and Expectations

POSITIVE BEHAVIOUR REINFORCEMENT ACTION STAGES

It is important to seek to positively change behaviour by being fair, consistent and proportionate with sanctions. Calm but assertive management of behaviour is most effective. Please follow the stages outlined below when managing behaviour in your classroom.

‘Learning is enhanced when positive relationships are formed and students’ behaviour is managed effectively.’

On Call Procedure

This system is used for a serious breach of the school rules.

• ‘On Call’ is only to be requested if levels of negative behaviour reach Level 3 in accordance with the ARBOR guidelines/Behaviour Tariff.
• An ‘On Call’ slip is to be completed and sent to G0, who will then contact the relevant member of staff- Pastoral Leader or Head Teacher.
• Students are not to be sent directly to the Pastoral Leaders room for ‘On Call’.
• Once ‘On Call’ is requested, it is the responsibility of the Pastoral Leader or Head Teacher on duty to issue sanctions, seeking advice if required from Senior Pastoral Lead, Deputy Headteacher,  and Headteacher if necessary.
• Mediation should take place before the next lesson – the Reflection Centre Manager will organise a Restorative Justice session between the student and the member of staff.(Normally this would occur after school on the day of the incident unless the incident happened at the end of the day….in such cases we feel a cooling off period is needed)

7. Expectations Around the Academy

One Way System

To aid the flow of human traffic we operate a one way system which is active at transition between lessons. All students and staff should adhere to this requirement travelling only in the direction of the Maths to English faculty on the ground floor and in the direction of Humanities to ICT on the 1st floor. Signage will clearly indicate the direction of travel required. In addition the stairs by English can only be used to travel up and the stairs by ICT only to travel down. Any student breaking this rule will be sanctioned via a detention.

Uniform and appearance

Correct uniform must be worn at all times on the way to and from school and when representing the school off-site. When non-uniform items are worn, they may be confiscated and parents/carers may be asked to collect them from school. Where the correct footwear is not worn, students may be required to wear the correct uniform on loan from the school for that day. Students wearing inappropriate clothing will be referred to their Pastoral Leader  and may be sent home to change unless they have a letter explaining the exceptional circumstances.

Hair must be appropriate for a smart, professional environment and must not be extreme in style or length. This also applies to shaved eyebrows. Hair must be one natural colour. Only plain, functional and safe hair accessories are allowed.

Jewellery which is not permitted in our guidelines will be confiscated, put in a named envelope, and passed to reception, if it’s the first occasion this may be collected at the end of school. On the 2nd or more occasion parents will be contacted asking them to collect the item from school. Students wearing excessive amounts of makeup will be asked to remove it

Further Uniform Guidance

• Students are not permitted to wear hooded tops or bring them to school. They should bring a coat in inclement weather but these are not permitted to be worn in the classroom and no hoods should be up in the building.

• Hats/scarves - In cold weather, plain dark coloured hats, scarves or gloves may be worn outside school buildings

• Hair - Hair style should be appropriate for school with no exaggerated cuts or styles and of a natural colour only and no obviously contrasting highlights. Shaved hair no shorter than a No.2 cut. Hairbands: plain and of dark colour. No decorative bands or clips

• Make up – Make-up should be discreet and kept to a minimum. No false eyelashes, coloured nail varnish or false nails

Footwear

Formal Black Leather Type closed shoes only – No sandals, trainers*, converse ‘style’, plimsolls or canvas style are permitted. Every part of the shoe must be completely black. No stripes, logos, coloured soles or non-black laces are allowed. (See parent handbook for further guidance)

 *Should a student due to a medical reason need to wear trainers, the school will require a doctor’s note in order to issue a uniform pass for the required period of time indicated by the doctor.

Jewellery 

No facial and visible body piercings allowed. Students will be expected to remove their piercings without exception. Clear retainers are not permitted for any facial piercings. It is permissible to wear the following:

• 1 earring in each ear – a small single stud in the earlobe

• 1 watch

Make Up 

Make up should be discreet and kept to a minimum. No false eyelashes, coloured nail varnish or false nails. False nails pose a health and safety risk to students as well as contravening our uniform policy. They are not permitted on any school day including non-school uniform days.

Consequences for incorrect items of uniform: If students arrive at school with incorrect compulsory uniform:

• Students who are non-compliant with the School Uniform Policy may need to borrow a suitable replacement item from our in school uniform loan store, or may be sent home to change or may be placed in isolation. In some cases, a uniform pass may be issued depending on the circumstances.

• Any concern will be recorded on ARBOR,this will trigger an after school detention with their form tutor. In extreme cases this will escalate to the Head Teacher detention

• Parents will be contacted via text message or a phone call to inform them of the detention.

Parents/Carers are reminded that it is their responsibility to ensure that uniform is correct every day. If there is an issue with uniform parents must contact the school via phone, email, or message in students’ planner detailing the issue and providing a date for the resolution of the issue.

If students arrive at school with items that are not permitted, on the first occasion they will be confiscated and if appropriate returned to the student at the end of the day. On the second occasion, the item will be retained in the safe  and returned only to the parents. The school cannot be held responsible for any loss or damage to prohibited items brought into school.

