Positive Behaviour Policy

Policy details

• Date created - September 2024
• Date approved - xx/xx/xxxx
• Next review date - September 2025
• Policy owner - John Cafferky

Contents

1. Policy Statement and Purpose
2. Safeguarding ethos
3. Rules and Ways of Being
4. Rights and Responsibilities
5. Developing Positive Behaviour
6. Safer Schools Police Officer
7. Student behaviour away from the Academy Site
8. Child on Child Abuse
9. Suspensions
10. Permanent Exclusion
11. Searching, Screening and Confiscation
12. Mobile Phones / Devices Policy

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):

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Online Safety

Special Educational Needs

Mental Health and Well-Being

Suspension and Permanent Exclusion

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 2022

Exclusions handbook 2024 - 2025 Advice and guidance for schools and academies in Leeds based on DfE statutory guidance. 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

Safeguarding ethos

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

The viewpoints and voice of children is of paramount importance to our academy and we will always listen to their wishes, thoughts and feelings, as well as identifying and supporting their needs. We will have due regard to the Human Rights Act 1998, the Equality Act 2010 and the Public Sector Duty in order to ensure that the needs of our pupils are met. We will work alongside students to develop trusting, consistent and professional relationships and show we care by advocating the early help process where possible. We will identify any difficulties or concerns early in order to act preventatively. We will always provide support and advice for families and parents/carers, whilst acting in the best interests of the child at all times and doing what matters most. Safeguarding also includes ensuring we work in an open and honest way, enabling our children to feel safe by providing a secure learning environment, where they are equally protected regardless of any barriers they may face and are able to grow and develop in the same way as their peers.

Rules and 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:  

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:

Rights and Responsibilities

The Academy Governing Council (AGC)

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

The Headteacher

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

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 Arbor.
• 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 Form Tutor promptly.

Developing Positive Behaviour

• 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.

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, 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 praise points as shown below:

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.

Requesting support

If a student displays behaviour which warrants an instant withdrawal, a support call should also be made on ClasCharts (megaphone icon - lesson visit required). If immediate support is required, send a student to the nearest office, Year Manager office or Restore where radio calls will be made to direct staff to support.

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.

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

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.

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.

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 Part 5 of Keeping Children Safe in Education 2023. 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 Academy Leeds Safeguarding and Child Protection Policy. 

Co-op Academies Trust Online Safety Policy

Keeping Children Safe in Education 2024

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

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.

Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• 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.

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).

Use of Staff Body Cameras

To ensure site safety and accurate evidence is collected, some members of the pastoral team will wear body cameras. They will only be switched on when deemed necessary.

Mobile Phones / Devices Policy

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’.