Co-op Academy Grange has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to students what acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our students to leave Grange as well qualified, well rounded citizens. students’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows students to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Grange is committed to the development of students’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Grange will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every student,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our students strive to achieve success. We are dedicated to succeeding together to ensure that all students are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our students to express themselves in the right way embodying ‘being yourself, always’ across our community.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Grange 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 2023

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

Rules and Ways of Being

Co-op Academy Grange is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

Do what matters most:

We follow the academy code of conduct
We listen to and respect all members of the community
We come to school each day, ready to work hard and make progress

Be yourself, always

We stand up for what we believe in - even if it is not the popular choice
We know it is cool to be smart and value learning
We look ahead at the long game to help us make the right choices

Show you care

We are kind to each other
We do not tolerate discrimination, bullying or unkindness to others
We are polite and courteous

Succeed together

We respect our shared learning environment
We work together as a team - knowing that team always beats individual
We look for opportunities to become leaders and role models within our community

Our rules for student conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

Always be READY

Be punctual
Be prepared with equipment
Wear uniform correctly
Be ready to learn

Always be RESPECTFUL

Have a positive attitude to learning
Be on task and follow the code of conduct
Follow instructions first time every time
Speak politely and with manners

Always be SAFE

Always be where you are supposed to be
We are a non contact school
Follow entry and exit routines at the beginning and end of lessons
Move sensibly around the academy

3. Rights and Responsibilities

Rights

All members of Co-op Academy Grange have:

The right to learn
The right to teach
The right to feel safe and secure
The right to respect and dignity

Responsibilities

All members of Co-op Academy Grange have a responsibility:

To live by and embody the Co-op Ways of Being
To be good role models
To speak politely and calmly to everyone
To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
To treat everyone as we would like to be treated

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

The Governing Body

Governors are responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Headteacher to account for its implementation. Governors should review this policy every year to ensure its effectiveness.

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.

In addition:

The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporal punishment of any kind is entirely illegal.
The Headteacher and delegated staff have the power to search students, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
The Headteacher and delegated staff have the power to discipline students outside of school hours if it is a school-related matter, or the student’s actions undermine the safety of anyone from our community or the good reputation of the Academy
The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

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

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of students at Co-op Academy Grange and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and students in upholding the policy, we use many opportunities to induct and reinduct our staff and students into the rules and norms of the academy. These include:

Staff

All staff receive training at the start of the academic year and are expected to read the policy
Staff receive regular training updates and further CPD during designated CPD time
New staff receive an induction of the school policies and procedures in managing behaviour
Quality assurance of how staff establish a culture of good behaviour and routines in their classroom take place via regular drop ins, learning walks and feedback from leaders
Elements of department time are used to ensure systems and routines are embedded and understood

Students

Key habits and routines for students are established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis.
Comprehensive behaviour curriculum to teach students our high expectations is delivered through PSHCE, assemblies, tutor time and other reinduction opportunities throughout the year.
Transparency of processes and routines are shared on a regular basis with students and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind students of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of students’ work and behaviour

• praise remorse when students take responsibility for poor behaviour

• remain positive and focus on what the student SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the student into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

All sanctions quickly lose their effectiveness if frequently used. Avoid constantly punishing

students. Only the student can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the student, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Assistant Heads of year, Key stage leads,Pastoral Assistants and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never

lose control and never scream and shout; we do not want students to have this behaviour modelled to them.

5. Recognition

Coop Academy Grange aims to encourage and celebrate the success of all its students in all areas of school life to ensure personal commitment, character traits and achievement is recognised, rewarded and recorded. We acknowledge the importance of praise and reward and therefore seek to promote and reinforce our expectations of students at any given and relevant opportunity.

We recognise that students thrive on praise, enjoy success and are encouraged by recognition. We aim to instil pride through rewarding those most deserving, we aim to inspire those who are struggling and motivate students who have become disengaged.

We must reward whenever possible:

Formally or informally
Publicly or discretely
Regularly
Consistently
Sincerely

We must ensure that students of all ability levels in all year groups across the school can benefit from our rewards processes and that there is consistent application of policy across departments, Year groups and from teacher to teacher.