Prohibited items:

The following items are not allowed on school site and will be confiscated if seen or heard

• Any music playing devices

• Headphones

• Chewing gum

• Cigarettes/Vapes

• Matches / lighters

 • High energy or cola type drinks

• Jewellery expect for the items stated above •

• Hooded tops

• Baseball Caps

 • Permanent markers

 • Correction fluid (eg Tippex)

• Other items inappropriate for school

Confiscation of Items 

Confiscated items to be handed to Reception.

8. Expectations outside of School

Travel Code of Conduct

All students should: For their own sake and the sake of the neighbourhood, behave with courtesy and consideration at all times going to or from school. Do not run, push or shout, drop litter or loiter in groups. If possible use as environmentally-friendly means of travel as possible, walking or cycling if living within a reasonable distance, otherwise car-sharing or using public transport where available. The academy site has adequate  Cycle Storage facilities. Cyclists must dismount and mount their bikes at the school gates and should not ride them in school. This includes the pathways leading directly out of the front of school by the bus lanes. Students cycling to school are advised to wear a cycle helmet at all times whilst riding their bike. We expect students who ride bikes to and from school to do so in a safe, responsible manner and abide by the Highway Code. This includes using cycle paths where they are available and not performing tricks/stunts, on the journey to and from school. If students are found to be riding in a dangerous or anti-social manner in the local community then this may result in a ban from bringing bikes onto the school sites. We will sanction students for poor behaviour in the shops and the surrounding community.

Smoking/Vaping

Smoking/Vaping is not allowed on the school site or in school uniform off-site. Students who are caught smoking/vaping or are part of a group in which people are smoking/vaping will receive the sanction as outlined in the sanction system. Even association with smokers/vapers such as standing with another student whilst they smoke/vape will receive a sanction as outlined in the sanction system. Sixth Form students may not smoke anywhere on site or within 100 metres of the school boundaries, during school hours.

Alcohol & drug-related offences

When a substance is not illegal but thought to be a danger to the individual or others, confiscation will be followed by some form of sanction. In cases where illegal substances are involved the Police will be informed. Consuming an illegal substance while under school jurisdiction, or purchasing such a substance, or being under the influence of such a substance are all serious offences which are likely to result in Permanent Exclusion.

Any involvement in supply of illegal substances is extremely serious and is likely to lead to permanent exclusion. This would not necessarily be restricted to the sale of drugs to others. Sharing an illegal substance or making an arrangement to sell a substance either off or on the school premises, or intent to supply are also both illegal and of utmost seriousness and may lead to a permanent exclusion

(See our school Drugs Policy - http://bebington.coopacademies.co.uk/wp-content/uploads/sites/46/2022/05/Drugs-Policy-May-2022-2023-1.pdf )

Sanctions Against Parents

If parents use threatening behaviour in school, a school is entitled to take action against them. Parents are only allowed into a school by an implied licence to enter it. This can be revoked by the Head acting on behalf of the governors. It can be done orally or in writing. Heads are not obliged to carry out formal investigations, but before revoking the licence the school will give the parent an opportunity to make representations against the ban. It would be possible in urgent cases to ban the parent temporarily while the Head sought further advice, or considered the matter more fully.

Greater detail can also be found in the Trust Wide Exclusion Policy found on the website.

Anti-bullying – Improving The School Ethos and Promoting Respect

The school has a very strict view on any form of bullying or discrimination….it is not tolerated. We have a robust ‘Anti Bullying’ policy and we work hard to challenge students’ views that don’t embrace diversity. Everyone has the right to learn in a safe, happy and supportive environment.

Through assemblies, PHScE days and other initiatives we aim to broaden horizons and develop students that are ready for the challenges of the real world. More importantly, we nurture our students so they are in a position to contribute positively to society. To this aim, we embrace opportunities to support local charities that have benefited through the fundraising work of our students.

We run anti bullying awareness sessions throughout the year and conduct restorative justice sessions between students who have ‘fallen out’. In addition, the school asks students and parents to complete questionnaires around bullying periodically. These are overridingly positive. Students are also able to report instances of bullying via ‘Bullying Report Button’ located on the school website within the ‘Student Support’ section.

Damage to property 

The member of staff at the scene should assess if the act was accidental or deliberate. Reckless or deliberate damage will be dealt with using a suitable consequence. Damage should be dealt with by the Head of Department in charge of that teaching area. Students will be billed for any subsequent costs incurred for replacement or repair. Any student caught vandalising property within the school will be billed for any subsequent cost of repair and be dealt with according to our sanction system. Failure to pay will result in referral to Wirral Sundry Debtors.

9.  Consequences

Although Co-op Academy Bebington 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:

Strategies might include: (See also, School’s Behaviour Tariff)

• Verbal reprimand
• Detention (break/after school)
• Reflection Centre Detention (L3) - any student placed in internal suspension will be detained until 3.50pm on that day.
• Late detention - 30 minutes after school (did not attend the lunch time detention
• Head Teachers detention for serious breach of school rules (identified in tariff), or failure to attend faculty detention. 40 min instant detention on the same night.
• Direct contact with home
• Form tutor / Head of Year report, Subject report
• Letters home
• School/Parent meeting
• Internal Suspension- Reflection Centre
• External Suspension

All staff should:        

• Try and deal with issues yourself and don’t just pass them on.
• Log information on Abor with clear, appropriate and timely follow up.
• Be tenacious. Chase issues up. Students will soon realise that they are not going to get away with it!
• It is not the severity of the sanction but the certainty that it will happen.
• Students learn very quickly which members of staff are determined enough to impose consequences themselves and those who don’t.

