Behaviour, Rewards and Sanctions Policy

including Anti Bullying Policy and Protocols and Processes

September 2022

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1. Introduction

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 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

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2. Ways of Being

The Academy has formally adopted the Ways of Being Co-op, which centre on the four tenets of:

● Do what matters most

● Be yourself, always

● Show you care

● Succeed together

To fulfil the ‘Ways of Being’, students can show the following qualities in all that they do around the academy:

3. Roles and responsibilities

The Academy Governing Council (AGC)

The AGC is responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Principal to account for its implementation.

The Principal

The Principal is responsible for reviewing and approving this Behaviour for Learning policy. The Principal 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.

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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 students.

● Recording behaviour incidents on ClassCharts.

● The Academy Leadership Team (ALT) and Student Support Team work closely with teaching and associate staff in responding to behaviour incidents.

Parents

Parents are expected to:

● 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 Manger or the child’s Coach promptly.

Our Behaviour, Rewards and Sanctions policy and the Academy’s approach is reflected in the following Academy policies :

● Coop Academy Leeds safeguarding and child protection policy 2022 - 2023 ● Coop Academy Leeds online safety, mobile and internet technologies 2022 - 2023 ● Coop Academy Leeds staff code of conduct 2022 - 2023

● Guidance for Safer Working Practices May 2019

● Coop Academy Leeds Relationship and sex education policy 2022 - 2023 ● Keeping Children Safe In Education 2022

And underpinned by the following government guidance and legislation:

● Behaviour in schools: advice for headteachers and school staff 2022 ● Searching, screening and confiscation: advice for schools 2022 

● The Equality Act 2010 

● Suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement - 2022 

● Use of reasonable force in schools 

● Supporting pupils with medical conditions at school 

It is also based on the Special Educational Needs and Disability (SEND) Code of Practice. 

4. Whole School Behaviour Management

● 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 Coop Academy Leeds Behaviour, Rewards and Sanctions/ Anti bullying Policy 2022 / 2023 4

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 Class Charts 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.

Recognising positive behaviours at the Academy.

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 school community has defined a very clear set of non-negotiable standards of personal behaviour, which are based on respect for each individual in our community and their individual needs. Our academy places self-discipline and a real sense of justice at the core

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in our determination to provide opportunities where each individual can flourish and develop in safety.

Students will be awarded praise points in order to access various rewards on a weekly, half termly and termly basis. The Rewards System provides students with the opportunity to experience engaging and exciting activities that will be subsidised by the school. Year Group Rewards Assemblies will take place at the end of each term, where success will be rewarded and celebrated.

Students will be rewarded merit points in accordance to the Academy Rewards Pyramid as shown below:

Students will be given stamps in their planners in relation to the pyramid above. Classroom teachers should give no more than 3 stamps per lesson. On a Friday, during tutor time, tutors will record the number of stamps for each student for that week on the Google Sheet so that a running total can be gained.

What What for Frequency How it would work Coop Academy Leeds Behaviour, Rewards and Sanctions/ Anti bullying Policy 2022 / 2023 6

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Students have been consulted in tutor time regarding the rewards that they wished to see in the academy and these rewards are all recorded in the table above.

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:

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

Continued breaches should result in a third warning (W3) again recorded on the consequence board. This should be recorded on ClassCharts.

If a students poor behaviour continues they should be removed from the room and asked to wait outside the classroom and a W4 recorded on ClassCharts. 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 SIMs.

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

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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 SIMS accordingly.

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Requesting support calls

If a student displays behaviour which warrants an instant withdrawal, a support call should also be made. When a support call is made, information should be recorded such as classroom name, student name and a brief description of what has occurred. This can be done using the support call email leed.dfr@coopacademies.co.uk. 

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Late to lessons

Pupils are late to lessons if they arrive after the first 10 minutes of the lesson. Please log this on SIMS as an L code. The student should also be recorded as late on ClassCharts which will issue a 30 minute detention.