Students will be rewarded for:

Ready, Respectful, Safe
Effort and Progress
Attainment
Behaviour
Attendance & Punctuality
Participation
Positive Attitude
Character Traits

We have many ways of rewarding student behaviour:

Positive Points (Arbor)

If a student at Grange demonstrates the appropriate behaviours of ‘Ready, Respectful, Safe’ or they showcase the Coop Values – Do what matters most, Be yourself always, Show you care and/or Succeed together they can be awarded, by any member of staff, positive points.

Positive Points Badges

Students will accumulate positive points during the school year, which will be recognised through termly reporting to parents, and by being awarded bronze, silver, gold, platinum and diamond positive badges in assembly as they reach the appropriate thresholds.

Once a student has accumulated enough points for the gold, platinum or diamond badge they will be invited to the next ‘Red Carpet Event’ and will have their badge presented at the next Parental rewards evening from the Headteacher. Each September will be a fresh start – points will be reset to zero allowing students to work towards bronze, silver, gold, platinum and diamond for that school year.

Positive Point Thresholds:

Bronze – 500

Silver – 1000

Gold – 1500

Platinum – 2000

Diamond - 2500

Positive Postcards (Tutor / Head of Year/KLead)

Students will receive positive postcards weekly from their tutor if the achieve the following:

100% Attendance

Zero Negatives

Highest Positive Points (Tutor Group)

Students achieving the highest positive points in the year group weekly will receive a Head of Year positive postcard and a positive phone call home to share recognition with parent/carer.

Positive Postcards/Badge (Subjects)

Students showing excellent progress, effort or participation in a subject area can be nominated for a subject award. All nominated students will receive a subject positive postcard from their teacher of Head of Department. Selected students will receive a subject award badge and certificate in assembly.

Attendance Rewards

Students achieving 100% attendance each half term will be awarded with an attendance badge, they will also be invited to the next ‘Red Carpet’ event. Additional prize draws throughout the year will take place to further reward excellent attendance and punctuality. A student achieving 100% attendance for one half term will receive a bronze attendance badge, two half terms silver, three half terms gold, four half terms platinum, five half terms diamond. Students achieving 100% attendance across one full academic year will receive a headteacher award to be presented at the annual end of year parental celebration event.

Tutor Group Rewards

To support students to succeed together and to instil a culture of collective responsibility weekly tutor group rewards (boxes of chocolate / treats) will be given in assembly to tutor groups with:

Highest Attendance

Lowest Negatives and Referrals

Highest Positive Points

Contact home

To create a positive school culture we will recognise and celebrate student achievements and behaviours through positive calls home and postcards from Senior Leaders, Key Stage Leads, Heads of Year, and Assistant Heads of Year.

Character Awards

In a rapidly evolving world, the development of a strong, resilient character is essential. At Grange we will recognise, instil and develop character traits in all students to ensure they develop the personal strengths and virtues that will enable them to leave Grange with confidence, resilience and self-belief to negotiate the challenges and opportunities that life will present. Students will be exposed to and taught explicitly a range of behaviours through a rich and meaningful character education programme. Those students that demonstrate excellent character will be nominated by staff for a ‘Character Award’. All nominated students will attend a weekly reward breakfast with SLT and chosen award winners will receive a ‘Character Award’ badge in assembly and will be invited to attend the next ‘Red Carpet’ event.

Character Behaviours to be celebrated include:

∙ Respectful
∙ Resilient
∙ Self-Discipline
∙ Positive Attitude
∙ Personal Responsibility
∙ Inclusive
∙ Courage
∙ Confidence
∙ Kindness
∙ Forgiveness
∙ Empathy
∙ Positive Role Model
∙ Honesty
∙ Fairness
∙ Reliability

‘Red Carpet Events’

Students that maintain positive behaviours throughout a full half term cycle will be invited to attend a ‘Red Carpet’ event. These will include internal reward activities and external trips and visits. Students will be invited to attend a reward event if they meet the following criteria:

95%+ Attendance

No RESET, Isolation, Truancy or Suspension

Zero Negatives

Highest Positives

Gold, Platinum or Diamond positive points badge achievers

Character Award Winners

SLT/HOY Nominations

Parental Celebration Evenings

We value the importance of celebrating the success of students with their parents/carers. Students and parents/carers will be invited to a parental awards evening. Students will receive public recognition, verbal praise alongside certificates, badges and awards prizes for achieving the following:

100% Attendance (Headteacher Award)

Zero Negatives

Highest Positives (Year Group)

Gold/Platinum/Diamond ‘Positives’ Award

Character Awards

Duke of Edinburgh Award (Bronze, Silver)

