Positive Behaviour and Rewards Policy

Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner – Marc Stephens [Strinesdale]

Co-op Academy Strinesdale

529 Huddersfield Road, Oldham, OL4 3NY

Telephone Number: 0161 620 5859

Email Address: strinesdale@coopacademies.co.uk 

Website Link: http://www.strinesdale.coopacademies.co.uk 

Contents

Policy details        

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        4

5. Recognition        5

6. Classroom Strategies and Expectations        6

7. Expectations Around the Academy        7

8. Expectations outside of School        10

9.  Consequences        11

10. Further Intervention and Support        15

11. Child on Child Abuse        17

14. Searching, Screening and Confiscation        18

1. Policy Statement and Purpose

At Co-op Academy Strinesdale, our primary objective is to ensure the safety, well-being, and success of every student. We recognise that poor behaviour can significantly hinder the ability of both students and staff to achieve these goals. Therefore, our Behaviour for Learning Policy is designed to eradicate disruptive behaviour, allowing everyone to focus on what matters most—learning. We are committed to providing the best possible learning experience for all students and believe that high standards of behaviour are fundamental to students taking full advantage of their learning opportunities and achieving their full potential. We see parents/carers as important partners in upholding our RISE principles (Respect, Integrity, Success and Endeavour) and encouraging positive attitudes to learning.

RESPECT - We treat ourselves and others with kindness.

INTEGRITY - We do the right thing, even when no one is watching.

SUCCESS - We recognise and celebrate achievement.

ENDEAVOUR - We find joy, fulfilment and pride in hard work.

Inclusivity and Equity

We are a fully inclusive academy, where every student, regardless of any barriers to learning, is valued and supported. Our policy is rooted in fairness and equity, ensuring that all students have equal opportunities to succeed. We understand that every child has unique needs, and our approach is to provide tailored support while maintaining high expectations for behaviour. By promoting positive behaviour, we create an environment where every student can thrive and achieve their potential.

The aims of this policy are to:

Enable our students to:

• Stay safe and be healthy;
• Enjoy and achieve in their learning;
• Make a positive contribution;
• Access the full range of learning opportunities in a calm, positive environment;
• Develop an acceptance of responsibility for their own behaviour;
• Enable students to make the best progress possible during their time with us;
• Value the rights of others and acknowledge that maintaining positive discipline within the academy is a shared responsibility;
• Value the academy environment, our Positive Behaviour Policy and academy routines.

Enable our staff to:

• Teach effectively;
• Promote and develop in students’ empathy and respect for self and others;
• Develop in students a sense of self-discipline and an acceptance of responsibility for their own actions;
• Initiate appropriate behaviour through their own modelling and use of effective strategies;
• Feel supported in dealing with challenging behaviour through both collective application of standards and the behaviour management infrastructure;
• Recognise and actively encourage positive behaviour;
• Work with a positive, proactive approach to behaviour management;
• Ensure the rights and responsibilities of all members of the academy community are upheld;
• Apply the policy fairly and consistently and contribute to its monitoring and evaluation;
• Maintain excellent relationships with parents and carers.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

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

2. Rules and Ways of Being

At Co-op Academy Strinesdale our RISE Principles are our  building blocks of character that guide us to make the right choices at the right time, for the right reasons, even when nobody is watching. Co-op Academy  Strinesdale is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being: Succeed Together, Do What Matters Most, Be Yourself Always and Show You Care.

In order to achieve this we have developed a set of RISE principles which provide a ‘road-map’ on how we behave.  They are; Respect, Integrity, Success and Endeavour.

Whether in a lesson, out and about in our local community or during social time or lesson changeover, all students at Co-op Academy Strinesdale are expected to demonstrate our RISE principles at all times by acting in a respectful and successful way that sets an excellent example for others.

To provide clarity to staff, students and parents we have 7 basic school rules that we expect students to follow at all times.

1. We follow our RISE principles.
2. We are punctual.
3. We bring all essential items.
4. We wear the full and correct uniform.
5. We ensure mobile phones are not seen or heard while on academy premises.
6. We do not eat, drink (except water), or chew gum in classrooms or corridors.
7. We transition through the academy calmly with no physical contact.

