Positive Behaviour Policy

Co-op Academy Woodlands

September 2026

Policy details

• Review Date - September 2026
• Date approved by Trust Board: September 2026
• Next review date - September 2027
• Policy owner: Co-op Academy Woodlands

Co-op Academy Woodlands

Foundry Place, Leeds, LS9 6DA

T: 0113 2407382

E: wood-office@coopacademies.co.uk

W: woodlands.coopacademies.co.uk

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Meditation        5

Leadership Opportunities        5

Guidance for restorative conversations        6

Talk Types        6

5. Emotion Coaching

6. Recognition        7

7. Classroom Expectations        9

8. Expectations Around the Academy        10

9. Expectations outside of School        10

10.  Consequences        10

Early Years        10

Recording        10

Time out        10

11. Further Intervention and Support        12

12. Child on Child Abuse        13

13. Suspensions        13

14. Permanent Exclusion        14

15. Searching, Screening and Confiscation        14

Appendix        17

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils 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. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

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.

At Co-op Academy Woodlands, we have four school rules:

1. We show respect to everyone and everything.
2. We do as an adult asks.
3. We engage in our learning.
4. We keep ourselves and others safe.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

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.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents

The senior leadership team will support staff in responding to behaviour incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Always model good manners and insist that pupils show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Have clear routines which are adhered to consistently
• Ensure pupils line up smartly and move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff.

A staff training log can be found in the appendix.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• the use of ‘Talk Types’ to give pupils and staff a shared language for discussing communication
• the Pupil Code of Conduct is displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
• the tariff for rewards and sanctions are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Meditation

Pupils have two opportunities each day to practise meditation, after play time and after dinner. The purpose of this practice is to teach children self-regulation and self-mastery. This is a time of stillness and silence so it is vital that all those in the classroom give the meditation session their full attention. Recorded, guided meditation sessions are used in all classes.

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Play leaders - pupils from Y3 and Y5 are trained to lead games and activities at break and lunch times.

Reading leaders - pupils from Y6 and Y4 are trained to read with younger pupils at break and lunch times.

Assembly leaders - pupils from Y5 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

Behaviour champions - pupils from Y6 are selected as role models. They are trained to intervene in lower level play time disagreements. They mentor individual younger pupils who are struggling to manage their own behaviour. They monitor lining up and movement around school, supporting this and providing feedback to class teachers.

Co-op Coins will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

Talk Types

We define positive and negative communication using the labels below. This complements the shared language staff and pupils use to discuss behaviour. Members of staff consistently refer to the Talk Types when discussing pupils’ behaviour with them. Similarly, staff identify other opportunities in the curriculum to reinforce pupils’ understanding. For example, Talk Types are identified when analysing a character’s behaviour in a book or text. Scenarios in PSHE lessons also provide an ideal opportunity to consolidate and extend pupils’ understanding of their own behaviour and that of others.

At all stages of this, children will be supported and their improvements will be recognised to give children the best possible chance of again meeting Co-op Academy xxxx’s whole school expectations.

5. Emotion Coaching Framework

Core Philosophy & Perspective Shift

Our behaviour policy is grounded in a trauma-informed shift in perspective. Rather than asking "What is wrong with this child?", staff must ask "What happened to this child?" and "What is this behaviour communicating?" 

Visible challenging behaviours (e.g., defiance, aggression, disruption) are often the tip of an iceberg; they may be driven by hidden root causes such as Adverse Childhood Experiences (ACEs), insecure attachments, communication barriers, or unmet learning needs. Emotion Coaching helps children to regulate, understand, and safely express their emotions in a pro-social way.

The Biological Basis: The "Regulate, Relate, Reason" Hierarchy

To support self-regulation, interventions must follow the brain's natural processing sequence from the bottom up:

• Regulate (Brain Stem): The brain stem controls survival instincts and life support (fight/flight/freeze); a dysregulated child cannot process effectively. Staff must first establish physical and emotional safety.
• Relate (Limbic System): The limbic system processes emotions, attachment, and relationships; staff must actively validate and name the child's feelings to foster connection and calm the emotional centre.
• Reason (Cortex): The cortex handles logic, planning, and consequences. Cognitive problem-solving can only occur once the child is fully regulated and connected.

Implementation: The Three-Step Approach

Step 1: Regulate

• Objective: Lower arousal and transition the child out of a survival state.
• Strategies: Create a low-stimulation or safe space, use a calm vocal tone, offer rhythmic actions (e.g., walking), use sensory tools, or breathing exercises.

Step 2: Relate

• Objective: Notice, name, and validate the child's feelings.
• Strategies: State what is observed instead of asking interrogative questions.
• Scripting: "I can see you are feeling frustrated right now. It is okay to feel frustrated; I have felt that way before too." 