Coop Young Leader (Bronze, Silver, Gold)

Subject Award

Mentoring Programme Completion

Attainment/Progress

Outstanding Effort

SLT/HOY Nominations

Enrichment/Extracurricular

KS3/KS4 Lead Nominations (Most Improved)

6. Classroom Strategies and Expectations

Where a student is unable to sustain good behaviour or positive attitudes to learning during lessons the class teacher will use the following three point plan:

Warning 1 You have not returned to your seat when I asked you to. This is now your first warning. Now return to your seat. Thank you.
Warning 2 You were talking over me when I’m teaching. This is now your ‘second warning’. Thank you for listening carefully and supporting us all to have a positive lesson. Let’s make this a success
Referred from class Unfortunately, you have continued to talk over me after I have given you two warnings. To ensure everyone can learn I am now going to have to refer you. You will need to remain in your seat until you are collected.

It is important that when using the system we enable a positive response from students (see appendix v for more information on classroom practice). When a student reaches stage three of the three point plan, the class teacher will use Arbor for the student to be referred. A member of the pastoral team, or the SLT on walk-about, will come and quietly remove the student from the lesson and take to the Turnaround room. Students must not be placed outside a room or asked to go to Turnaround by themselves. The student will not be returned to the lesson. All referrals will be triaged. Once triaged, the member of staff will make a decision as to the next course of action:

No further action
Referral detention issued
Remain in Turnaround, completing work, until next lesson
Sent to Reset
Suspension
Other sanction / consequences

(See behaviour tariff for full details of possible consequences)

Any student removed from a lesson following a referral will receive a phone call home (at the teacher’s earliest convenience) and a same day detention. A child could receive two detentions in a day and be detained for 30 minutes after school on the same day.

Each stage of the classroom behaviour system will be displayed on the board in the classroom. Staff will indicate which stage a student is at by writing their name / initials on the board. This allows for transparency and ensures students and staff have a visible reminder to support positive behaviour.

If a student exhibits behaviour which is unsafe including verbal abuse or threatening behaviour, this is a high level incident. A referral should be called for immediately, without proceeding through the stages of the behaviour system, and appropriate consequences given.

Classroom Expectations

Should a student fail to meet classroom expectations, the teacher will implement the three point plan.

The expectations in the classroom are:

To be READY

Enter the classroom in a calm manner on time
Don’t ask to use a pass in the first ten minutes / last ten minutes of a lesson
Remove any coats or jumpers
Place bag under their desk
Place equipment on the desk
All other equipment placed on desk as requested
No eating, chewing or drinking (except water)
Complete starter task

To be RESPECTFUL

Follow instructions first time every time
Be on task at all times
Silent when asked and quiet discussion when asked
Present your work with care

To be SAFE

Remain seated unless instructed to leave your seat
Be kind and thoughtful of others
Follow all instructions first time every time
Positive body language
Only bring in items you are allowed
Polite calm voice
Respect others personal space
At the end of the lesson tidy away, place the chair under the desk, stand behind it and leave the classroom calmly as instructed by the teacher

7. Expectations Around the Academy

We expect all members of our community to demonstrate our rules and ways of being in the corridors and space around school, as well as in the classroom. The expectation around the academy is:

Go to all lessons and tutor period on time
Be on time to lessons and don’t try to use a pass in the first 10 minutes of the lesson
Follow instructions from all staff, first time every time
Be polite and show respect for other people
Show respect to school and other people’s property no vandalism, put litter in the bins
Follow the Calm Corridor Charter (Appendix vi)
Wear your school uniform correctly at all times

No hats, caps, hoods, coats, hoodies, non Co-op jumpers inside the academy
No jeans or skirts - tailored trousers only
Black shoes (No logos / labels - fully black leather type material)
School logoed v neck jumper and or blazer must be worn unless instructed by staff
All students must wear the correct coloured tie to their year group at all times
See school website for full details of uniform and PE kit

Only eat in designated food areas at the correct time and place litter in the bin
No chewing gum, sweets, high sugar fizzy drinks or energy drinks at any time
Do not use mobile phones or speakers or have them switched on during school hours
No illegal substances to be brought onto the school site, along with cigarettes, lighters or vapes.
Respect the surrounding community before and after school.
No contact with other students and respectful, safe break time play
Enter the building calmly and purposefully ensuring uniform is correct before lessons