3. Rights and Responsibilities

Our behaviour policy will work best when it is supported by parents, carers and guardians. In order to create a positive and productive learning environment, we expect all students to follow the behaviour policy. Similarly, we expect parents/carers to support the school’s implementation of the policy. We are extremely aware of the need for reasonable adjustments and individual circumstances and therefore it is essential that Home and School operate as a team. If a parent/carer feels we have acted unfairly, we will be happy to discuss this with them privately in a professional and cooperative environment.

Academy Community Council (ACC)

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

The governing board | The governing 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.

Staff | Staff are responsible for:

• Implementing the behaviour policy
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs
• Recording behaviour incidents

Families | Families are expected to:

• Support their child in adhering to the student code of conduct
• Inform school of changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the tutor promptly

Students I Students are expected to adhere to this policy

4. Developing Positive Behaviour

Students and Staff will be inducted in the standards and routines of the school shortly after joining the academy, and often on their first day in the academy. For members of staff this will be done during directed CPD training time, for our students this will be done through assemblies and sessions with their form tutor.

Standards and Routines will be revisited throughout the year, with regular reminders on the expectations of how staff and students should conduct themselves through our RISE curriculum. Through these sessions staff and students will become confident in how they can positively contribute to a safe and effective learning environment that everyone can flourish in.

All teaching and associate staff must recognise, praise and reward all students as a matter of course.

All staff are to:

1. Ensure classrooms are positive and welcoming which provides all students with the opportunity to succeed and achieve.
2. Build positive relationships with students and create a culture of mutual respect.
3. All staff must recognise, praise and ‘catch’ students getting things right and reward them for everyday successes to promote positive behaviour.
4. Apply sanctions fairly, consistently, proportionately and reasonably using the S1-4 sanction slide.
5. Set high standards of the conduct expected in the classroom to create a compliant, engaging and purposeful environment.
6. Prepare high quality lessons tailored to meet the needs of their class.

5. Recognition

At the heart of Co-op Strinesdale’s ethos is celebration. As such, we not only recognise but promote good behaviour as we believe this is the foundation for success. We pride ourselves on a highly effective rewards system that acknowledges and celebrates the achievements and successes of all our students. Across the academy, inside and outside the classroom, staff consistently look for opportunities to reward students.

We may do this through a combination of the following;

• RISE stamps and postcards:

• Regular recognition of positive actions from students in lessons and around the Academy.

• Phone calls to parents / carers:

• Positive phone calls to recognise good behaviour and conduct.

• Celebration Assemblies and Award Ceremonies:

• Recognition of half termly, termly and yearly successes of students who have consistently pushed themselves to be recognised for outstanding achievement.

• Attendance:

• Recognition of half-termly, termly and yearly 100% attendance.

Includes:

• Weekly prize draws
• Golden ticket awards

• Subject awards:

• Recognition of half termly, termly and yearly success of students during form time and subject based lessons.

• HOY Awards:

• Recognition of half termly, termly and yearly successes of students in relation to outstanding contributions to their year group.

• Senior Leadership Award:

• Recognition of the half termly, termly and yearly successes of students for outstanding wider contributions to the Academy.

• Reward Trips:

• Termly and yearly reward trips if there are a significant number of well-behaved students showing an interest in attending, school will endeavour to facilitate this.
• Eligibility for the rewards trips will be based on outstanding attendance, punctuality, behaviour and attitude to learning.

• Rewards Shop:

• Opens each term to allow students the opportunity to choose from a variety of rewards following praise stamp collections for positive actions.
• Students can choose to spend or save their praise stamps for greater rewards.

• Headteacher Award:  

• Recognition of half termly and yearly success of students for valued contribution to the Academy.

6. Classroom Strategies and Expectations

Expectations of Students:

Classroom Rules

• Students demonstrate our RISE principles.
• Arrive on time, equipped, in full uniform and ready to work.
• Respond instantly to staff instructions; first time, every time.
• Planners on the desk open to the correct weekly double page.
• Respect everyone’s right to learn and do not disrupt the learning of others.
• Communicate with the teacher by putting up your hand and waiting for permission to speak.
• Take pride in and complete all work set to a high standard, making maximum use of learning time.
• Be polite and show respect to everyone.
• Take responsibility for your actions and accept that sanctions are a result of making poor choices.
• Stand in silence at the end of each lesson and leave the classroom in a calm and orderly manner.

