Positive Behaviour Policy        

September 2026                        

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Policy details

• Review Date - 22/06/26
• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Co-op Academy Leeds

Co-op Academy Leeds

Stoney Rock Lane

Leeds

LS9 7HD

0113 380 7940

leed-info@coopacademies.co.uk

https://www.leeds.coopacademies.co.uk

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

12. Suspensions……………………………………………………………………………………………………. 12

13. Permanent Exclusions…………………………………………………………………………………………

14. Searching, Screening and Confiscation        13

Screening        15

Power to use reasonable force        15

Mobile Phones / Devices        15-16

Appendix i        17

Co-op Academy Leeds Consequences Tariff        17

Appendix ii        21

Suspension Reintegration Meeting - Co-op Academy Leeds        22

Appendix iii        34

Classroom Behaviour System        34

Appendix iv        36

Posters        37

Appendix v        38

Home Academy Agreement        38

Appendix vi        39

                  Graduated Response to Social Inclusion……………………………………………………………39

Policy Statement and Purpose

Co-op Academy Leeds has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Leeds  as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Leeds is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Leeds will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our pupils to express themselves in the right way embodying ‘being yourself, always’ across our community.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

Rules and Ways of Being

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

• Do what matters most:

• We follow the academy code of conduct
• We listen to and respect all members of the community
• We come to school each day, ready to work hard and make progress

• Be yourself, always

• We stand up for what we believe in - even if it is not the popular choice
• We know it is cool to be smart and value learning
• We look ahead at the long game to help us make the right choices

• Show you care

• We are kind to each other
• We do not tolerate discrimination, bullying or unkindness to others
• We are polite and courteous

• Succeed together

• We respect our shared learning environment
• We work together as a team - knowing that team always beats individual
• We look for opportunities to become leaders and role models within our community

Our rules for pupil conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

Always be READY

• Be punctual
• Be prepared with equipment
• Wear uniform correctly
• Be ready to learn

Always be RESPECTFUL

• Have a positive attitude to learning
• Be on task and follow the code of conduct
• Follow instructions first time every time
• Speak politely and with manners

Always be SAFE

• Always be where you are supposed to be
• We are a non contact school
• Follow entry and exit routines at the beginning and end of lessons
• Move sensibly around the academy

3. Rights and Responsibilities

Rights

All members of Co-op Academy Leeds  have:

•  The right to learn
•  The right to teach
•  The right to feel safe and secure
•  The right to respect and dignity

Responsibilities

All members of Co-op Academy Leeds  have a responsibility:

• To live by and embody the Co-op Ways of Being
• To be good role models
• To speak politely and calmly to everyone
• To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
• To treat everyone as we would like to be treated

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

The Governing Body

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

The Headteacher

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

In addition:

• The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
• The Headteacher and delegated staff have the power to discipline pupils outside of school hours if it is a school-related matter, or the pupil’s actions undermine the safety of anyone from our community or the good reputation of the Academy
• The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

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

● Recording behaviour incidents on Arbor

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

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

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

● Discuss any behavioural concerns with the school staff promptly

•  Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

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

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

Staff

• All staff receive training at the start of the academic year and are expected to read the policy
• Staff receive regular training updates and further CPD during designated CPD time
• New staff receive an induction of the school policies and procedures in managing behaviour
• Quality assurance of how staff establish a culture of good behaviour and routines in their classroom  take place via regular drop ins, learning walks and feedback from leaders
• Elements of department time are used to ensure systems and routines are embedded and understood

Pupils

• Key habits and routines for pupils are established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis
• Comprehensive behaviour curriculum to teach pupils our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year
• Transparency of processes and routines are shared on a regular basis with pupils and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind pupils of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the pupil into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

All sanctions quickly lose their effectiveness if frequently used. Avoid constantly punishing

pupils. Only the pupil can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the pupil, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never

lose control and never scream and shout; we do not want pupils to have this behaviour modelled to them.

5. Recognition

All staff are encouraged to plan for positive behaviour and attitudes to learning and apply rewards regularly and consistently. There is a range of ways to do this which include:

• Reference to Values, Rules and Ways of Being displayed clearly
• Verbal praise and recognition given throughout lessons
• Teachers, leaders and staff can award praise points to pupils for demonstrating the Co-op Ways of Being.

