Behaviour Policy                       Date: March 2022

To be reviewed: September 2022

Persons responsible: Charlotte Wierzbianski and Beth Pascoe

Co-op Academy Parkland is committed to safeguarding every pupil. We acknowledge that safeguarding is everyone’s responsibility and ensure all of our staff are trained to be vigilant and aware of the signs and indicators of abuse and understand and follow safe working practices.

The viewpoints and voice of pupils is of paramount importance to our academy and we will always listen to their wishes, thoughts and feelings, as well as identifying and supporting their needs. We will work alongside pupils to develop trusting, consistent and professional relationships and show we care by advocating the early help processes where possible. We will identify any difficulties or concerns early in order to act preventatively. We will always provide support and advice for families and parents/carers, whilst acting in the best interests of the student at all times and doing what matters most. Safeguarding also includes ensuring we work in an open and honest way, enabling our students to feel safe by providing a secure learning environment, are equally protected regardless of any barriers they may face and are able to grow and develop in the same way as their peers.

Co-op Academy Parkland safeguards pupils by:

● Maintaining a secure site and ensuring that all visitors to the academy are recorded, monitored and clear about how to raise a safeguarding concern should one arise. ● Ensuring that safer recruitment practices are followed to prevent those who pose a risk to children gaining access to our students.

● Filtering and monitoring all internet traffic into the Academy to ensure that pupils cannot be exposed to harmful material and communication.

● Ensuring that all staff employed by the academy have received Disclosure and Barring Service (DBS) clearance which is recorded in the Single Central Record

● Providing regular training and briefings for all staff in child protection and ensuring that all staff and visitors know who our designated safeguarding officers and designated senior lead are.

● Ensuring that admission and attendance procedures are robust to protect pupils, ensure that they are safe and prevent pupils from going missing from education. ● Empowering young people to identify risks both within the academy and in their community; ensuring that they have the skills and confidence to help and protect themselves and others.

● Making sure that all pupils understand the importance of reporting concerns about themselves and peers and giving them the confidence to discuss sensitive issues. ● Providing pastoral and inclusion support to ensure that all pupils have access to guidance and advice, and when needed referrals for additional agency support to meet their needs.

● Sharing information when appropriate with other agencies and services to ensure that pupils, children and their families have support to meet their needs and prevent pupils from harm or further harm

● Taking immediate action and contacting the appropriate agencies when we believe that a pupil is in danger or is at risk of harm.

Co-op Academy Parkland is committed to safeguarding and promoting the wellbeing of all of our pupils. We expect our staff, governors, wider professionals, volunteers and all other stakeholders to share this commitment. All of our policies are underpinned and linked to our safeguarding policy through this commitment.

Policy aims 

● To ensure that all members of the academy community feel valued and respected. ● To promote positive behaviours for learning.

● To ensure that pupils are ready to learn.

● To ensure that pupils feel secure in their surroundings so that learning can take place. ● To build good relationships between staff/ pupils/ parents.

● To maintain good communication between home and school to share both successes as well as concerns about pupils’ behaviour.

● To maintain a consistent system of dealing with all behaviour, including challenging behaviour.

● To encourage and teach pupils to take responsibility for their own behaviour and actions. ● To ensure that pupils reflect on their actions.

● To ensure that staff reflect on the needs of the pupils to ensure positive actions, choices and behaviours.

● To prevent bullying, including cyberbullying, prejudice-based and discriminatory bullying

School behaviour will be supported by the Ways of Being Co-op:

❖ Be yourself, always

❖ Do what matters most

❖ Succeed together

❖ Show you care

These values will be explicitly taught and modelled through assemblies, circle time and following the Jigsaw PSHE curriculum. As well as being explicitly being taught the ‘Ways of Being Co-op’ will permeate through the entire curriculum and academy ethos. At Co-op Academy Parkland we encourage everyone to follow the ‘Ways of Being Co-op’ within a safe environment where education can prepare all pupils to be ready for life.

The Co-op Academies Trust is committed to co-operative values and principles. The Trust expects all of its academies to have these at the core of their work. Through our values we strive to ensure children, young people and their families and staff at all levels in the Trust develop:

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

● Self-responsibility – so that we take responsibility for, and answer to our actions ● Democracy – through having a say in how we run our Trust and the academies ● Equality – through ensuring that the voice of each individual can be heard ● Equity – a fair and unbiased community

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

We embrace the co-operative ethical values of:

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

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

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

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

We will:

● Nurture all children in a safe and stimulating environment

● Provide for them a style of education that inspires the will to learn

● Prepare them for making wise choices throughout their lives

● Enable them to face their lives with courage and compassion

We believe that:

● Each human being is special, gifted, and unique.

● We should value others for what they are – not just for what they do. ● We should balance high self-esteem with respect for others.

