Positive Behaviour Policy

Policy details

• Date approved by Trust Board - September 2025
• Next review date - September 2026
• Policy owner - Co-op Academy Leeds

Co-op Academy Leeds

Stoney Rock Lane

Leeds

LS9 7HD

0113 380 7940

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

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        3

4. Developing Positive Behaviour        3

5. Recognition        3

6. Classroom Strategies and Expectations        3

7. Expectations Around the Academy        3

8. Expectations outside of School        4

9.  Consequences        4

10. Further Intervention and Support        4

11. Child on Child Abuse        4

14. Searching, Screening and Confiscation        6

1. Policy Statement and Purpose

At Co-op Academy Leeds, we seek to create an environment which encourages, reinforces and supports positive behaviour. We also recognise that wider society expects acceptable behaviour as an important outcome of the education process. As such, students should promote and display positive, appropriate behaviour and become role models for their peers. Both inside and outside the Academy we expect our students to act as ambassadors for our standards of excellence. The Academy Positive Behaviour Policy will reflect national guidance.

Academy staff and students will maintain the highest standards of behaviour at all times. Co-op Academy Leeds is a learning community which is committed to ensure success for all. This means that in all work with young people we will aim to ensure that they:

• Achieve their potential and enjoy their learning
• Achieve economic well being
• Stay healthy and safe
• Make a positive contribution to their Academy, the community and the wider world
• Learn to take responsibility for themselves and their learning and respect the right of others to do the same

At Co-op Academy Leeds, we recognise that positive relationships are key to successful achievement and positive behaviour. In our diverse student population, we accept that it is vital to support students not only with their learning needs but also with their social and emotional development.

To promote positive behaviour, the Academy has set out a range of goals and expectations, which reflects our shared co-operative values and principles. We aim to offer structure that will encourage the students’ personal, social and moral ethos to develop in a positive way and will promote standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility for self and others.

Co-op Academy Leeds aims to promote 6 key values, as follows:

Self-help - Students working together to make a positive difference

Self-Responsibility - Students taking responsibility for their own learning

Democracy - Students taking an active part in school and involved in decision making

Equality - Students being treated fairly, with due regard to their needs

Equity - Students being rewarded fairly

Solidarity - Students understanding that collective, co-operative action is the best way to succeed

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

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)

In addition to this guidance, Co-op Academies recognises that although schools serve local communities and therefore design their behaviour and culture around their context, there are fundamental principles behind great school culture. These have been laid out here in our Behaviour Principles - and underpin the spirit and content of this policy.

2. 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 xxxx  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.

Academy Community Council (ACC)

The ACC has a delegated responsibility around the monitoring and promotion of positive pupil behaviour and attendance. Within its routine activity, the ACC will develop a strong understanding of these areas via its interaction with the Headteacher and their leadership team, and engagement with parent/carer, pupil and staff voice.

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 are responsible for:

Staff

• Implementing the Behaviour for Learning policy consistently.
• Modelling positive behaviour.
• Providing a personalised approach to the specific behavioural needs of particular students.
• Recording behaviour incidents on Arbor.
• The Academy Leadership Team (ALT) and Student Support Team work closely with teaching and associate staff in responding to behaviour incidents.

Parents are expected to:

Parents

• Support their child in adhering to our ‘Home / School Agreement’.
• Inform the school of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the Year Manager or the child’s Form Tutor promptly.

4. Developing Positive Behaviour

Positive Behaviour Approach:

• Behaviour in the classroom is the responsibility of the subject teacher or teacher in charge in the room.
• All staff have a responsibility to reinforce positive behaviour around the school site and in the immediate  vicinity of the school grounds.
• All staff are assigned to a duty team for the management of social times of the day. It is the responsibility of duty staff to address behaviour in the area designated to them on their duty and report concerns to the duty team leader.
• Support for individual teachers is the responsibility of the Subject Leader or SENCO. Leadership team support will be put into place where and when appropriate.
• The Year teams and core student support teams will address individual behaviour needs through the referral system noted for ‘repeat offenders’.
• The Leadership team is responsible for leadership and management of overall standards of behaviour.

