Co-op Academy Woodlands

Positive Behaviour Policy

Policy details

Date created - September 2025

Date most recently reviewed by governors  -

Responsibility for review: Adele Clark - Headteacher, Thomas Trower - Deputy Headteacher

Contents

Policy details        1

1. Policy Statement and Purpose        2

Our Vision for Behaviour: Creating a Culture        3

2. Rules and Ways of Being        4

Our RESPECT Values        5

3. Rights and Responsibilities        6

4. Developing Positive Behaviour        7

Embedding the approach        7

Leadership Opportunities        7

Guidance for restorative conversations        8

5. Recognition        8

6. Classroom Expectations        10

7. Expectations Around the Academy        11

8. Expectations outside of School        12

9.  Consequences        12

Early Years Time Out        14

Break and Lunch Time Misbehaviour        15

Consequence Level Escalations - 25/26        16

Stage 1: Classroom and Teacher-Led Interventions        16

Stage 2: Phase Leader Involvement        16

Stage 3: Deputy Headteacher Intervention        16

Stage 4: Headteacher Intervention        16

Phased Returns        17

10. Further Intervention and Support        18

11. Child on Child Abuse        21

14. Searching, Screening and Confiscation        22

Appendix        25

Behaviour Blueprint: a digital copy can be found here.        25

Home-School Agreement        28

Uniform expectations        42

Example Behaviour Management Letter to parents        44

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 Academies Trust website and the Co-op Academy Woodlands website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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)

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.

2. Rules and Ways of Being

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.

Our RESPECT Values

Co-op 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’.

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.

The Deputy Headteacher in charge of behaviour:

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

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 School Rules and At Woodlands We posters are 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)

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:

Playground Friends - pupils from Y4-6 are trained to lead games and activities at break and lunch times and support children using the Buddy Bench system and The Cooler system.

Sports Leaders - pupils from Year 4-6 are trained to lead games and activities at play and lunchtimes.

Lunchtime Legends - Year 4-6 pupils are trained to support with lunchtime and eating in the hall, clearing away tables and supporting younger children while eating.

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

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.

5. Recognition

RESPECT Points

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

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

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

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

Children will record each RESPECT point they receive on their table chart. At the end of the day, each class should count up their RESPECT point total and add this to their rolling total chart. 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: Family VR session
• 6000 points: VIP Lunch
• 7500 points: Family VIP Lunch
• 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.

Individual RESPECT point recognition

Following pupil voice survey, children will receive a postcard to take home when the earn the following amount of RESPECT Points:

• 50 RESPECT Points
• 100 RESPECT Points
• 200 RESPECT Points
• 300 RESPECT Points
• 500 RESPECT Points
• 700 RESPECT Points
• 1000 RESPECT Points

Children who earn these will also have their names read out in RESPECT Assembly on a Friday.

RESPECT Badges, awards and prizes

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

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

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

High-Flyer Award

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

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

6. Classroom 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

7. Expectations Around the Academy

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

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

8. 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.

9.  Consequences

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

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

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

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 - 25/26

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.

10. Further Intervention and Support

Coop 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 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 on the school’s Restrictive Physical Intervention google form, logged on Arbor for the Headteacher to sign and communicated to parents/carers.

Blueprint

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

Consequences on a page

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

Scripts

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

Reward charts

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

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

Target Cards - a tiered approach

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

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

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

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

IBPs

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

LSWs

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

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

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in 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 Safeguarding and Child Protection Policy.

Keeping Children Safe in Education

12. 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.

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
• 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.

Mobile Phones / Devices

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.

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).

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