Extraneous Circumstances 

In exceptional circumstances we reserve the right to make “necessary and appropriate adjustments” to detentions, internal suspensions and external suspension depending on the needs of certain students.  

Arbor

This is an interactive system that we use across the whole school. It is used to create seating plans and monitor aspects like behaviour and homework. This information can be accessed by parents and students via a secure log in to the platform, if parents need a further copy of these details they should contact the school librarian.

The system allows staff and parents to track students’ behaviour. Staff will award positive and negative points in class depending on aspects like attitude to learning, work ethic and homework. Students who attend all week will automatically receive 5 positive points and those with perfect behaviour will receive 5 points automatically. In addition, we share information about detentions and student successes through alerts sent via the system.

Homework is a concern for us all, but the system allows parents an easy way to check what homework has been set for students, this way if a child forgets to record homework in his/her planner or are absent there will be no excuse.

The best feature is the rewards. Students will accrue positive and negative points; the difference between them gives students a spendable points total. These points can be used to buy a multitude of reward prizes from the online rewards store. Prizes include donations to charity, lunch queue jump passes, earphones, gift vouchers, make up, footballs etc. Stock is replenished each term as we always aim to keep up with the current trends and meet demands for the most desirable items.

Detentions

The 2008 Education Act states that school have the legal right to issue ‘no notice’ after school detentions of up to 60 mins where a student breaks the school rules. Where possible we will try to give parents notice of our intention to detain a student but this is not always possible. We can on special occasions rearrange detentions on request but this is at the schools discretion.  We expect parents to support all school policies as outlined in the home school agreement. Whilst acceptable for parents to question the reasons for a sanction being issued, it is important to note that they do not have the legal right for refusing their child to complete any sanction. Refusal to comply with the schools requests will result in the sanction being escalated. Details of the escalation process are included in the appendix.

Note :Any student causing a serious breach of school rules will receive an instant  45 min detention on that evening. Any student attending the Reflection Centre will automatically be detained for 10 minutes after school, this will be extended to 45 mins for any disruptive behaviour whilst in the Reflection Centre.

10. Further Intervention and Support

Support

We always aim to provide effective support to all students within our care. These can vary depending on the needs of individuals. Provided below are examples of the types of support we may provide.

• Discussion with student/use of Restorative Justice process.
• Issue a Time Out Pass.
• Meeting with parents.
• Discussion with Form Tutor/Pastoral Leader (PL).
• Department intervention support. Action plans /subject report.
• Student Behaviour Passport or Specific Behaviour Plan completed and shared with staff.
• Referral to Kilgarth Behaviour Support
• Referral to Peer Mentoring Programme.
• Referral to the HUB.
• Referral to our own internal Alternative Provision Program in KS4 or Motivate in KS3
• Referral to Youth Intervention Programme.
• Referral to Jackie Grey for Anger Management Support.
• Referral to Progress Leader
• Referral to Health Services in School.
• Referral to School Nurse.
• Referral to Counselling service.
• Referral to CAMHS.
• Referral to Careers Advisor
• Referral to suitable external agency e.g. Response, Youth Offending Service, Barnardos.
• Medical/SEND Referral.
• Completion of an Additional Support Plan (ASP)
• Referral to Educational Psychologist.
• Completion of a TAF (Team Around the Family) or CIN (Child in Need) referral.
• External KS3 or KS4 Alternative Provision Program.

These processes are non-punitive and focus on removing barriers to learning.

11. Child on Child Abuse

Co-op Academy Bebington 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 Bebington Anti Bullying Policy. Co-op Academy Bebington - LIVE- Anti-Bullying Policy 2022-23 (coopacademies.co.uk)

Co-op Bebington Child Protection Policy. Co-op Academy Bebington - LIVE- Safeguarding and Child Protection Policy (coopacademies.co.uk)

Keeping Children Safe in Education 2022

12. Suspensions

Suspensions

These are used sparingly when a student has been involved in a serious breach of the school’s discipline code. Reasons for exclusion vary but examples can be seen in the behaviour tariff which is included in the appendix. Work will be provided for students to be completed at home- work can be accessed via the online platforms including google classroom, mathswatch, Oak Academy and Kaboodle.

Reintegration after suspension

• A reintegration meeting between a senior member of staff, parents/carers and the student will take place at the end of the suspension period. During the meeting school expectations and expectations of student and parent/carer will be discussed.
• Students may be placed on report upon return if not already on report.
• Students to have a restorative justice meeting with a member of staff for whom they have misbehaved.
• Students who have repeated refused to accept school sanctions will be required to sign a behaviour contract which includes an agreement to comply with all rule and complete all sanctions without argument  in the future
• NOTE:Students who are suspended will spend an agreed amount of time in the RC.