● Good relationships are fundamental for both our own individual good and for the good of the community as a whole.

We will provide:

● Structured learning that provides children with a wide range of skills. ● A wide-ranging rich curriculum.

● Frequent opportunities for all children to express themselves creatively. ● Encouragement to communicate well and listen to others.

We will enable all children to:

● Value the beauty of the natural world.

● To wonder at the mystery of life and its possible origins.

● To feel the need to distinguish between good and bad, right and wrong. ● To see how they can promote their own health and well-being.

● To be ready for their wider role as citizens

Ensuring positive behaviour at Co-op Academy Parkland 

At Co-op Academy Parkland, we will ensure that pupils can demonstrate positive behaviour through:

Establishing a routine.

Creating a positive learning environment.

Consistent adults.

Working with parents and carers.

Establishing a routine where:

● Pupils will be greeted by the adults in their class at the beginning of the day. ● At the start of each session clear expectations are established for learning and behaviour. ● Consistency in people and routine allows pupils to feel safe and secure. ● Pupils walk quietly and in single file in school.

● Pupils and staff refer to each other in a friendly and polite manner.

● Pupils are taught common courtesies by example – e.g. smiling at each other, greeting each other.

● Class communicators are in place to extend greetings and common courtesies to other members of the academy community and visitors.

● Class Charts is used regularly to record and celebrate behaviour. 

Creating a positive learning environment which has:

● A welcoming atmosphere.

● ‘The Ways of Being Co-op’ displayed.

● Consistent daily routines.

● Support and challenge for both learning behaviours and learning.

● An atmosphere of collective responsibility for each other and their environment. ● Evidence that all pupils’ contributions are valued.

● Learning displayed which celebrates pupils’ achievements.

● Co-op values displayed.

● Class Charts displayed on the interactive whiteboard. 

Consistent adults who:

● Deal with situations in a calm manner avoiding confrontation.

● Give frequent praise for positive choices as well as for successful learning. ● Use positive language at all times.

● Are consistent whilst taking into account each pupils’ individual needs. ● Act on unacceptable behaviour.

● Record positive behaviour through points on Class Charts 

● Record negative behaviour on Class Charts. 

Working with families to:

● Seek their support and help.

● Inform them of their child’s behaviour both positive and negative.

● Inform them of any incidents which may cause distress.

● Inviting families into the academy for informal discussions regarding an incident – in the first instance this would be the class teacher.

● Inviting families into the academy for formal discussions regarding a serious incident or multiple incidents – this would be the class teacher and/or a member of the pastoral team and/or members of the SLT.

Positive Behaviour 

At Co-op Academy Parkland, we focus on our pupils’ positive choices. By highlighting, praising and rewarding positive choices in and around our academy our pupils see, model and know what positive choices are. We are very proud of the good behaviour we see from our pupils on a daily basis and we want to make sure that we acknowledge this. Positive behaviour is acknowledged through:

Praise

Use of Class Charts to record points 

Certificates

Awards and rewards

Prizes

➢ Praise:

All members of the academy community have a responsibility for ensuring that all pupils are seen doing the right thing and that this positive behaviour is praised and recognised. We believe in the power of positive and frequent praise for good and caring behaviour as a more effective way of improving standards and relationships between individuals. Adults within the academy environment have a duty to provide positive role models in all areas of behaviour, this includes non-teaching staff, site staff as well as visitors. Older pupils are encouraged to care for and support younger ones both inside and outside the academy building just as they would in the family home. At Co-op Academy Parkland we ‘Do What Matters Most’ and ‘Show we Care’ so that we can ‘Succeed Together’.

➢ Awards and rewards:

In Foundation Stage rewards include:

● Verbal praise.

● Star of the day.

● Prizes.

● Special activities.

● Praise of special achievements and share this with peers, other staff and families. ● Class Charts points

● Class Charts prizes which can be purchased with points

In Key Stage 1 and Key Stage 2 rewards include:

● Verbal praise.

● Class Chart points

● Class Chart prizes which can be purchased with points

● Certificates linked to good attitude to learning and behaviour, given in class and whole academy assemblies.

● Certificates linked to the ‘Ways of Being’, given in whole academy assemblies. ● Praise of special achievements and share this with peers, other staff and families. ● Special responsibilities to children who demonstrate positive behaviour. ● Stickers.

Positive consistent language 

So pupils have a clear message about their behaviour, actions and choices, consistent language is used by staff. This will also be used to encourage pupils to make positive behaviour choices.

Positive consistent language within EYFS

So pupils have a clear message about their behaviour, actions and choices, consistent language is used by staff. This will also be used to encourage pupils to make positive behaviour choices.

Strategies to manage inappropriate behaviour 

Staff in the academy should never ignore inappropriate behaviour. A range of strategies will be used by staff to manage this to help pupils to be ready to learn. Strategies could include:

● Proximity praise: focus on and praise the behaviour of pupils sitting near the off-task pupil.