The Role of the Teacher 

• Setting the scene - teachers should greet students at the door when they arrive to lessons. There should be a do now activity ready to engage students in learning straight away and teachers should take their register within the first five minutes of each lesson. Classroom environments should be clean and orderly to ensure students have minimal distractions.
• Strategies for good classroom management – teachers should use strategies to de-escalate poor behaviour, re-engage and avoid any unwanted disruption. Teachers should use positive conversation techniques to encourage students to fully engage in learning.
• Use of praise – teachers should utilise the Academy Rewards Strategy to encourage students to engage in learning. Teachers should issue eligible students with praise points and log them on Arbor during lesson times.
• Role Model – teachers will act as a role model for all students in the Academy. They should greet students at the door with a smile and be enthusiastic as they arrive and use positive language to encourage students to think positively about their learning. Teachers should create a calm and purposeful atmosphere.

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, Year 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

As an academy, we recognise the intrinsic link between excellent learning and positive behaviour being demonstrated by students in the classroom. The Rewards Strategy is designed to encourage students to play an active role in positive and productive working environments and encourage high rates of attendance across the Academy.The Co-op Commitments initiative is a structured, 5 year-long personal development program designed for students from Year 7 to Year 11. It aims to support students’ growth by encouraging personal reflection, positive behavior, 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

Choices and Consequences

At the front of each classroom and in student planners, the classroom charter is displayed and outlines the expectations in lessons and all that we do, as staff and students. This charter has been worked upon in consultation with students and the student parliament.

Also displayed at the front of the classroom and in student planners are the choices and consequences in lessons and levels of consequence documents.

Behaviour for Learning

The Consequence System is designed to give students choices and to give them opportunities to rectify any poor behaviour.

Where poor behaviour is identified, teachers should apply the Consequence System. Its purpose is to promote learning by tackling and dealing with low level disruption in lessons. This system is not a replacement for good classroom management techniques.

The Consequence System does not mean that effective classroom management strategies are not used.

Consequence system

A student will receive a first warning (W1) for a breach of the classroom charter which should be recorded on the consequence board.

If a student continues to break the classroom charter they should receive a second warning (W2) which is recorded on the consequence board.

If a student's poor behaviour continues they should be removed from the room and asked to wait outside the classroom and a W3 recorded on Arbor. This will result in a 30 minute detention and the student being collected. The class teacher should call home within 24 hours and record this on Arbor.

When unacceptable behaviour occurs, the Academy responds to incidents quickly and effectively. Unacceptable behaviour is identified in escalation of consequences.

The consequence escalations can be seen on the chart above, whereby staff and students are clear as to what choice receives what consequence.

Teachers will use various effective strategies to ensure that students do not disrupt lessons or distract others and to ensure that all students work to the best of their ability at all times. If students do make poor choices despite these strategies then the Consequence System will be applied. Students will always be given opportunities to correct their behaviour. Teachers will implement classroom management strategies including de-escalation techniques and positive narration.

If a student displays behaviour which is disruptive to learning in a lesson then the teacher will apply the progressive warning system . For incidents of more serious breaches of the Behaviour for Learning Policy that occur in a classroom the teacher should log a support call according to the nature of the incident.

Out of class behaviour

Please note that some of these behaviours may take place inside a classroom, in this case they should be logged on Arbor accordingly.

Persistent low-level disruption: The student behaves in an inappropriate way on school site: in a corridor or at social times. A student will be issued with a 30 minute detention. Staff member should log ‘Persistent low-level disruption’ on Arbor. The Year Manager will follow up any repeated incidents with an appropriate sanction.

Refusal to complete detentions: Student refuses to complete a 30 minute detention.