Restore Room

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.

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

Suspension

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 exclusion 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.

Permanent Exclusion

Permanent exclusion is a last resort when all other strategies or alternatives have been exhausted. A permanent exclusion can only be recommended by the Principal and must be upheld by the Governing Body of the Academy. The Academy follows the Local Authority guidance for Permanent Exclusion and cannot proceed with a recommendation without notifying and involving the Local Authority.

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The following incidents could result in a permanent exclusion. This is not an exhaustive list. but are indicators of the severity of the incident and impact on the school community.

Reasons for a permanent exclusion could include:

● Severe violence

● Planned, serious physical assault

● Possession of weapon

● Inappropriate sexual behaviour

● Serious drugs incident

● Presenting a significant safety risk to the school community

● Persistent disruption and persistent gross defiance

● Physical assault on a member of staff / repeated physical aggression to staff.

The Academy aims to use a Restorative Framework, however, we will use the full range of sanctions available to us, including fixed term and permanent exclusions, in order to maintain the highest possible standards of behaviour.

The Trust’s Exclusion Policy is available on the school website.

5. Safer Schools Police Officer

This role is proactive not reactive. The Safer Schools Police Officer (PC Adrian Riddington) will liaise with members of staff, students and the community in order to support the aims of the Academy.The safer school Officer is responsible for :

● Crimes that take place in the Academy and surrounding areas.

● Higher level behaviour incidents that have the potential to be criminal, for example assaults, bullying, threats and harassment.

● any concerns with weapons and illegal substances in the Academy and the surrounding area involving the pupils .

● Online safety issues including hoaxing and indecent images of children and youth generated images.

● Preventative and diversionary work with our students community

6. Student behaviour away from the Academy Site

Objectives for regulating offsite behaviour

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

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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.

7. Mobile Phone Policy 

If seen, staff will confiscate. This is handed to Mrs Glover in the main reception where this can be stored safely. The member of staff who has confiscated records on Class Charts.

1 time = returned at the end of the day.

2 time = returned after 30 minute detention.

3 time = returned after 60 minute detention. Tutor requested to call home. 4 time = 5pm detention. Year Manager to call home. Phone contract created.

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.

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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’.

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8. Child on Child Abuse

As stated in Keeping Children Safe in Education 2022 “All staff should be aware that children can abuse other children at any age (often referred to as child-on-child abuse). And that it can happen both inside and outside of school or college and online. It is important that all staff recognise the indicators and signs of abuse and know how to identify it and respond to reports.”

At Coop Academy Leeds we are commited to preventing child on child abuse which includes bullying, sexual violence ad harrassment. More details on how this is done are in the sections below.

Harmful Sexual Behaviour

The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

● Proportionate

● Considered

● Supportive

● Decided on a case-by-case basis

The school has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

Responding to a report

Carrying out risk assessments, where appropriate, to help determine whether to:

● Manage the incident internally

● Refer to early help

● Refer to children’s social care

● Report to the police

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

Staff

Our staff undertake annual safeguarding training where the different types of abuse and neglect are discussed; this includes information about harmful sexual behaviour and our expectations for staff vigilance about this and other potential types of abuse. Staff also receive updates on safeguarding issues throughout the school year, including about the nature and prevalence of harmful sexual behaviour, where appropriate. Importantly, the training also ensures that our staff know what to do if they receive a report that harmful sexual behaviour may have occurred, including how to support students.

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Our response to an incident / allegation The wellbeing of our pupils is always central to our response to an allegation or incident of harmful sexual behaviour. Any student reporting a concern will be treated respectfully. We will reassure them that they are being taken seriously and that they will be supported and kept safe; no student will be given the impression that they are creating a problem by reporting abuse or made to feel ashamed. Our staff will never promise confidentiality to the student as the concern will need to be shared further.