Reflection Centre and Restorative Justice

Internal Suspension

The use of Internal Suspension in the Reflection Centre is a very serious sanction and it provides an alternative to external suspension. Students will work on tasks provided by their normal class teacher or The Reflection Centre Manager. There will be zero tolerance and any poor behaviour is lightly to end in a period of suspension or an extension of time.

Aims:

• To improve student behaviour by emphasising the principle that Actions Bring Consequences (ABC)
• To ensure that student learning can continue during the sanction
• Opportunity for students to reflect on their behaviour and understand consequences for their actions
• To ensure individual attendance targets are met
• Allow Restorative Justice meetings will take place to repair relationships

Students will only enter the Reflection Centre through the proper referral process. Students will only be placed in the centre at the discretion of the Head Teacher, Deputy Head or Pastoral Leaders. The length of time a student spends in the Centre will depend on the severity of their negative actions. Examples of such behaviours that could lead to a student being internally suspended are as follows: Student being removed from lesson for disruptive behaviour, verbal abuse of staff, bullying in all its forms, failure to attend a school sanction, physical assault toward a fellow student (See School’s Behaviour Tariff).

Parents will always be informed when a student is placed in the centre. The Reflection Centre is a very structured environment where all students are expected to comply fully with all of the rules. All activities will be at the direction of the Centre Manager who is in charge. Students will be expected to follow their normal timetable as much as possible, however if for any reason certain subject work is not available suitable alternative work will be sought (Usually core curriculum). Every student is expected to complete the work set to the very best of their ability and will be encouraged to do so. Any student who is placed in the centre will be detained at the end of the school day (up to 45 mins), the length of this detention depends on the students’ work ethic and attitude. Failure to comply with the centre rules will result in fixed term exclusion or a further extension to the time period spent within the centre. The Pastoral team will continue to endeavour to work with the student to analyse their behaviour and support in the modification process.

 RULES FOR REFLECTION CENTRE

 Students enter the room in full uniform - students must change any incorrect item of uniform before they enter the Reflection Centre

• Students enter the room in silence
• Students must sit in the chair assigned to them and sit  properly.
• Students must remain seated. They should only leave their seat if permission has been granted..
• Students phones must be turned off and handed in to be placed on front desk
• Students must place their bags under the desk
• Students must place jackets on the back of their chair
• Students must complete all work set
• Students work in silence at all times
• If a student needs to ask a question they must place their hand in the air - staff member to approach the student and answer the question in a whispered voice
• There is to be no communication between students verbal or non-verbal
• Toilet breaks will be scheduled - students are not to leave to go to the toilet at any other time without permission.
• Students must not leave Reflection unless in exception …. use of  any time out passes is prohibited.

Managing Students

• Each day will be a fresh start with regards to warnings and sanctions  
• Any student reaching warning level 3 will be detained on the Head Teacher detention until 3.50pm. All other students will be released from the Reflection Centre at 3.15pm if they’ve shown  good behaviour.
• Warnings are similar to the way that they are issued in the classroom:
• Warning 1- verbal correction
• Warning 2- name on the board
• Warning 3 - Removal of student. They will be sent to Pastoral Leader who will decide on the next steps after discussion with the student and direct contact with parents. The result will be (a) student being placed in an alternative location to work (member of Head Teacher’s room) (b) given one final chance to conform (returned to RC by Pastoral Leader) (c) immediate suspension
• Should a student continue to disturb learning after a return from speaking to the Pastoral Leader they will need to be removed from the Reflection Centre pending suspension. Please call Jen Pitman or radio for support from Head Teacher / Pastoral Leaders so someone can collect the student from the room.
• Write the students name on the board at the 2nd warning so they are aware that this sanctions has been issued.
• Staff should be proactive and monitor the students, be mindful not to get engrossed in other work you have to do and frequently walk around the room checking students work
• If students are completing work on paper, mark the point the student has got to on the sheet of paper with a pen and then monitor the amount of work completed in the time you are in the Reflection Centre

Staff Management

• Be vigilant - try and avoid becoming distracted by any work you have to do, it is important that we monitor the students all of the time to ensure they are meeting the expectations.
• TA’s scheduled to support must work with the students and not bring any personal work to the centre.
• Check the daily ARBOR list, radio the pastoral team to collect any students missing.
• Re-book any students that are absent.
• Follow the behaviour management structure outlined above
• Challenge all students - the expectations are for all students - there are to be no excuses
• Ensure all students have work to do
• Walk around the room to ensure students are completing the work and meeting the expectations
• Complete the daily log so behaviour can be tracked  

Restorative Justice at Co-op Academy Bebington

The aim of using a restorative justice system with our school community is to empower our students to be able to reflect on the negative impact that their behaviour has on others within our school. Enable our students to understand another person’s perspective and to take a more positive outlook looking forward.

During a restorative justice, meeting students will be given the opportunity to discuss:

• What happened (in their opinion)
• What they believe has been the impact on those involved.
• What they think needs to happen to put things right or to make things better in the future.

The Reflection Centre Manager or a member of the pastoral team will facilitate the restorative meeting. It is imperative that the student feels they are able to fully articulate their feelings and despite having to face up to their negative behaviours they still feel supported within the school community. The meeting will usually take place the same day as the incident occurred (usually after school as students are detained for 45 mins), however if this is not possible a meeting will be arranged with all parties involved at the earliest opportunity.