It is expected that the vast majority of students will choose to spend their time with us operating within the rewards framework outlined above. However, when students fail to abide by the high expectations in the classroom teachers will directly speak to individuals. If disruption to learning continues the following sanctions will be applied by the classroom teacher:

Classroom BfL policy

• SANCTION 1 – S1 Verbal Reminder

• Reminder of Expectations  
• Teacher clearly states this is an S1 verbal reminder

• SANCTION 2 – S2 Behaviour Point

• Teacher clearly states this is an S2
• Behaviour point recorded in Arbor

• SANCTION 3 – S3 30 minute detention

• Teacher clearly states this is an S3
• 30-minute consequence detention to be completed the same day. Parents/carers will be notified by 1.30pm.

• SANCTION 4 – S4 Study Room

• Teacher clearly states this is an S4
• On Call requested
• Student removed from the classroom to the Study Room (more information on the Study Room can be found in Section 9).
• 30-minute consequence detention to be completed the same day

7. Expectations Around the Academy

Our philosophy at Co-op Academy Strinesdale is absolutely clear; we insist on high standards of

behaviour, appearance, work ethic and respect for all to enable our staff to teach our students well

so, they learn to the best of their ability and leave the academy with a first-class education.

Essential Items:

In order for students to attend school each day ready for learning, they must bring with them their

‘essential kit’ as detailed below. This is an expectation of every item, every lesson, every day. Failure to

come to school with a full basic kit will result in equipment points on Arbor and further sanctions.

• Planner (if lost £4.50 to replace from the finance team)
• 2x black pens
• 2x green pens
• 2x pencils
• Ruler
• Rucksack, large enough for all essential items (A4 books) – No handbags

Uniform:

We are very proud of our uniform and believe the uniform should be worn with pride. Students are asked to follow the uniform rules closely and present themselves as they would do in the world of work. Academy uniform develops a sense of loyalty to the community which students are members, and we always encourage them to take pride in their appearance.

Students are expected to wear full academy uniform on the way to and from the academy, and to understand that they represent the academy whilst in uniform. Students will be given the opportunity to borrow items of incorrect uniform, however, refusal to follow school uniform rules may result in the student being placed in our study room.  Students who repeatedly fail to meet the school’s uniform expectations are at risk of suspension. (Images of our uniform expectations can be found in Appendix 3).

It is compulsory that only those items stipulated within the official school uniform are permissible to be

worn by our students.

Main Uniform:

• Jumper: Maroon with logo
• Shirt: White, buttoned to the top and tucked in
• Tie: Academy tie
• Trousers: Straight black – No leggings / flares / denim / skinny fit
• Shoes: Plain black, polishable – No trainers or boots

PE Kit:

• Academy branded Maroon multi-top
• Academy branded Maroon T-shirt
• Plain black sports bottoms (e.g. shorts or tracksuit bottom) unbranded
• Trainers (suitable for sport)
• Black leggings may only be worn under plain black shorts

Jewellery and Appearance:

• No earrings, facial piercings or excessive make-up
• No false eyelashes or nail varnish / acrylics
• Hair must be natural in colour with no patterns or shaved designs
• Religious headwear must be plain black or navy blue

Transitions around School:

We expect students to transition straight to their next timetabled lesson. This is an important part of our ambition for our students to get the best possible outcomes as they ensure a minimum amount of learning time is lost through students travelling between lessons and around the school. The ‘Around the Academy’ rules are as follows:

• Students are expected to walk around the academy sensibly and quietly and keep on the left side of the corridor. No physical contact is allowed.
• Be polite and show respect to everyone.
• Respond instantly to staff instructions; first time, every time.
• Wear your academy uniform correctly at all times.
• Outdoor clothing such as coats MUST be removed once inside the school building. Sports ‘hoodies’, ‘zippies’ or similar items are not considered to be an outdoor coat or an item of the school uniform and therefore must be removed before entering the school site.
• Eat and drink in the right place at the right time.

Students who fail to meet the high expectations will be sanctioned with a detention, study room room placement, behaviour placement or suspension depending on the severity of the misdemeanour.    

Mobile Phones, Smart Devices and Headphones:

Mobile Phones, Smart Devices (including watches) and headphones are not allowed to be seen on the

school site.

We understand many parents/carers wish for their child to have a mobile phone on the way to and from

school for their personal safety. If this is the case the phone should be kept safe in the bottom of their

bags so they do not cause any disruption to the Academy Day.