Step 3: Reason

• Objective: Set clear behavioural boundaries and collaboratively solve the problem.
• Strategies: Explicitly separate the emotion from the behaviour. Scaffold alternative ways to handle the situation for next time
• Scripting: “When your friend took your equipment, you felt angry, it’s ok to feel angry but it’s not ok to hurt/ shout at your friend. What could you do next time? You might want to ask your teacher for some equipment. How can we put things right with your friend?”

Key Implementation Guidelines for Staff

• Self-Regulation First: Staff must recognise their own emotional response and ensure they are entirely calm before attempting to co-regulate with a pupil.
• Maintain Neutrality: Remain calm, non-confrontational, and non-judgemental throughout the process.
• Universal Application: Emotion coaching is a universal approach, beneficial to all children, not just those with identified trauma or SEMH needs.
• Boundary Clarification: Validating an emotion does not mean approving of unsafe or disruptive behaviour. All emotions are acceptable, but not all behaviours are.

6. 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. Staff will ensure all RESPECT Points are recorded on Arbor by the end of each working day.

Each week, the DHT in charge of behaviour will update the RESPECT Point tracker and hall display to help raise the profile of RESPECT Points and support in celebrating children’s successes with all.

Whole-school RESPECT point competition

• 1000 points: Extra playtime
• 1500 points: Extra playtime
• 3000 points: Team Games Afternoon
• 4500 points: Class VR Session
• 6000 points: VIP Lunch
• 7500 points: Family VR Session
• 9000 points: Family Picnic in the Park

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

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

At the end of the academic year, 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 the year.

7. Classroom 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, 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

8. Expectations Around the Academy

The code of conduct explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Woodlands we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Move to lines immediately after lunch when the ‘silent stop’ whistle is blown
• Respect that there is always learning happening and therefore use quiet voices inside the building
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors

9. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

10.  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.

A red card will be brought to a member of SLT. This shows that immediate support is needed in this classroom. A red card can be used in a situation where children or staff are in immediate danger or for serious incidents such as fighting or physical harm.

Early Years Time Out

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.

A red card will be brought to a member of SLT. This shows that immediate support is needed in this classroom. A red card can be used in a situation where children or staff are in immediate danger or for serious incidents such as fighting or physical harm.

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 Arbor. Breaktime incidents should be recorded on Arbor by the member of staff on duty by the end of the academic day.

Consequence Level Escalations

Escalations of incidents will be automatically alerted to SLT and the staff members below using Arbor.

Stage 1: Classroom and Teacher-Led Interventions

• 3 x C1s or 3 x C2s per half term:

• Consequence: Parent phone call from the class teacher.
• Follow-up: The teacher will discuss the recurring behavior with the student, reinforce expectations, and work with the student to identify strategies for improvement. The teacher will also inform parents about the pattern and solicit their support.

Stage 2: Phase Leader Involvement

• 3 x C3s per half term:

• Consequence: Phone call from the Phase Leader.
• Follow-up: The Phase Leader will review the student's C3 incidents, discuss the impact of their behavior with the student, and outline clear expectations for improvement. They will also communicate with parents to discuss the concerns and explore potential home-school strategies. This might include a brief meeting if deemed necessary by the Phase Leader or requested by parents.

Stage 3: Deputy Headteacher Intervention

• 2 x C4s per half term:

• Consequence: Phone call or meeting with the Deputy Headteacher.
• Follow-up: The DHT will conduct a more formal conversation with the student, emphasizing the seriousness of the C4 incidents and outlining the potential next steps if the behavior continues. A meeting with parents will be scheduled to discuss the escalating concerns, review strategies implemented so far, and collaborate on a more intensive support plan. This plan might include a behavior contract or temporary withdrawal from certain activities.

Stage 4: Headteacher Intervention

• 3 x C4s per half term:

• Consequence: Phone call or meeting with the Headteacher.
• Follow-up: The Headteacher will personally address the student regarding the persistent C4 behaviors, underscoring the impact on the school community and the need for significant change. A formal meeting with parents will be arranged to discuss the serious nature of the repeated C4 incidents. This meeting will involve reviewing all previous interventions and potentially exploring more significant consequences, such as an internal exclusion, a fixed-term exclusion, or the development of a comprehensive behavior support plan with external agency involvement if appropriate.

Phased Returns

• 3 x incidents at play or lunchtime per half term

• Consequence: child starts phased return - no playtimes until phased return completed. Each day, the child will go to The Hive at lunchtime with LSW and earn 5 minutes more outside each day if no incidents arise. If an incident arises, staff will discuss this with parents and children and the Phased Return may start again.
• Follow up: DHT/AHT will contact parents to inform them of the phased return starting, and when phased return is completed.