Access to reward events (held three times a year at the end of every term) will be based on achieving the following (or making significant progress in these areas):

1. Excellent attendance
2. Good punctuality (on time to 96% of all lessons)
3. Positive contribution to the school community
4. Low number of negative incidents
5. No removals / Restore / Suspensions

Co-op Commitments

The Co-op Commitments initiative is a structured, 5 year-long personal development program designed for students from Year 7 to Year 11 and is the heart of our rewards system.  It aims to support students’ growth by encouraging personal reflection, positive behaviour, and the development of essential life skills. Each year focuses on different aspects of personal and academic growth, helping students build skills, reflect on their development, and prepare for future success. Through structured activities, students are encouraged to take responsibility for their progress while receiving recognition for their achievements.

6. Classroom Strategies and Expectations

Where a pupil is unable to sustain good behaviour or positive attitudes to learning during lessons the class teacher will use the following three point plan:

1. Warning 1 You have not returned to your seat when I asked you to. This is now your first warning.  Now return to your seat. Thank you.
2. Warning 2 You were talking over me when I’m teaching. This is now your ‘second warning’. Thank you for listening carefully and supporting us all to have a positive lesson. Let’s make this a success
3. Removed from class  Unfortunately, you have continued to talk over me after I have given you two warnings. To ensure everyone can learn I am now going to have to remove you. You will need to wait outside the classroom until you are collected.

It is important that when using the system we enable a positive response from our pupils. Please see appendix v for more information on classroom practice. When a pupil reaches stage three of the three point plan, the class teacher will use the emergency alert button on Arbor for the pupil to be removed. A member of the pastoral team, or the ALT on patrol, will come and quietly remove the pupil from the lesson and take to the ‘triage’ room. Pupils must wait outside a room to be collected from the room and not make their way there themselves. The pupil will not be returned to the lesson. Once the pupil is in removal, they will complete a reflection task and the situation will be reviewed by the member of staff on duty.

• Any pupil removed from a lesson will receive a phone call home (at the teacher’s earliest convenience) at the very minimum and a same day, 30 minute detention.
• A child could receive two detentions in a day and be detained for 1 hour after school on the same day.
• A child who receives 3 or more removals in a day then they spend the following day in the restore room.
• A child who receives 5 removals in a week the student’s behaviour is reviewed by ALT in the weekly graduated response meeting to ensure support is put in place to improve their behaviour.

Each stage of the classroom behaviour system will be displayed on the board in the classroom. Staff will indicate which stage a pupil is at by writing their name / initials on the board. This allows for transparency and ensures pupils and staff have a visible reminder to support positive behaviour.

If a pupil exhibits behaviour which is unsafe including verbal abuse or threatening behaviour, this is a high level incident. A removal should be called for immediately, without proceeding through the stages of the behaviour system, and appropriate consequences given.

Classroom Expectations

Should a pupil fail to meet the expectations of the classroom, the teacher will implement the three point plan.

The expectations in the classroom are outlined in our classroom code of conduct:

To be READY

• Enter the classroom in a calm manner on time
• Don’t ask to use a pass in the first ten minutes / last ten minutes of a lesson
• Remove any coats or jumpers
• Place bag under their desk
• Place equipment on the desk
• All other equipment placed on desk as requested
• No eating, chewing or drinking (except water)
• Complete starter task

To be RESPECTFUL

• Follow instructions first time every time
• Be on task at all times
• Silent when asked and quiet discussion when asked
• Present your work with care
• Follow ‘STAR’ throughout the lesson:

• S - Sit up straight
• T - Track directly and listen to the person talking
• A - Ask and answer questions as appropriate or requested
• R - Respectful, polite, well mannered and calm

To be SAFE

• Remain seated unless instructed to leave your seat
• Be kind and thoughtful of others
• Follow all instructions first time every time
• Positive body language
• Only bring in items you are allowed
• Polite calm voice
• Respect others personal space
• At the end of the lesson tidy away, place the chair under the desk, stand behind it and leave the classroom calmly as instructed by the teacher

Students are expected to consistently demonstrate an outstanding attitude to learning to enable significantly accelerated progress in the following ways:

• Do What Matters Most: Being punctual, prepared, and immediately focused. Actively pursuing challenges and extending learning using curriculum resources.
• Be Yourself, Always: Deeply understand progress targets and proactively act on feedback.
• Show You Care: Show exceptional motivation, meticulous presentation, and produce consistently outstanding, timely homework.
• Succeed Together: Model exemplary behavior: tracking speakers silently, focusing during solo tasks, and leading effectively in groups.