The school’s Designated Safeguarding Lead and her deputies will need to be informed through the CPOMs system as soon as possible if any incident will be assessed through the AIM Guidance The Aim Project – The Aim Project and the details may also need to be shared with Children’s Social Care / the police and other specialist agencies. We have in place effective working relationships with our safeguarding partners, which are essential to ensuring that concerns are appropriately managed. We will explain next steps to the student so they understand what will happen, including who will be informed.

Where the student already has Social Care involvement, such as a Looked After Child, a Child In Need or a child with a Child Protection Plan, we will inform the child’s Social Worker and work in partnership with them as appropriate. Whilst we establish the facts of the case and start the process of liaising with other agencies as appropriate, we will consider how best to keep the victim and alleged perpetrator a reasonable distance apart on school premises, and where applicable, on transport to and from the school. Where an incident includes an online element, we will always work in accordance with appropriate guidance, taking advice from other partners as necessary. Our staff will not view an indecent image of a student unless absolutely necessary, nor forward it for any reason.

Recording

It is essential that information relating to allegations about harmful sexual behaviour are recorded within our school, as with any other child protection concern – and in line with our safeguarding and Child Protection Policy. The Cpoms record may form part of a statutory assessment by Children’s Social Care or by another agency. Any member of staff receiving a disclosure of harmful sexual behaviour or noticing signs or indicators of this, will record it as soon as possible, noting what was said or seen (if appropriate, using a body map to record), giving the date, time and location. The facts will be recorded as the student presents them. The record will then be presented to the Designated Safeguarding Lead (or Deputy), who will decide on appropriate action and record this accordingly. If a student is at immediate risk of harm, staff will speak with the Designated Safeguarding Lead or Deputies first, and deal with recording as soon as possible afterwards. All related concerns, discussions, decisions, and reasons for decisions will be dated and signed and will include the action taken. Investigation

The Designated Safeguarding Lead and her deputies will be responsible for leading investigations, and for liaising with other agencies as appropriate, for example Children’s Social Care and the police. They will also be the main point of contact for parents and carers. The Designated Lead will ensure there are accurate records of each stage of the investigation and that any supporting information is included in the Child Protection files. Risk Assessment We will complete a risk assessment following a report of harmful sexual behaviour, considering all CYP involved in an incident. We will also consider all other pupils at our school and any actions that may be appropriate to protect them. Risk assessments

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will be regularly reviewed to ensure they remain relevant and fit for purpose. Where appropriate, the affected student and their parents and carers will be invited to contribute to the completion and review of the risk assessment.

Anti Bullying Policy

Coop Academy Leeds is committed to preventing all forms of bullying. We will work hard to ensure that bullying plays no part in our community by proactively dealing with all students, their families and staff, to eradicate and promptly address all reported incidents.

What is Bullying?

It is the conscious desire to hurt, threaten or frighten someone. It is not just physical intimidation; it can include name calling, making offensive remarks, social exclusion, undermining self-esteem over a prolonged period of time, ruining someone’s work,

threatening someone, demanding money, goods or favours, using rude gestures – anything which causes distress or hurt. Bullying can be:

● Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)

● Physical - pushing, kicking, hitting, punching or any use of violence c) Racist - racial taunts, graffiti, gestures

● Sexual - unwanted physical contact or sexually abusive comments

● Child on Child and Harmful Sexual Behaviour

● Homophobic/ Bi- Phobic and Transphobic bullying - because of, or focussing on, the issue of sexuality

● Verbal - name-calling, sarcasm, spreading rumours, teasing

● Cyber / Online - all areas of the internet, such as email, social media misuse, threats by text message and phone calls, as well as the misuse of associated technology, including camera and video facilities.