• 2 x Phased Returns per half term:

• Consequence: Meeting with the Deputy Headteacher or Headteacher.
• Follow-up: This indicates a significant and ongoing challenge with a student's behavior and their ability to reintegrate into the full school day. The meeting with the DHT or HT will be a comprehensive review of all incidents and interventions. The focus will be on developing a highly individualised support plan, which may involve:

• Revisiting the reasons for the phased returns.
• Increased collaboration with external support services
• Adjustments to the curriculum or learning environment.
• Exploring internal  alternative provision during lunchtimes and playtimes, such as The Meadow, The Hive or a club.

Incidents in the community outside of school hours

The school can issue consequences in school following investigation of incidents outside of school time. These will be issued on a case-by-case basis with the schools Leadership Team and communicated to families on the day of the investigation and consequence.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor by the end of the same working day.

11. Further Intervention and Support

Co-op Academy Woodlands is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn RESPECT Points in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded in the bound book and communicated to parents/carers.

Adapting approaches depending on the age and stage of a pupil/ cohort

In the early years, positive behaviour management is deeply rooted in trauma-informed research and the EYFS framework, specifically supporting the prime area of Personal, Social, and Emotional Development and the Characteristics of Effective Learning.

Central to our approach is Emotion Coaching, where practitioners validate and name children's feelings while maintaining clear boundaries, teaching them that all emotions are acceptable even when certain actions are not.

Through the ‘Regulate, Relate, Reason’ model, staff co-regulate with children to calm their physiological ‘fight, flight, freeze’ responses, building the vital emotional literacy needed for self-regulation. To ensure proactive, early intervention, all academies implement the Highfield Resilience Tracker. Based on Edith Grotberg’s ‘I am, I have, I can’ framework, this tool allows practitioners to precisely identify emotional needs and provide targeted support through high-quality adult interactions and strong parental engagement.

When behavioural boundaries are crossed, practitioners utilise logical consequences that are developmentally appropriate, helping children understand the impact of their actions.

This early years approach directly aligns with the Trust Behaviour Setplay, ensuring a positive foundation that empowers children to progress from co-regulation to independent self-regulation as they transition through school.

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

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

Co-op Academy Woodlands Anti Bullying Policy.

Co-op Academy Woodlands Child Protection Policy.

Keeping Children Safe in Education

13. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

14. 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.

15. 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
• anything that has been or is likely to be used to commit an offence, cause injury,damage 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.

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.

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

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent 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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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

Mobile Phones / Devices

• Co-op Academy Woodlands is mobile phone-free environments by default.
• The default position is that pupils are not allowed to bring their mobile phones to school - for their own safety and security and for the comfort and peace of mind of others.

If there are exceptions to the ban of mobile phones for primary schools in upper Key Stage 2 the following applies:

• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, the academy will issue consequences in line with the school’s policy as outlined above.
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Woodlands will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

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

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

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

Appendix

Behaviour Blueprint: a digital copy can be found here.

Our consequence chart:

Our school rules and RESPECT posters

Home-School agreement

Home-School Agreement

Principles of the home school agreement.

Every child has the right to an education to prepare them for their futures and to be safe in school.  

Our staff have the right to come to work to carry out their duties and to ensure the children receive a good education and to ensure the safety of our children.

We expect pupils, parents and staff to be respectful to themselves and each other. When issues arise, we expect them to be managed and resolved in partnership with each other (child, parent/carer and staff).

To ensure this, we agree on the following:

The child will:

• Come to school on time every day in school uniform
• Engage in all aspects of school life
• Complete work to the best of their capabilities
• Follow school rules at all times
• Be polite and respectful to adults and children
• Use respectful language  
• Take responsibility when things go wrong, talking about incidents with school and his family
  

To achieve this our staff will:

• Have high expectations of our children
• Be respectful and professional at all times
• Be fair
• Listen to children
• Have clear communication with parents
• Support and encourage children to work hard
• Support children by adapting strategies to manage their needs where appropriate
• Support and encourage Children to follow the school rules  

Parents will:

• Support the school  
• Ensure their child/ren adheres to school rules
• Engage with your child/ren’s learning and development
• Make sure your child /ren are in school on time every day
• Make sure your child/ren are wearing their uniform or talk to school if there are issues
• Be contactable when school needs to get in contact
• Ensure that their child/ren attended school on time, every day
• Share any worries or concerns involving your child/ren so that school can support
• Be respectful to staff and other parents

I have read and understood the contents of the agreements/permissions as listed above and agree to the terms of the Home-School Agreement.

Parent/Carer Signature _____________________________________________ Date_________________

Parent/Carer name in BLOCK CAPITALS____________________________________________________

Child’s Signature ______________________________________________ Date________________

Child’s name in BLOCK CAPITALS____________________________________________________

School Signature ______________________________________________ Date________________

Name in BLOCK CAPITALS____________________________________________________

Woodlands SEMH Graduated response document

Example of a Target Card and Reward 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