● Once the pupil is back on task, praise the appropriate behaviour at the earliest opportunity.

● A private reminder about expected behaviours. This should be to the individual pupil only so not to distract other pupils.

● Discussions with the pupils about their behaviour and how to make it positive behaviour. ● Talk through the problem.

● Clear classroom expectations from all adults.

● Explicitly teaching pupils how to manage their behaviour.

● Communicating clearly.

● Knowing the pupils as individuals.

● Working with children and families to support a child’s behaviour.

● The use of Zones of Regulation so children can self-regulate their behaviour e.g. What does it look like when I’m in the Blue Zone?

Sanctions 

When behaviour requires a sanction, the following sanctions can be used: ● Verbal warnings.

● Referral to Pastoral Support Team.

● Referral to Leadership Team.

● Discussion with families about their child’s behaviour.

● In-school seclusion (snug).

● Suspensions (fixed and permanent) see Policy for more details.

A small number of pupils, whose challenging behaviour cannot be maintained within this structure, will be supported on an individual basis, in line with their IBP and with support from the Pastoral Team.

Strategies to manage inappropriate behaviour within EYFS

Staff in the academy should never ignore inappropriate behaviour. A range of strategies will be used by staff to manage this to help pupils to be ready to learn. Strategies could include:

● Praise: focus on and praising children who demonstrate the correct the behaviour.

● Once the child is back on task, praise the appropriate behaviour at the earliest opportunity.

● A private reminder about the correct behaviours. This should be to the individual child only so not to distract other children.

● Discussions with the pupils about why the behaviour is inappropriate and how they can change their behaviour and make the correct choices.

● Talk through the problem once the child is calm and regulated.  

● Clear classroom expectations and use of language from all adults.

● Explicitly teaching pupils how to manage their behaviour.

● Communicating clearly what the consequence of displaying inappropriate behaviour will be and providing opportunities to rectify behaviour/make the correct choice.

● Knowing the unique child and making reasonable adjustments if required.

● Working with children and families to support a child’s behaviour.

● The use of Zones of Regulation so children can self-regulate their behaviour e.g. What does it look like when I’m in the Blue Zone?

Sanctions within EYFS

When behaviour requires a sanction, the following sanctions can be used: ● Verbal warnings.

Once three verbal warnings have been received a child will receive a negative on class charts and receive thinking time within a safe space.

● Referral to Pastoral Support Team.

● Referral to Leadership Team.

● Discussion with families about their child’s behaviour.

● In-school seclusion (snug).

● Suspensions (fixed and permanent) see Policy for more details.

A small number of pupils, whose challenging behaviour cannot be maintained within this structure, will be supported on an individual basis, in line with their IBP and with support from the Pastoral Team.

Recording 

All incidents are logged on Class Charts. These recordings will be analysed half termly by the Pastoral Team to look at ways to improve both individual pupil’s behaviour as well as classroom behaviour as a whole.

The Pastoral Support Team will do weekly behaviour reviews with identified key children. In these reviews, we will look at the behaviour of the previous week with the identified pupil to look at the reasons behind this behaviour and to come up with behavioural targets and possible rewards for the following week.

Prevention of bullying, including cyberbullying, prejudice-based and discriminatory bullying 

Co-op Academy Parkland has a separate anti-bullying policy which runs in conjunction with other policies including the Safeguarding Policy and the Positive Handling Policy. At Co-op Academy Parkland, pupils follow the Co-op Ways of Being.These emphasise respect for all and the importance of relationships. Any bullying incidents will be recorded both on Class Charts and CPOMS. 

There is no legal definition of bullying. However, it is usually defined as behaviour that is: ● Repeated

● Intended to hurt someone either physically or emotionally

● Often aimed at certain groups, for example because of race, religion, gender or sexual orientation.

This is the definition that will be used at Co-op Academy Parkland.

Pupils will be taught about the different types of bullying including cyberbullying, prejudice-based and discriminatory bullying through the PSHE curriculum, computing curriculum, assemblies and through class discussion. They will also be taught about how to be a responsible, respectful member of our academy where relationships matter. Pupils will be taught how and who to report bullying to.

Bullying will not be tolerated at Co-op Academy Parkland and will be dealt with by all members of the academy staff. Support for the victim(s) of bullying will be provided by the class teacher and Pastoral Team. Education and support will also be given to the perpetrators of bullying to ensure that they make positive behaviour choices.

Positive handling 

We believe that we should try all other strategies, especially the use of diversionary tactics, before we use reasonable force. In exceptional circumstances, where there is an immediate risk of injury, a member of staff may need to take any necessary action that is consistent with the concept of 'reasonable force': for example to prevent a young child running off a pavement onto a busy road or preventing one pupil from hurting themselves or another person. At Co-op Academy Parkland this is referred to as ‘Positive Handling’.