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Grange. We care about you when you are in the building and when you are in the community. We expect all of our students to be respectful citizens and especially when identifiable as Co-op Academy Grange students. When walking to and from the academy we expect you to:

walk on the pavements not the middle of the road
be aware of other pedestrians and respectful of the neighbourhood
walk in small groups so as not to block pathways, alleys or walkways
be careful crossing roads, use crossings and not looking at mobile phones
use respectful language
refrain from fighting, aggression or abusive language or behaviour
be respectful in shops - go in in small groups and be polite to shopkeepers
refrain from smoking or vaping
talk positively and be positive about the academy and the Co-op
continue to live by our Ways of Being and commit to being ready, respectful and safe

9. Consequences

Although Co-op Academy Grange 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 (see appendix i for full list of possible consequences):

The three point plan activated in classrooms (see section 6 above)
Lunch Detention If you are Late in the Morning or receive a detention in Lesson 1, 2 or 3 you are able to complete a 10 minute detention at lunch time.
Same day detentions (up to 2 hours) issued for:

- late to school

- removal from class

- truancy from lessons

- poor conduct around the academy (see section 7 above)

Up to day in Reset (internal isolation) for:

- failing to attend a detention

- 2 or more truancy / referrals in a day

- returning from a suspension

- a breach of the policy and our expectations (see appendix i)

Behaviour placement at another school for:

- persistent behaviour where the above has not been successful

- breaches of this policy that have or could cause harm to anyone in the academy

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

At each level of this list of sanctions, support is provided to help the student make more positive choices in the future. See section 10 for interventions offered to students to maintain excellent behaviour.

10. Further Intervention and Support

Where a student is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement; or where there is a serious one-off incident which breaches the school ethos, a student may be referred to the school’s support teams who may consider the following interventions.

Stage Monitoring reports
Behaviour and progress meeting with Head of Year and / or Key Stage Leader
Pastoral Support Programme
Enhanced Support Plan
Referral to Individual Student Meeting (ISM)
Break time and lunchtime detention (Inappropriate behaviour at unstructured time)
RESET (internal isolation)
Support from the Inclusion team and SENDCO
Access to the Uniform Room to correct any issues around uniform (no consequence if utilised)
Personalised timetable
Referral to Core and/or multi-agency group
EHCP application
Referral to alternative activities
Behaviour placement at another school
Off site Direction to another school
Referral to in school SEMH support
Referral to in-school counsellors
Careers interviews
Extra curricular clubs
Referral to the Schools Police Officer and referral to outside agencies
Referral to in-house alternative provision Base and Bridge
Referral to external alternative provision
Suspension
Permanent Exclusion

(see the graduated response approach in appendix for further support)

The school recognises that changes in behaviour may be an indicator that a student is in need of help or protection. We will consider whether a student’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate.

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

Where a student may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCO. An example of a reasonable adjustment could be a 5 minute early pass to avoid crowds in corridors; a temporary or long term adjustment to the uniform policy; a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

Co-op Academy Grange 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 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 students 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 Grange Anti Bullying Policy.

Co-op Academy Grange Child Protection Policy.

Keeping Children Safe in Education 2023

12. Suspensions

If a student is involved in extreme poor behaviour, the student will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a student is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’. When a student is excluded they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

Carrying or using an offensive weapon
Any assault against a member of staff or student
A deliberate assault on another student
Fighting
Damage to property
Sexual assault
Racial, transphobic or homophobic abuse
Verbal or physical abuse / bullying
Verbal threatening and intimidation of staff or student
Bullying committed via social networking media / electronic means
Deliberately setting off the fire alarm
Filming a fight or incident and posting on social media
Fabricating stories about members of staff including on social media
A student who is suspected of being under the influence of an illegal substance / drugs
Possession of illegal drugs or related paraphernalia by an individual
Smoking or vaping on the school site
Persistent and entrenched refusal to comply with expectations

Every student who 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 suspension. 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.

After each suspension, there is a menu of support that each student could receive:

Time in RESET completing reflection and getting ready to return to school
Parent meeting with student voice, parent voice and agreed targets recorded
2 weeks on a Stage Monitoring report to AHOY/HOY/KS Lead/SLT Link to monitor behaviour
A careers interview to support in raising aspirations
Directed to an extracurricular club
Review of tutor group / class group or seating plan
Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)
Long term mentoring / counselling or support agreed (if necessary)

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

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 Exclusion policy.