Failure to participate fully with the restorative justice procedure could result in further time within the Reflection Centre until the student is ready to repair the relationship and face up to the impact that their behaviour has had on others.

Restorative justice approaches within Co-op Academy Bebington are based on four key features:

RESPECT – everyone by listening to other opinions and value them

RESPONSIBILITY – taking responsibility for your own actions

REPAIR – developing skills within our community so that individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated.

RE-INTEGRATION – work through a structured, supportive process that aims to solve the problem and allows students to re-join their peers.

We hope that using these approaches students will be able to choose a more positive path in regards to their behaviour in the future and prevent further incidents from occurring.

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

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

Mobile Phones 

The school recognises that students may wish to carry a mobile phone to and from school for their own personal safety. The school does not encourage students to bring mobile phones into school, but if students choose to do so they must be turned off before entering the school gate and kept in their bag. Mobile phones must not be used during the school day and may only be turned on at the end of the school day after leaving the school’s premises. Should a student need to make an urgent phone call during the day they should go to either reception or the Pastoral Leaders Office where they will be allowed to use the school telephone. The school cannot be responsible for any loss or damage to mobile phones.

•  If it is the first time that the student’s mobile phone has been confiscated, they will be given permission to collect it at the end of the day.

• Where a student has previously had their phone confiscated it will only be returned to a parent/carer.

• Should a student refuse to hand over their mobile phone this will be construed as defiance and will result in serious consequences up to and including suspension from school.

• Students who have refused to hand over their mobile phone or have had the phone confiscated for a third time will also be required to hand their phone into reception every morning for collection at the end of the 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).

Screening and searches (see appendix for greater detail)

The school has the power to conduct screening for any banned item that may be being brought on to the premises. These checks can be performed without consent and without suspicion, usually revolving around bags and coats. Our intention is to safeguard the safety and welfare of students, these measures are usually taken in response to well-founded concerns. Any student refusing screening checks will be denied entry to school.

Searches of individuals will only take place if we suspect that they have a banned item concealed on their person. We normally would only take this action if we believe a student has drugs or a weapon. The Department For Education: Searching Screening and Confiscation Policy January 18 outlines the schools powers to search without consent in order to protect the health and safety of all within our school community. Any student refusing to be searched will be sanctioned in accordance with the school policy. For greater detail on school use of screening and searches see the appendix document.

Power to use reasonable force - DfE advice template (publishing.service.gov.uk)

School staff have the legal right to intervene and use reasonable force to prevent a student from doing any of the following:

- committing a criminal offence

- injuring themselves or others

- damaging property, including their own

- behaving in a way which is prejudicial to the good discipline and order of the school whether in the classroom or elsewhere where the teacher has lawful control of the student.

The Circular gives examples of situations where reasonable force might be justified. These include:

- a student fighting another

- a student attacking a teacher

- acts of vandalism, rough play, running in a corridor, or misuse of objects which might cause personal injury or damage to property

- refusal by a disruptive student to leave the classroom.

We would prefer not to use physical intervention as we expect students to comply with verbal instructions. However, our positive handling policy (link below) outlines clearly steps we will follow in the event staff have to restrain students for the safety of themselves and others.

http://bebington.coopacademies.co.uk/wp-content/uploads/sites/46/2022/05/Additional-paper-Positive-Handling-Policy-May-2022.docx-1.pdf 

Appendix

Appendix Section

1. Behaviour Tariff
2. Behaviour panels and processes
3. Pastoral Report Escalation Process- Staged approach
4. Screening, Search and Confiscation -School Powers
5. Home/School Agreement- in the school admissions pack/once signed it is retained by school
6. School Charter
7. Form time - what we expect to see

1. Behaviour Tariff- Practice for dealing with behavioural issues-revised Sept 24

Always Refer to Code of Conduct where necessary.

Guidance on setting sanctions for serious misbehaviour, where internal suspension, fixed term suspension or permanent exclusion is or maybe appropriate

Factors in deciding within a range:

• severity of incident
• Any provocation
• Age/experience of student
• Immediate impact on other students
• Longer term impact on behaviour within school
• Impact on staff
• Previous conduct history of students
• Other mitigating or aggravating factors
• Particular circumstances pertaining to the student
• Student’s response, including honesty, contrition, responsibility for action

These ranges are intended as a guideline. Each case will be different and it may be appropriate to give longer or shorter suspensions.

• Combinations of offences are likely to lead to exclusion longer than for a single offence
• Previous history of different sorts of offences may still lead to longer exclusion than for a first offence
• If exclusion is set outside these ranges the reason must be clearly established
• Any justifiable exceptions to these ranges should be noted for future revisions of this document
• Exclusion may be appropriate for offences not covered in this document; these should be noted for future revisions.

Behaviour patterns will be monitored, recurring trends will be targeted to reduce the impact across the school. The targeting of the behaviour type can include an increased sanctions, a letter sent home and/or a request for a parent meeting to discuss the behaviour.

This document is not meant to be an exhaustive list but a guide to potential sanctions. The Head teacher has the jurisdiction to apply sanctions flexibly based on a variety of factors, many of which are indicated above. Therefore any final decision on sanctions is at the Head teachers discretion.