7. Expectations Around the Academy

We expect all members of our community to demonstrate our rules and ways of being in the corridors and space around school, as well as in the classroom. The expectation around the academy is:

• Go to all lessons and tutor period on time
• Be on time to lessons and don’t try to use a pass in the first 10 minutes of the lesson
• Follow instructions from all staff, first time every time
• Be polite and show respect for other people
• Show respect to school and other people’s property no vandalism, put litter in the bins
• Walk around the academy sensibly, quietly and with aim of getting to your destination quickly - keeping to the left of corridors and stairs
• Wear your school uniform correctly at all times

• No hats, caps, hoods, coats, hoodies, non Co-op jumpers inside the academy (including on corridors)
• No jeans or skirts - tailored trousers only
• Black trainers or shoes only
• School logoed v neck jumper and or blazer must be worn unless instructed by staff
• All pupils must wear the correct coloured tie to their year group at all times
• See school website for full details of uniform and PE kit

• Only eat in designated food areas at the correct time and place litter in the bin
• No chewing gum, sweets, high sugar fizzy drinks or energy drinks at any time
• Mobile phones to be kept in phone pouches at all times when in the academy (or on school trips)
• No illegal substances to be brought onto the school site, along with cigarettes, lighters or vapes.
• Respect the surrounding community before and after school.
• No contact with other pupils and respectful, safe break time play
• Enter the building calmly and purposefully ensuring uniform is sorted before lessons

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Leeds. We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Leeds pupils. When walking to and from the academy we expect you to:

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and not looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• talk positively and be positive about the academy and the Co-op
• continue to live by our Ways of Being and commit to being ready, respectful and safe

9.  Consequences

Although Co-op Academy Leeds does everything they can to mitigate the need for consequences and sanctions, we know that pupils do make mistakes. If a pupil’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply (see appendix i for full list of possible consequences):

• The three point plan activated in classrooms (see section 6 above)
• Late detention at break (up to 10 mins) for lateness to school between 8.25 - 9am
• Same day detentions (30 mins, 1 hour or till 4:30pm)  issued for:

- late to school

- removal from class

- truancy from lessons

- poor conduct around the academy (see section 7 above)

- failure to attend or successfully complete a detention (escalates to the next length of detention)

• A day in Restore (internal isolation) for:

- Students caught truanting spend the remainder of the day in restore and complete a truancy detention (till 4:30pm)

- 3 or more removals in a day

- a breach of the policy and our expectations (see appendix i)

• Time spent at another school for:

- persistent behaviour where the above has not been successful

- breaches of this policy that have or could cause harm to anyone in the academy

• A suspension issued for persistent breaches of the policy or one off incidents (see section 12)

At each level of this list of sanctions, support is provided to help the pupil make more positive choices in the future. See section 10 for interventions offered to pupils to maintain excellent behaviour.

10. Further Intervention and Support

Where a pupil is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement; or where there is a serious one-off incident which breaches the school ethos, a pupil may be referred to the school’s support teams who may consider the following interventions.

• Offer of Early Help support
• Discussion at the Graduated Response Meeting
• Careers meeting to discuss future aspirations - 1:1 mentoring/ careers guidance/ key adult offer
• Encouragement to access extracurricular activities
• Re-regulation passes for brain / movement break – to support regulation and focus.
• Daily Check-Ins with a trusted adult: short emotional wellbeing conversations
• Planned Emotion Coaching conversations
• Resilience group interventions (e.g. Y7 Transition)
• Emotion / energy mapping or tracking over time to identify triggers and patterns
• Relational Repair Sessions (Restorative Conversations) - regular, facilitated sessions to rebuild relationships
• Peer mentor / buddy - structured opportunities to develop positive peer relationships and friendships with support.
• External mentoring
• Student Leadership team / Tutor Group Captains to encourage responsibility
• Enrichment invitations and/or direction before school (e.g. Football, Hair & Beauty)
• Parent / Carer communication strategy - regular updates home to support a joined-up approach.
• Assessments and checklists to identify potential unmet learning needs - e.g. WRAT5, BPVS, dyslexia screener, neurodiversity checklists, SaLT Checklists, DfE EYFS SEND assessment tools
• Assessment of SEMH needs through the SEMH Tracker SEMH Tracker
• Appropriate referrals made based on assessment - e.g. CAMHS, SaLT, EP
• Add to SEND register at K and create Pupil Passport
• Assistant Year Manager report
• Year Manager report
• ALT report
• Formulation completed
• Positive Behaviour Support Plan (PBSP)
• SEND Referral
• Creative therapies - E.g. art/ drama therapy approaches led by trained school staff or through trained HLTA/TA sessions
• Co-op Collaborative Team referral (e.g. Family Hubs)
• Referral to Restart
• Temporary placement (short term off site direction or longer term fixed term off site direction) at another school
• Managed Move to another school
• Referral to Restart
• Referral to in-school counsellors
• Careers interviews
• Extra curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Referral to ISAP
• Referral to external alternative provision
• Suspension
• Permanent Exclusion