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search students and possessions if there are reasonable grounds to suspect students 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, 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 student, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

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

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

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

Mobile Phones / Devices

Phones and devices must not be seen or heard on the school site between 8.10am and 3.30pm
Mobile phones / devices must never be seen or heard inside the school building
Mobile phones will be confiscated if they are seen or heard. Students can collect confiscated mobile phones at 3:05pm from Student Services.

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support) if a search has been carried out on their child.

Screening

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

Power to use reasonable force

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

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

Searching, Screening and Confiscation - Advice for Schools

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

Appendix i

Co-op Academy Grange Consequences Tariff

Purpose

We have high expectations of all of our students and are committed to creating a safe environment. When a student fails to meet our expectations, it is important that this be corrected so as not to affect other students / staff. This may involve a same day detention or a more severe consequence. Possible sanctions are outlined below. Professional judgement is always used on a case-by-case basis.

Arbor-Behaviour Flow

Level 1

Points deducted

Missing PE kit
Mobile phone seen or heard
Using headphones or Bluetooth
Littering
Warning- tutor in adequate equipment
Warning -answering back
Warning- disturbing others or being out of seat without permission.
Warning-refusal to follow instructions
Warning-late lessons (if students arrive late lesson 1-they will already have been signed in as late by the attendance team)

Level 2

Text sent home and detention issued for the first available slot (lunchtime or after school)

3 level 2 incident in one day escalates to level five which results in Reset automatically

Referrals:

Answering back
Calling out
Disturbing others or being out of seat without permission.
Lack of effort in lessons.
Refusal to follow instructions.
Talking over the teacher

Level 3

Text sent home and detention issued for the first available slot (lunchtime or after school)

2 level 3 incidents escalate to level 5 and issues Reset automatically

Dangerous or unsafe behaviour
Swearing or rudeness to peers
Defiance- refusal of lessons
Walking off from staff
Failure to attend lunchtime detention

Level 4

Text sent and detention issued

Truancy (2 truancy logs in one day escalates to level 5 and Reset)
Failure to attend after school detention, Reset automatically issued

Level 5-High level incidents (HLI)

Reset (Once investigated, some of these incidents will result in suspension)

Abuse relating to disability/homophobic remarks/transphobic remarks/racism/misogynistic language/sexist language
Bringing the school into disrepute
Bullying – cyber/physical/verbal
Cheating in an exam
Disrupting an exam
Damage to property
Fighting
Weapon or banned item
Verbal abuse or threatening behaviour to an adult/Verbal abuse or threatening behaviour to a students
Theft/bringing in stolen items
Swearing at staff
Physical assault against a student/Physical assault against an adult
Possessing or using alcohol/vapes cigarettes

Reset is also manually booked for students returning from suspension

Appendix ii

Classroom Behaviour System

Three Point Plan - In Practice

It is so important that the highest of expectations for students is placed on them in the classroom to ensure that they can learn powerful knowledge and make progress that will open doors for them. It is imperative that we create a climate where teachers can teach and children can learn - free from distraction. This means that we must consistently and emphatically apply the behaviour system in lessons for any behaviours that mean a student is not trying to learn themselves - or stopping others from learning.

We know that students respond to firm and clear boundaries and instructions delivered warmly and precisely. For consequences to be successful they are best when they are:

Quick

Incremental

Consistent

Depersonalised

When applying the 3 point plan (warning 1, warning 2, Referral) ensure that you are continuing to positively frame, teach with enthusiasm and keep the main thing the main thing. Bring everything back to our Ways of Being to help students understand purpose.

E.g.

Warning 1:

A student turns around and talks to the person behind them - after you have told them to be silent as they are getting on with a piece of independent work:

Thank you to everyone for ensuring a really calm and focused learning environment. We all need to ensure we are getting it right. (move over to the student who is talking). Hannah, you were turning around and talking when I asked for silence. What really matters in this lesson is for you to understand the learning. This is now your first warning. I know you are going to get this right.

Our aim is to enable a positive response. Once we have given our expectation, move away, give take up time and glance back to confirm that they have done as you asked. Carry on teaching warmly and smile or acknowledge their compliance - reinvolve them in the lesson by asking them a question they can answer. For clarity, write the name on the board.

Warning 2:

(all warnings best given in private - name the behaviour before the consequence. Log warning 2 on Arbor and on the board as a visual reminder). Keep it quick, incremental, consistent, depersonalised).