Addendum

Students who swear at staff or walk away from staff, refusing to follow instructions, will be suspended immediately and parents/carers will be expected to meet with The Head Teacher and/or Deputy Head to discuss the student's future placement at the school. Students' context is also considered when deciding to suspend.

RESTORATIVE JUSTICE MEETINGS

As previously stated this process is seen as an essential method to help resolve issues before they escalate. It allows both parties to air views and find a way forward. In some case the process of allowing the victim to explain how they feel is important. The main aim is to get perpetrators to recognise their mistake and apologise to the aggrieved person. We also believe that when a member of staff is in the wrong,that they should apologise too.

If the issue is between students PLs should set up a supervised meeting between both parties at an appropriate time. It is important to allow time for emotions to settle before placing students together. Staff should gauge reactions before considering deciding if a meeting is appropriate.

If the issue is between a student and a staff member, the following steps should be applied

Student sent to ‘cooling off’- teaching staff should request students return at break or after school to discuss the issue. Establishing ground rules for the next lesson is essential.

Student – On Call

When a student has been placed in the Reflection Centre. The member of staff must attend the Reflection Centre after 3pm or at break time on that day to discuss the issue. If an incident occurs during P5 this meeting should be conducted the following day at 3pm so both parties have time to reflect/cool off.

When a student is suspended. Pastoral Leaders (PLs) will bring the student to the Reflection Centre. The Reflection Centre Manager will organise a meeting between the student and teacher.

In more serious cases (or those were PLs perceive there may be an unresolved issue) a break time meeting will be set up with the Reflection Centre Manage/Pastoral Leader in attendance as a mediator.

In some case, PLs will invite staff member to the ‘reintegration’ meeting with the student and parents. This would have to be dependent on staff availability.

The restorative justice system has to manageable and sustainable; we believe the above mechanisms provide a model of’ best fit’ given time constraints.

 2. Criteria for Behaviour Panels

We fully recognise the importance of engaging parents when concerns are raised. Our aim is always to work in partnership with students/parents providing support and identifying solutions to problems. We believe that panel meetings are the most effective way to address many issues as they provide a positive forum to share information and discuss next steps.

Pastoral Leader Behaviour Panel Meeting with Pastoral Leader for that Year group

This formal meeting between the Pastoral Leader, student and parent will occur when any student is placed on a Pastoral Leader Report. The intention is to discuss concerns and outline any strategies of support the school is implementing at that stage.

Head Teacher Behaviour Panel with Deputy Head and the Senior Pastoral Leader

Concerns will be raised and students will be given a 4/6 week improvement notice. Alongside this any appropriate support will be identified and implemented. This process will be escalated to Head-teacher’s Panel should no improvement occur.

Criteria for placement on the Head Teacher Behaviour Panel- a student is on a Senior Pastoral Leader Report having failed Pastoral Leader Report.

At this stage an IBP- Individual Behaviour Plan can be completed to outline expectations and support.

The Pastoral Leader will also produce a Student  Behaviour Profile to support the teaching staff

Head-teachers Behaviour Panel with The Head, Deputy Head and Senior Pastoral Leader (potentially a governor)

Students at this level are in danger of permanent exclusion. Concerns will be shared and students will be given a 4/6 week improvement notice. Alongside this, expectations will be shared, targets will be generated and any support will be discussed. This process can be repeated once more if some improvement has occurred. If students do not improve we can agree a placement on alternative provision, suggest a Managed Move to another school or pursue a Permanent Exclusion.

A Pupil Support Plan (PSP)  could be used and potentially an ‘At Risk of Permanent Exclusion’ form will be sent to the Local Authority on reaching this level of panel.

On reaching 5 separate visits to the Reflection Centre (internal exclusions) a student and parents will be required to attend a disciplinary meeting with the Head-teacher and Deputy.

On reaching 10 separate visits to the Reflection Centre (internal exclusions) a student and parents will be required to attend an enhanced disciplinary meeting with the governors. An ‘At Risk of Permanent Exclusion’ form will be sent to the local Authority at this stage and IBP or PSP will be completed to identify targets and strategies of support.

3. Pastoral Report Escalation Process- Staged approach

DEPARTMENT BEHAVIOUR REPORTS

Progress Leader Reports

Form tutors, Pastoral Leaders and Progress Leaders will review Level 0 incidents on a weekly basis to spot patterns. This may result in a student being placed on a Form tutor report to monitor aspects like truancy, lateness to lessons etc. We also use INTEL events within ARBOR to send instant alerts that indicate increases in certain patterns of behaviour.

Note that no student will be placed on more the one report at any one time. Any student who is about to be placed on report must email the Senior Pastoral Lead or Reflection Centre Manager to gain authorisation. They will have a strategic overview from Form Tutors, Pastoral Leaders, Teachers, Curriculum Leaders and Progress Leaders to ensure consistency.

Please refer to the school behaviour tariff to review types of behaviour that are viewed as serious. Note: that if a catastrophic incident occurs a student can be Permanently Excluded therefore bypassing all of these stages. This table mainly relates to students who repeatedly breach the school rules.

4. Screening, Search and Confiscation -School Powers

The Schools’ common law powers include the right for school staff to search students with their consent for any item which is banned.