(see the graduated response approach in appendix for further support)

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions  will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information.

Where a pupil may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCo. An example of a reasonable adjustment could be a 5 minute early pass to avoid crowds in corridors; a temporary or long term adjustment to the uniform policy; a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

Co-op Academy Leeds is committed to ensuring a climate of safety for all pupils 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 Leeds Anti Bullying Policy.

Co-op Leeds Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’. When a pupil is excluded they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A pupil who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or vaping on the school site
• Persistent and entrenched refusal to comply with expectations

Every pupil that returns from suspension will need to be re-integrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the re-integration plan and the level of support that the pupil will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the integration plan.

After each suspension, there is a menu of support that each pupil could receive:

• A reintegration meeting with a key adult, including a review of the students Graduated Response, to identify barriers to meeting behaviour expectations to enable support to be put in place. This meeting includes parents with pupil voice, parent voice and agreed targets recorded.
• 2 weeks on a behaviour report to Year Managers to monitor behaviour

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

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 pupils and make reasonable adjustments where necessary. Where possible searches will be conducted with the pupil present and away from other pupils  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property

Wherever possible, searches will be carried out by two authorised members of staff, by staff members of the same gender as the pupil, and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a pupil’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 pupil at the end of that lesson
• returning the item to the pupil at the end of that day
• escalating the issue to a member of the year team / senior leadership team
• discussing with the pupil’s family about how best to return or dispose of the item

Retention of, damage to or disposal of a pupil’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.

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support)  if a search has been carried out on their child.

Screening

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

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

Power to use reasonable force  

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

The academy follows all DfE guidance for Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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

Mobile Phones / Devices

• Co-op Academy Leeds is mobile phone-free environments by default
• Phones and other devices (e.g. tablets, Airpods and Smart watches) must be in a phone pouch at all times when students are in the academy
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, see consequences table in appendix i
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Leeds will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy Leeds behavior policy enforces a zero-tolerance policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

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

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

Appendix i

Co-op Academy Leeds Consequences Tariff

Purpose

We have high expectations of all of our pupils and are committed to creating a safe environment.  When a pupil fails to meet our expectations, it is important that this be corrected so as not to affect other pupils / staff.  This may involve a same day detention or a more severe consequence.  Possible sanctions are outlined below.  Professional judgement is always used on a case-by-case basis.

• Incorrect uniform will be rectified in the first instance but carries a consequence if refuse to rectify

The decision to put a pupil in Restore will be taken by the senior leadership team / HOYS and could include anything which is deemed to be severe enough – including unkindness to others or persistent behaviour which goes against our Co-op Ways of Being.  The decision to issue a suspension is taken by the Headteacher where behaviour is deemed severe.  pupils may be excluded if they demonstrate persistent poor behaviour or if they jeopardise the safety and security of any member of the academy.

The academy may also use the following consequences:

• Limiting pupil access to extra - curricular activities
• Removal of IT rights (e.g. email and internet academy access)
• Corrective conversations for up to 10 minutes after school without informing parents
• Removal of unstructured time e.g. break time
• Directing the pupil to an alternative provision / managed move
• Extended detentions

Where pupil behaviour is persistent, we will look to work with families and the pupil to put support in place in the form of a pastoral support plan (PSP), a positive behaviour support plan and other individualised strategies to help the pupil get back on track.