Hannah, I asked everyone to get on with their work and you have continued to try and talk to the person behind you and have not yet started. This is wasting your learning time and distracting others. It is not helping us succeed together. I am going to write your name on the board as a second warning now to help you in remembering to get it right.

Where possible, for warning 2, try and also put an intervention in place that will help the student to achieve your expectations

e.g. Hannah, to help you really get the most out of this lesson so you can truly concentrate - come and sit over here where I will better be able to support you.

Referral

If a behaviour continues or a student has not followed your instructions and their name has been on the board under ‘warning’ then it is time to remove them from the class so that you can teach and the other students can learn.

Hannah, I have given you two chances to get this right. You are not allowing others to succeed in this lesson and so I have no option but to refer you. Please stay in your seat until a member of staff comes to take you to the Turnaround room. Thank you.

It is really important that we know where students are at all times. The student must not be sent out of class to make their own way to Turnaround. It is also important that when the pastoral assistant or SLT member comes, it is as quick and non-invasive as possible to your lesson. It is not the time for big conversations… Simply gesture or quietly tell the member of staff which student you would like to be picked up and they will quietly remove them.

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

Follow up for class teachers after referrals:

Call home for the student to explain what happened and to ask for support (earliest possible time)
Visit the student in detention to speak to them in private (take them out and bring them back) and carry out a conversation about the behaviour and how you can move forward
If this is a persistent issue, speak to your subject leader and / or pastoral manager to request further support (or support with a parent meeting)

If behaviour is very severe and is dangerous or a safeguarding concern - you need to click on ‘high level incident’ on Arbor. You do not go through the 3 point plan. High level incidents could be:

Violence
Racist / homophobic / transphobic behaviour
swearing at or threatening a member of staff
Defiance
Refusal to hand over a banned item
Physical abuse
Verbal abuse

Appendix iii

Posters

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

Appendix iv

Home Academy Agreement

Please read, sign and return to school with your child on the first day of school.

Following the school values of showing we care, being our best self and doing what matters most will ensure that we succeed together.

Co-op Academy Grange will:

Provide a safe and supportive environment for students to enjoy learning and achieve their full potential;
Provide a consistently high standard of teaching;
Ensure students have the best possible education by providing a suitable curriculum and individual support;
Provide parents/carers with regular reports and opportunity for discussion about their child’s progress;
Set regular homework;
Contact home to acknowledge students’ successes;
Contact home if there are concerns about students’ behaviour, progress or attendance;
Provide a wide variety of extracurricular activities, trips and residential visits.

Parents/Carers will:

Support our values and behaviours;
Ensure your child attends school, on time, with a minimum of 97% attendance;
Inform us on the first day in the event of any absence;
Support our policy of holidays and extended family trips not being taken during term time;
Attend meetings concerning the education and well-being of your child including Parent/carer evening;
Provide correct contact details and update us if they change;
Ensure that your child completes all work set by the school, including home learning;
Provide a suitable environment for your child to work at home so they can complete home learning to a high standard;
Support your child’s organisation by helping them to bring the correct learning equipment for the day;

Support the school’s policies and regulations on behaviour and uniform including same day after-school detentions up to 5.00pm after communication from the school;

Support your child participating in extracurricular activities, trips and residential visits.

Students will ensure that they:

Work hard, live by our values and follow the expectations in every lesson and around the academy, be ready, respectful and safe;
Attend regularly, arrive on time, wear the correct uniform and bring the correct equipment;
Ensure mobile phones/devices are not see or heard on school premises;
Behave responsibly both at the school and travelling to and from the school;
Complete all home learning to the highest standard and hand it in on time;
Treat all adults and students with respect;
Be polite at all times and hold the door to let others through;
Respect the school building and equipment and keep our school environment free from graffiti, litter and chewing gum;
Do not undermine the safety of others;
Take letters and messages home and deliver them to their families;
Check their Google Classroom regularly
Take an active part in the school life including extracurricular activities, clubs, teams.

Failure to keep to the Agreement will result in disciplinary action and ultimately a loss of place at Co-op Academy Grange.

Student Name:
Student Signature:
Date of Signature:
Parent/Carer Signature:
Date of Signature:
Headteacher Signature:
Date of Signature:

Appendix v

Graduated Response to Managing Behaviour

Co-op Academies Trust - Behaviour Policy September 2024