In the case of serious disruption to learning and classroom order, the Senior Mental Health Lead or a member of the SLT might decide ‘Positive Handling’ is necessary if the pupil refuses to leave the classroom and all other strategies have been unsuccessful.

If we identify individual pupils who may not always respond to other positive behaviour strategies, we must complete a Positive Handling Plan (PHP) and a risk assessment to ensure the safety and wellbeing of everyone involved. Please refer to the Positive Handling Policy and procedures for further guidance.

Confiscation of inappropriate items 

As stated in the DfE’s ‘Guidance on Behaviour and Discipline in School (January 2016)’, the Headteacher and authorised staff can use reasonable force given the circumstances to conduct a search for the following items:

● knives and weapons

● alcohol

● illegal drugs

● stolen items

● tobacco and cigarette papers

● 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.

Force cannot be used to search for items banned under the school rules (i.e. chewing gum, mobile phones etc.).

Please refer to the Care and Control Policy for further information.

Recording incidents (positive handling) 

It is a legal requirement that there is a written report of any occasion where handling is used. (This should be done within 24 hours) and the log book is completed. It may help prevent any misunderstanding or misrepresentation of the incident, and it will be helpful should there be a complaint.

The forms and log book are kept in the Headteacher’s office and placed on CPOMS.

Lunch and playtime procedures 

The Pastoral Team helps to facilitate environments where pupils can make positive choices and reduce negative behaviours through providing outdoor play equipment; library sessions and Friday lunchtime club. For serious behaviour (e.g. violence) pupils should be referred straight to the Senior Leadership Team.

For minor incidents - calmly give the pupil a warning making it clear what behaviour it is that you are concerned about. If the behaviour persists then refer the pupil to one of the supervisors. Once informed of an incident the supervisors will decide the best course of action. This may be a warning/time out/removal from the activity. Statements should be taken from all parties involved and recorded word for word for younger pupils with KS2 pupils to record their own statements where appropriate.

Severe incidents 

On rare occasions, there may be incidents of severe misbehaviour. In such cases, a Senior Mental Health Lead/Head of Academy/Assistant Head of Academy will be involved immediately. Each incident will be dealt with on a case-by-case basis, in discussion with all relevant parties, including parents and appropriate outside agencies.

Action following a report of sexual violence and/or sexual harassment 

There is a zero tolerance approach to sexual violence and harrassment within the academy. All incidents will be reported to the DSLs and Head of Academy. Any reports of sexual violence will follow the statutory guidance as set out in Keeping Children Safe in Education.

The Behaviour Policy supports the statutory guidance and will be used to support both the victim and alleged perpetrator(s).

Each report will be considered and dealt with on a case-by-case basis. Every decision made will reflect the duty to safeguard children and the academy's duty to educate them. There are four likely scenarios for the academy to consider when managing any reports of sexual violence

and/or sexual harassment: manage internally, Early Help, referrals to children’s social care and reporting to the police.

When managing internally and in some cases of sexual harassment, for example, one-off incidents, the academy may take the view that the children concerned are not in need of early help or that referrals need to be made to statutory services and that it would be appropriate to handle the incident internally, perhaps through utilising their behaviour policy and by providing pastoral support. Whatever the response, it should be underpinned by the principle that there is a zero tolerance approach to sexual violence and sexual harassment and it is never acceptable and will not be tolerated. All concerns, discussions, decisions and reasons for decisions will be recorded (written or electronic). At Co-op Academy Parkland, this will be recorded on CPOMS.

Decisions surrounding the sanctions will be considered on a case-by-case basis. Sanctions could take the form of: alterations to timetables so that victim and alleged perpetrator(s) are separated to avoid sharing classes and sharing spaces; behaviour plans; support from the Pastoral Team; internal seclusion; fixed term exclusions and permanent exclusion. Exclusions will be dealt with in line with the Exclusion Policy.

The Government supports headteachers in using exclusion as a sanction where it is warranted. However, permanent exclusion should only be used as a last resort, in response to a serious breach or persistent breaches of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the academy.

The decision to exclude a pupil must be lawful, reasonable and fair. Schools have a statutory duty not to discriminate against pupils on the basis of protected characteristics, such as disability or race. Academies should give particular consideration to the fair treatment of pupils from groups who are vulnerable to exclusion.

Disruptive behaviour can be an indication of unmet needs. Where an academy has concerns about a pupil’s behaviour, it should try to identify whether there are any causal factors and intervene early in order to reduce the need for a subsequent exclusion. In this situation, academies should consider whether a multi-agency assessment that goes beyond the pupil’s educational needs is required.

Academies should have a strategy for reintegrating a pupil who returns to the academy following a fixed-period exclusion and for managing their future behaviour.

This is set out in the Exclusion Policy.