We will not tolerate bullying in any form and endeavour to prevent bullying before it starts. All students have a fundamental right to be protected in the academy. All students have the right to be happy and safe and to get on with their work free from intimidation. We have high expectations of everyone within the academy and it is the responsibility of all members of staff, both teaching and associate, to uphold high standards of behaviour among our students. The vast majority of students portray good social behaviour; however, if an incident occurs, it must be reported immediately. Students must feel confident that they can report incidents to any member of staff and that the incident will be dealt with satisfactorily. We also seek the support of parents/carers and the local community who can help by informing us if any incidents are witnessed.

The Equality Act 2010 makes it specifically unlawful when unwanted conduct is related to any of the “protected characteristics” as outlined in the law, which has the same purpose or effect as detailed below. The “protected characteristics” are:

● Age

● Disability

● Gender reassignment

● Marriage and civil partnership status

● Pregnancy and maternity

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● Race (including colour, nationality, ethnic and / or national origin)

● Religion or belief

● Sex

● Sexual orientation.

Signs and Indicators of Bullying 

A child and young person may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:

● Is frightened of walking to or from the Academy

● Doesn't want to go on the public bus

● Begs to be driven to the academy d) Changes their usual routine

● Is unwilling to go to the academy (academy phobia)

● Begins to truant g) Becomes withdrawn anxious, or lacking in confidence ● Starts stammering, attempts or threatens suicide or runs away i) Cries themselves to sleep at night or has nightmares

● Feels ill in the morning

● Begins to do poorly in the Academy work or comes home with clothes torn or books damaged

● Has possessions which are damaged or “go missing” m) Asks for money or starts stealing money (to pay bullies)

● Has money or dinner money frequently “lost”

● Has unexplained cuts and bruises

● Comes home hungry q) Becomes aggressive, disruptive or unreasonable for no obvious reason

● Is bullying other children / siblings s) Stops eating t) Is frightened to say what is wrong u) Gives improbable excuses for any of the above

● Is afraid to use the internet / mobile phone w) Is nervous and jumpy when a cyber-message is received These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated.

How can staff and the Academy can support 

● Maintain high standards of watchfulness in lessons, around the academy and in social areas

● Be seen to respond to every incident

● Treat every incident as important, even if it seems minor – it may not feel minor to the person on the receiving end

● Report all incidents appropriately. It is useful to monitor incidences of bullying through the behaviour database as patterns do emerge

● If the incident is particularly serious and/or violent, circumvent the usual channels and contact the appropriate senior leader immediately

● Provide areas in the academy where children under threat can feel safe ● Ensure that areas of the academy where antisocial behaviour could take place are patrolled by staff at key times

● Use all staff, parents/carers and students as a resource in countering bullying ● Raise awareness through PSHCE curriculum and pastoral time

● Give help and support to the victims

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● Use peer pressure against bullying behaviour

● Make the consequences of bullying clear to bullies and parent/carers m) Help and support bullies to change their behaviour

● Ensure all colleagues are aware of the anti-bullying policy o) Give staff appropriate CPD opportunities

● Seek help from outside agencies where applicable Anti-bullying Policy Recording 

● CPOMs is the system currently used to record any incidents or forms of bullying ● Each time an incident is reported the details log the details and pass to the appropriate Year Team and or designated member of staff.

● The Year Team and other pastoral staff will liaise with the reporting colleague and teaching staff as appropriate

● The Year Team will ask all parties to record the event in writing

● All parties will be interviewed separately, then together, where appropriate ● Disapprove of the action, not the student and stress that bullying is not acceptable Contact the parents/carers of all parties and invite into the Academy according to the needs of the situation

9. Searching, Screening and Confiscation

(The following guidance is informed by and fully in line with “Searching, Screening and Confiscation. Advice for Head teachers, School Staff and Governing Bodies. Department of Education, January 2018)

Co-op Academy Leeds has the right to search any pupil or the possessions of any pupil, with or without consent, where they have reason to suspect that pupil of having any of the following Prohibited Items:

● Knives or Weapons

● Alcohol

● Illegal Drugs

● Stolen Items

● Fireworks

● Pornographic Images

● Any other item that the staff reasonably suspects may have been used to commit an offence

● Any other item that the staff reasonably suspects could be used to cause injury or damage to the property of any person (including the pupil)

Confiscation

Co-op Academy Leeds staff can seize any prohibited item found as a result of the search. If said item is either illegal, potentially involved in an offence or likely to cause injury to any person or damage to any property, said item will not be returned to the pupil, but instead given to the police for disposal or use as evidence as appropriate. (See advice below) Where illegal materials are found in a search it is considered best practice to inform parents/carers but there is no legal requirement to do so.