• Co-op Academy Bebington is not required to have formal written consent from the student. It is enough for the teacher to ask a student to turn out his or her pockets or if the teacher can look in the student’s bag or locker and for the student to agree

• If a member of staff suspects a student has a banned item in his/her possession they will immediately bring this to the attention of the Senior Leadership Team or Pastoral Leader who will carry out a search with consent in the presence of another member of staff. At least one of the staff members will be the same sex as the student concerned

• A student refusing to cooperate with the search will be held in the Reflection Centre until parents arrive to help initiate a search.

• Any legal confiscated banned items will be returned to parents

Establishing grounds for a search 

Staff of Co-op Academy Bebington will only undertake a search with consent if they have reasonable grounds for suspecting that a student may have in his or her possession a banned, prohibited or illegal item. The staff member will decide in each particular case what constitutes reasonable grounds for suspicion.

Location and extent of a search 

Searches will only take place on school premises unless there is cause for suspicions on a school trip where a search will take place. In these circumstances, the most senior member of staff present on the trip will take responsibility and follow the guidelines set out here, applicable to searches on school premises. A search with consent will mean that staff will have no physical contact with the student but can search clothing and possessions. The student may be required to remove outer clothing i.e. jumpers, shoes, hats, gloves or socks. In these circumstances students will be asked to remove their own outer clothing. Students may also be asked to turn out bags, pockets or lockers with their agreement. It is a condition of having a locker in school that the student gives their consent to it being searched.

Informing parents 

Co-op Academy Bebington is not required to inform parents before a search takes place or to seek their consent to search their child.

• There is no legal requirement to make or keep a record of a search

• Complaints about searching should be dealt with through the normal complaints procedure

• There is no legal requirement to inform parents or carers where alcohol, illegal drugs or potentially harmful substances are found, but the school will inform the parents in these circumstances (see below).

Searching without consent 

 Where such items are suspected, Schools have the statutory power to undertake a search of a pupil or their possessions (without their consent) if there are reasonable grounds to believe that the pupil may be carrying a dangerous or banned substance or object, e.g. a weapon or illegal drug, or any other item which might pose a serious risk to the safety of that pupil and/or others. At the Academy the Principal gives authorisation to any members of Head Teacher or the Pastoral team to carry out searches. The person carrying out the search should be the same sex as the pupil being searched, as, ideally should be the witness. There is a limited exception to this rule (where a search can be carried out on a pupil of the opposite sex and / or without a witness) only where the Head teacher or authorised member of staff reasonably believes that these is a risk that serious harm will be caused to the person if the search is not conducted immediately and where it is not reasonably practicable to summon another member of staff.

If we believe an item is concealed we may contact the Police or Police Community Support Officer (PCSO) where appropriate so they can conduct a thorough search. In this instance, students will be isolated and kept under supervision by a member of staff until the police arrive

Searches without Consent The following items are banned in school and students may be searched for them without their consent and without the consent of their parents:

• • knives or weapons

• • alcohol

• • illegal drugs

• • stolen items

• • legal highs

• • tobacco and cigarette papers

• • fireworks

• • pornographic images

• • any article that the member of staff reasonably suspects has been, or is likely to be, used:

i) To commit an offence, ii) To cause personal injury to, or damage to the property of, any person (including the pupil).

Members of staff can use such force as is reasonable given the dangerous circumstances.Such force cannot be used to search for other items that a school has decided to ban under its behaviour policy. However physical resistance by a student to a search for those latter items can itself be subject to behavioural sanctions.

Before a member of staff carries out a search without consent, the member of staff must reasonably suspect that the student has the prohibited item in his/her possession.  Any member of Head Teacher or the Pastoral team is authorised by the Principal to conduct a search.

Where an item prohibited by this behaviour policy is seized as the result of a search and it is an electronic device such as a mobile telephone, the member of staff who seized the item may inspect the data on it, if he/she thinks that there is a good reason to do so. For this purpose, the member of staff has a good reason if he/she reasonably suspects that the data or file on the device in question has been or could be used to cause harm, to disrupt teaching or break the school rules. The school also reserves the right to inspect data on any electronic device which is confiscated by a member of staff. The school is entitled to retain the device if it contains material which has been or could be used to cause harm to disrupt teaching or break the school rules.

School staff can seize any prohibited item found as a result of a search and can also seize any item, however found, which they consider harmful or detrimental to school discipline. When deciding what to do with a prohibited item, the school will act in line with statutory guidance issued by the Department for Education.

Please note - The school will notify parents when a search has taken place regardless if items are found or not.

Any formal complaints about searches should be made in accordance with the school’s usual complaints policy.

Confiscation of articles

School staff have the power to confiscate property from students under their general right to discipline contained in s91 of the Education and Inspections Act 2006.

Disposal or retention of articles confiscated from students

The academy will follow the Department for Education guidance ‘Screening Searching and Confiscation - advice for head teachers, staff and governing bodies’

(https://www.gov.uk/government/publications/searching-screening-and-confiscation ) in deciding what to do with confiscated items.

5. Home/School Agreement- in the school admissions pack/once signed it is retained by school

We have a commitment to providing high quality education which meets the needs of all our students. This is only possible with strongly forged supportive partnerships. We firmly believe in school working closely in co-operation with parents/carers to enable    our students to achieve their personal best. Our partnership agreement recognises the responsibilities we all share in ensuring success.

