Behaviour Policy

Policy details

Date created - November 2024

Date most recently reviewed by governors  - November 2024

Responsibility for review: Claire Robinson

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        6

5. Recognition        7

6. Classroom Expectations        7

7. Expectations Around the School        7

8. Expectations outside of School        7

9.  Consequences        8

10. Further Intervention and Support        10

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        12

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and children's behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the school community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through our MAGIC learning behaviours and the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Co-op Academy Grove is committed to creating an environment where everyone is expected to maintain the highest standards of personal conduct, to accept responsibility for their behaviour and to encourage others to do the same. Our school rules are …

Be Ready, Be Respectful, Be Safe

• We understand that not all children arrive at our school knowing how to behave and what our high expectations are, these must be taught.
• We ensure that all children are taught the rules, relentless routines and all staff must follow visible consistencies so that our children are proud of belonging to Co-op Academy Grove and wear their badge with pride.

We agree with Paul Dix;

‘Good behaviour is recognised sincerely rather than just rewarded. Children are praised publicly and reminded in private’.

All staff have the highest expectations, modelling the behaviour we expect from the children.  Positive and productive relationships are central to effective behaviour management.  Adults manage and influence behaviour and children are responsible for the choices that they make. Adults take the lead with children who struggle to maintain positive relationships. Our Personal Social and Health Education Policy, PSHE lessons and assemblies teach children about how to treat others well, be polite, kind, have personal discipline and how to seek help for themselves and/or others to keep safe.

 Our MAGIC learning behaviours are promoted and expected at all times.

Co-op Academy Grove is also underpinned by the Co-op ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both children and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

3. Rights and Responsibilities

Our School Aims

• To ensure every child and adult lives our core values every day.
• To keep everybody safe and comfortable in a caring environment where optimum learning takes place.
• To create an ethos of excellent behaviour which reflects ‘The Grove way’.
• To promote a positive attitude to learning in line with our MAGIC ethos.
• To provide clear guidance for everybody in our community in sustaining high expectations of the conduct and behaviour of all children and adults
• To apply a consistent and calm approach which establishes and maintains the same clear boundaries
• To ensure everybody in our community takes responsibility for managing behaviour and follow-up incidents personally
• To ensure all adults use consistent language to promote positive behaviour
• To ensure that restorative approaches are used as an alternative to punishments
• To create a culture of self-discipline-where children know that good behaviour is expected as the norm.
• To help children take control over their behaviour and be responsible for the consequences of it.
• To build a school community, which values kindness, care, good humour, good temper, obedience and empathy for others.

The Trust Board:

The Trust Board is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Members of Staff:

Staff will:

• Welcome all children warmly at the start of each day, on entry to the school grounds and to classrooms.
• Always identify when children/staff struggle to meet expectations and follow up each incident personally.
• Maintain consistent practice with adults establishing the same boundaries, always redirecting or encouraging children by referring to ‘Be Ready, Be Respectful, Be Safe.’
• Deliberately and persistently catch children doing the right thing and praise them in front of others moving the attention from those who make poor choices
• Know their classes/ groups well and relentlessly develop positive relationships and mutual respect with all children.
• Carry out class coaching/mentoring to teach positive behaviours daily, this may be tailored for some individual needs.
• Communicate effectively on the individual needs of children, with regard to their difficulties and the strategies which work best to gain a deeper understanding of individuals.
• Remain calm and keep their emotion for when it is most appreciated by children.
• Demonstrate unconditional care and compassion.
• Give the children a voice.
• Give children a ‘fresh start’ after mistakes have been made.
• Remind children when they make mistakes, quietly and not in public
• Directly teach and celebrate good behaviour routines, for example, moving inside and outside the school, moving from the tables to carpet.

The senior leadership team will:

• Relentlessly follow the above.
• Be a visible presence around the school.
• Regularly celebrate staff and children whose efforts go above and beyond expectations.
• Encourage use of positive praise, phone calls/texts/ stickers/certificates/rewards.
• Ensure staff training needs are identified and met.
• Use behaviour records to target and assess interventions.
• Support teachers in managing children with more complex or challenging behaviours.
• Celebrate in specific ways with children who display ‘above and beyond’ behaviours.

Parents/carers:

Parents are expected to:

• Support their child to follow the 3 school rules
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

Our school has 3 simple rules: Be Ready, Be Respectful, Be Safe, these encompass ‘The Grove way’, which can be applied to a variety of situations and are taught and modelled explicitly.  We ensure that our children’s excellent conduct is acknowledged, valued, appreciated and recognised.

We want all adults to recognise the positive behaviour of our children whenever they see it. Visitors are asked to find examples of positive behaviour and feedback to the reception staff at the end of the visit, staff are overheard in the corridors thanking children for their Ready, Respectful and Safe behaviour, school Leaders walk into classrooms excited to discover the very best behaviour. Our recognition culture should be at the forefront of our behaviour and relationship management. It should delight the children who do the right thing every day but rarely get noticed; it should surprise visitors with its visibility and slowly gain a reputation in the community for its relentlessness.

5. Recognition

The vast majority of our children behave well and are a credit to themselves, their parents and the school. We believe that rewarding children plays a vital part in achieving good attitudes and behaviour for learning. We constantly reward children for following our school rules and for behaving well.

The table in section 4 developing positive behaviour outlines recognition rewards for the children.