Detention is escalated to a one hour detention. If this is refused, the student will spend time in Restore (inclusion room). The Year Manager will record missed detentions on Arbor and escalate any missed detentions to the Inclusion Manager.

Refusal to hand in mobile phone or prohibited item:

If a student is seen using their mobile phone in the academy or is seen with prohibited food, drink or other items, the member of staff will confiscate these. They can be collected from Student Reception at the end of the day, if it is an item that is appropriate to hand back. Year Managers will monitor repeated issues and issue appropriate sanctions. Please see sections on Mobile Phones / Devices Policy and Searching, Screening and Confiscation for further information.

Internal truancy: Where a student does not attend a lesson during specified times.

Staff member should record ‘Internal Truancy’ on Arbor.  If a classroom teacher notices a potential issue on completion of their register they should alert the attendance team via email.

Student will be issued with a two-hour detention.Year Managers will monitor repeated incidents and issue escalated sanctions where necessary.

Out of bounds and refusal to follow instructions: A student is out of bounds and doesn’t follow instructions from a member of staff when asked to move to an authorised area.

30 minute detention will be issued - Staff member should log ‘Out of Bounds and Refusal to Follow Instructions’ on Arbor. Year Manager will intervene with any repeated incidents and issue appropriate sanctions.

Failure of Removal room: The student behaves inappropriately in the withdrawal room. For example: refusal to complete work attempts to distract others, talking to other students.

The Year Manager removes student and contacts the inclusion manger for an Internal Exclusion placement. The Year Manager logs the failure on Arbor with description of incident. Year team phone home regarding AP decision to refer student to Internal Exclusion.

Late to lessons

Pupils are late to lessons if they arrive after the first 5 minutes of the lesson. Please log this on Arbor and an L code on Arbor. The student should also be recorded as late on Arbor which will issue a social time detention. If a child is more than 10 minutes late, log as a 2 hour detention. This can be investigated after the lesson. Allow the student entry if their arrival isn’t detrimental to the classroom environment. Send to Removal in BL21 with a note in planner/ alert on Arbor.

For more serious disciplinary breaches, the Academy operates an internal exclusion facility, Restore Room. Students can be accommodated in Restore for a variety of reasons, including as an alternative to Suspension. Any student placed in Restore will be required to attend a meeting with a member of the Academy leadership or pastoral team and a parent so that ways forward can be discussed.

Student who demonstrate persistent and repeat poor behaviour

Students who choose to repeat the same behaviour or illustrate persistent poor behaviour will be referred for support from the student support teams in the following ways;

● Referral to Subject Leader

● Referral to student support core services (SEND/Year team)

● Review and monitoring of behaviour in classes/timetable

● Behaviour plan or contract initiated and behaviour targets set

● Referral to Lead Inclusion meeting for alternative provision

● Identify support strategies to be implemented within a range of provisions

● Refer to other outside agencies who may be involved as and when appropriate

Co-op Academy Leeds believes and accepts that all students are individuals and need personalised approaches, strategies and interventions.

Safeguarding and behaviour

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.

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

Isolation placements

Students who have been placed in the intervention room 3 times in one half term will be placed on a 3-5 day isolation placement. Isolations take place at different Schools around Leeds. Pupils and parents will be made aware of arrangements of how to get to and from the isolation placement.

Where more serious offences have taken place isolation periods can be up to 5 days.

7. Expectations Around the Academy

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:

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

8. Expectations outside of School

To promote behaviour that ensures the health and safety of students, staff and members of the public.

Our policy on Academy discipline and student behaviour includes high expectations for considerate, respectful and honest behaviour away from the Academy site.