Mobile phones and smart devices should be turned off, at all times. If mobile phones, smart devices or headphones are seen or heard by a member of staff then they will be confiscated with immediate effect, safely secured in student services and will only be returned to at the end of the school day. Persistent breaches of our smart devices policy will result in a parent / carer required to collect the device at the end of the school day via reception. If a student refuses to hand over the item they will be placed in our study room room, planned daily confiscations for a set period of time or a suspension issued.

The school does not take responsibility for any lost/stolen ‘banned’ items brought into school.

Punctuality:

Punctuality is essential for the success of all our students and therefore students must be sat down and ready to be registered in their community briefing at 8.30am. If a student is not present in time for their community briefing or lesson registrations, they will receive a late mark (up to 5 minutes late). 3 late marks in a week will result in a 30 minute detention. 4 late marks in a week will result in a 60 minute detention. If a student receives 5 late marks in a week they will be placed in the study room.

If a student arrives 6 minutes or more late to a lesson, this will be sanctioned as truancy and the student will be taken to the study room for a 5 lesson placement.

Inappropriate items brought into school:

Co-op Academy Strinesdale has a zero-tolerance policy towards any weapons being brought onto or into our school site. This for example, could be any type of knife. Any child who is suspected of having brought a dangerous item onto school premises will have their belongings searched. Students who have brought any type of weapon onto school premises are likely to be permanently excluded.

Drugs:

Drugs, cigarettes, vapes and any associated paraphernalia or dangerous items are banned from school. If a student endangers the welfare of our students and staff by bringing drugs or dangerous items onto our school site or if a student is found to be supplying or distributing illegal substances and/or any items deemed to be drug paraphernalia, they are likely to be permanently excluded and the police informed. Students are reminded about this rule throughout the year. Any concerns that staff and/ or parents have regarding students using drugs outside of school will be referred to the Safeguarding team.

Sexual Harassment:

Sexual harassment of any kind will not be tolerated at Co-op Academy Strinesdale. This includes all ‘Non-contact’ and ‘Contact’ forms as outlined by the ‘Review of Sexual abuse’ Ofsted June 2021. Allegations of sexual harassment will be fully investigated by either HOH/SLT and where necessary seriously sanctioned. This may result in a fixed term suspension and possibly a permanent exclusion.

Homophobia:

Homophobia is a hate crime and will not be tolerated at Co-op Academy Strinesdale. Allegations of homophobia will fully be investigated by either HOY/ SLT. If it is decided that a student has made homophobic comments or who is found to be promoting any type of homophobic bullying, they will be seriously sanctioned. This may result in a fixed term suspension and possibly a permanent exclusion.

Racism:

Racism is a hate crime and will not be tolerated at Co-op Academy Strinesdale. Allegations of racism will fully be investigated by either HOY/ SLT. If it is decided that a student has made racist comments or who is found to be promoting any type of racist bullying, they will be seriously sanctioned. This may result in a fixed term suspension and possibly a permanent exclusion.

Malicious Allegations:

Any allegation of wrongdoing will be investigated using the ‘Managing Allegations of Staff’ policy. If a student is found to have made a malicious allegation against a member of staff, then the parents/carers of the students will be invited to a meeting to discuss the details leading up to it and a sanction may be issued.

Study room, behaviour placement or suspensions will be used as sanctions for malicious allegations, however where staff agree, restorative meetings will take place. Decisions will be made by the Headteacher once they have considered issues of severity, previous similar behaviours and safeguarding.

Drinks Policy:

Due to the high level of sugar contained in fizzy drinks/energy drinks and the impact this can have on a student’s behaviour, fizzy drinks and energy drinks are not allowed on the school site. If found, they will be confiscated. Co-op Academy Strinesdale encourages a water only approach to drinks and water fountains are placed around the site to support this. Students must bring a suitable bottle to use these fountains as cups and bottles are NOT provided for them.

Selling:

Selling items to other students is illegal. If students are found to be doing this, the items will be confiscated and the profits given to a selected charity.

8. Expectations outside of School

At all times when students are wearing our school uniform (or can be identified as a Co-op Academy Strinesdale student) they are ambassadors for the school and must act accordingly; this means they must act in a respectful manner and have a positive impact on the local community and wider society.