We will provide:

A safe, caring, disciplined and challenging environment which meets your child’s physical, spiritual and emotional needs and in which positive relationships are encouraged and supported.

An appropriate, broad and balanced curriculum which reflects your child’s abilities and talents, enabling him/her to make progress and achieve success.

Qualified staff who will meet the academic needs of your child, ensuring that your child understands how to improve performance.

Regular reviews of your child’s progress through half-termly reports, student review days and consultation evenings.

Homework which is set and assessed on a regular basis.

Recognition and rewards for achievement to encourage positive actions/behaviours at every opportunity.

Contact with you if we are pleased or concerned about your child’s behaviour/progress.

Regular information about your child’s attendance and behaviour.

An open line of communication for the effective exchange of information and views.

Advance information about school events, with opportunities to support your child and school.

Parents/Carers:

I will ensure that my child arrives on time at school every day and will inform school immediately if my child is absent. Poor attendance is a potential safeguarding issue.

I will not remove my child during term-time for the purpose of a holiday

I will ensure that my child wears full school uniform and adheres to our code regarding jewellery, hairstyles etc.

I will encourage my child to meet all homework/assignment/ coursework deadlines

I will support school’s student behaviour code, including ensuring they complete detentions, and ensure my child behaves appropriately.

I will contact school if my child is experiencing problems which impact on his/her attendance, behaviour or academic performance

I will attend student review days and information evenings whenever possible

I will treat all school staff with respect

I will not use social media inappropriately regarding the school or students

I will ensure my child does not use their mobile phone whilst in school. They will not bring an I Pad or any alternative item electronic equipment into school

Students:

I will attend school on time every day unless I am too ill or have an appointment previously agreed by school.

I will come to school properly equipped with school bag, pen, pencil, ruler, PE kit and any other items required by specific subjects

I will wear correct school uniform, wearing my uniform with pride and remembering that I represent our school in the community

I will complete all classwork, homework and coursework to the best of my ability, meeting all deadlines set.

I will follow school’s behaviour code, showing respect for both staff and students in the way I speak and act

I will accept any sanctions given by the school and complete any punishments like detentions without argument.

I will always ask for help if I need support with a problem or am aware of another student in difficulty who may need

support

Co-op Academy Bebington:                                               Date:

Parent signature:

Student Signature:

FORM TIME MONITORING - WHAT WE EXPECT TO SEE!

All form tutors should ensure the following steps take place during form time over the week.  Another day can be used to complete tasks if you run out of time or students are involved in intervention.

1. Clear routines on entry – outdoor coats removed, students enter in an orderly manner.
2. Planners and equipment placed on desk.
3. Register taken in relative silence.
4. Complete ‘Uniform Checklist’ and actively monitor equipment, uniform and possession of a bag.
5. Those missing items of equipment/planner should be requested to attend reception to buy a replacement if they have the money.
6. ‘Uniform notification’ slips issued to those without items of uniform. Send offenders wearing incorrect footwear (with no medical excuse) to Pastoral Leaders as they have spare shoes. They also have some spare ties
7. All planners need to signed up to date by form tutors (see policy on use of planner for further clarification)
8. Within the planner, students must list homework set for each subject (taken from homework calendar).
9. Delivery of PSHE scheme of learning- one session per week.
10. Planners checked to see that they have

1. parent’s signature
2. completed both of the Attendance and ARBOR Achievement and Behaviour points information for the week
3. homework recorded (use the words ‘Non Set’ if they did not receive any)

11. Check attendance to lessons over the course of the week via SIMS lesson monitor. Discuss any patterns with students- particularly L’s or N’s in lessons.
12. Issue ‘Back to School Absence ‘ forms  to students who have returned from a period of absence. Discuss reason for absence with the student and offer appropriate support.
13. Review positive/ negative behaviour points for the previous week using ARBOR.

Tutors should use appropriate sanctions with those students who fail to follow expectations on uniform, equipment and use of planner. This should include detentions, personal contact with home and the use of a Form Tutor Standards Report.

It is essential that tutors collect their register folder from the attendance office by F13. This contains all of the sheets that you’ll need. If you need spare copies see Reprographics (uniform checklist and uniform notification slip) or the Attendance Officer (Reason for absence slips). The Attendance Officer has also supplied guidance relating to attendance.

In terms of best practice, in addition to the above:-

• Some tutors are using an attendance chart to promote/highlight good attendance
• Some tutors are using a form notice board to share information and celebrate success.
• Some tutors are using monitors to record attendance information, tick the checklist and buy equipment collectively for the class from the main office.

Shortage of time to complete tasks has been the main concern cited by a selection of tutors (you can use another day to complete). Whilst we appreciate this, a large number of tutors are covering all the tasks extremely effectively during the form period. See your Pastoral Leader for advice.

It is essential that all staff access PSHCE program materials at least once a week. This tool covers key topics that ensure we as a school cover all aspects of PSHCE and citizenship required by the DFE. The PHSCE Co-ordinator will provide guidance on how to use the resources, it is then a question of sharing these materials with your tutor group during registration one day a week.