Appendix ii

Suspension Reintegration Meeting - Co-op Academy Leeds

Appendix iii

Classroom Behaviour System

Three Point Plan - In Practice

It is so important that the highest of expectations for pupils is placed on them in the classroom to ensure that they can learn powerful knowledge and make progress that will open doors for them. It is imperative that we create a climate where teachers can teach and children can learn - free from distraction. This means that we must consistently and emphatically apply the behaviour system in lessons for any behaviours that mean a pupil is not trying to learn themselves - or stopping others from learning.

We know that pupils respond to firm and clear boundaries and instructions delivered warmly and precisely. For consequences to be successful they are best when they are:

Quick

Incremental

Consistent

Depersonalised

When applying the 3 point plan (warning 1, warning 2, Removal) ensure that you are continuing to positively frame, teach with enthusiasm and keep the main thing the main thing. Bring everything back to our Ways of Being to help pupils understand purpose.

E.g.

Warning 1:

A pupil turns around and talks to the person behind them - after you have told them to be silent as they are getting on with a piece of independent work:

Thank you to everyone for ensuring a really calm and focused learning environment. We all need to ensure we are getting it right. (move over to the pupil who is talking). Hannah, you were turning around and talking when I asked for silence.  What really matters in this lesson is for you to understand the learning. This is now your first warning. I know you are going to get this right.

Our aim is to enable a positive response. Once we have given our expectation, move away, give take up time and glance back to confirm that they have done as you asked. Carry on teaching warmly and smile or acknowledge their compliance - reinvolve them in the lesson by asking them a question they can answer. For clarity, write the name on the board.

Warning 2:

(all warnings best given in private - name the behaviour before the consequence. Log warning 2 on Class Charts and on the board as a visual reminder). Continue to be quick, incremental, consistent and depersonalised).

Hannah, I asked everyone to get on with their work and you have continued to try and talk to the person behind you and have not yet started. This is wasting your learning time and distracting others. It is not helping us succeed together. I am going to write your name on the board as a second warning now to help you in remembering to get it right.

Where possible, for warning 2, try and also put an intervention in place that will help the pupil to achieve your expectations

e.g. Hannah, to help you really get the most out of this lesson so you can truly concentrate - come and sit over here where I will better be able to support you.

Removal

If a behaviour continues or a pupil has not followed your instructions and their name has been on the board under ‘warning’ then it is time to remove them from the class so that you can teach and the other pupils can learn.

Hannah, I have given you two chances to get this right. You are not allowing others to succeed in this lesson and so I have no option but to remove you. Please wait outside your classroom until a member of staff comes to take you to the removal room. Thank you.

It is really important that we know where pupils are at all times. The pupil must wait outside the classroom and not make their own way to removal. It is also important that when the pastoral assistant or ALT member comes, it is as quick and non-invasive as possible to your lesson. It is not the time for big conversations… Simply gesture or quietly tell the member of staff which pupil you would like to be picked up and they will quietly remove them.

Follow up for class teachers after removals:

• Call home for the pupil to explain what happened and to ask for support (earliest possible time)
• Visit the pupil in detention to speak to them in private (take them out and bring them back) and carry out a conversation about the behaviour and how you can move forward
• If this is a persistent issue, speak to your subject leader and / or pastoral manager to request further support (or support with a parent meeting)

If behaviour is very severe and is dangerous or a safeguarding concern - you need to click on ‘high level incident’ on class charts. You do not go through the 3 point plan. High level incidents could be:

• Violence
• Racist / homophobic / transphobic behaviour
• swearing at or threatening a member of staff
• Defiance
• Refusal to hand over a banned item
• Physical abuse
• Verbal abuse

Appendix iv

Posters

1. Positive Behaviour Expectations - Ways of Being
2. Classroom Behaviour System - 3 Point Plan
3. Classroom Expectations - Ready, Respectful, Safe

Appendix v

Home Academy Agreement

Appendix vi

Co-op Academy Leeds has a graduated approach to wider social inclusion. This supports a collaborative approach to the following areas within school in order to support the needs of a child (SEND, safeguarding, pastoral, attendance and behaviour provision). This is a recognition that whilst most pupils' needs will be met by the universal offer, there may be some pupils who require a more targeted and/or more intensive approach (internal or external).