Misuse of Social Media:

Students are regularly informed and reminded about the dangers of social media and their responsibilities in using and accessing it. Therefore, it is assumed that any student who is responsible for any type of misuse of social media is fully aware of their actions, even though they may have carried it out when at home or at the weekend. Students will therefore be sanctioned accordingly if ‘Restorative Justice’ is not appropriate. Misuse of social media includes but is not restricted to the following;

• Cyberbullying
• Sexting
• Verbal abuse of students and/ or staff
• ‘Liking’ any image or post which causes upset
• Posting any image which causes upset
• Posting any image without a person’s knowledge and/ or consent
• Posting images and comments which demonstrate illegal and/ or inappropriate activity

Co-op Academy Strinesdale has the legal power to sanction students whose behaviour outside the school premises disrupts the learning environment in school or brings the school into disrepute. For example, using Social Media at home, may cause upset to someone in school during the day.

9.  Consequences

Although Co-op Academy Strinesdale does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

The school will work tirelessly to ensure every possible option of support is offered and provided to our students who are struggling to be the best version of themselves. However, we will take difficult decisions where the common good of our students is compromised. There are a variety of sanctions which may be used for any student depending on the severity of the situation. These sanctions are listed below and a guide to when they may be applied can be found in Appendix 1.

Classroom Sanctions:

S1 to S4 sanctions are issued when a student’s conduct falls below the high expectations set by Co-op Strinesdale.

S1-S4 can be issued for the following (not an exhausted list):

• Not responding instantly to staff instructions; first time, every time
• Talking and chatting
• Disturbing other students
• Calling / shouting out
• Not getting on with work (Progress)
• Fidgeting or fiddling with equipment
• Purposely making noise to gain attention
• Using a mobile or smart device (S3 and confiscated)
• Swinging on chairs / slouching / head on desks
• Answering back or questioning instructions
• Throwing things (i.e. pens)
• Not in silence at the end of 3,2,1

Around Academy Sanctions (not an exhausted list):

• Uniform (shirt untucked / top button not done / trainers / outdoor clothing)
• Late to lesson
• Littering
• Silly behaviour (loud / boisterous / running / not on the left hand side)
• Offensive / inappropriate language
• Out of bounds
• Mobile phone, smart devices and headphones / air pods on academy corridors and during social times (confiscated)
• Piercings (confiscated)
• Jewellery (confiscated)
• Eating / drinking on corridors
• Fizzy / energy drinks (confiscated)
• Chewing gum

Behaviour Point:
Students are given a behaviour point when they are issued with a S2.

Detention:

• Sanction 3 – 30 minutes detention
• Failure to attend S3 detention - 60 minutes detention or Study Room placement

• Late (3x late in a week) – 30 minutes same day detention
• Late (4x late in a week) - 60 minutes same day detention or Study Room placement

Study Room:

This is an internal exclusion unit where a student will work in silence and not be allowed out during break and lunchtime. Note that students may be placed in the Study Room whilst an incident is being ‘investigated’ or following a suspension as part of their reintegration back to school. During their time in the Study Room students will work independently, complete reflection and receive intervention from members of staff.

When removed from lessons and placed in the Study Room, Students are expected to:

• Work silently.
• Complete all assigned tasks.
• Follow instructions the first time.
• Remain in their allocated seat.
• Demonstrate respectful conduct at all times.
• Facing forward

The Study Room must remain a place of learning, reflection and academic progress. The Study Room Manager will be responsible for ensuring that the provision is appropriately resourced at all times with high-quality academic materials, including:

• English literacy resources.
• Mathematics fluency and reasoning resources.
• Reading materials.
• Revision and retrieval activities.
• Independent learning tasks.
• Resources matched to students’ age and stage.

Resources should provide an appropriate level of challenge and enable students to continue making academic progress throughout their placement in the Study Room.

Where lesson work has been completed, students will continue with additional academic activities to maximise learning time and maintain high expectations.

Study Room RISE Reflection Curriculum

To ensure that time spent within the Study Room remains purposeful and developmental, a dedicated Study Room RISE Reflection Curriculum will be developed and overseen by the Deputy Headteacher.

The curriculum will be designed to reinforce the academy’s RISE principles, expectations and character education programme whilst also supporting students to reflect on their choices and develop the skills required to be successful members of the academy community.