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Process for Searches

Any staff member can search a pupil or the possessions of a pupil with that pupil’s consent. That consent can be verbal and no written permission is required.

Vice Principals and Assistant Principals are all authorised by the Principal to conduct searches without consent within their area of responsibility, provided suitable grounds for a search are present.

Alternatively, a pupil who refuses to consent to a search can be immediately escorted off academy grounds and be refused the right to return until such time as they consent to any required search and/or a contract is drafted to prevent further incidents.

Further Search Requirements where consent is not given

The staff member conducting the search must be the same gender as the pupil being searched and a second staff member should be present as a witness. This witness should, where at all possible, also be the same gender as the pupil being searched.

The above gender rule may be waived in circumstances where immediate and serious risk of harm to any person is thought likely if a search is not conducted immediately.

The following page contains points of law that must be read and understood by any staff member undertaking or designated to undertake searches within Co-op Academy Leeds

Extent of the Search

The law is very clear on the extent of search, with or without consent, permitted to schools and schools and staff should make sure to abide by the following legal points during any search undertaken.

● A pupil cannot be required to remove any clothing other than outer clothing (Outer clothing means clothing not worn next to the skin or over underwear. Examples of outer clothing include hats, shoes, boots, gloves and scarves.)

● A pupil’s possessions can only be searched in the presence of the pupil unless there is a risk of serious harm if the search is not undertaken immediately. (Possessions means any goods over which the pupil has control. Examples include bags, lockers and desks)

Items Found During a Search

A staff member can confiscate, retain or destroy any item found as result of a “With consent” search provided they have reasonable cause to do so. Only prohibited items can be confiscated, retained or destroyed during a “without consent” search.

A staff member must confiscate and retain any prohibited item found during a search either with or without consent and then follow the advice below.

● Alcohol – Alcohol can be disposed of by any means felt appropriate but this should not include returning it to the pupil.

● Controlled Drugs – Any controlled drugs found must be retained and delivered to the police as soon as possible. (Call 101 if the Safer Schools Officer is not available

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to organise such delivery). Where a compelling case exists, the drugs may be destroyed by the School but the reasons for doing so must be strong. (For example, immediate fear for the safety of staff if the materials are kept). Under no circumstances can controlled drugs be returned to a pupil as doing so could be considered supplying that controlled substance.

● Stolen Items – Stolen items must be delivered to the police as soon as possible (call 101 if the Safer Schools Officer is not available to organise such delivery) but may be returned to their owner if there is a case for doing so. (For example, the value of the goods is very low and no police involvement is deemed necessary).

● Fireworks – Fireworks found as result of a search may be disposed of by any means felt appropriate but this should not include returning them to the pupil. ● Pornographic Images – Pornographic images may be disposed of by any means felt appropriate but this should not include returning them to the pupil. An exception to this exists where the images are considered reasonable grounds to suspect an offence, in which case they should be delivered to the police as soon as possible. (Call 101 if the Safer Schools Officer is not available to organise such delivery). Examples of such grounds would be Child Pornography or images of an extreme nature.

● Weapons and items likely to be used in an offence – Any weapon or item likely to be used in an offence must be passed to the police as soon as possible. (Call 101 if the Safer Schools Officer is not available to organise such delivery).

● Monitoring, Evaluation and Review – The Academy will review this policy at least every year and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the Academy.

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