Positive Behaviour Policy

Policy details

Date created - January 2025

Parental Consultation -

Date most recently reviewed by governors  - January 2025

Review date: January 2026

Responsibility for review: Charlotte Wierzbianski

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Leadership Opportunities        5

Guidance for restorative conversations        6

5. Recognition        7

6. Classroom Expectations        8

7. Expectations Around the Academy        8

8. Expectations outside of School        9

9.  Consequences        9

Early Years        10

Recording        10

Time out        10

10. Further Intervention and Support        11

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        13

Appendix        15

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 Parkland 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)

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 rules for learning and behaviour are underpinned by our 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.

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 ‘restorative conversation prompts’ to give pupils and staff a shared language for discussing communication
• the Learning and Behaviour Culture is displayed in all rooms of the academy and in the playground
• 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

We have many opportunities for our children to develop their leadership skills. Within class children may be appointed as the class library monitor, fruit monitors and milk monitors. In some classes, table captains are appointed, these change on a regular basis so that all children get a chance to demonstrate these skills.    

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

• Well-being Ambassadors - this is a group of pupils from Key Stage Two who are trained to support children with their well being. This includes running well-being assemblies and events and signposting children towards extra support. These children completed job applications and were appointed to roles.
• Co-op Young Leaders
• Librarians - these children each have a section of the library that they are responsible for. They ensure that the books are in the correct place and are looked after.
• Wow Ambassadors - these children monitor how children get to school and encourage children to come to school in a healthier, more environmentally friendly way.
• School council - our school council apply for their roles and are elected by their classes. Each class has two representatives who meet every two weeks and discuss school matters.
• Reading Ambassadors - these children promote a love of reading throughout school.

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

All rewards are recorded on ClassDojo.  Awards are given for:

• Pupils fulfilling their leadership responsibilities (see section below)
• Showing the four ‘Ways of Being’
• Being a ‘Super Learner’.  These Parkland Points are awarded to pupils showing the attributes of a skilled learner (not simply those who attain highly), such as perseverance, team work, problem solving, showing initiative, communication skills, practice, independence, progress etc.

Extra reward

• Five Parkland Points for being on time and attending every day in a week

Weekly Rewards

• Pupils with the highest class attendance get a spin on the Attendance Wheel
• Any class above 96% for attendance receives an extra playtime
• Highest word count in Accelerated Reader
• Accelerated Reader Class Trophy for the highest number of passes
• Parkland Pride awards linked to the Co-op Ways of Being  

Termly Rewards

• Attendance Bronze, Silver and Gold Awards - each child at these levels receives a certificate and a treat.

Annual Rewards

• Attendance and punctuality 96%+
• Reader of the Year
• Pupil of the Year (linked to the Co-op Ways of Being)

Accumulation of rewards:

6. Classroom Expectations

All pupils within the academy will demonstrate the pupil code of conduct:

1. We are sensible around school.

2. We come into school with a pass during playtimes and lunchtimes.

3. We always do as an adult asks straight away.

4. We respect people’s property and school property.

5. We respect other people’s games.

6. We always communicate and act respectfully.

7. We keep our hands and feet to ourselves.

8. We work hard and allow others to learn.

7. 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 Parkland we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Stand still on the first whistle then move to lines immediately after lunch when the second 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

8. Expectations outside of the Academy

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 to 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

Members of staff always try to intervene with low-level misbehaviour at the earliest point in the most subtle way. For example, this could be through making eye contact with the pupil, a gesture, facial expression or standing near to the child. The adult will then notice when the pupil makes good choices. The adult will acknowledge this - through subtle (e.g. smile, nod) or explicit (e.g. verbal praise, Parkland Points) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

In challenging misbehaviour, members of staff will follow these steps:

Step 1: Member of staff says to the pupil: “This is your reminder to make the right choice, this is a level 1 behaviour and the consequence will be…….if you do it again” (see consequences below)

If the misbehaviour continues:

Step 2: Member of staff says to the pupil: “You have continued to….. You are choosing not to follow our Ready, Respectful, Safe rules, the consequence is……” (see consequences below)

If the child refuses a level 1 negative consequences:

Step 3: Member of staff says to the pupil: “You are choosing not to follow our Ready, Respectful, Safe rules and have this will now become a level 2 negative and you will…..” (see consequences below)

The different behaviour types are broken up into different levels depending on the severity of misbehaviour. Each level has a different consequence.

Behaviour level and consequence

Class teachers must keep a record of all misbehaviours on Arbor.

Early Years

Children in the Early Years who breach the Code of Conduct will have their time out immediately after an incident within the Early Years setting. The length of time out will be determined by the teacher.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor. For Level 3 misbehaviour, the Senior Learning Mentor will consult with the SLT, make a telephone call to parents and will record this on Arbor. If sexually harmful behaviour occurs, this is recorded on CPOMs (not Arbor) as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

10. Further Intervention and Support

Co-op Academy Parkland 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. This is often done by using visual cues, personal timetables and social stories.

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 the Parkland 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 RPI Folder located in the SLT Office and communicated to parents/carers.

11. Child on Child Abuse

Co-op Academy Parkland 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 Parkland Child Friendly Anti Bullying Policy here

Co-op Parkland Safeguarding and Child Protection Policy here

Keeping Children Safe in Education 2024 here

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 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 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.  They must put their mobile phone in the main office and collect it at the end of the day.

Screening

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

Power to use reasonable force  

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

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

Searching, Screening and Confiscation - Advice for Schools

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

Appendix

Co-op Academy Parkland Consequences for behaviour

Training Records

Examples of approaches / posters etc

suspension processes / reintegration processes

Uniform expectation pics / images etc.

Scripts / scaffolds used

Home academy agreement

Approaches to behaviour

Graduated response document