The RISE Curriculum booklet will include structured activities linked to:

• Character development.
• Attendance and punctuality.
• Respect and relationships.
• Behaviour and self-regulation.
• Responsibility and accountability.
• Future aspirations and personal development.
• Reflection and restorative practice.

Interventions and reflective activities will be embedded throughout the booklet to support students in understanding the impact of their choices and identifying strategies for future success.

Curriculum Continuity  

To minimise disruption to learning, content from the academy RISE Curriculum may be utilised within the Study Room.

Teaching materials, lesson resources and presentation slides will be uploaded to Google Classroom to enable students to revisit key learning and maintain curriculum continuity whilst away from lessons.

This approach ensures that students continue to engage with important curriculum content, complete meaningful academic work and remain connected to their learning throughout their placement.

Study room placements will be used for the following:

• Sanction 4 - Removal from lesson
• Uniform misdemeanours: Trainers, no tie, no blazer, leggings, jeggings, skinny school trousers etc. (students offered the opportunity to borrow uniform from our uniform shop)
• Defiance (refusal to comply with behaviour expectations)
• Serious incident investigation
• Smoking on site (including vapes)
• Bringing academy into disrepute (includes smoking/vaping off-site when in uniform)
• Dangerous behaviour
• Threatening behaviour
• Damage to school property
• Truancy / out of bounds
• Verbal abuse to staff - More than likely to result in a planned intervention/Internal exclusion or a suspension
• Physical assault against a pupil / adult - More than likely to result in a planned intervention/Internal exclusion or a suspension

The amount of time that students spend in the Study Room will be determined by the action that has led to the sanction. For a S4 issued in a classroom, students will spend a day in the Study Room and sit a 30 minute detention.

Offsite Direction:

Schools have the power to direct a student off-site for education to improve their behaviour. A student at any type of school can also transfer to another school as part of a ‘managed move’ where this occurs with the consent of the parties involved, including the parent/carers and the admission authority of the school.

An offsite direction serves as a serious academy sanction to help improve behaviour. Offsite direction is used as a sanction to prevent students from engaging with the academy community but without this impacting on their learning and academic progress.

Offsite Direction – Behaviour placement:

Students may be referred to a partner school/academy for a period of 1 – 5 days for failing study room or as a result of a serious incident. During this referral, students will be set age-appropriate work to enable a successful re-integration into mainstream lessons and reduce the amount of missed learning. At the end of a student’s referral,

parents/carers will be required to attend a reintegration meeting to discuss the serious incident that led to the planned intervention and to ensure actions are taken to avoid repeat referrals.

Offsite Direction – With the intent of a Managed Move:

A student may be referred to a school/academy for a set period of time with the intent to return to the home school at the end of the time period. The aim is to provide a reset following negative behaviours.

Offsite Direction – With the intent of a Managed Move:

Student may be referred to a school/academy for a set period of time with the intent of completing a managed move to the host school. Usually, the length of time is 8-12 weeks with 4 weekly reviews to support the student in a successful permanent transfer.

Suspensions:

The Department for Education states that ‘Good’ discipline in schools is essential to ensure that all students can benefit from the opportunities provided by education. The Government supports head teachers in using exclusion as a sanction where it is warranted’. More information about when a suspension may be issued can be found below.

A decision to issue a suspension will only be taken:

• In response to a serious breach or persistent breaches of the academy's Positive Discipline policy; and
• Where allowing the student to remain in school would seriously harm the education or welfare of the student or others in the academy.

Students will be provided with school-based work to complete appropriate to their age and ability. Staff will then meet with parents/carers for a reintegration meeting before the student returns to the academy.

Suspensions can only be issued by the Headteacher. Each suspension must be judged on the specific context of the particular event or sequence of events and be issued between 0.5 and 5 days in length.

Disciplinary Panel:

Students and their parents/carers are referred to a panel from the Local Academy Board for cumulative behavioural issues/serious incidents/suspensions. This will include students who have accumulated 15 days or more in an academic term.

Permanent Exclusion:

This is a last resort sanction as a result of 45 days suspensions in one year, for persistent disruptive behaviour or for a one-off, serious incident. Please see Section 12 of this policy for further details.