Criteria for regulating off-site behaviour

The Academy will act reasonably both in relation to expectations of student behaviour, and in relation to any measures determined for regulating behaviour by students, when off the Academy site and not under the lawful control or charge of an Academy staff member. The Academy will decide what to take into account in determining whether a rule or sanction is reasonable. The following factors will be taken into account (which may not all apply to every incident):

• The severity of the behaviour (the school will advise others to or make a report to the police of any criminal offence where appropriate)
• The extent to which the reputation of the Academy has been affected
• The extent to which the behaviour in question would have repercussions for the orderly running of the Academy and/or might pose a threat to another student or member of staff (e.g. bullying another student or insulting a member of staff).  
• Whether the misbehaviour occurred while the student was representing the school at another venue (e.g. work experience, taking part in a further education course as part of an Academy programme, or participating in a sports event with another Academy or school which might affect the chance of opportunities being offered to other students in the future).

The Academy may discuss policies relating to offsite behaviour with local groups such as Neighbourhood Watch, local traders, street wardens and police to establish clear communication routes and operational strategies.

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:

Social time detention

• Late to lesson by 5 - 10 mins or disruption to the line ups

30 mins detention

• Removal from lesson
• Swearing
• No planner
• Corridor conduct - running, pushing, refusing to take off hat / hood
• Blue line contact

1 hour detention

• Failure to attend 30 min detention

1.5 hour detention

• Failure to attend 1 hour detention
• Truancy detention (1.5 hours)
• Truancy, Late to lesson - more than 10 mins, arrival to school after 9am

Restore

• The Restore room is a space to reflect upon our actions and set ourselves development targets. There is also an expectation that learning that has been missed will be caught up on.
• 2 x truancy logs in a day
• 3 x removal in a day
• Extreme or persistent defiance
• Not attending truancy detention
• Discrimination - disabalism, homophobia, misogyny, racism, sexism, transphobia
• Failed Removal
• Uniform refusal
• Violence
• Abuse - physical, emotional or verbal
• Absconding

Suspension

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

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.

• Tutor Report
• Year Manager Report
• Behaviour and progress meeting with Head of Year and / or Key Stage Leader
• Support from the Inclusion team and SENDCO
• Access to the Uniform Room to correct any issues around uniform (no consequence if utilised)
• Amended timetable
• EHCP application
• Referral to pupil Referral Unit preventative place
• Referral to alternative activities
• Temporary placement at another school
• Managed Move to another school
• Referral to in school SEMH mentors
• Referral to in-school counsellors
• Careers interviews
• Extra curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Referral to in-house alternative provision ‘Base’ unit
• 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 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 Leeds Anti Bullying Policy.

Co-op Leeds Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

A suspension will only be used in cases where other school-based strategies have not succeeded or there is a significant health and safety risk. A suspension can only be authorised by the Principal, who may delegate this responsibility in absentia to a member of the leadership team. The principles of this behaviour policy are rooted in the prevention of Suspensions and Permanent Exclusion.

The Academy also enjoys solid working relationships with a number of other providers and schools / academies across the city. As such, students who are encountering difficulties accessing education in an appropriate manner may be required to attend out-of-academy isolation placements in one or more of these partner organisations.

The following incidents could result in a suspension from school. This is not an exhaustive list. These are indicators of the severity of the incident and impact on the school community that could result in a suspension from school.

Reasons for a suspension could include:

Serious/repeated theft or vandalism

Smoking on site

Violence (including inciting violence)

Swearing at staff

Bringing the school into disrepute

Serious and/or persistent bullying or intimidation

Drugs incident

ALT defiance

Racial, homophobic and other prejudicial behaviour

Inappropriate use of technology

Failed time in Restore

Persistent behaviour that breaches Academy Policy

Every student that returns from suspension will need to be reintegrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the reintegration plan and the level of support that the student will require to avoid further exclusion. 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.

Please see paragraph 180, page 56 of the Working together to improve school attendance (applies from 19 August 2024) (publishing.service.gov.uk)

“180. A penalty notice may also be issued where parents allow their child to be present in a public place during school hours without reasonable justification during the first 5 days of a fixed period or permanent exclusion. The school must have notified the parents of the days the pupil must not be present in a public place. This type of penalty notice is not included in the National Framework and therefore not subject to the same considerations about support being provided or count towards the limit as part of the escalation process in the case of repeat offences for non-attendance. These penalty notices are charged at £120, reduced to £60 if paid within 21 days.”