6. Classroom Expectations

Across the school we have a consistent set of expectations regarding behaviour in the classrooms and around the school. We use a system of signals and mantras so that children know what is expected of them regardless of where they are or who is with them, for example 3,2,1 stop signal. Our Behaviour Curriculum clearly identifies our expectations for children, teaching to them the behaviours ‘you will see us’ using and behaviours ‘you won’t see us’ using. It also outlines to the children ‘what the teacher does’ and the ‘reminders and consequences’ in place. This is taught routinely and practised often with the children.

7. Expectations Around the School

Our Behaviour Curriculum explains clearly to children how they should behave both in the classroom and around school. In addition, at Co-op Academy Grove we expect children to:

• Respect that there is always learning happening and therefore use quiet voices inside the building
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors
• Use their manners at all times
• Maintain high standards of presentation

8. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our children are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers, alongside staff on duty, to monitor behaviour of children immediately outside the school gates and whilst walking to and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

9.  Consequences

At Co-op Academy Grove we believe in delivering consequences with dignity. Behaviour management begins at classroom level with systematic consistency and a kind, positive and proactive approach. This could include any and all below:

We encourage all staff to look for natural consequences in the first instance. For example, school-based community service such as clearing up a mess, encouraging a sincere apology, catching up with work missed. We also recognise that not every incident of poor behaviour should result in a Restorative Conversation. Adults will use a range of appropriate consequences that seek to teach better behaviour.

Midday Supervisors will give out recognition rewards during each lunchtime.

Systematic consistency - Our BEHAVIOUR PATHWAY is very clear: Reminder - Warning - Time Out - Follow up/Reparative Conversation and must be followed.

There are some behaviours that have no place within our school and the community and some behaviours may lead to immediate removal from the classroom and others may be investigated further.

The list below of ‘serious breaches’ is not exhaustive:

• Physical assault on any member of the school community
• Demonstrating inappropriate or sexualised behaviour
• Stealing from another person or school
• Leaving the school grounds without permission
• Child-on-child abuse including, but not limited to: cyber bullying, prejudice based and discriminatory bullying, abuse in intimate personal relationships between peers, physical abuse, sexual violence, sexual harassment, causing someone to engage in sexual activity without consent, consensual and non-consensual sharing of nudes or semi-nude images or videos, up skirting and hazing type violence and rituals.
• Throwing objects with the intention to harm or hurt someone
• The use of homophobic or racist language
• Spitting at another person
• Persistent disruptive/ unsafe behaviour
• Intentionally damaging property

Our systems ensure that ALL children are aware that making positive choices about behaviour results in positive consequences and acknowledgements.  

For the very small minority of children who do not respond to our behaviour policy or where poor behaviour is persistent or extreme then we will consider;

• Review meeting with a personalised behaviour plan
• Access to individual/ group intervention for additional support
• Coaching, mentoring and targeted behaviour support
• Family support
• CAHMS referral and therapeutic work
• SEND review and possible assessment
• Protective consequences, including internal reflection, suspensions from the school and permanent exclusions.

Recording Keeping

• Time Out of class or poor behaviour incidents are recorded and monitored half termly.
• All extreme consequences, following discussion with SLT are logged on Arbor. This is monitored by Senior Leaders.

Working with Parent/ Carers/ Other Agencies

Class teachers and parents will need to work in partnership to ensure that children who struggle with their personal discipline benefit from a consistent approach within our school and in the home. Parents will be informed at an early stage where a child is experiencing problems and if their child has been required to take time out for their behaviour choices.

Our school will actively support parents in managing their child’s behaviour in a consistent manner.  Where appropriate, parents will be given the opportunity to engage in support through the Early Help process.

The school’s special educational needs coordinator will provide support for children who exhibit challenging behaviour to determine whether they have any underlying needs that are not currently being met. Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a child, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

10. Further Intervention and Support

Co-op Academy Grove is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example children with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the child’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a child who exhibits challenging behaviour to determine whether there is a possibility of the child having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, children who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some children will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for children to earn Dojos in line with their peers.

Where children display behaviours which could put themselves, others or the order of the school at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded and communicated to parents/carers.

11. Child on Child Abuse

Co-op Academy Grove is committed to ensuring a climate of safety for all children 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 school 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 school will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the children 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 Grove Anti Bullying Policy.

Co-op Academy Grove Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a child for persistent disruptive behaviour, where despite the school's best effort, a child 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 child or member of staff (including online threats or abuse)
• Assault on a child or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

 Further information on permanent exclusions can be found in the Trust’s Exclusion policy.

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search children’s and possessions if there are reasonable grounds to suspect children 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 children and make reasonable adjustments where necessary. Where possible searches will be conducted with the child present and away from other children  (unless there is reason to believe that significant harm could happen if we wait).

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

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

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

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

Retention of, damage to or disposal of a child’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

Children are allowed to bring their mobile phones to school if they are in years 5 to 6 and have permission to walk home alone - phones will be turned off by the child before entering the school gates, handed to the classteacher on entering the classroom and kept securely in the teachers locked container during the school day. Phones will be returned to the child at the end of the school day.  

Screening

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

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent children 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 school 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).

Other documents considered in the writing of this policy from the Department for Education (DfE):

• Behaviour and discipline in schools
• Behaviour and discipline in schools: Guidance for governing bodies
• Searching, screening and confiscation at school
• The Equality Act 2010
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school 
• Special educational needs and disability (SEND) code of practice
• Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England including pupil movement guidance 
• Keeping Children safe in Education