10. Further Intervention and Support

We recognise that some students may require a higher level of support to enable them to ‘get it right’.  These students will have been given the same chances and support as other students but continue to disrupt the school community either in or outside of lessons. Students who fit into this category may be directed to one or more of the following;

Behaviour and intervention reports: Due to the many individual circumstances that can affect a student's behaviour, the decision to place a student on a behaviour and intervention report, remains at the discretion of the student’s Head of Year, or a member of the Senior Leadership Team. However as a guide, students who accrue more than 20 behaviour points in a 3 week period are highly likely to be placed on a Stage 1 report. Students returning from a suspension are also highly likely to be placed on a Stage 2 report for a two week monitoring period.

Reports last two weeks in the first instance but may be extended by one week if the Student’s Head of Year feels it is appropriate. Students who fail to meet the targets agreed at the start of the reporting process, will be escalated to the next stage of report.

A list of our reports can be found below;

• Stage 1 Report to Form tutor
• Stage 2 Report to Head of Year
• Stage 3 Report to a member of the Senior Leadership Team
• Positive Report Card – usually triggered to support a student in shifting their focus from defiance and poor behaviour to celebration and success as appropriate
• Effort and Engagement Report Card – a short term report card issued to give students with a low effort and engagement score
• Subject Reports – led by Heads of Departments for behaviours in a specific subject area

We expect students who have successfully passed a behaviour report to continue to meet our school rules for a sustained and continuous period and they will therefore be monitored closely by their Head of Year/SLT.

Respite Placements: These involve a student continuing their education in a supervised setting at an offsite location for up to a maximum of 5 days. Students will be placed at other schools in the local authority. Parents will be informed and a reintegration meeting will take place on the day of the students return to their mainstream provision.

External Isolation: These involve students attending study room/isolation provision at another school in the local authority.

Behaviour Panels: These are formal meetings held with the School’s Head of Academy, Executive headteacher or Governors on specific issues in school. If a student is persistently failing to meet our School rules and/or has acted in a way that causes concern, they may be requested to attend a panel to discuss the behaviour or incident. Parents will be invited to these panel meetings in order to discuss the student’s future at Co-op Academy Strinesdale.

Alternative Provision: Where there is the option to use an alternative provision to further support a student’s welfare and behaviour, then this will be fully explored.  Additionally, the Head of Academy reserves the right to direct alternative provision as an alternative to a permanent exclusion or by way of respite provision for students who are are risk of permanent exclusions. This is in line with the DfE Statutory guidance for local authorities wich can be found by clicking the link below. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/942014/alternative_provision_statutory_guidance_accessible.pdf

Parental Meetings: Where there is a lack of improvement in a student’s behaviour, parents will be invited to meet with their Head of Year or a member of the Senior Leadership Team. This will be an opportunity to explore if there are any barriers to the students being able to meet the school behavioural expectations and whether there is  any further reasonable support that can be made by the school.

Everyone who attends a meeting in school is expected to act in a professional and reasonable manner during meetings. Whilst there may be challenges of decisions made, this must be done in a courteous and respectful way. All parties are expected to act with the best interests of the child. Swearing, intimation, verbal or physical aggression will not be tolerated by Co-op Academy Strinesdale staff. If this occurs the meeting will end immediately and parents/carers must leave the school site without delay. They will be contacted via telephone to discuss a way forward; this may involve another meeting when tempers have calmed or it may involve a ban from the school site for an individual.

The school does not allow parents/carers or third parties to record parental meetings. Anyone secretly filming or recording a meeting will be banned from attending the school with immediate effect.

Supporting Students with SEND

Our inclusive policy ensures all students have the opportunity to learn in a safe environment, rules and strategies are clear to avoid ambiguity.  Students with identified SEN will have reasonable adjustments put in place to be agreed with the parent/carer and student. This may include the following (not an exhaustive list):

• Teaching assistant support
• Routines
• Provision at unstructured times
• Specific seating position within the classroom.
• Ensure the students' support plan is part of the established routines in everyone of their lessons.
• Nudge texts to remind students about expectations of equipment and standards

The school recognises its legal duty under the Equality Act 2010 to prevent students with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the student. The school’s special educational needs co-ordinator will evaluate a student who exhibits 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.

The academy remains committed to maintaining consistently high standards of behaviour for all students. However, we also recognise our responsibility to understand and respond appropriately to identified special educational needs and disabilities.

High expectations and inclusive practice are not mutually exclusive. Our approach is therefore centred on maintaining standards whilst ensuring that students receive the support required to understand expectations, regulate effectively and make successful choices.