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

Further information on suspensions can be found in the Trust’s Suspensions and Permanent Exclusion policy. For further information on consequences for different behaviours see appendix i

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 Suspension and Permanent 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 and in the Trust Positive Handling Policy .  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 prohibited 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, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

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

Retention of, damage to or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up, should only be used to ensure the maintenance of a safe and purposeful learning environment.

Mobile Phones / Devices

If seen, staff will confiscate. This is handed to Mrs Wilkinson in Student Reception where this can be stored safely. Confiscations are recorded on Arbor. If frequent confiscations occur or issues arise regarding handing over as personal device when in use occur, parents will be requested to attend and support. Internal isolation and mobile phone use avoidance contracts will be issued.

Students should communicate with staff if they are expecting an important telephone call during the day and appropriate provision can be made for this. This must be pre arranged and typically take place in a member of staff’s office.

Mobile phones are part of modern society and the majority of students will now own a mobile phone. We understand that, for safety reasons, some students will choose to carry a mobile phone in order to contact parents/carers after school/before school. However, mobile phones can lead to several problems in school, for example: bullying, disruption to lessons and inappropriate web usage. As a school we strongly encourage our students to talk to each other and develop friendship groups at break and lunchtime, as opposed to using their mobile phones. As a result, the use of mobile phones during school hours is completely forbidden, and students found using their mobile phone during school hours will be dealt with in accordance with this policy.

Purpose of the Mobile Phone Policy

1. To clarify the school’s position on mobile phones.

2. To ensure that staff, students and parents understand the need for a Mobile Phone Policy.

3. To support our behaviour management policy

4. To ensure that student welfare is prioritised and safeguarding incidents associated with mobile phones are minimised.

5. To safeguard Students, Parents, Staff and visitors to the school

Guidelines

Students will ensure that their mobile phone and any other personally-owned digital device is switched off at all times in the academy.

Students are not permitted to use any personally-owned mobile device to take images, video or sound recordings on the school's site.

Any student seen using their mobile phone during school hours will have their phone confiscated. The first time this happens, the student will be allowed to collect this from the main reception at the end of the day. Any subsequent incidence of mobile phone use in school will necessitate a parent or appropriate adult collecting the phone from school.

This includes the use of ‘Smart’ or Apple watches – the use of these is not allowed as they are effectively mobile phones and will be treated as such.

Students will receive assemblies explaining the mobile phone policy and the policy will be placed on the school website for parents/carers to access.

When issues with mobile phones exist that involve serious misuse of the phone, transmitting images, cyber bullying etc, parents will be invited into school and the Malicious Communications Act will be explained. This states that parents are responsible for the phone and any issues resulting from the phone when it is used by a ‘minor’.

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 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.

• A pupil will sit in reset from 8.30  to 4pm when they are in RESET
• Non-permitted items carry a consequence and will also be confiscated.
• Incorrect uniform will be rectified in the first instance but carries a consequence if refuse to rectify

The decision to put a pupil in RESET 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

Rewards and Consequences

Appendix iii

Action and Consequences for Behaviour around School

Appendix iv

Suspension Reintegration Meeting - Co-op Academy Leeds

Suspension Reintegration Meeting - Script:

Appendix v

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, Referral) 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.

Referral

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 refer you. Please stay in your seat until a member of staff comes to take you to the Triage room. Thank you.

It is really important that we know where pupils are at all times. The pupil must not be sent out of class to make their own way to Triage. It is also important that when the pastoral assistant or SLT 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.

Don’t let a pupil out of your class for any reason.

Follow up for class teachers after referrals:

• 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 vi

Posters

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

Appendix vii

Home Academy Agreement

Appendix viii

Graduated Response to Managing Behaviour