Students with SEND 

Where a student with SEND is removed from a lesson, consideration will be given to whether the most appropriate provision is the Study Room or the Hybrid Study Room.

Students requiring additional support will be placed within the Hybrid Study Room provision where interventions can be delivered alongside academic work completion.

The expectation remains that students complete the work set by their teacher and engage positively with the intervention provided.

11. Child on Child Abuse

Co-op Academy Strinesdale is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero-tolerance approach of all forms of child-on-child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi-nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

Where there are any reports of child-on-child abuse, including sexual violence and sexual harassment, we will follow the guidance set out in Keeping Children Safe in Education. The Academy maintains a zero-tolerance approach to all forms of child-on-child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child-on-child abuse will be proportionate, considered, supportive and will be decided on a case-by-case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

For more information on how we deal with child-on-child abuse please see:

Co-op Strinesdale Anti Bullying Policy.

Co-op Strinesdale Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

Suspensions will be issued in response to a serious breach or persistent breaches of the school's

behaviour policy. These are issued at the Headteacher’s discretion based on the behaviours exhibited

and the evidence available.

The following list includes examples of unacceptable behaviour warranting suspension from the academy:

• Carrying or using an offensive weapon (including but not limited to a firearm of any description, including starting pistols, air guns and any type of replica or toy gun, any bladed object or knife, including all variations such as pocket knives, craft knives, scissors, screwdriver etc.);
• Any assault against a member of staff;
• Incidences outside of the Academy which bring the reputation of the Academy into disrepute;
• Sexual abuse/sexual harassment/ sexual violence;
• A deliberate assault on another student;
• Persistent racial abuse;
• Persistent abuse/bullying including physical abuse;
• Verbal threatening and intimidation of staff or students;  
• Persistent disruptive behaviour;
• Bullying committed via social networking media/electronic means;
• Deliberately setting off the fire alarm*
• A student who is suspected of being under the influence of an illegal substance/drugs during the academy day;
• Possession of illegal drugs or related paraphernalia by an individual on academy premises
• Persistent and entrenched refusal to comply with expectations;

*The academy takes health and safety very seriously and views the setting off of the fire alarm to be a threat to a safe environment. This will be dealt with by an immediate long-term suspension and parental interview.

This is not an exhaustive list and suspensions may be used for other forms of inappropriate behaviour.

Process – Suspension Issue:

• The parent / carer is informed via phone call as well as a letter sent home providing additional information regarding the re-integration plan.
• Email sent to parent / carer confirming suspension and home learning details.
• The student will not be allowed to attend school for a period of between 1 - 5 days.
• The student and parent / carer will have a reintegration meeting with a senior member of staff / Head of Year to discuss the reasons for the suspension and the actions needed to prevent repeated future behaviours upon their return.
• This may be a combination of agreements between the school, student and/or parent/carers. It may involve offers of support from the school.
• A 5-lesson study room placement issued upon the re-integration meeting, to ensure the student is ready to return to mainstream education.
• If a parent cannot attend this meeting, the student may be required to work in the study room until a meeting can take place.

Examples of agreements made include;

• Class changes
• Parental / Carer pick up and drop off
• Meet and greet with trusted adult
• Avoiding certain areas of school during social time
• Avoiding certain students during social time
• School based support programmes as available and appropriate (Pastoral and SEN)
• External avenues of support

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

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Screening

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

Power to use reasonable force  

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

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

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

Appendix 1 - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

There are four main categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Progress
3. Defiance
4. Out of lesson

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix 2 - Co-Op Academy Strinesdale BfL Classroom Policy

• SANCTION 1 – S1 Verbal Reminder

• Reminder of Expectations  
• Teacher clearly states this is an S1 verbal reminder

• SANCTION 2 – S2 Behaviour Point

• Teacher clearly states this is an S2
• Behaviour point recorded in Arbor

• SANCTION 3 – S3 30 minute detention

• Teacher clearly states this is an S3
• 30-minute consequence detention to be completed the same day

• SANCTION 4 – S4 Study Room

• Teacher clearly states this is an S4
• On Call requested
• Student removed from the classroom to the Study Room (more information on the Study Room can be found in Section 9).
• 30-minute consequence detention to be completed the same day

Appendix 3 - Uniform guidance and expectations